ライフサイエンスコーパス: phonetic

1 Of these, 54 (27 phonetic, 27 prosodic) returned for annual follow-up, wi

2 Ninety-one subjects with PAOS (51 phonetic, 40 prosodic) were recruited by the Neurodegene

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

4 the word "mama" and subjected recordings to phonetic analysis.

5 ses functional connectivity between acoustic-phonetic and graphomotor brain areas, but we find no evi

6 dynamic integration of both shared acoustic-phonetic and language-specific sequence- and word-level

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

8 tive language and activating native language phonetic and lexical representations.

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

10 ates the population-coded representations of phonetic and phonemic features in the auditory system.

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

12 er the potential of their account to embrace phonetic and phonological speech sound representations a

13 plex auditory encoding for distinct acoustic-phonetic and prosodic features.

14 x, with no clear differences observed across phonetic and prosodic groups.

15 Phonetic and prosodic subtypes showed differing relation

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

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

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

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

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

21 o imagined speech decoding, in particular in phonetic and vocalic, i.e. perceptual, spaces.

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

23 redicted based on a combination of acoustic, phonetic, and visual features in highly disparate stimul

24 etween the brain responses and the acoustic, phonetic, and visual information in the stimuli.

25 o discriminate speech items in articulatory, phonetic, and vocalic representation spaces.

26 that encoded detailed information about the phonetic arrangement and composition of planned words du

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

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

29 e feasibility of this mechanism for learning phonetic categories has been challenged, however.

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

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

32 sounds into native vowel- and consonant-like phonetic categories-like and [l] in English-through a st

33 ence that the pre-verbal human cortex learns phonetic categories.

34 rom the acoustic signal to perceive discrete phonetic categories.

35 influential idea that what infants learn are phonetic categories.

36 o fine-grained acoustically to correspond to phonetic categories.

37 ians who were also better at differentiating phonetic categories.

38 Phonetic category boundaries were similar between neurom

39 e-tip suppression on the neural responses to phonetic category change perception in definitively preb

40 , there were ERP discriminative responses to phonetic category changes across two phonetic contrasts

41 ts generate words belonging to a semantic or phonetic category in a limited time.

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

43 ions respond preferentially to VOTs from one phonetic category, and are also sensitive to sub-phoneti

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

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

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

47 Phonetic characteristics of plosive sounds like "P" lead

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

49 unction of left temporal regions involved in phonetic classification.

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

51 ly, modifications that allow more human-like phonetic competition also led to more human-like tempora

52 ge regions for the semantic and phonological/phonetic computations preparing overt speech, thus suppo

53 templates to the brain mechanisms subserving phonetic computations.

54 omly (Experiment 1) or on voices with random phonetic content (Experiment 2).

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

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

57 pattern encodes both the relative order and phonetic content of the speech sequence.

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

59 a statistical structure based either on the phonetic content, while the voices varied randomly (Expe

60 with significantly reduced acoustic cues to phonetic content.

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

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

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

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

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

66 nses to phonetic category changes across two phonetic contrasts (bilabial-dental /ba/-/da/; dental-re

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

68 the language(s) they hear, processing native phonetic contrasts more easily than nonnative ones.

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

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

71 bic production, achieving consonant-to-vowel phonetic contrasts via the simultaneous recruitment and

72 that only allow for the assessment of a few phonetic contrasts, we present a new method that allows

73 c cues for the categorical discrimination of phonetic contrasts.

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

75 arise from disparities in access to acoustic-phonetic cues, particularly among those with hearing los

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

77 children with severe SNHL: phonemic skills, phonetic decoding, reading comprehension, and speed of i

78 The results suggest that phonetic development may involve a perceptual warping fo

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

80 ortical loci were found to underlie specific phonetic discrimination.

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

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

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

84 The superior temporal gyrus (STG) encodes phonetic elements like consonants and vowels, but it is

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

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

87 easingly detailed and acoustically invariant phonetic encoding emerging over the first year of life,

88 well as pseudowords, providing evidence for phonetic encoding.

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

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

91 s were unable to demonstrate the presence of phonetic feature encoding.

92 del comparisons based on these data revealed phonetic feature processing for attended, but not unatte

93 We find evidence of categorical phonetic feature processing for attended, but not unatte

94 rthermore, we find evidence that categorical phonetic feature processing is enhanced by attention, bu

95 rd encoding models and found that indices of phonetic feature processing tracked reliably with intell

96 on specifically enhances isolated indices of phonetic feature processing, but that such attention eff

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

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

99 evolves over time, jointly encoding both its phonetic features and the amount of time elapsed since o

100 uli in terms of their spectrograms and their phonetic features and then quantified the strength of th

101 upport the notion that, for attended speech, phonetic features are processed as a distinct stage, sep

102 o context and how well a word's acoustic and phonetic features are processed by the brain at the time

103 rd influences how its low-level acoustic and phonetic features are processed.

104 Phonetic features could be directly related to tuning fo

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

106 t glimpsed speech is encoded at the level of phonetic features for target and non-target talkers, wit

107 ymes to investigate the cortical encoding of phonetic features in a longitudinal cohort of infants wh

108 cal neural populations are tuned to acoustic-phonetic features of all consonants and vowels and to dy

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

110 In contrast, encoding of masked phonetic features was found only for the target, with a

111 The encoding of both spectrotemporal and phonetic features was shown to be more robust in AV spee

112 f spoken language in humans are organized by phonetic features(1,2), such as articulatory parameters(

113 ral regions may support encoding of acoustic phonetic features, supported by arcuate fibres.

114 ows during breathing and speaking, including phonetic features, using orders-of-magnitude estimates,

115 None of the tested phonetic features-the presence of specific phonemic clas

116 the mapping of those sounds onto categorical phonetic features.

117 anatomical organization compared to glimpsed phonetic features.

118 ifferent phoneme categories are organized by phonetic features.

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

120 level representation, which was organized by phonetic features.

121 n cortical oxy-haemoglobin during a Japanese phonetic fluency task can differentiate psychiatric pati

122 c sentence contexts and independent of their phonetic form.

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

124 Phonetic gestures are represented in the brain as invari

125 The phonetic group showed smaller volumes and worse metaboli

126 as well as faster rates of atrophy, than the phonetic group.

127 into the temporal and parietal lobes in the phonetic group.

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

129 e results add further evidence that acoustic-phonetic impairments, particularly impairments of voicin

130 ing the stimuli as synchronous, and the same phonetic incongruence that produced the illusion also le

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

132 t as reflecting poorer retention of acoustic-phonetic information in short-term memory.

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

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

135 icture naming, conceptual, phonological, and phonetic information may be accessed rapidly and in para

136 l movies can uncover tuning for acoustic and phonetic information that generalizes to simpler stimuli

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

138 ighlighting formant changes that convey most phonetic information.

139 edicted percepts must be expanded to include phonetic information.

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

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

142 r this competition is restricted to acoustic-phonetic interference or if it extends to competition fo

143 the STG representation of the entire English phonetic inventory.

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

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

146 Influential accounts of this early phonetic learning phenomenon initially proposed that inf

147 This allows accounts of early phonetic learning to be linked to concrete, systematic p

148 ing on naturalistic speech can predict early phonetic learning, as observed in Japanese and American

149 hanism-driven approach to the study of early phonetic learning, together with a quantitative modeling

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

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

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

153 The phonetic level of language is especially accessible to e

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

155 This may reflect improved acoustic-phonetic models in more proficient listeners.Significanc

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

157 uickly words can be disambiguated from their phonetic neighbors.

158 cking task with three levels of superimposed phonetic noise.

159 ce of higher level stimulus features such as phonetics on temporal processing is poorly understood.

160 events supporting semantic and phonological/phonetic operations, progressing from posterior occipito

161 Translations for cancer were classified as phonetic or borrowed (34 [32%]), unknown (30 [28%]), neu

162 into 5 themes (neutral, negative, positive, phonetic or borrowed, and unknown).

163 We tested acoustic-phonetic perception in 73 individuals with chronic left

164 Acquired impairment of acoustic-phonetic perception is known historically as 'pure word

165 e, 18% of the patients had impaired acoustic-phonetic perception overall, with 44% impaired on voicin

166 Acoustic-phonetic perception refers to the ability to perceive an

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

168 pathway map was not correlated with acoustic-phonetic perception.

169 g of multiple linguistic features, including phonetic, prelexical phonotactics, word frequency, and l

170 target lexical and post-lexical phonological/phonetic processes.

171 gyrus (STG), associated with shared acoustic-phonetic processing of foundational speech sound feature

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

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

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

175 nt-vowel syllables with varying acoustic and phonetic profiles.

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

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

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

179 Between resets, STG encodes acoustic-phonetic, prosodic, and lexical features, supporting int

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

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

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

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

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

185 sor, suggesting a lexical stage triggered by phonetic regularities already at birth.

186 ecific phonemic classes, the overall size of phonetic repertoire, its typicality and similarity to th

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

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

189 rocessing using the speech spectrogram and a phonetic representation, and test how AV integration ada

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

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

192 uctured organization and encoding cascade of phonetic representations by prefrontal neurons in humans

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

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

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

196 Our results show how phonetic sequences in natural speech are represented at

197 utterance and reflected the segmentation of phonetic sequences into distinct syllables.

198 This ability to orchestrate specific phonetic sequences, and their syllabification and inflec

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

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

201 e relation between oral-motor inhibition and phonetic speech discrimination suggest a surprisingly ea

202 tegration occurs at both spectrotemporal and phonetic stages of speech processing.

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

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

205 erceiving brain combines auditory and visual phonetic stimulus information.

206 oerster equation to populations with age and phonetic structures.

207 btypes, with corticostriatal patterns in the phonetic subtype and brainstem and thalamic patterns in

208 e-at-onset, predicted specific 4R-tauopathy; phonetic subtype and younger age predicted corticobasal

209 but rather there are distinct subtypes: the phonetic subtype is characterized by distorted sound sub

210 They also accurately predicted the phonetic, syllabic and morphological components of upcom

211 tem while supralaryngeal articulation at the phonetic/syllabic level is coordinated by a more ventral

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

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

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

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

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

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

218 Accordingly, access to phonetic units might also be provided by somatosensory i

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

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

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

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

223 etic category, and are also sensitive to sub-phonetic VOT differences within a population's preferred

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

225 sive hierarchy of language features spanning phonetic, word form, lexical-syntactic, syntactic, and s

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