(1) This study explored the effect of naturally occurring interactions of syllable stress and serial positions, found in polysyllabic words, on the variability of phonological performance of speech-delayed children.
(2) The goal of this research was to ascertain the effects of suprasegmental parameters (fundamental frequency, amplitude, and duration) on discrimination of polysyllabic sequences by 1- to 4-month-old infants.
(3) The longitudinal data suggest that early processes applied to polysyllabic words may be predictive of later pronunciation skill for the production of continuous speech.
(4) Slow negative potentials, which are at a maximum over Broca's area in the left hemisphere, were recorded when normnal subjects spontaneously produced polysyllabic words.
(5) Word identification becomes an increasingly important skill for these students, especially when confronted with unfamiliar, polysyllabic words.
(6) Two boys who exhibited different early phonological processes for the maintenance of syllables in polysyllabic words were studied at two subsequent times during the phonology development period.
(7) The pattern of results obtained in the six experiments suggests that the exaggerated suprasegmentals of infant-directed speech may function as a perceptual catalyst, facilitating discrimination by focusing the infant's attention on a distinctive syllable within polysyllabic sequences.
(8) These potentials, evoked by "silent" repetition of polysyllabic words, were averaged and recorded from the scalp overlying the inferior frontal regions on both sides in 20 normal healthy subjects of ages ranging from 13-58 years.
(9) Twenty adult stutterers and twenty matched controls produced utterances of three lengths--one syllable words, polysyllabic words, and sentences--in two conditions of time pressure (high and low) and two conditions of preparation (delayed and immediate responding) in a reaction-time paradigm.
(10) Recommended works Childe Harold contains a buoyant mixture of wit, pathos, travelogue and appalling polysyllabic rhymes.
(11) The agraphia of this patient showed the following features: (1) His writing difficulty was greater for Kana than for Kanji (ideogram) when a word was polysyllabic.
(12) It’s one of the easiest subjects for a kid – or it was when I was a kid – for you to expose your parents, because you had just read the new cigarette card and there was a name there, a polysyllabic name, that your parents had never heard of.” And there he still was, I realised, the boy with his cigarette cards, his excitement about creatures that lived many millions of years ago undimmed by the passage of mere decades.
(13) Such responses could be specifically related to certain combinations of consonants suggesting a function in categorization, they could depend on word length, could differentiate between polysyllabic and compound words of the same length or could be unspecifically related to language as such.
(14) Results showed a significant coincidence of stutter events and syllabic stress peaks, particularly in polysyllabic words.
(15) The acoustic correlates, which are based on relative measures, were tested on a corpus of 233 polysyllabic words, each of which was spoken once by two males and two females.
(16) We found that his performance on visual lexical processing tasks was very satisfactory, there was no effect of priming from a correctly read irregular word and his reading of polysyllabic words was remarkably good.
(17) Comparison of the natural and synthetic glottal waves indicates that (1) the rise of frequency in interrogative words is due principally to increasing vocal-fold tension, while (2) the fall of frequency in declarative words is due principally to decreasing subglottal air pressure; (3) in the polysyllabic words, the change of frequency within syllables resembles that of the declarative monosyllables and appears due primarily to changes of subglottal air pressure; and (4) the heightened f0 of the stressed syllable is due to an increase in the vocal-fold tension, typically accompanied by increased subglottal air pressure.
(18) Later, the subject was required to say a polysyllabic word, and finally, five or six words per token.
(19) Reading tasks were constructed of 24 monosyllabic words with initial consonant clusters and 10 polysyllabic words.
(20) The increase in duration was particularly marked for vowels and for sounds in polysyllabic words.