Adults recognize toddlers’ song renditions

Publisher's version (útgefin grein)The present study explored the singing ability of toddlers 16 months to 3 years of age by examining North American adults’ ability to identify toddlers’ renditions of familiar tunes sung with foreign lyrics. After listening to each toddler’s song, half with familiar melodies and half with unfamiliar melodies, adults attempted to name the songs. Their identification was highly accurate, refuting the prevailing view that toddlers focus on words at the expense of tunes. The singing range of these nonEnglish-speaking toddlers and that of their English-speaking counterparts approximated the pitch range of the target songs, which is inconsistent with the reportedly small singing range of toddlers. Toddlers’ apparent singing proficiency in the present context may stem from the use of home-based recordings and child-selected songs.Peer Reviewe

Suivi de chansons par reconnaissance automatique de parole et alignement temporel

Le suivi de partition est défini comme étant la synchronisation sur ordinateur entre une partition musicale connue et le signal sonore de l'interprète de cette partition. Dans le cas particulier de la voix chantée, il y a encore place à l'amélioration des algorithmes existants, surtout pour le suivi de partition en temps réel. L'objectif de ce projet est donc d'arriver à mettre en oeuvre un logiciel suiveur de partition robuste et en temps-réel utilisant le signal numérisé de voix chantée et le texte des chansons. Le logiciel proposé utilise à la fois plusieurs caractéristiques de la voix chantée (énergie, correspondance avec les voyelles et nombre de passages par zéro du signal) et les met en correspondance avec la partition musicale en format MusicXML. Ces caractéristiques, extraites pour chaque trame, sont alignées aux unités phonétiques de la partition. En parallèle avec cet alignement à court terme, le système ajoute un deuxième niveau d'estimation plus fiable sur la position en associant une segmentation du signal en blocs de chant à des sections chantées en continu dans la partition. La performance du système est évaluée en présentant les alignements obtenus en différé sur 3 extraits de chansons interprétés par 2 personnes différentes, un homme et une femme, en anglais et en français

Links of Prosodic Stress Perception and Musical Activities to Language Skills of Children With Cochlear Implants and Normal Hearing

A major issue in the rehabilitation of children with cochlear implants (CIs) is unexplained variance in their language skills, where many of them lag behind children with normal hearing (NH). Here, we assess links between generative language skills and the perception of prosodic stress, and with musical and parental activities in children with CIs and NH. Understanding these links is expected to guide future research and toward supporting language development in children with a CI.\nTwenty-one unilaterally and early-implanted children and 31 children with NH, aged 5 to 13, were classified as musically active or nonactive by a questionnaire recording regularity of musical activities, in particular singing, and reading and other activities shared with parents. Perception of word and sentence stress, performance in word finding, verbal intelligence (Wechsler Intelligence Scale for Children (WISC) vocabulary), and phonological awareness (production of rhymes) were measured in all children. Comparisons between children with a CI and NH were made against a subset of 21 of the children with NH who were matched to children with CIs by age, gender, socioeconomic background, and musical activity. Regression analyses, run separately for children with CIs and NH, assessed how much variance in each language task was shared with each of prosodic perception, the child's own music activity, and activities with parents, including singing and reading. All statistical analyses were conducted both with and without control for age and maternal education.\nMusically active children with CIs performed similarly to NH controls in all language tasks, while those who were not musically active performed more poorly. Only musically nonactive children with CIs made more phonological and semantic errors in word finding than NH controls, and word finding correlated with other language skills. Regression analysis results for word finding and VIQ were similar for children with CIs and NH. These language skills shared considerable variance with the perception of prosodic stress and musical activities. When age and maternal education were controlled for, strong links remained between perception of prosodic stress and VIQ (shared variance: CI, 32%/NH, 16%) and between musical activities and word finding (shared variance: CI, 53%/NH, 20%). Links were always stronger for children with CIs, for whom better phonological awareness was also linked to improved stress perception and more musical activity, and parental activities altogether shared significantly variance with word finding and VIQ.\nFor children with CIs and NH, better perception of prosodic stress and musical activities with singing are associated with improved generative language skills. In addition, for children with CIs, parental singing has a stronger positive association to word finding and VIQ than parental reading. These results cannot address causality, but they suggest that good perception of prosodic stress, musical activities involving singing, and parental singing and reading may all be beneficial for word finding and other generative language skills in implanted children.\nOBJECTIVES\nDESIGN\nRESULTS\nCONCLUSION

The perceptual restoration of music in young children

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The Border and Its Bodies

The Border and Its Bodies examines the impact of migration from Central America and México to the United States on the most basic social unit possible: the human body. It explores the terrible toll migration takes on the bodies of migrants—those who cross the border and those who die along the way—and discusses the treatment of those bodies after their remains are discovered in the desert. The increasingly militarized U.S.-México border is an intensely physical place, affecting the bodies of all who encounter it. The essays in this volume explore how crossing becomes embodied in individuals, how that embodiment transcends the crossing of the line, and how it varies depending on subject positions and identity categories, especially race, class, and citizenship. Timely and wide-ranging, this book brings into focus the traumatic and real impact the border can have on those who attempt to cross it, and it offers new perspectives on the effects for rural communities and ranchers. An intimate and profoundly human look at migration, The Border and Its Bodies reminds us of the elemental fact that the border touches us all

Songs and singing in foreign language learning

Educators have claimed that listening to music in a second or foreign language (L2) can provide fun and motivating educational material and that singing can enhance the L2 learning process by improving listening and speaking skills, pronunciation, intonation, and vocabulary. Experiments have shown that under certain conditions, a sung presentation of linguistic material can facilitate verbal learning in the native language. To date, however, there is very little research evidence that singing can increase L2 skills. This thesis begins to methodically evaluate whether listening to songs and singing in a new language can facilitate L2 learning, compared to practising L2 material through more traditional, speech-based instructional methods. The research studies also explore the extent to which individual di erences (IDs) between learners may mediate any observed benefits of using songs in L2 instruction. The first two studies examine under controlled experimental conditions whether singing can support adults’ beginning-level modern language learning compared to speech over a short time period. Results indicate that when no significant group di erences exist for the ID measures, an instructional method that incorporates L2 singing can facilitate short-term learning and memory. Results also showed that IDs between learners, in particular previous language learning experience, musical abilities, mood, and motivation, can mediate the benefits of L2 learning through a singing method. The third study describes a four-week, classroom-based arts intervention exploring the e ects of incorporating songs and dramatic dialogues into the L2 curriculum, both in terms of learning outcomes and the adolescents’ opinions. In addition to increases in French skills, many children reported that the dramatic and musical activities had increased their confidence to speak in French. There was also an overall preference for listening to songs and more children reported that the songs repeated in their heads after class. The thesis concludes by discussing practical implications for L2 instruction and proposes a framework to guide future research exploring how and why singing can support modern foreign language learning

Subtitling Humour from the Perspective of Relevance Theory: The Office in Traditional Chinese

Subtitling the scenes containing humorous utterances in cinematic-televisual productions encounters a myriad of challenges, because the subtitler has to face the technical constraints that characterise the professional subtitling environment and the cultural barriers when reproducing humorous utterances for viewers inhabiting another culture. Past studies tend to explore more limited humour-related areas, which means that a more comprehensive picture of this specialised field is missing. The current research investigates the subtitling of humour, drawing on the framework of relevance theory and the British sitcom The Office, translated from English dialogue into Traditional Chinese subtitles. This research enquires into whether or not relevance theory can explain the subtitling strategies activated to deal with various humorous utterances in the sitcom, and, if so, to what extent. The English-Chinese Corpus of The Office (ECCO), which contains sample texts, media files and annotations, has been constructed to perform an empirical study. To enrich the corpus with valuable annotations, a typology of humour has been developed based on the concept of frame, and a taxonomy of subtitling strategies has also been proposed. The quantitative analysis demonstrates that the principle of relevance is the main benchmark for the choice of a subtitling micro-strategy within any given macro-strategy. With the chi-square test, it further proves the existence of a statistically significant association between humour types/frames and subtitling strategies at the global level. The qualitative analysis shows that the principle of relevance can operate in a subtle way, in which the subtitler invests more cognitive efforts to enhance the acceptability of subtitles. It also develops three levels of mutual dependency between the two variables, from strong, weak to null, to classify different examples. Overall, this study improves our understanding of humour translation and can facilitate a change in the curricula of translator training

The Utah Statesman, October 13, 2000

Weekly student newspaper of Utah State University in Logan.https://digitalcommons.usu.edu/newspapers/2668/thumbnail.jp

The Utah Statesman, October 13, 2000

Weekly student newspaper of Utah State University in Logan.https://digitalcommons.usu.edu/newspapers/2668/thumbnail.jp

Humour and Irony in Dutch Post-war Fiction Film

If Dutch cinema is examined in academic studies, the focus is usually on pre-war films or on documentaries, but the post-war fiction film has been sporadically addressed. Many popular box-office successes have been steeped in jokes on parochial conflicts, vulgar behavior and/or on sexual display, towards which Dutch people have often felt ambivalent. At the same time, something like a 'Hollandse school', a term first coined in the 1980s, has manifested itself more firmly, with the work of Alex van Warmerdam, pervaded in deadpan irony as its biggest eye-catcher. Using seminal theories of humor and irony as an angle, this study scrutinizes a great number of Dutch films on the basis of categories such as low-class comedies; neurotic romances; deliberate camp; cosmic irony, or grotesque satire. Hence, Humour and Irony in Dutch Post-war Fiction Film makes surprising connections between films from various decades: Flodder and New Kids Turbo; Spetters and Simon; Rent a Friend and Ober