ライフサイエンスコーパス: spoken (language|word|words)

1 y mapping the alphabetic characters onto the spoken word.

2 ing, and integration of a heard sound with a spoken word.

3 itten text before a degraded (noise-vocoded) spoken word.

4 EG data while human participants listened to spoken words.

5 uals report color experiences when they hear spoken words.

6 r the acoustic-phonetic cues at the onset of spoken words.

7 about listeners' brain activity as they hear spoken words.

8 pictures, indicating their understanding of spoken words.

9 into neural mechanisms contributing to human spoken language.

10 hen it comes to an important human attribute-spoken language.

11 y integration in sign language compared with spoken language.

12 tational primitive for the representation of spoken language.

13 but no other animal, make meaningful use of spoken language.

14 eme difficulties producing and understanding spoken language.

15 unique in their ability to communicate using spoken language.

16 ationships among sign language, gesture, and spoken language.

17 ind from birth responds to touch, sound, and spoken language.

18 "visual") brain regions respond to sound and spoken language.

19 namics adjusts to the temporal properties of spoken language.

20 scripts which encode the sound properties of spoken language.

21 behaviorally relevant oscillatory tuning for spoken language.

22 ocalize very much like human infants acquire spoken language.

23 explain the evolutionary advantage of human spoken language.

24 amental difference versus human gestures and spoken language [1, 5] that suggests these features have

25 e phenotypes were (1) phonemic awareness (of spoken words); (2) phonological decoding (of printed non

26 Response patterns discriminative of spoken words across language were limited to localized c

27 loped by deaf individuals who cannot acquire spoken language and have not been exposed to sign langua

28 with both the perception of visual words and spoken language, and it examines how such functional cha

29 e neural parallel between birdsong and human spoken language, and they have important consequences fo

30 By contrast, responses to spoken language are present by 4 years of age and are no

31 work of neural structures, regardless of how spoken words are represented orthographically in a writi

32 We used a spoken word as a repeating "standard" and periodically i

33 panzee (Pan troglodytes) that recognizes 128 spoken words, asking whether she could understand such s

34 Functional flexibility is a sine qua non in spoken language, because all words or sentences can be p

35 ille words and occipital cortex responded to spoken words but not differentially with "old"/"new" rec

36 y tool humans use to exchange information is spoken language, but the exact speed of the neuronal mec

37 ests that the semantic representation of the spoken words can be activated automatically in the late

38 Learning to read requires an awareness that spoken words can be decomposed into the phonologic const

39 - is iconic, highly variable, and similar to spoken language co-speech gesture.

40 onclude that in the absence of visual input, spoken language colonizes the visual system during brain

41 ngs support the dual neurocognitive model of spoken language comprehension and emphasize the importan

42 Electrophysiological studies of spoken language comprehension have identified an event-r

43 issue within a dual neurocognitive model of spoken language comprehension in which core linguistic f

44 ating children's syntactic processing during spoken language comprehension, and a wealth of research

45 of hearing loss on neural systems supporting spoken language comprehension, beginning with age-relate

46 plore the brain regions that are involved in spoken language comprehension, fractionating this system

47 ed from processes of semantic integration in spoken language comprehension.

48 Toddlers' spoken word comprehension was examined in the context of

49 age in this posterior perisylvian region and spoken word comprehension.

50 al coordinate data for lip shape during four spoken words decomposed into seven visemes (which includ

51 We explored the neural basis of spoken language deficits in children with reading diffic

52 ded woman with left-hemisphere dominance for spoken language, demonstrated a dissociation between spo

53 n V4/V8 when imagining colors in response to spoken words, despite overtraining on word-color associa

54 to produce songs in a manner reminiscent of spoken language development in humans.

55 ification (hearing aids) that can facilitate spoken language development in young children with sever

56 itudinal, and multidimensional assessment of spoken language development over a 3-year period in chil

57 Two groups of participants learned novel spoken words (e.g., cathedruke) that overlapped phonolog

58 y to do so depends on the structure of their spoken language (English vs. Hebrew).

59 Poor hearing acuity reduces memory for spoken words, even when the words are presented with eno

60 s.;>This concept implies vocal continuity of spoken language evolution at the motor level, elucidatin

61 ver, it has not been clear whether it is the spoken word forms or the meanings (or both) of nouns and

62 ths by number of phonemes and graphemes, and spoken-word frequencies.

63 cabulary and learning the sound structure of spoken language go hand in hand as language acquisition

64 The processing of spoken language has been attributed to areas in the supe

65 s on one of the first steps in comprehending spoken language: How do listeners extract the most funda

66 ic evolution of this crucial prerequisite of spoken language: (i) monosynaptic refinement of the proj

67 elation to performance on a standard test of spoken language in 16 chronic aphasic patients both befo

68 ce of "visual" cortex responses to sound and spoken language in blind children and adolescents.

69 e of auditory feedback in the development of spoken language in humans is striking.

70 Participants recognized spoken words in a visual world task while their brains w

71 n predominantly based on written text or the spoken word increasing numbers are now drawing on visual

72 f a comprehensive theory of the evolution of spoken language" indicated in their conclusion by Ackerm

73 word recognition propose that the onset of a spoken word initiates a continuous process of activation

74 SIGNIFICANCE STATEMENT: Understanding spoken words involves complex processes that transform t

75 Understanding spoken words involves complex processes that transform t

76 Spoken language is a central part of our everyday lives,

77 ndings suggest that occipital plasticity for spoken language is independent of plasticity for Braille

78 ed that one of the fundamental properties of spoken language is the arbitrary relation between sound

79 in young children was associated with better spoken language learning than would be predicted from th

80 sleep in the consolidation of a naturalistic spoken-language learning task that produces generalizati

81 poral regions in which symbolic gestures and spoken words may be mapped onto common, corresponding co

82 old control was critical to the evolution of spoken language, much as it today allows us to learn vow

83 Yet, in evolution, spoken language must have emerged from neural mechanisms

84 nts evidence that audiovisual integration in spoken language occurs when one modality (vision) acts o

85 e compare with gesture, on the one hand, and spoken language on the other?

86 ; and that the "language of thought" maps to spoken language or symbol systems.

87 The answer may take the form of spoken words or a nonverbal signal such as a hand moveme

88 grated in cognitive and/or motor theories on spoken language origins and with more analogous nonhuman

89 f the roles assigned to the basal ganglia in spoken language parallel very well their contribution to

90 r implantation showed greater improvement in spoken language performance (10.4; 95% confidence interv

91 Our observers identify printed and spoken words presented concurrently or separately.

92 Learning a spoken language presupposes efficient auditory functions

93 g ability on the neural processes supporting spoken language processing in humans, we used functional

94 activate orthographic representations during spoken language processing, while those with reading dif

95 y focusing on the role of orthography during spoken language processing.

96 Certain models of spoken-language processing, like those for many other pe

97 We compared spoken language production (Speech) with multiple baseli

98 identify spatiotemporal networks involved in spoken language production in humans.

99 Spoken language production is a complex brain function t

100 in cognitive control specific to sentential spoken language production.

101 ss large-scale cortical networks involved in spoken word production.

102 ns: clinical diagnosis, language impairment (spoken language quotient <85) and reading discrepancy (n

103 In toddlers, as in adults, spoken words rapidly evoke their referents.

104 and semantic processes in Chinese disyllabic spoken word recognition are modulated by top-down mechan

105 Although it is well established that spoken word recognition engages the superior, middle, an

106 We propose a predictive coding model of spoken word recognition in which STG neurons represent t

107 Influential cognitive models of spoken word recognition propose that the onset of a spok

108 Spoken word recognition requires complex, invariant repr

109 ates for higher cognitive functions, such as spoken word recognition.

110 mics of lexical activations during real-time spoken-word recognition in a visual context.

111 ws one to project the internal processing of spoken-word recognition onto a two-dimensional layout of

112 his idea, we proposed that AV integration in spoken language reflects visually induced weighting of p

113 The relationship between these gestures and spoken language remains unclear.

114 Understanding spoken language requires a complex series of processing

115 Understanding spoken language requires the rapid integration of inform

116 Spoken language samples were obtained using the Cookie T

117 Spoken language samples were obtained using the Cookie T

118 ear implantation, some deaf children develop spoken language skills approaching those of their hearin

119 Studies of written and spoken language suggest that nonidentical brain networks

120 continuous goal-directed hand movement in a spoken-language task, online accrual of acoustic-phoneti

121 By coarse-graining the spoken word testimony into synonym sets and dividing the

122 ological awareness, the auditory analysis of spoken language that relates the sounds of language to p

123 opriate behavior, they have difficulty using spoken language to explain why it is inappropriate.

124 The ability of written and spoken words to access the same semantic meaning provide

125 subjects, we compared semantic processing of spoken words to equivalent processing of environmental s

126 As a spoken word unfolds over time, it is temporarily consist

127 By contrast, occipital responses to spoken language were maximal by age 4 and were not relat

128 Vocal learning is a key property of spoken language, which might also be present in nonhuman

129 Humans can recognize spoken words with unmatched speed and accuracy.

130 s have argued that sign is no different from spoken language, with all of the same linguistic structu

131 Response patterns discriminative of spoken words within language were distributed in multipl

132 fMRI response patterns that enable decoding spoken words within languages (within-language discrimin

133 tantiation of written language processes and spoken language, working memory and other cognitive skil

134 with dyslexia for a wide variety of stimuli, spoken words, written words, visual objects, and faces.

135 Using a number of spoken word-written word matching paradigms, her compreh