Acomodación fonética durante las interacciones conversacionales: una visión general

During conversational interactions such as tutoring, instruction-giving tasks, verbal negotiations, or just talking with friends, interlocutors’ behaviors experience a series of changes due to the characteristics of their counterpart and to the interaction itself. These changes are pervasively present in every social interaction, and most of them occur in the sounds and rhythms of our speech, which is known as acoustic-prosodic accommodation, or simply phonetic accommodation. The consequences, linguistic and social constraints, and underlying cognitive mechanisms of phonetic accommodation have been studied for at least 50 years, due to the importance of the phenomenon to several disciplines such as linguistics, psychology, and sociology. Based on the analysis and synthesis of the existing empirical research literature, in this paper we present a structured and comprehensive review of the qualities, functions, onto- and phylogenetic development, and modalities of phonetic accommodation.Durante las interacciones conversacionales como dar una tutoría, dar instrucciones, las negociaciones verbales, o simplemente hablar con amigos, los comportamientos de las personas experimentan una serie de cambios debido a las características de su interlocutor y a la interacción en sí. Estos cambios están presentes en cada interacción social, y la mayoría de ellos ocurre en los sonidos y ritmos del habla, lo cual se conoce como acomodación acústico-prosódica, o simplemente acomodación fonética. Las consecuencias, las limitaciones lingüísticas y sociales, y los mecanismos cognitivos subyacentes a la acomodación fonética se han estudiado durante al menos 50 años, debido a la importancia del fenómeno para varias disciplinas como la lingüística, la psicología, y la sociología. A partir del análisis y síntesis de la literatura de investigación empírica existente, en este artículo presentamos una revisión estructurada y exhaustiva de las cualidades, funciones, desarrollo onto- y filogenético, y modalidades de la acomodación fonética

IMUTUS - an Interactive Music Tuition System

International audienceIMUTUS is a European project that aims at the development of an open platform for training students on non-MIDI musical instruments, as well as to acquire theoretical music knowledge. The project involves many components oriented towards a new approach of music learning. After a brief overview of the system, the performance evaluation module and the music score processing components are described to show how they enforce the pedagogical approach

4 Practical Resources for Linking Service Learning and the Florida Sunshine State Standards

In the 1990s, the Florida Department of Education (FLDoE) and other state education agencies established and adopted education standards to cover major curricular areas in K-12 public education. Florida\u27s standards are linked with statewide assessments in reading, writing, mathematics, and science. The statewide assessment, termed the Florida Comprehensive Achievement Test, or FCAT, is a primary tool used to evaluate student and school performance. Student promotion and graduation are based partly on FCAT scores. In addition, schools receive a grade each year, from A-F, based on their students\u27 FCA T performance and other weighted factors

Personalised trails and learner profiling in an e-learning environment

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails