(1) With regard to the daily mean M, controls performed better than children with language disorders for the word (syllabic) repetition test (P less than 0.0004) but this was reversed for both computing and colouring skill tests (P less than 0.04 and less than 0.002).
(2) Also, syllabic stress of stimulus and response words was identical 88 percent of the time in the TV condition.
(3) Retarded readers were poorer than both control groups in consonant deletion, while there was no difference between the groups on a rhyme-judgement task and a syllabic-vowel-reproduction task.
(4) Our goal was to illuminate the role of canonical (well-formed syllabic) babbling in the development of speech by mentally retarded children.
(5) It has been found that proper interpretation of incoherent words depends at large on their rhythmic, or syllabic structure.
(6) The results indicated that conduction aphasics were superior to Wernicke's and anomic asphasics in their ability to identify both the first letter and the syllabic length of the words they could not name.
(7) Measures obtained from the communication samples included rates of intentional communication and proportions of communicative functions, discourse structure, communicative means, and syllabic shape.
(8) The aid applies slow-acting automatic gain control (AGC) to the whole signal, and then splits the signal into two bands, with separate fast-acting (syllabic) AGC in each band.
(9) One account of this well-replicated result invokes a cancellation explanation: with the place-of-articulation stimuli used, the pattern of formant transitions switches according to syllabic position, allowing putative phonetic-level effects to be opposed by putative acoustic-level effects.
(10) Am., 1985, 77, 678-685) that sensitivity to audio-visual desynchrony is significant only at a syllabic level in connected speech.
(11) Experiment 1 demonstrated that contrary to previous theorizing, the effect is not mediated by the disruption of syllabic units.
(12) Results are discussed with reference to previous studies of syllabic pitch perception.
(13) Syllabic compression did not, therefore, appear to have a significant influence on AV perception for these children.
(14) Experiment 1 showed that targets were named faster when prime and target shared phonemes but only when these occupied the same word or syllabic positions.
(15) Abilities underlying this game include the identification of words, deletion of the first syllabic onset (i.e.
(16) The common pattern displayed by the children with specific language impairments was a deviation in syllabic shape.
(17) 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.
(18) In Study II, intelligibility outcomes were associated with phonological complexity, syllabic structure, and grammatical form.
(19) Suprasegmental tasks included the recognition of syllable number, syllabic stress, and intonation.
(20) French has relatively clear syllable boundaries and syllable-based timing patterns, whereas English has relatively unclear syllable boundaries and stress-based timing; thus syllabic segmentation would work more efficiently in the comprehension of French than in the comprehension of English.
Vowel
Definition:
(n.) A vocal, or sometimes a whispered, sound modified by resonance in the oral passage, the peculiar resonance in each case giving to each several vowel its distinctive character or quality as a sound of speech; -- distinguished from a consonant in that the latter, whether made with or without vocality, derives its character in every case from some kind of obstructive action by the mouth organs. Also, a letter or character which represents such a sound. See Guide to Pronunciation, // 5, 146-149.
(a.) Of or pertaining to a vowel; vocal.
Example Sentences:
(1) The obtained results are used to study the relation between the acoustic characteristics of these vowels and the corresponding articulatory dimensions.
(2) The current study explored the temporal course of the perception of vowel duration.
(3) In addition, they were tested with dichotic listening for correct reports of consonant-vowel syllables.
(4) Test items in each of the 4 groups therefore contained different amounts of information regarding the nature of the following vowel, due to coarticulatory influences of the vowel on the preceding consonants.
(5) Coarticulatory effects of the vowel on the aperiodic portion were found to (1) occur early in the aperiodic portion, (2) vary with consonant and vowel, and (3) vary with vowel feature.
(6) As for vowel formant, missing anterior teeth and missing posterior teeth presented more such differences for formant i and formants i and e, respectively.
(7) Vowel identification was best when at least two kinds of cues were available.
(8) Three male and 2 female subjects produced six repetitions of 12 utterances that were initiated and terminated by vowels and consonants of differing phonetic features.
(9) The perception of voicing in final velar stop consonants was investigated by systematically varying vowel duration, change in offset frequency of the final first formant (F1) transition, and rate of frequency change in the final F1 transition for several vowel contexts.
(10) These results suggest that Japanese monkeys process formant and pure-tone frequency increments differentially and that the same mechanisms mediate formant frequency discrimination in single-formant and vowel-like complexes.
(11) 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.
(12) Comparisons between normalized spectral energy within a selected high frequency range revealed that energy within this frequency range for vowels produced by TE speakers was significantly higher than that produced by normal speakers.
(13) The amount of variability found in the labeling of speech contrasts may be dependent on cue salience, which will be determined by the speech pattern complexity of the stimuli and by the vowel environment.
(14) Acoustic information about the place of articulation of a prevocalic nasal consonant is distributed over two distinct signal portions, the nasal murmur and the onset of the following vowel.
(15) The shorter latency N2 was found for the separating features of vowels or intensities but not for consonants.
(16) 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.
(17) The ability of listeners to identify 10 vowels under two conditions was investigated.
(18) In this article, acoustic analyses are reported which show that the spectral properties of stuttered vowels are similar to the following fluent vowel, so it would appear that the stutterers are articulating the vowel appropriately.
(19) The perceived goodness of i parallel vowels declined systematically as stimuli were further removed from the prototypic i parallel vowel.
(20) 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.