(superl.) Greater in quality, amount, degree, quality, and the like; with the singular.
(superl.) Greater in number; exceeding in numbers; -- with the plural.
(superl.) Additional; other; as, he wept because there were no more words to conquer.
(n.) A greater quantity, amount, or number; that which exceeds or surpasses in any way what it is compared with.
(n.) That which is in addition; something other and further; an additional or greater amount.
(adv.) In a greater quantity; in or to a greater extent or degree.
(adv.) With a verb or participle.
(adv.) With an adjective or adverb (instead of the suffix -er) to form the comparative degree; as, more durable; more active; more sweetly.
(adv.) In addition; further; besides; again.
(v. t.) To make more; to increase.
Example Sentences:
Multisyllabic
Definition:
Example Sentences:
(1) Two groups of nine, 5- to 11-month-old infants were tested for discrimination of a change in peak fundamental frequency (F0) within the final syllable of multisyllabic speechlike stimuli.
(2) Third-grade average and below-average readers were tested on a word repetition task with monosyllabic, multisyllabic, and pseudoword stimuli.
(3) Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion.
(4) The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task.
(5) Effects of threshold, increment, and syllable number are contrasted with earlier results for infant discrimination of both peak-intensity changes and vowel duration increments in the same multisyllabic stimuli.
(6) The results suggest that the naming of multisyllabic words draws on some of the same knowledge representations and processes as monosyllabic words; however, naming does not require syllabic decomposition.
(7) Hearing talkers produce shorter vowel and word durations in multisyllabic contexts than in monosyllabic contexts.
(8) The speech perception of the subjects was assessed with closed sets of vowels, consonants, and multisyllabic words; with open sets of words and sentences, and with speech tracking.
(9) Experiment 1 used multisyllabic words that vary in terms of the consistency of component spelling-sound correspondences.
(10) During the single-word utterance period, reduplication was associated with infrequent production of final consonants but frequent maintenance of multisyllabic structure.
(11) The phonetic transcription of multisyllabic names is often a plearurable challenge.
(12) On each trial, subjects heard repetitions ('pre-exposures') of two artificially-constructed, multisyllabic patterns that shared an embedded segment 1 or 2 syllables long (e.g., 2 shared syllables: [ga-li-SE] and [li-SE-stu]).
(13) Within the posterior region, there was further differentiation for multisyllabic speech into a parietal system, which appeared to mediate primarily praxic function, and a temporal system, which appeared to mediate verbal-echolalic function.
(14) All speech-like vocalizations were transcribed, and comparisons were made between the cleft and noncleft groups for (1) size of consonant inventory, (2) type and frequency of occurrence of consonants, and (3) frequency and type of multisyllabic productions.
(15) The analysis focused on two measures: (a) size of consonantal repertoire over time and (b) proportional occurrence of multisyllabic consonant-vowel utterances.
(16) Fourteen poor readers and 14 age-matched nondisabled subjects were taught to produce four novel, multisyllabic nonsense words.
(17) However, below average readers were significantly less accurate at repeating the multisyllabic and pseudoword stimuli.
(18) In addition, errors predominated in the medial position of words, and monosyllabic words had approximately the same error rate per number of consonants as did multisyllabic words.
(19) Comparison of multisyllabic utterances revealed a general tendency for the hearing-impaired subjects to produce fewer multisyllabic utterances containing true consonants and for some of the hearing-impaired children to produce a high proportion of vocalizations with glides or glottal stops.
(20) General descriptions of the syllabic shapes of intentional vocal acts at the prelinguistic and one-word stages demonstrated that most of the subjects used a substantial proportion of consonants in both mono- and multisyllabic vocalizations.