Is the homophone advantage influenced by post-lexical effects?

No Abstract availabl

Effects of syllable frequency in speech production

Fonologische representatie

Syllables in speech production : effects of syllable preparation and syllable frequency

Contains fulltext : 64769.pdf (publisher's version ) (Open Access)The fluent production of speech is a very complex human skill. It requires the coordination of several articulatory subsystems. The instructions that lead articulatory movements to execution are the result of the interplay of speech production levels that operate above the articulatory network. During the process of word-form encoding, the groundwork for the articulatory programs is prepared which then serve the articulators as basic units. This thesis investigated whether or not syllables form the basis for the articulatory programs and in particular whether or not these syllable programs are stored, separate from the store of the lexical word-forms. It is assumed that syllable units are stored in a so-called 'mental syllabary'. The main goal of this thesis was to find evidence of the syllable playing a functionally important role in speech production and for the assumption that syllables are stored units. In a variant of the implicit priming paradigm, it was investigated whether information about the syllabic structure of a target word facilitates the preparation (advanced planning) of a to-be-produced utterance. These experiments yielded evidence for the functionally important role of syllables in speech production. In a subsequent row of experiments, it could be demonstrated that the production of syllables is sensitive to frequency. Syllable frequency effects provide strong evidence for the notion of a mental syllabary because only stored units are likely to exhibit frequency effects. In a last study, effects of syllable preparation and syllable frequency were investigated in a combined study to disentangle the two effects. The results of this last experiment converged with those reported for the other experiments and added further support to the claim that syllables play a core functional role in speech production and are stored in a mental syllabary.RU Radboud Universiteit Nijmegen, 16 juni 2004Promotor : Levelt, W.J.M.147 p

UGC-Inflibnet iniatiatives in e-journal consortia and digital library of doctoral theses for Indian universities

Paper discusses INFLIBNET's initiatives in E-Journal consortia and promoting digital library of theses and dissertations

Resource Sharing in the Digital Environment in India: Role of INFLIBNET

Libraries and Information Centres are increasingly being called upon to provide more relevant, up-to-date and timely information to a wide range of users. To satisfy the varied needs they require connectivity and sophisticated networking to access a variety of information resources and formats, including digital full-text, sound, graphics, images, multimedia and hypertext. The University Grants Commission (UGC), the funding agency for universities in India, has been funding the universities through INFLIBNET Centre, to automate library functions and network the resources available in these libraries

Effects of syllable frequency in speech production

Contains fulltext : 54628.pdf (publisher's version ) (Closed access)In the speech production model proposed by [Levelt, W. J. M., Roelofs, A., Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, pp. 1-75.], syllables play a crucial role at the interface of phonological and phonetic encoding. At this interface, abstract phonological syllables are translated into phonetic syllables. It is assumed that this translation process is mediated by a so-called Mental Syllabary. Rather than constructing, the motor programs for each syllable on-line, the mental syllabary is hypothesized to provide pre-compiled gestural scores for the articulators. In order to find evidence for such a repository, we investigated syllable-frequency effects: If the mental syllabary consists of retrievable representations corresponding to syllables, then the retrieval process should be sensitive to frequency differences. In a series of experiments using a symbol-position association learning task, we tested whether high-frequency syllables are retrieved and produced faster compared to low-frequency syllables. We found significant syllable frequency effects with monosyllabic pseudo-words and disyllabic pseudo-words in which the first syllable bore the frequency manipulation; no effect was found when the frequency manipulation was on the second syllable. The implications of these results for the theory of word form encoding at the interface of phonological and phonetic encoding; especially with respect to the access mechanisms to the mental syllabary in the speech production model by (Levelt et aL) are discussed

SYLLABARIUM: An online application for deriving complete statistics for Basque and Spanish orthographic syllables

Duñabeitia JA, Cholin J, Corral J, Perea M, Carreiras M. SYLLABARIUM: An online application for deriving complete statistics for Basque and Spanish orthographic syllables. Behavior Research Methods. 2010;42(1):118-125

Sequentielles fingermotorisches Lernen bei stotternden Erwachsenen

Hintergrund: Idiopathisches Stottern ist eine Redeflussstörung mit erheblicher Beeinträchtigung der Lebensqualität. Eine hohe Rückfallquote nach Therapien, welche das Erlernen einer Sprechtechnik beinhalten, aber auch bisherige Studien sprechen für eine Einschränkung des motorischen sequentiellen Lernens bei Stotternden. Diese Studie untersucht, ob sich Stotternde in ihrer Lern- und Transferleistung nach einer 24 stündigen Konsolidierungsphase von einer gesunden Kontrollgruppe unterscheiden.Material und Methoden: Im Rahmen einer Fall-Kontroll-Studie wurde die fingermotorische sequentielle Lernleistung von 16 stotternden Erwachsenen mit der Lernleistung einer gesunden Kontrollgruppe verglichen. Die Gruppen stimmten bezüglich Geschlechterverteilung, Alter und Bildungsgrad überein. Vier Messzeitpunkte, Prätraining, Posttraining, 24h Posttraining und 24h Transfer, dienten zur Erhebung der Lernleistung, welche durch die Veränderung der Parameter Geschwindigkeit und Genauigkeit zwischen den Messzeitpunkten definiert war.Ergebnisse: Über die ersten drei Messzeitpunkte erzielten Stotternde eine deutlichere Steigerung der Geschwindigkeit als die Kontrollgruppe (p<0,05). In der Transferaufgabe behielten beide Gruppen ihre verbesserte Geschwindigkeit bei (p<0,001). Beide Gruppen steigerten ihre Genauigkeit in der Sequenzausführung über die ersten drei Messzeitpunkte (p<0,05). Es zeigten sich keine weiteren Gruppenunterschiede bezüglich der Lern- sowie Transferleistung.Diskussion: Wir beobachteten keine Beeinträchtigung von fingermotorischem sequentiellem Lernen bei Stotternden. Bisherige Studien, mit ähnlichen Parametern aber gegensätzlichen Ergebnissen, untersuchten motorisches Lernen anhand von 30 Sequenzwiederholungen. Unsere Studie enthielt deutlich mehr Sequenzwiederholungen und hat möglicherweise den Stotternden ausreichend Übung gewährt, so dass sie ihre Lernerfolge, ähnlich wie die Kontrollgruppe, steigern konnten.Fazit: Hinsichtlich der Geschwindigkeit der Bewegungsausführung sowie der Genauigkeit der Sequenzausführung können stotternde Erwachsene, mit ausreichend Übung, dieselbe Lernleistung wie nicht-stotternde Erwachsene erreichen. Gruppenunterschiede in der Lern- und Transferleistung könnten sich jedoch in der Präzision der Bewegungsausführung zeigen