ライフサイエンスコーパス: phonetic

1 ized by a repertoire of click consonants and phonetic accompaniments.

2 lies weighted string alignment to track both phonetic and lexical change.

3 on among different levels of analysis (e.g., phonetic and lexical).

4 plained by English proficiency or by several phonetic and phonological properties of Korean.

5 The language activation task required phonetic and semantic analysis of aurally presented word

6 intly encode the acoustic similarity of both phonetic and speaker categories.

7 Analysis of the phonetic and speaker information in neural activations r

8 Finally, we show a joint encoding of phonetic and speaker information, where the neural repre

9 quires the successful interpretation of both phonetic and syllabic information in the auditory signal

10 ough the use of a workflow of lexicographic, phonetic, and structural comparison algorithms.

11 in terms of a parameter measuring a ratio of phonetic attraction to dispersion.

12 change of phoneme at a native and nonnative phonetic boundary in full-term and preterm human infants

13 function in facilitating acquisition of new phonetic categories in language learners.

14 supramarginal gyrus: stimuli from different phonetic categories, when presented together in a contra

15 ians who were also better at differentiating phonetic categories.

16 Phonetic category boundaries were similar between neurom

17 tributions, contextual theories propose that phonetic category learning is informed by higher-level p

18 r hyperarticulation of vowels elicits larger phonetic change responses, as indexed by the mismatch ne

19 e expansion does elicit larger pre-attentive phonetic change responses.

20 language processes characterized by regular phonetic changes, that is, gradual changes in vowel pron

21 o disrupted durable learning on a non-native phonetic classification task.

22 unction of left temporal regions involved in phonetic classification.

23 is recruited in mapping acoustic inputs to a phonetic code.

24 templates to the brain mechanisms subserving phonetic computations.

25 Notably, selectively attending to phonetic content modulated response adaptation in the "w

26 was particularly selective for the acoustic-phonetic content of speech.

27 s that varied in intonational pitch contour, phonetic content, and speaker.

28 with significantly reduced acoustic cues to phonetic content.

29 ics surveyed include categorical perception, phonetic context effects, learning of speech and related

30 ity; moreover, the effect generalizes across phonetic contexts and to different vowels.

31 an subjects with paired speech sounds from a phonetic continuum but diverted their attention from pho

32 y classified speech sounds along an acoustic-phonetic continuum.

33 adigm in which they learned to use a foreign phonetic contrast for signaling word meaning.

34 decline in their discrimination of nonnative phonetic contrasts between 9 and 12 months of age.

35 ts the conclusion that early experience with phonetic contrasts of a language results in changes in n

36 s a variety of acoustic cues to auditory and phonetic contrasts that are exploited by the listener in

37 c cues for the categorical discrimination of phonetic contrasts.

38 ntial perceptual processing for the acoustic-phonetic cues at the onset of spoken words.

39 e roles of "association" and "simulation" in phonetic decoding, demonstrating that these two routes c

40 ex to disrupt subjects' ability to perform a phonetic discrimination task.

41 ortical loci were found to underlie specific phonetic discrimination.

42 ic motor circuits are recruited that reflect phonetic distinctive features of the speech sounds encou

43 We characterize the variance of the phonetic distribution in terms of a parameter measuring

44 their recognition of some rapidly successive phonetic elements and nonspeech sound stimuli.

45 provide evidence that visual speech modifies phonetic encoding at the auditory cortex.SIGNIFICANCE ST

46 We hypothesized that vision alters phonetic encoding by dynamically weighting which phoneti

47 Similarly, the early phonetic environment has a strong influence on speech de

48 tionary solution corresponding to a state of phonetic equilibrium, in which speakers of all ages shar

49 ariables predicted speech identification and phonetic feature reception at both positive and negative

50 of the input, which operate in both acoustic-phonetic feature-based and articulatory-gestural domains

51 Phonetic features could be directly related to tuning fo

52 l cortex responded selectively to individual phonetic features defined on the basis of machine-extrac

53 tes that encoded different information about phonetic features or speaker identity.

54 ifferent phoneme categories are organized by phonetic features.

55 s, we found response selectivity to distinct phonetic features.

56 level representation, which was organized by phonetic features.

57 mplicated in the invariant representation of phonetic forms and that this area also responds preferen

58 Phonetic gestures are represented in the brain as invari

59 lterations that change the vowel's perceived phonetic identity; moreover, the effect generalizes acro

60 apid and effortless extraction of meaningful phonetic information from a highly variable acoustic sig

61 ime, one subfield has examined perception of phonetic information independent of its contribution to

62 ory processing of speech, but how it encodes phonetic information is poorly understood.

63 temporal sulcus responds to the presence of phonetic information, but its anterior part only respond

64 edicted percepts must be expanded to include phonetic information.

65 en-language task, online accrual of acoustic-phonetic input and competition between partially active

66 ysis of the relationship between audiovisual phonetic input in comparison with stored knowledge, as h

67 the STG representation of the entire English phonetic inventory.

68 Distributional theories account for phonetic learning by positing that infants infer categor

69 Between 9 and 10 mo of age, infants show phonetic learning from live, but not prerecorded, exposu

70 The neural signatures of learning at the phonetic level can be documented at a remarkably early p

71 direct evidence for acoustic-to-higher order phonetic level encoding of speech sounds in human langua

72 t missing speech is restored at the acoustic-phonetic level in bilateral auditory cortex, in real-tim

73 The phonetic level of language is especially accessible to e

74 provides a concise review of linguistic and phonetic literature pertinent to the case.

75 and the structural properties of ASR-derived phonetic models.

76 cking task with three levels of superimposed phonetic noise.

77 r reversing this decline in foreign-language phonetic perception.

78 cortex that allow for more robust automatic, phonetic processing of native-language speech input.

79 It has been suggested by Poeppel (2003) that phonetic processing requires an optimal time scale of 25

80 n which speakers of all ages share a similar phonetic profile.

81 ld has been less concerned with the acoustic-phonetic properties of speech and more concerned with ho

82 he non-arbitrary mappings that exist between phonetic properties of speech sounds and their meaning.

83 life, infants acquire information about the phonetic properties of their native language simply by l

84 ists of a semantic radical on the left and a phonetic radical on the right.

85 the split fovea assumption, the semantic and phonetic radicals are initially projected to and process

86 ects' received during learning fell into the phonetic range of the perceptual tests.

87 led to speech production that fell into the phonetic range of the speech perceptual tests.

88 ex links between linguistics forms and their phonetic realizations defy such heuristics.

89 etic encoding by dynamically weighting which phonetic representation in the auditory cortex is streng

90 These findings demonstrate the acoustic-phonetic representation of speech in human STG.

91 illusion, we show that visual context primes phonetic representations at the auditory cortex, alterin

92 guage reflects visually induced weighting of phonetic representations at the auditory cortex.

93 ation occurs via visual networks influencing phonetic representations in the auditory cortex.

94 rticulatory (motor), in addition to acoustic/phonetic, representations.

95 obe neural selectivity, we observed acoustic-phonetic selectivity in left anterior and left posterior

96 mporal sulcus being to transiently represent phonetic sequences, whether heard or internally generate

97 at this area also responds preferentially to phonetic sounds, above artificial control sounds or envi

98 In speech, for example, a continuum of phonetic stimuli gets carved into perceptually distinct

99 nt from infants' earliest brain responses to phonetic stimuli is reflected in their language and prer

100 erceiving brain combines auditory and visual phonetic stimulus information.

101 oerster equation to populations with age and phonetic structures.

102 ocessing at syllabic time scales rather than phonetic time scales.

103 ference may have existed before the onset of phonetic training, and that its presence confers an adva

104 Starting from raw phonetic transcription of core vocabulary items from ver

105 x than nonexpert controls, and the amount of phonetic transcription training did not predict auditory

106 e size of left pars opercularis and years of phonetic transcription training experience, illustrating

107 The acoustic properties of phonetic units in language input to young infants in the

108 capable of discerning differences among the phonetic units of all languages, including native- and f

109 Studies of the phonetic units of language have shown that early in life

110 There is evidence that early mastery of the phonetic units of language requires learning in a social

111 the ability to discriminate foreign-language phonetic units sharply declines.

112 n in response adaptation to sound pairs with phonetic vs. spatial sound changes, demonstrating that t

113 ung children's processing of language at the phonetic, word, and sentence levels.