(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.
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.