À propos de la reconnaissance des unités lexicales

Explaining how lexical units embedded in the speech chain are processed and recognized poses some challenging and complex questions. In this article, we discuss : parsing ; one-to-many mapping ; distortions, pauses and hesitations ; sociolinguistic variants ; contextual determined phonetic variation caused by coarticulations ; delimitation of the lexical units and new lexical items. We suggest some hypotheses based on research conducted in Brazil using paradigms like dichotic experiments, erasing the initial consonant and vowel from pseudo words, the Berko test of morphology, and language acquisition. More recent data, collected from an instrument specifically designed for testing external word boundaries, are also discussed. We sustain that humans process the speech chain in a compensatory manner (i.e. using bottom-up and top-down paths) until a representation compatible with the context is reachedExpliquer comment les unités lexicales insérées dans la chaîne parlée sont traitées et reconnues pose des questions d'une grande complexité. Dans cet article,, nous traitons : le parsing ; le "one-to-many mapping" ; les distorsions, pauses et hésitations ; les variantes sociolinguistiques ; la variation phonétique contextuelle, déterminée par le phénomène de la coarticulation ; la délimitation des unités lexicales ; les items lexicaux nouveaux. Nous suggérons quelques hypothèses fondées sur des recherches menées au Brésil qui utilisent des paradigmes comme les expériences dichotiques, la soustraction de la consonne et de la voyelle initiale de pseudo-mots, le test de morphologie Berko et l'acquisition du langage. Des données plus récentes, obtenues grâce à un instrument spécifiquement conçu pour tester les frontières de mots externes, sont aussi discutées. Nus soutenons que les humains traitent la chaîne parlée d'une manière compensatoire (c'est-à-dire en utilisant des stratégies "bottom-up" et "top-down") jusqu'à ce qu'une représentation compatible avec le contexte soit obtenue.Scliar-Cabral L. À propos de la reconnaissance des unités lexicales. In: Linx, n°29, 1993. Psycholinguistique de la parole, sous la direction de Éliane Koskas et Leonor Scliar-Cabral. pp. 73-84

Présentation

Koskas Éliane, Scliar-Cabral L. Présentation. In: Linx, n°29, 1993. Psycholinguistique de la parole, sous la direction de Éliane Koskas et Leonor Scliar-Cabral. pp. 7-11

Présentation

Koskas Éliane, Scliar-Cabral L. Présentation. In: Linx, n°29, 1993. Psycholinguistique de la parole, sous la direction de Éliane Koskas et Leonor Scliar-Cabral. pp. 7-11

The effects of literacy on the recognition of dichotic words

The hypothesis that awareness of phonemic segments influences the way in which speech is perceived was examined. Illiterate adults, who generally lack awareness of segments, were compared with literates, who are aware of the segmental structure of speech, on the recognition of words presented dichotically. A group of people who learned to read and write but who do it only occasionally was also tested. The results indicated much better performance in literates than in illiterates or semiliterates. In addition, literates made proportionally more single-segment errors, especially those limited to the first consonant, and fewer global errors, i.e. on all the segments of a syllable, than illiterates. On the other hand, phonetic feature blendings were as frequent in illiterates as in literates. It is suggested that awareness of segments allows attention to be focused on the phonemic constituents of speech and thus contributes to better recognition in difficult listening conditions. However, awareness of segments does not influence the preattentive extraction of phonetic information. © 1987 The Experimental Psychology SocietyJournal ArticleResearch Support, Non-U.S. Gov'tSCOPUS: ar.jinfo:eu-repo/semantics/publishe

Crianças bilíngües Alemão-Português: erros na escrita e características do ambiente familiar Bilingual German-Portuguese children: handwriting mistakes and characteristics of the familiar environment

OBJETIVO: Relacionar erros na escrita em português, características do ambiente familiar, idade e sexo de crianças bilíngües Alemão-Português. MÉTODOS: Vinte crianças bilíngües alemão/português realizaram ditado balanceado, e seus pais responderam a um questionário. Os tipos de erros na escrita em Português foram classificados e quantificados, e posteriormente relacionados às respostas dos pais no questionário aplicado. RESULTADOS: Houve menos erros relacionados à troca, substituição aleatória, inversão, transposição, omissão e adição de grafemas, e mais erros relacionados às irregularidades da língua portuguesa. A maioria dos pais possuía material escrito em casa; quando mais de uma pessoa lia em casa e quanto maior a escolaridade paterna, maior o número de crianças com menos erros na escrita; quanto menor a escolaridade materna, maior o número de estudantes com mais erros na escrita. Quanto mais novas as crianças, mais erros de todos os tipos. Os meninos apresentaram mais erros na escrita do que as meninas. CONCLUSÕES: Mesmo sendo os participantes deste estudo todos bilíngües, a maioria dos achados foi compatível com os encontrados em outras pesquisas com crianças monolíngües do Português Brasileiro.<br>PURPOSE: To relate mistakes in Portuguese writing, characteristics of the familiar environment, age and gender of bilingual German-Portuguese children. METHODS: Twenty bilingual children were submitted to balanced dictation, and their parents answered a questionnaire. The analysis classified and quantified the types of errors in Portuguese writing, which was later related to their parents' answers on the questionnaire. RESULTS: There were fewer errors related to change, random substitution, inversion, transposition, omission and adding of graphemes, and more errors associated with Portuguese irregularities. Most parents had written material at home; when more than one person used to read at home and the highest the fathers' level of schooling, the greater the number of children with fewer errors in writing; the lower the maternal level of schooling, the greater the number of students with more writing errors. Younger children had more errors of all kinds. Boys had more writing errors than girls. CONCLUSIONS: Even though all the participants of this study were bilingual, the majority of the findings corroborated researches with monolingual Brazilian Portuguese speaking children

Phonological abilities in fully illiterate adults

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