The Experts below are selected from a list of 36 Experts worldwide ranked by ideXlab platform
Gary S Dell - One of the best experts on this subject based on the ideXlab platform.
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novel stress phonotactics are learnable by english speakers novel tone phonotactics are not
Memory & Cognition, 2020Co-Authors: Yuan Bian, Gary S DellAbstract:Speech errors are sensitive to newly learned phonotactic constraints. For example, if speakers produce strings of syllables in which /f/ is an onset if the vowel is /ae/, but a coda if the vowel is /I/, their slips will respect that constraint after a period of sleep. Constraints in which the contextual factor is nonlinguistic, however, do not appear to be learnable by this method—for example, /f/ is an onset if the speech rate is fast, but /f/ is a coda if the speech rate is slow. The present study demonstrated that adult English speakers can learn (after a sleep period) constraints based on stress (e.g., /f/ is an onset if the syllable is stressed, but /f/ is a coda if the syllable is unstressed), but cannot learn analogous constraints based on tone (e.g., /f/ is an onset if the tone is rising, but /f/ is a coda if the tone is falling). The results are consistent with the fact that, in English, stress is a relevant lexical Phonological Property (e.g., “INsight” and “inCITE” are different words), but tone is not (e.g., “yes!” and “yes?” are the same word, despite their different pragmatic functions). The results provide useful constraints on how consolidation effects in learning may interact with early learning experiences.
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Novel stress phonotactics are learnable by English speakers: Novel tone phonotactics are not
Memory & Cognition, 2020Co-Authors: Yuan Bian, Gary S DellAbstract:Speech errors are sensitive to newly learned phonotactic constraints. For example, if speakers produce strings of syllables in which /f/ is an onset if the vowel is /æ/ , but a coda if the vowel is / I /, their slips will respect that constraint after a period of sleep. Constraints in which the contextual factor is nonlinguistic, however, do not appear to be learnable by this method—for example, /f/ is an onset if the speech rate is fast, but / f / is a coda if the speech rate is slow . The present study demonstrated that adult English speakers can learn (after a sleep period) constraints based on stress (e.g., / f / is an onset if the syllable is stressed, but / f / is a coda if the syllable is unstressed ), but cannot learn analogous constraints based on tone (e.g., / f / is an onset if the tone is rising, but / f / is a coda if the tone is falling ). The results are consistent with the fact that, in English, stress is a relevant lexical Phonological Property (e.g., “INsight” and “inCITE” are different words), but tone is not (e.g., “yes!” and “yes?” are the same word, despite their different pragmatic functions). The results provide useful constraints on how consolidation effects in learning may interact with early learning experiences.
Yuan Bian - One of the best experts on this subject based on the ideXlab platform.
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novel stress phonotactics are learnable by english speakers novel tone phonotactics are not
Memory & Cognition, 2020Co-Authors: Yuan Bian, Gary S DellAbstract:Speech errors are sensitive to newly learned phonotactic constraints. For example, if speakers produce strings of syllables in which /f/ is an onset if the vowel is /ae/, but a coda if the vowel is /I/, their slips will respect that constraint after a period of sleep. Constraints in which the contextual factor is nonlinguistic, however, do not appear to be learnable by this method—for example, /f/ is an onset if the speech rate is fast, but /f/ is a coda if the speech rate is slow. The present study demonstrated that adult English speakers can learn (after a sleep period) constraints based on stress (e.g., /f/ is an onset if the syllable is stressed, but /f/ is a coda if the syllable is unstressed), but cannot learn analogous constraints based on tone (e.g., /f/ is an onset if the tone is rising, but /f/ is a coda if the tone is falling). The results are consistent with the fact that, in English, stress is a relevant lexical Phonological Property (e.g., “INsight” and “inCITE” are different words), but tone is not (e.g., “yes!” and “yes?” are the same word, despite their different pragmatic functions). The results provide useful constraints on how consolidation effects in learning may interact with early learning experiences.
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Novel stress phonotactics are learnable by English speakers: Novel tone phonotactics are not
Memory & Cognition, 2020Co-Authors: Yuan Bian, Gary S DellAbstract:Speech errors are sensitive to newly learned phonotactic constraints. For example, if speakers produce strings of syllables in which /f/ is an onset if the vowel is /æ/ , but a coda if the vowel is / I /, their slips will respect that constraint after a period of sleep. Constraints in which the contextual factor is nonlinguistic, however, do not appear to be learnable by this method—for example, /f/ is an onset if the speech rate is fast, but / f / is a coda if the speech rate is slow . The present study demonstrated that adult English speakers can learn (after a sleep period) constraints based on stress (e.g., / f / is an onset if the syllable is stressed, but / f / is a coda if the syllable is unstressed ), but cannot learn analogous constraints based on tone (e.g., / f / is an onset if the tone is rising, but / f / is a coda if the tone is falling ). The results are consistent with the fact that, in English, stress is a relevant lexical Phonological Property (e.g., “INsight” and “inCITE” are different words), but tone is not (e.g., “yes!” and “yes?” are the same word, despite their different pragmatic functions). The results provide useful constraints on how consolidation effects in learning may interact with early learning experiences.
Qingfang Zhang - One of the best experts on this subject based on the ideXlab platform.
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Phonological Codes Constrain Output of Orthographic Codes via Sublexical and Lexical Routes in Chinese Written Production
PloS one, 2015Co-Authors: Cheng Wang, Qingfang ZhangAbstract:To what extent do Phonological codes constrain orthographic output in handwritten production? We investigated how Phonological codes constrain the selection of orthographic codes via sublexical and lexical routes in Chinese written production. Participants wrote down picture names in a picture-naming task in Experiment 1or response words in a symbol-word associative writing task in Experiment 2. A sublexical Phonological Property of picture names (phonetic regularity: regular vs. irregular) in Experiment 1and a lexical Phonological Property of response words (homophone density: dense vs. sparse) in Experiment 2, as well as word frequency of the targets in both experiments, were manipulated. A facilitatory effect of word frequency was found in both experiments, in which words with high frequency were produced faster than those with low frequency. More importantly, we observed an inhibitory phonetic regularity effect, in which low-frequency picture names with regular first characters were slower to write than those with irregular ones, and an inhibitory homophone density effect, in which characters with dense homophone density were produced more slowly than those with sparse homophone density. Results suggested that Phonological codes constrained handwritten production via lexical and sublexical routes.
Cheng Wang - One of the best experts on this subject based on the ideXlab platform.
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Phonological Codes Constrain Output of Orthographic Codes via Sublexical and Lexical Routes in Chinese Written Production
PloS one, 2015Co-Authors: Cheng Wang, Qingfang ZhangAbstract:To what extent do Phonological codes constrain orthographic output in handwritten production? We investigated how Phonological codes constrain the selection of orthographic codes via sublexical and lexical routes in Chinese written production. Participants wrote down picture names in a picture-naming task in Experiment 1or response words in a symbol-word associative writing task in Experiment 2. A sublexical Phonological Property of picture names (phonetic regularity: regular vs. irregular) in Experiment 1and a lexical Phonological Property of response words (homophone density: dense vs. sparse) in Experiment 2, as well as word frequency of the targets in both experiments, were manipulated. A facilitatory effect of word frequency was found in both experiments, in which words with high frequency were produced faster than those with low frequency. More importantly, we observed an inhibitory phonetic regularity effect, in which low-frequency picture names with regular first characters were slower to write than those with irregular ones, and an inhibitory homophone density effect, in which characters with dense homophone density were produced more slowly than those with sparse homophone density. Results suggested that Phonological codes constrained handwritten production via lexical and sublexical routes.
Heather C Iwinski - One of the best experts on this subject based on the ideXlab platform.
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Dialect and Word Learning: Are Phonological Properties Maintained when Dialectal Influence Changes Word Meaning?
2015Co-Authors: Heather C IwinskiAbstract:OF THESIS DIALECT AND WORD LEARNING: ARE Phonological PROPERTIES MAINTAINED WHEN DIALECTAL INFLUENCE CHANGES WORD MEANING? Word learning requires the accurate encoding and decoding of a word’s Phonological and semantic properties. Errors in establishing an accurate phonemic-semantic connection can hinder accurate word comprehension and use. Geographical location, culture, and ethnicity can affect the phonology used by a speaker referred to as dialect. African American Vernacular English (AAVE) is one of the most commonly used dialects in the United States. In addition to grammatical changes AAVE is characterized by phonemic changes. The current study sought to determine the effects of AAVE use on the receptive and expressive learning of nonsense words that differ in meaning as noted by a single Phonological difference. Four African American children in grades one and two were taught 12 minimal pairs of nonsense words. Three of the four children were identified as non AAVE speakers and one child was identified as an AAVE speaker. Each word in the pair had a specific meaning and each pair differed by a single Phonological Property reminiscent of AAVE dialect. Four sets of minimal pairs were taught across three consecutive days. Results indicate better performance on receptive measures than on expressive measures across all children. Analysis of error types did not detect a higher percentage of errors due to AAVE between the two groups of children.