(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.
Syllable
Definition:
(n.) An elementary sound, or a combination of elementary sounds, uttered together, or with a single effort or impulse of the voice, and constituting a word or a part of a word. In other terms, it is a vowel or a diphtong, either by itself or flanked by one or more consonants, the whole produced by a single impulse or utterance. One of the liquids, l, m, n, may fill the place of a vowel in a syllable. Adjoining syllables in a word or phrase need not to be marked off by a pause, but only by such an abatement and renewal, or reenforcement, of the stress as to give the feeling of separate impulses. See Guide to Pronunciation, /275.
(n.) In writing and printing, a part of a word, separated from the rest, and capable of being pronounced by a single impulse of the voice. It may or may not correspond to a syllable in the spoken language.
(n.) A small part of a sentence or discourse; anything concise or short; a particle.
(v. t.) To pronounce the syllables of; to utter; to articulate.
Example Sentences:
(1) Real ear CVRs, calculated from real ear recordings of nonsense syllables, were obtained from eight hearing-impaired listeners.
(2) In addition, they were tested with dichotic listening for correct reports of consonant-vowel syllables.
(3) There is recent evidence that children naturally divide syllables into the opening consonant or consonant cluster (the onset) and the rest of the syllable (the rime).
(4) Children in the first group were provided training by their parents that was intended to focus the child's attention on consonants in syllables or words and to teach discrimination between correctly and incorrectly articulated consonants.
(5) Older hearing controls (14-16 years) matched the deaf group in span and tended to recall most accurately written syllables which are not easily lipread.
(6) Free recall of nonsense syllables was significantly better when these were learned under active compound.
(7) Under some conditions, visual information can override auditory information to the extent that identification judgments of a visually influenced syllable can be as consistent as for an analogous audiovisually compatible syllable.
(8) The major findings were as follows: (1) no significant difference was found in consonant identification scores between aperiodic, aperiodic + vocalic transition, and vocalic transition segments in CV syllables compared to those in VC syllables; (2) consonant identifications from vocalic transition + vowel segments in VC syllables were significantly greater than those from vocalic transition + vowel segments in CV syllables; (3) no significant difference was found in vowel identification scores between aperiodic + vocalic transition, vocalic transition + vowel, and vocalic transition segments in CV syllables compared to those in VC syllables; and (4) vowel identifications from aperiodic segments were significantly greater in CV syllables than in VC syllables.
(9) In the first, span and free-recall measures were obtained for 24 subjects, each tested with four types of spoken material (nonsense syllables, random words, fourth-order approximations to English, and normal prose).
(10) A reading battery composed of eight different subtests was given to each patient (reading of letters, reading of syllables, reading of pseudowords, reading of words, reading of sentences, understanding commands, reading and comprehension of texts, and logographic reading).
(11) "I'm Ms Dy-na-mi-TEE-ee," she sang on the chorus, putting an emphasis on the penultimate syllable.
(12) Using tonal stimuli based on the nonspeech stimuli of Mattingly et al., we found that subjects, with appropriate practice, could classify nonspeech chirp, short bleat, and bleat continua with boundaries equivalent to the syllable place continuum of Mattingly et al.
(13) After learning to categorize syllables consisting of [d], [b], or [g] followed by four different vowels, quail correctly categorized syllables in which the same consonants preceded eight novel vowels.
(14) Discourse passages and consonant nonsense syllables, presented in quiet and in noise, were used as the test conditions.
(15) The interactive effects of these modifications were evaluated by obtaining indices of nonsense syllable recognition ability from normally hearing listeners for systematically varied combinations of the four signal parameters.
(16) This study was designed to investigate the effects of self-evaluative responses with feedback in a nonsense syllable recognition task (Experiment I) and a concept learning task (Experiment II).
(17) All subjects received 60 monaural and dichotic consonant-vowel (CV) nonsense syllables presented at equal loudness levels using the most comfortable level (MCL) as the loudness criteria.
(18) Stutterers react emotionally to syllables they stutter because they experience difficulty in articulating those syllables.
(19) For the reverberant condition, the sentences were played through a room with a reverberation time of 1.2 s. The CVC syllables were removed from the sentences and presented in pairs to ten subjects with audiometrically normal hearing, who judged the similarity of the syllable pairs separately for the nonreverberant and reverberant conditions.
(20) Well-formed syllable production is established in the first 10 months of life by hearing infants but not by deaf infants, indicating that audition plays an important role in vocal development.