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

1 tegories (faces, objects, printed words, and spoken words).

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

3 y mapping the alphabetic characters onto the spoken word.

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

5 pictures, indicating their understanding of spoken words.

6 uals report color experiences when they hear spoken words.

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

8 only, but not for objects, printed words, or spoken words.

9 and that this impacts the way they memorize spoken words.

10 g the processing of pantomimes, emblems, and spoken words.

11 EG data while human participants listened to spoken words.

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

13 behaviorally relevant oscillatory tuning for spoken language.

14 ocalize very much like human infants acquire spoken language.

15 explain the evolutionary advantage of human spoken language.

16 into neural mechanisms contributing to human spoken language.

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

18 y integration in sign language compared with spoken language.

19 tational primitive for the representation of spoken language.

20 erstanding brain mechanisms and disorders of spoken language.

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

22 eme difficulties producing and understanding spoken language.

23 ing brain and the acquisition of hearing and spoken language.

24 difficulties in expressing and understanding spoken language.

25 r experimental items appeared in written and spoken language.

26 akers while learning new information through spoken language.

27 se changes affect the processing of everyday spoken language.

28 ins may shed light on the emergence of human spoken language.

29 g is thus vicarious: Writing borrows it from spoken language.

30 ssil hominins was driven by the emergence of spoken language.

31 cular convergence between birdsong and human spoken language.

32 er than human ones in the frequency range of spoken language.

33 n and sensory input in the interpretation of spoken language.

34 tion: At their core, they are notations of a spoken language.

35 an animal studies that inform us about human spoken language.

36 setting, we blocked the possibility of using spoken language.

37 luable vocal learning animal model for human spoken language.

38 namics adjusts to the temporal properties of spoken language.

39 unique in their ability to communicate using spoken language.

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

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

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

43 scripts which encode the sound properties of spoken language.

44 ral code by which the human brain represents spoken language?

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

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

47 lack-box" along the evolutionary timeline of spoken language; a vocal hominid went in and, millions o

48 In typical development, spoken language acquisition is gated by statistical lear

49 tic children experience atypical patterns of spoken language acquisition, yet the mechanisms underlyi

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

51 Spoken word activation follows the temporal structure of

52 characterized by developmental regression of spoken language and hand use that, with hand stereotypie

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

54 tional blueprint for syntax and phonology in spoken language and human song.

55 the environment, is a key component of human spoken language and learned song in three independently

56 ic recordings of brain responses to degraded spoken words and experimentally manipulated signal quali

57 ations during the identification of familiar spoken words and perception of unfamiliar pseudowords.

58 pts presented in different modalities (e.g., spoken words and pictures or text) [1-3].

59 primary outcome (Comprehensive Aphasia Test: Spoken Words and Sentences).

60 for sign and speech, but not for individual spoken words and signs.

61 Spoken words and syllables could be decoded from single

62 nson), language (Comprehensive Assessment of Spoken Language), and quality of life (Pediatric Quality

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

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

65 , in hearing spoken language users, text and spoken language are co-dependent [4, 5], and pictures ar

66 he key concepts drawn are that components of spoken language are continuous between species, and that

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

68 utational content of the processes evoked as spoken words are heard in context, and to evaluate the r

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

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

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

72 he potential role of these mechanisms in the spoken language atypicalities seen in autism are under-r

73 iduals who could not acquire the surrounding spoken language because they could not hear it, and who

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

75 dent." However, this has only been tested in spoken language bilinguals.

76 Spoken language, both perception and production, is thou

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

78 specialized cognitive resources for learning spoken language, but lack them for graphic codes.

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

80 tailed time-varying spectral content) of the spoken words, but not other sounds, were very successful

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

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

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

84 nologically related signs, just as hearing a spoken word coactivates phonologically related words.

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

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

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

88 icipants with chronic poststroke aphasia and spoken language comprehension impairments completed cons

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

90 ures analyses of variance compared change in spoken language comprehension on two co-primary outcomes

91 Spoken language comprehension requires abstraction of li

92 The efficacy of spoken language comprehension therapies for persons with

93 rocessing extralinguistic information during spoken language comprehension which indicates existence

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

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

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

97 al-semantic information to show that, during spoken language comprehension, oscillatory modulations r

98 ha and beta oscillations during naturalistic spoken language comprehension, providing evidence for th

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

100 dress this question focusing on naturalistic spoken language comprehension.

101 to higher-level cognitive processes, such as spoken language comprehension.

102 brain oscillations as "building blocks" with spoken language comprehension.

103 duals with chronic aphasia can improve their spoken word comprehension many years after stroke.

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

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

106 Participants listened to spoken word cues (e.g., "lilac") and determined whether

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

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

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

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

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

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

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

114 day (datalogs) and because their hearing and spoken language development was particularly vulnerable

115 arning and social attention, suggesting that spoken language differences in this population might be

116 To identify a spoken word (e.g., dog), people must categorize the spee

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

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

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

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

121 e compared with hearing speakers with infant spoken language experience, showing that the effects of

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

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

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

125 structure-both architecture and function-for spoken language, grounding cognitive models of speech pe

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

127 The recognition of spoken language has typically been studied by focusing o

128 ocal learning, a critical component of human spoken language, has been assumed to be associated with

129 ess is particularly critical when learning a spoken language, helping in the identification of discre

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

131 mbine speech signals with prior knowledge of spoken words (i.e., Bayesian perceptual inference).

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

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

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

135 earing impaired and allow the acquisition of spoken language in children born deaf.

136 Cortical networks for the production of spoken language in humans are organized by phonetic feat

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

138 Luganda, the most widely spoken language in Kampala was used to conduct the FGDs

139 stimuli.SIGNIFICANCE STATEMENT Understanding spoken language in natural environments requires listene

140 arriers when assessing children with minimal spoken language in this population.

141 se in the MTG to video clips of gestures and spoken words in 17 healthy human adults (male and female

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

143 IFICANCE STATEMENT Human listeners recognize spoken words in natural speech contexts with remarkable

144 We found that while listening to spoken words in quiet, listeners with cochlear implants

145 tory domains (faces, objects, printed words, spoken words) in autistic and neurotypical individuals.

146 t dogs do comprehend the meaning of familiar spoken words, in that a word can evoke the mental repres

147 ch hearing loss influences the processing of spoken language, including higher-level processing such

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

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

150 nt to position and are transformed to convey spoken language information.

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

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

153 Understanding spoken words involves complex processes that transform t

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

155 rning to comprehend and express oneself with spoken language is impaired, but the reason for this rem

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

157 Usage-based linguistic theory suggests that spoken language is prosodically structured in intonation

158 dies have shown that semantic information in spoken language is represented in multiple regions in th

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

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

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

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

163 15 autistic preschoolers with minimal or no spoken language (mean chronological age = 30.20, SD = 7.

164 ttention in 13 autistic preschoolers who use spoken language (mean chronological age = 34.38, SD = 8.

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

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

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

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

169 Although language, and therefore spoken language or speech, is often considered unique to

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

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

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

173 rge and significant improvements for trained spoken words over therapy versus standard care (11%, Coh

174 emands for musical rhythm discrimination and spoken language paradigms are another possible source of

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

176 he impact of adverse listening conditions on spoken language perception is well established, but the

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

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

179 Learning a spoken language presupposes efficient auditory functions

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

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

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

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

184 ons from this subregion to areas involved in spoken-language processing.

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

186 eferred processing rate-that is, the rate of spoken language production and perception-onto the oculo

187 esearch on the neuroanatomical correlates of spoken language production in aphasia using constrained

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

189 Spoken language production involves selecting and assemb

190 Spoken language production is a complex brain function t

191 urocomputational, bilateral pathway model of spoken language production, designed to provide a unifie

192 contemporary accounts of the neurobiology of spoken language production.

193 res combine to form phonological segments in spoken language production.

194 in cognitive control specific to sentential spoken language production.

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

196 tions of people with impaired development of spoken language provide windows into key aspects of huma

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

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

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

200 specifies the neural mechanisms that support spoken word recognition by testing two distinct implemen

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

202 Spoken word recognition in context is remarkably fast an

203 e still required to achieve early and robust spoken word recognition in context.SIGNIFICANCE STATEMEN

204 ese findings are consistent with accounts of spoken word recognition in which neural computations of

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

206 ounts (e.g., Predictive-Coding) propose that spoken word recognition involves comparing heard and pre

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

208 Spoken word recognition requires complex, invariant repr

209 urolinguistic and psycholinguistic models of spoken word recognition that preserve the acoustic varia

210 Here, we show such a frequency bias in spoken word recognition using psychophysics, magnetoence

211 Using a Bayesian framework for modelling spoken word recognition, we find that computational mode

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

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

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

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

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

217 the similarity reflects retrieval of common spoken language representations.

218 Understanding spoken language requires a complex series of processing

219 Understanding spoken language requires the rapid integration of inform

220 Understanding spoken language requires transforming ambiguous acoustic

221 Spoken language samples were obtained using the Cookie T

222 Spoken language samples were obtained using the Cookie T

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

224 oup analyses revealed no association between spoken language skills, measured via the Mullen Scales o

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

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

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

228 rofound impact on the emergence and shape of spoken language than previously recognized.

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

230 fit: it enhances people's ability to predict spoken language thereby aiding comprehension.

231 possibly contributing to the development of spoken language through differential RNA regulation duri

232 doxically, the increased complexity of human spoken language thus followed simplification of our lary

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

234 cated machine-learning algorithms to convert spoken language to text, have become increasingly widesp

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

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

237 n begin acquiring their first words, linking spoken words to their visual counterparts.

238 dy, we assessed the brain regions supporting spoken word understanding in adult listeners with right

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

240 In auditory masking, background sound makes spoken words unrecognizable.

241 Indeed, in hearing spoken language users, text and spoken language are co-d

242 aged 10-15 years, the cortical activation to spoken words was best modeled as time-locked to the unfo

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

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

245 orded the neural response patterns to single-spoken words with multi-channel electrodes from the guin

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

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

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

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

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

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

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