(n.) A poetic foot of two long syllables, as in the Latin word leges.
Example Sentences:
(1) Since Martin and Sides (Asha, 1985, 27, 29-36) found that only 6% of audiologists reported actually following current ASHA guidelines for SRT testing (Asha, 1979, 21, 353-356), a comparison was made on 36 normal-hearing adults of spondee thresholds (ST) collected following strictly those guidelines (ST1) and by an experimental procedure based on the ASHA guidelines for pure-tone audiometry (Asha, 1978, 20, 297-301) (ST2).
(2) The results show that: (a) in young listeners, individual differences in speech perception performance are remarkably small resulting in low correlations between the tests, while in the elderly tests of phoneme, spondee, and sentence perception overlap considerably; (b) speech perception in the elderly seems to be largely determined by hearing loss at the higher frequencies, whereas the effects of other auditive and cognitive factors seem to be relatively small or absent; and (c) performance in the elderly is only partly correlated with age.
(3) With changes in frequency response of the stimulus delivery system, SRT shifted differentially for spondees and monosyllables.
(4) Functions relating the percentage of spondees correctly identified to stimulus level were similar for the three transducers, and notably, their slopes were comparable.
(5) Six sets of spondees were derived from the 36-word corpus of a Northwestern University recording of CID W-1 spondaic words.
(6) The differences were judged clinically insignificant, nevertheless when considered with earlier data it may be concluded that time-compressed spondees may come to have use as a clinical device.
(7) The derived Spanish word list was compared for equivalency to English spondees on a group of bilingual adults.
(8) The performance of five subjects implanted with the Nucleus 22-electrode cochlear implant was compared on the Four-Choice Spondee test, the Central Institute for the Deaf Sentence test, and Speech Tracking across the following conditions: (1) five most apical electrodes eliminated from the subject's MAP (stimulus parameters); (2) five most basal electrodes eliminated from subject's MAP; (3) the middle five electrodes eliminated from subject's MAP; and (4) subject's current MAP.
(9) Various testing and training materials (Chinese version of the monosyllable-trochee-spondee [MTS] test) as well as modified candidate evaluation procedures and criteria were applied.
(10) The median scores for open set tests involving auditory stimulation alone were: 14% correct (range 0 to 60) for monosyllabic words, 44% correct (range 0 to 100) for spondees, and 45% correct (range 0 to 100) for words in the Everyday CID Sentences.
(11) This study investigated the reliability of the Tillman-Olsen procedure for establishing the spondee threshold (ST).
(12) The effects of changing the duty cycle of an interrupted-broad band masker on the spondee thresholds of hearing-impaired subjects were explored.
(13) In addition, identification performance for spondees with a hard-easy syllable pattern was higher than for spondees with an easy-hard syllable pattern, indicating a primarily retroactive pattern of influence in spoken word recognition.
(14) Methods for measuring masking level differences (MLDs) at 500 Hz and for spondees were used with 290 subjects: 50 persons with normal hearing and 240 patients with various diseases.
(15) Individual syllables within a spondee were characterized as either "easy" or "hard" depending on the syllable's neighborhood characteristics; an easy syllable was defined as a high-frequency word in a sparse neighborhood of low-frequency words, and a hard syllable as a low-frequency word in a high-density, high-frequency neighborhood.
(16) Monitored live voice (MLV) and the Auditec of St. Louis recordings of the Central Institute for the Deaf spondees were used as stimuli.
(17) Results revealed a systematic and reliable effect wherein mean threshold decreased from 19.1 dB SPL to 12.2 dB SPL as set size was reduced from 36 to 3 spondees.
(18) 86, 1294-1309 (1989)], the validity and manageability of a test battery comprising auditive (sensitivity, frequency resolution, and temporal resolution), cognitive (memory performance, processing speed, and intellectual abilities), and speech perception tests (at the phoneme, spondee, and sentence level) were investigated.
(19) Each masker was presented continously or pulsed simultaneously with the onset of each spondee word.
(20) For the hearing-impaired subjects, SRT in quiet approximated the amount of hearing loss in the frequency region of importance for each of two sets of speech materials--spondees and monosyllables.
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.