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Dissertations / Theses on the topic 'Language and perception'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Goldstein, Julie. "Language and Culture in Perception." Thesis, Goldsmiths College (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499207.

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Brown and Lenneberg (I954) and Rosch Heider (1972) were among the first to conduct psychological investigations to test the Whorfian view that language affects thought. They both asked about colour categories. The debate has continued with some research supporting a relativist (Whorfian) account (Davidoff, Davies & Roberson, I999; Borodistsky, 200I), and some supporting a universalist account (e.g., Kay & Regier, 2003; Spelke & Kinzler, 2007). The present thesis adds to the debate by taking three different approaches i.e., cross-cultural, ontogenetic and phylogenetic frames in which to carry out investigations of categorization of various perceptual continua. Categorical Perception's hallmark is the effect of mental warping of space such as has beenfoundfor phonemes (Pisani & Tash, I974) and colour (Bornstein & Monroe, I980; Bornstein & Korda, I984). With respect to colours, those that cross a category boundary seem more distant than two otherwise equally spaced colours from the same category. Warping is tested using cognitive methods such as two-alternative:forced-choice and matching-to-sample. Evidence is considered for the continua under investigation i.e. colour and animal patterns. Experiments I and 2 find evidence of categorical perception for human-primates and not for monkeys. Experiment 3 finds that Himba and English human adults categorize differently, particularly for colours crossing a category boundary, but also show broad similarity in solving the same matching-to-sample task as used with the monkeys (experiment I) who showed clear differences with humans. Experiment 4 and 5 tested Himba and English toddlers and found categorical perception of colour mainly for toddlers that knew their colour terms despite prior findings (Franklin et al., 2005) indicative of universal colour categories. In experiment 6, Himba and English categorical perception of animal patterns was tested for the first time, and result indicate a cross-category advantage for participants who knew the animal pattern terms. Therefore, a weak Whorfian view of linguistic relativity's role in obtaining categorical perception effects is presented. Although there is some evidence of an inherent human way of grouping drawn from results of experiment I and 3, results in all experiments (1,2,3,4,5,and 6) show that linguistic labels and categorical perception effects go handin- hand; categorization effects are not found when linguistic terms are not acquired at test and have not had a chance to affect cognition. This was true for all populations under observation in this set of studies, providing further support for effects of language and culture in perception. 4

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2

Gordon, Leslie S. "Factors affecting English speakers' perception of L2 Spanish vowels." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436442802/viewonline.

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3

Nagao, Kyoko. "Cross-language study of age perception." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232572.

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Thesis (Ph.D.)--Indiana University, Dept. of Linguistics and the Dept. of Speech and Hearing Sciences, 2006.
"Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2962. Advisers: Kenneth de Jong; Diane Kewley-Port.

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4

Cox, Ethan Andrew. "Second language perception of accented speech." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/282887.

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The present study addresses a core issue in the study of speech perception, the question of how stable phonological representations are accessed from an inherently variable speech signal. In particular, the research investigates the perception of accented English speech by native and non-native listeners. It is known from previous research that foreign-accented speech is harder for native listeners to process than native-accented speech. The reason for this lies in not only qualities of the input (deviation from native production norms, for example) but also in qualities of the listener. Specifically, listeners' speech perception systems are tuned from an early age to pay attention to useful distinctions in the language environment but to attenuate differences which are not useful. This quality of the listeners' speech processing system suggests that in addition to being native speakers of a language or languages, we are also native listeners. However, what is a liability for native listeners (non-native input) may be a benefit for non-native listeners. When the foreign accent is derived from a single language shared between the speaker and the listener, application of native-language processing strategies to the accented input may result in more efficient processing of the input. The experiments in this dissertation address this possibility. In an experiment involving Dutch listeners processing Dutch-accented and American English-accented sentence materials, a reaction time advantage was observed for the mutually-accented materials. Experiments testing the main hypothesis with native Spanish-listening participants showed a different pattern of results. These participants, who had more experience with English overall that the Dutch participants, performed similarly to native-listening controls in displaying faster verification times for native accented materials than mutually-accented materials. These experiments lead to the conclusion that native-like listening, as assessed by the sentence verification paradigm employed in these experiments, can be achieved by non-native listeners. In particular, non-native listeners with little experience processing spoken English benefit from hearing input produced in a matching accent. Non-native listeners with sufficiently more experience processing spoken English, however, perform similar to native listeners, displaying an advantage for native accented input.

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5

Öhlander, Andersson Lina. "English Language Learning : Student's Perception on Their Own Language Learning." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14371.

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This is a qualitative study, which aims at looking closer into how eight students look upon their own English perceiving skills. A qualitative interview method was used to interview eight students in upper secondary school. The participants were four girls and four boys. The result from the interviews have been presented under three different headings, which are as follows: Motivation, Classroom and Acquisition. A lot of studies have been done on the subject of language learning and it has resulted in many theories, and the ones that seemed relevant for this study have been brought up and connected to the answers the students gave. Most of the students felt motivated to learn English and the main reason was their future job plans. In the classroom, the participants thought that the teacher's behaviour and attitude towards the English subject was the most important factor to motivate them. The interview results showed that the student's thought that the best way to learn English was through media, foremost by speaking and writing with their friends on the computer. Those answers can be connected to something that the Russian psychologist Lev S. Vygotskij presents with the socio-cultural theory, were he promotes the idea that the best way to learn a new language is to interact with other people.

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6

Glendinning, Simon Benjamin. "Scepticism and subjectivity : action, perception and language." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319034.

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7

Chu, Lina. "Towards understanding learners' perception of assessment : an investigation of ESL students' perception of timed writing assessment in an EAP context /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883778.

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8

Young, Catherine Elizabeth Crutchfield. "Case studies the effect of an autobiographical writing project on student self-perceptions of motivation and attitude in the L1 and L2 foreign language classroom /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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9

Huang, Tsan. "Language-specificity in auditory perception of Chinese tones." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092856661.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xix, 194 p.; also includes graphics. Includes bibliographical references (p. 183-194).

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10

Ruiz, Tada Elisa 1984. "The Influence of language categorization on face perception." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/665996.

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As the world experiences increased international mobility, we encounter those from different racial, ethnic, and linguistic backgrounds. Therefore it is increasingly crucial to examine the ways we categorize and perceive other people. The main objective of this dissertation is to examine whether language is a dimension of social categorization, and whether this affects face perception. We also examined whether language categorization interacts with race categories, and whether this interaction affects the perception of other race faces. These issues were investigated in three studies. Firstly, we used behavioral and event-related potential techniques in an oddball paradigm to test whether language categorization affects visual face perception. We demonstrated that indeed, language is used as a social category, and this categorization affects the early stages of visual perception of faces. Secondly, we examined how language interacts with race in creating social categories. By using a popular psychological paradigm called the Memory Confusion Paradigm, we establish the robustness of language categorization, and the malleability of race categorization when crossed with different language contexts. In our final study, our aim was to understand whether native and foreign accents affect the perception and recognition of other-race faces. In summary, this dissertation has examined the effect of language on face perception, and has established that language categorization is a strong and robust effect that influences face perception.
Como resultado del incremento en la movilidad internacional que el mundo está experimentando, es común encontrar gente de otra raza y con orígenes étnicos y lingüísticos diferentes. Así pues, es cada vez más crucial examinar cómo categorizamos y percibimos a otros. El objetivo principal de la presente tesis es examinar si el lenguaje es una dimensión de social categorización y como afecta la percepción de la cara. Además, examinamos si la categorización lingüística interactúa con las categorías raciales y si esta interacción afecta la percepción de aquellas caras con raza diferente a la nuestra. Todas estas cuestiones se investigaron en tres estudios. Primero, mediante medidas conductuales y electrofisiológicas en un paradigma de detección del cambio (oddball paradigm) se investigó si el lenguaje se usa como categoría social y si tal categorización afecta estadios tempranos en la percepción visual de la cara. Segundo, se examinó como el lenguaje interacciona con la raza a la hora de crear categorías sociales. Por medio del paradigma psicológico de la confusión de memoria (Confusion Memory Paradigm), establecimos la robustez de la categorización lingüística y la maleabilidad de la categorización racial en diferentes contextos lingüísticos. Finalmente, el último estudio tenía por objetivo entender si acentos nativos y extranjeros pueden modular la percepción y el reconocimiento de caras de otra raza. En resumen, esta tesis ha examinado el efecto de lenguaje en la percepción de la cara y ha mostrado que la categorización lingüística es un efecto fuerte y robusto que influye la percepción de la cara.

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11

Schüle, Susanne. "Perception verb complements in Akatek, a Mayan language." [S.l. : s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=963189174.

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12

Hind, Sarah E. "Language, perception and production in profoundly deaf children." Thesis, Loughborough University, 1993. https://dspace.lboro.ac.uk/2134/16104.

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Prelingually profoundly deaf children usually experience problems with language learning (Webster, 1986; Campbell, Burden & Wright, 1992). The acquisition of written language would be no problem for them if normal development of reading and writing was not dependent on spoken language (Pattison, 1986). However, such children cannot be viewed as a homogeneous group since some, the minority, do develop good linguistic skills. Group studies have identified several factors relating to language skills: hearing loss and level of loss, I.Q., intelligibility, lip-reading, use of phonology and memory capacity (Furth, 1966; Conrad, 1979; Trybus & Karchmer, 1977; Jensema, 1975; Baddeley, Papagno & Vallar, 1988; Baddeley & Wilson, 1988; Hanson, 1989; Lake, 1980; Daneman & Carpenter,1980). These various factors appear to be interrelated, with phonological awareness being implicated in most. So to understand behaviour, measures of all these factors must be obtained. The present study aimed to achieve this whilst investigating the prediction that performance success may be due to better use of phonological information. Because linguistic success for the deaf child is exceptional, a case study approach was taken to avoid obscuring subtle differences in performance. Subjects were screened to meet 6 research criteria: profound prelingual deafness, no other known handicap, English the first language in the home, at least average non-verbal IQ , reading age 7-9 years and inter-subject dissimilarities between chronological reading age discrepancies. Case histories were obtained from school records and home interviews. Six subjects with diverse linguistic skills were selected, four of which undertook all tests. Phonological awareness and development was assessed across several variables: immediate memory span, intelligibility, spelling, rhyme judgement, speech discrimination and production. There was considerable inter-subject performance difference. One boy's speech production was singled out for a more detailed analysis. Useful aided hearing and consistent contrastive speech appear to be implicated in other English language skills. It was concluded that for phonological awareness to develop, the deaf child must receive useful inputs from as many media as possible (e.g., vision, audition, articulation, sign and orthography). When input is biassed toward the more reliable modalities of audition and articulation, there is a greater possibility of a robust and useful phonology being derived and thus better access to the English language.

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13

Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.

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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.

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Onishi, Hiromi. "Cross-Linguistic Influence in Third Language Perception: L2 and L3 Perception of Japanese Contrasts." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/297063.

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This dissertation examines the possible influence of language learners' second language (L2) on their perception of phonological contrasts in their third language (L3). Previous studies on Third Language Acquisition (TLA) suggest various factors as possible sources of cross-linguistic influence in the acquisition of an L3. This dissertation specifically investigates whether learners' levels of perceptual performance in the L2 is related to their phonological perception of L3 contrasts. In order to examine the perception of Japanese contrasts by non-native learners, I conducted a forced-choice identification experiment (Experiment 1) and AXB discrimination experiment (Experiment 2) with native speakers of English and native speakers of Korean who were learning Japanese at an introductory level. In addition, the Korean participants also participated in a forced-choice English minimal pair identification experiment (Experiment 3). In order to answer the main research question, I examined whether there was any correlation between the Korean participants' perceptual performance in English (L2) and Japanese (L3).There was a positive correlation between the identification of the Japanese word-initial stop voicing contrast and the identification of English minimal pairs. Distinguishing Japanese voiced stops and voiceless stops is widely known to be difficult for native speakers of Korean especially in word-initial position. Therefore, this positive correlation is considered as an indication of a positive influence of learners' L2 on speech perception in their L3. The L2, however, did not influence the perception in the L3 negatively. This result indicates that the participants experienced positive influence from both of their background languages, which supports the idea expressed in the Cumulative-Enhancement Model. Positive correlations were also observed for the discrimination of several other Japanese contrasts and the identification of English minimal pairs. These correlations are considered to indicate an increase in the learners' sensitivity to the speech sounds in general. Different types of correlation results obtained for the identification and the discrimination tasks are considered to reflect the difference in the nature of these perception tasks. All in all, the results suggest that L3 perception is qualitatively different from L2 perception and that the perceptual level in the L2 is related to perception in the L3 at least to some extent.

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An, Ning. "Teaching Culture and Language to Chinese Heritage Language Learners: Teachers’ Perception and Practices." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310055561.

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16

Esposito, Christina Marie. "The effects of linguistic experience on the perception of phonation." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1296085331&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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17

Johnson, Keith Allan. "Processes of speaker normalization in vowel perception /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487590702993098.

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18

May, Lillian Anne. "Language as a special signal : infants' neurological and social perception of native language, non-native language, and language-like stimuli." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55962.

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The capacity to acquire language is believed to be deeply embedded in our biology. As such, it has been proposed that humans have evolved to respond specially to language from the first days and months of life. The present thesis explores this hypothesis, examining the early neural and social processing of speech in young infants. In Experiments 1-4, Near-Infrared Spectroscopy is used to measure neural activation in classic “language areas” of the cortex to the native language, to a rhythmically distinct unfamiliar language, and to a non-speech whistled surrogate language in newborn infants (Experiments 1 & 2) as well as infants at 4 months of age (Experiments 3 & 4) in. Results revealed that at birth, the brain responds specially to speech: bilateral anterior areas are activated to both familiar and unfamiliar spoken language, but not to the whistled surrogate form. Different patterns were observed in 4 month-old infants, demonstrating how language experience influences the brain response to speech and non-speech signals. Experiments 5-7 then turn to infants’ perception of language as a marker of social group, asking whether infants at 6 and 11 month-olds associate the speakers of familiar and unfamiliar language with individuals of different ethnicities. Infants at 11 months—but not at 6 months—are found to look more to Asian versus Caucasian faces when paired with Cantonese versus English language (Experiments 5, 7). However, infants at the same age did not show any difference in looking to Asian versus Caucasian faces when paired with English versus Spanish (Experiment 6). Together, these results suggest that the 11 month-old infants tested have learned a specific association between Asian individuals and Cantonese language. The experiments presented in this thesis thus demonstrate that from early in development, infants are tuned to language. Such sensitivity is argued to be of critical importance, as it may serve to direct young learners to potential communicative partners.
Arts, Faculty of
Psychology, Department of
Graduate

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Fronk, Robert Wayne. "Direct and indirect perception in French and Spanish infinitival constructions /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/8400.

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Gardner, Christine Elaine. "The Effect of First Language Dialect Vowel Mergers on Second Language Perception and Production." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2158.

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Previous second language (L2) acquisition research has assumed that L2 learners from a common first language (L1) have the same problems in an L2, ignoring the potential impact of a speaker's L1 dialect on L2 acquisition. This study examines the effects of L1 dialect on the acquisition of L2 German vowels. In particular, this thesis investigates two questions: 1) Do speakers from L1 dialects with vowel mergers perceive or produce vowel contrasts in the L1 and/or L2 differently than speakers from dialect areas without the same mergers? and 2) Are subjects' patterns of L1 perception or production paralleled in the L2? This thesis focuses on the vowel contrasts "pin"-"pen," "fail"-"fell," and "pool"-"pull"-"pole," which are merged (i.e., neutralized) in some environments in the Mississippi dialect, such that words like "him" and "hem" are heard or produced as the same word. Two groups of subjects participated: students from The University of Mississippi (the merging group) and students from Brigham Young University (BYU) (the non-merging group). Subjects completed a perceptual task and a production task. The perception task was a forced-choice identification task in which subjects heard English and German words and indicated which word they heard. In the production task, subjects read aloud German and English sentences. Results indicate that BYU subjects were significantly better than UMiss subjects at perceiving many vowel contrasts in English and German. Additionally, some perceptual patterns seemed to transfer to the L2, e.g., /ɪn/ and /ɛn/, were identified with similar accuracy in English and in German. In production, the groups differed significantly from each other in their production of many vowel contrasts, while acoustic analysis found no production mergers for either group in English or German. In two case studies, perception results and production results (as found by native speaker judgments), showed that vowel contrasts merged in English were also problematic in L2 German, though the problematic vowel was not necessarily the same. In sum, the UMiss speakers with mergers in their L1 dialect appeared to face different challenges than the BYU speakers when perceiving and producing German vowel contrasts. Results have implications for the L2 classroom and L2 research, suggesting that instructors may need different teaching strategies for speakers from merging dialects.

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21

Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.

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22

Birulés, Muntané Joan. "Language Factors Modulate Audiovisual Speech Perception. A Developmental Perspective." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/670633.

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In most natural situations, adults look at the eyes of faces in seek of social information (Yarbus, 1967). However, when the auditory information becomes unclear (e.g. speech-in- noise) they switch their attention towards the mouth of a talking face and rely on the audiovisual redundant cues to help them process the speech signal (Barenholtz, Mavica, & Lewkowicz, 2016; Buchan, Paré, & Munhall, 2007; Lansing & McConkie, 2003; Vatikiotis- Bateson, Eigsti, Yano, & Munhall, 1998). Likewise, young infants are sensitive to the correspondence between acoustic and visual speech (Bahrick & Lickliter, 2012), and they also rely on the talker’s mouth during the second half of the first year of life, putatively to help them acquire language by the time they start babbling (Lewkowicz & Hansen-Tift, 2012), and also to aid language differentiation in the case of bilingual infants (Pons, Bosch & Lewkowicz, 2015). The current set of studies provides a detailed examination of the audiovisual (AV) speech cues contribution to speech processing at different language development stages, through the analysis of selective attention patterns when processing speech from talking faces. To do so, I compared different linguistic experience factors (i.e. types of bilingualism – distance between bilinguals’ two languages –, language familiarity and language proficiency) that modulate audiovisual speech perception in first language acquisition during infancy (Studies 1 and 2), early childhood (Studies 3 and 4), and in second language (L2) learning during adulthood (Studies 5, 6 and 7). The findings of the present work demonstrate that (1) perceiving speech audiovisually hampers close bilingual infants’ ability to discriminate their languages, that (2) 15-month-old and 5 year-old close language bilinguals rely more on the mouth cues of a talking face than do their distant bilingual peers, that (3) children’s attention to the mouth follows a clear temporal pattern: it is maximal in the beginning of the presentation and it diminishes gradually as speech continues, and that (4) adults also rely more on the mouth speech cues when they perceive fluent non-native vs. native speech, regardless of their L2 expertise. All in all, these studies shed new light into the field of audiovisual speech perception and language processing by showing that selective attention to a talker’s eyes and mouth is a dynamic, information-seeking process, which is largely modulated by perceivers’ early linguistic experience and the tasks’ demands. These results suggest that selectively attending the redundant speech cues of a talker’s mouth at the adequate moment enhances speech perception and is crucial for normal language development and speech processing, not only in infancy – during first language acquisition – but also in more advanced language stages in childhood, as well as in L2 learning during adulthood. Ultimately, they confirm that mouth reliance is greater in close bilingual environments, where the presence of two related languages increases the necessity for disambiguation and keeping separate language systems.
Atendre selectivament a la boca d’un parlant ens ajuda a beneficiar-nos de la informació audiovisual i processar millor el senyal de la parla, quan el senyal auditiu es torna confús. Paral·lelament, els infants també atenen a la boca durant la segona meitat del primer any de vida, la qual cosa els ajuda en l'adquisició del llenguatge/s. Aquesta tesi examina la contribució del senyal audiovisual al processament de la parla, a través de les anàlisis d'atenció selectiva a una cara parlant. Es comparen diferents factors lingüístics (tipologies de bilingüisme, la familiaritat i la competència amb l'idioma) que modulen la percepció audiovisual de la parla en l'adquisició del llenguatge durant la primera infància (Estudis 1 i 2), en nens d’edat escolar (Estudis 3 i 4) i l’aprenentatge d'una segona llengua durant l'edat adulta (Estudis 5, 6 i 7). Els resultats demostren que (1) la percepció audiovisual de la parla dificulta la capacitat dels infants bilingües de discriminar les seves llengües properes, que (2) els bilingües de llengües properes de 15 mesos i de 5 anys d’edat posen més atenció a les pistes audiovisuals de la boca que els bilingües de llengües distants, que (3) l’atenció dels nens a la boca del parlant és màxima al començament i disminueix gradualment a mesura que continua la parla, i que (4) els adults també es recolzen més en els senyals audiovisuals de la boca quan perceben una llengua no nativa (L2), independentment de la seva competència en aquesta. Aquests estudis demostren que l'atenció selectiva a la cara d'un parlant és un procés dinàmic i de cerca d'informació, i que aquest és modulat per l'experiència lingüística primerenca i les exigències que comporten les situacions comunicatives. Aquests resultats suggereixen que atendre a les pistes audiovisuals de la boca en els moments adequats és crucial per al desenvolupament normal del llenguatge, tan durant la primera infància com en les etapes més avançades del llenguatge, així com en l’aprenentatge de segones llengües. Per últim, aquests resultats confirmen que l’estratègia de recolzar-se en les pistes audiovisuals s’utilitza en major mesura en entorns bilingües propers, on la presència de dues llengües relacionades augmenta la necessitat de desambiguació.

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McGarry, Theresa, and M. Martin. "Cultural Content of a Language Task: Perception and Performance." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6163.

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24

Beck, Aryel. "Perception of emotional body language displayed by animated characters." Thesis, University of Portsmouth, 2011. https://researchportal.port.ac.uk/portal/en/theses/perception-of-emotional-body-language-displayed-by-animated-characters(1e1ab3cb-a5eb-453a-8ee4-d432997aeb93).html.

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Virtual Environments have demonstrated effectiveness for social task training such as medical training (Anolli, Vescovo, Agliati, Mantovani, & Zurloni, 2006). These types of Virtual Environments have used emotional animated characters. Even though emotions have a strong influence on human-human interactions (Gratch, Mao, & Marsella, 2006), typical system evaluation does not assess whether human and animated emotional displays are perceived similarly by observers. Moreover, the Uncanny Valley, which is a drop in believability as characters become more realistic, threatens the assumption that emotions displayed by an animated character and a human would be interpreted similarly. Thus, it is not known how appropriate the perception to a realistic emotional animated character is. This issue is especially important for social task training which require animated characters to be perceived as social and emotional partners so that trainees would be confronted with situations comparable to real life ones. Using an approach similar to the one proposed by Nass & Moon (2000) in their work on the Media Equation, this thesis investigates how emotional body language displayed by animated characters is interpreted. A psychological experiment was conducted to investigate if emotional body language would be an appropriate way for animated characters to display emotion. This was done by comparing the interpretation of emotional body language displayed by animated characters with that by real actors. The results showed that animated body language can be accurately interpreted. However, the videos of the actor were found to be more emotional, more believable and more natural than the animated characters, whilst displaying the same emotional body language. Moreover, there was a significant difference in the number of correctly interpreted negative emotions displayed. Although, there was not a difference for positive emotions. This could be due to the physical appearance of the animated character or to the loss of micro-gestures inherent to Motion Capture technology. Thus, a second comparative study was conducted to investigate the potential causes for this drop in believability and recognition. It investigated the effect of changing the level of physical realism of the animation as well as deteriorating the quality of the emotional body language itself. Whilst no effect was found regarding the deterioration of the emotional body language, the results show that the videos of the Actor were found to be more emotional, more believable and more natural than the two animated characters. These findings have strong implications for the use of Virtual Environments for social task training.

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D'Imperio, Mariapaola. "The role of perception in defining tonal targets and their alignment /." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243021045.

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Ozgen, Emre. "Language, learning, and colour categorisation." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/844210/.

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The relationship between language and colour categorisation is explored testing the predictions of the linguistic relativity hypothesis. The basic colour terms of Turkish are investigated, with findings suggesting that the Berlin and Kay (1969) theory of universal colour term evolution might require further revisions. The maximum number allowed by the theory is exceeded by the Turkish colour term inventory, by an extra term in the blue region. This difference between Turkish and English is exploited to test the effects of linguistic categories on colour perception and cognition. Evidence is presented suggesting that some aspects of categorical colour perception may not be fixed and universal, but flexible and culture-specific. Perceived similarity of colours seems to be open to influence by a linguistic category boundary. The argument of flexibility is further investigated using a category learning paradigm. Evidence suggested that perceptual and cognitive effects of colour category boundaries might be acquired through laboratory training. Subjects judge colours to be different more accurately when they come from different categories acquired in training than when they are from the same category. Mechanisms, which may be responsible for such flexibility, are explored in relation to findings in the literature. It is argued that perception and cognition may not be distinguished from each other by clear-cut boundaries. Rather, and interaction between percepts and concepts may facilitate effects of language and learning on human colour categorisation.

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Lee, Kar-yan Kanei. "Rating hypernasality speaker and listener language effect /." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279253.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

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Arfa, Kaboodvand Mandana. "Perceptions of effective language teaching in Iran." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14977.

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This thesis reports a study of a group of Iranian young learners, their parents and language teachers on their perceptions of the characteristics of effective language teachers in public schools. The research methodology adopted was a mixed method and therefore, the first part of the study was conducted through a questionnaire survey of 190 students studying in the 8th grade of public schools in Iran. This was followed by interviews with a sample of these learners, their parents and their teachers. The data emerging from the study demonstrates that the stakeholders involved in this study hold perceptions across a wide range of areas concerning language teacher effectiveness including teachers’ language proficiency, class management and affective factors. There was some general agreement within and among the stakeholders’ views; however, at times the dimensions slightly varied. On the whole, the main concerns were related to teachers’ knowledge and ability to speak English and teachers’ willingness to insert activities beyond the prescribed syllabus in particular activities related to speaking skill, and also additional activities that would prepare the students for their exams. Teachers’ ability to build the right rapport with the students was also very much in demand. An unanticipated finding of this study was the perceived connection between teachers’ appearance and in particular the way they dressed and their effectiveness. Some discrepancies relating to how these should be actually practised in the class do exist. Finally, this thesis goes on to discuss some of the implications of these findings both for English language teaching in Iran and for future research. Although the findings of this study are not conclusive and not prescriptive, they reveal the importance of exploring the views of stakeholders to make language teaching a more pleasant experience for all, which can in turn lead to a more effective teaching and learning.

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Kropf, Corinne Ann. "Perception and analysis of Spanish accents in English speech." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1404.

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Galpin, Lesley J. "Processes in word and nonword perception." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.352961.

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Lynch, Michael Patrick. "Target language use in Modern Language classrooms : perception and change among newly qualified teachers in Scotland." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/20424.

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In this thesis I investigate the practices and perceptions of some Newly Qualified Teachers (NQTs) of modern foreign languages (MFL) in Scotland in relation to how they use the target language (L2). I seek to answer the questions “In what different ways do student teachers of modern languages use the target language in Scottish secondary school classrooms?’, ‘What reasons do they give for how they use it?” and “In what way(s), if any, do newly qualified teachers of modern languages change teaching pedagogy in their initial stages of teaching in relation to the use of the target language and what reasons do they give for any changes they make?”. The issue arises because of the continuing gap between what initial teacher education (ITE) advocates in respect of L2 use and what qualified teachers say they do, in so far as there is evidence in this area. There is little empirical evidence relating to how and why MFL NQTs develop the practices and perceptions of qualified teachers. Data was gathered through an online questionnaire issued to all modern languages teachers in Scotland and semi-structured interviews were conducted with a small group of PGDE (Secondary) Modern Languages students at the end of their PGDE year and at the end of their first year of teaching as NQTs. Audio-recordings of the NQTs were also made during this first year of teaching. Data from the four sources were analysed using an inductive approach, remaining flexible in terms of extending, modifying and discarding categories. The findings revealed that the NQTs used considerably less target language during their NQT year and had changed their views on the target language substantially since their PGDE year. They reported that they found it difficult to use L2 for discipline, grammar teaching, explaining things and for social chat. At the same time there were huge changes in their practice and big changes in their views vis-à-vis L2 use. Significantly, the data revealed that these changes in practice and views happened very quickly, were a lot starker and occurred a lot faster than previously thought. This situation seems to have many causes – influences from experienced colleagues, survival tactics, how teachers develop their own pedagogy and identity as teachers. This thesis recommends that those involved in ITE and Career Long Professional Learning look particularly at the two areas of situated learning and teacher cognition in relation to the use of the target language. It further recommends collaborative research between teachers in schools and other agencies, such as Education Scotland and local authority quality improvement officers, together with teacher educators to develop an understanding of how to promote effective learning and teaching strategies in relation to the use of the target language in class.

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Perovuo, Matilda. "Our love, our language : A qualitative study on non-native speakers’ experiences of bilingual couplehood, language emotionality and self-perception in different languages." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157187.

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Dhande, Sheel Sanjay 1979. "A computational model to connect gestalt perception and natural language." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/61139.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2003.
Includes bibliographical references (p. 79-82).
We present a computational model that connects gestalt visual perception and language. The model grounds the meaning of natural language words and phrases in terms of the perceptual properties of visually salient groups. We focus on the semantics of a class of words that we call conceptual aggregates e.g., pair, group, stuff, which inherently refer to groups of objects. The model provides an explanation for how the semantics of these natural language terms interact with gestalt processes in order to connect referring expressions to visual groups. Our computational model can be divided into two stages. The first stage performs grouping on visual scenes. It takes a visual scene segmented into block objects as input, and creates a space of possible salient groups arising from the scene. This stage also assigns a saliency score to each group. In the second stage, visual grounding, the space of salient groups, which is the output of the previous stage, is taken as input along with a linguistic scene description. The visual grounding stage comes up with the best match between a linguistic description and a set of objects. Parameters of the model are trained on the basis of observed data from a linguistic description and visual selection task. The proposed model has been implemented in the form of a program that takes as input a synthetic visual scene and linguistic description, and as output identifies likely groups of objects within the scene that correspond to the description. We present an evaluation of the performance of the model on a visual referent identification task. This model may be applied in natural language understanding and generation systems that utilize visual context such as scene description systems for the visually impaired and functionally illiterate.
by Sheel Sanjay Dhande.
S.M.

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Smith, Evann. "Mass Mobilization in the Middle East: Form, Perception, and Language." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493280.

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This dissertation consists of three separate but related papers on mass mobilization in the Middle East. The first paper investigates the landscape of collective resistance and empowerment struggles in the Middle East. It exploits new data that catalogues mass political movements in the 19 countries of the Middle East and North Africa from 1900 to 2012 to offer a framework for understanding two basic aspects of mass political movements in the region: the forms such movements take, and the forms that are more likely to emerge and endure. Using Latent Class Analysis, it develops a complete typology of mass political movements in the Middle East based on three central aspects of mass mobilization--organization, collective identity, and action--and finds evidence that these three aspects not only constitute three dimensions of difference in mass movements that are orthogonal, but that each ranges from "fluid" to "stable" extremes, which jointly determine the likelihood of movements forming and deforming. The second paper explores how the occurrence of mass movements in the Middle East affects individual citizens' perceived economic grievances. By pairing public opinion data with the new data on mass movements in the Middle East, it finds a strong and consistent negative relationship between the occurrence of mass mobilization and individual perceptions of well-being. Using causal mediation analysis, however, it finds no evidence that this relationship is the product of real economic or institutional declines. Instead, it finds consistent evidence that mass movements directly and negatively impact individuals' perceptions and that this is plausibly the product of three psychological processes, which suggest an alternative micro-level explanation for "cycles of contention." The third paper develops a computer-assisted keyword-based approach to the retrieval and identification of Arabic dialects--which pose a distinct challenge to the machine processing of languages--that systematically incorporates machine learning and human expertise in a manner that is fast, efficient, transparent, and effective. Using a dataset of over 11 million tweets, it then applies this approach to an analysis of the linguistic character of Arabic Twitter during the 2013 Egyptian protests, which led to the military coup of Egypt's first democratically elected president. Analysis of the linguistic trends indicates that spikes of dialectical Arabic mark two notable types of discourse: 1) reporting and reacting in real-time to unexpected events, and 2) capturing major emotional responses to landmark events, which "take the temperature" of the country's politically engaged population.
Government

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Schultheiss, Lore Katharina Gerti. "Cross-Language Perception of German Vowels by Speakers of American English." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2406.pdf.

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Wu, Mian, and 吴冕. "Speech perception of English as a foreign language by Mandarin Chinese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206725.

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Khawaja, Anastasia. "Occupation and Displacement of Palestinian Multilinguals: Language Emotional Perception, Language Practice, and Language Experiences in Palestine and in the Diaspora." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7830.

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This study explores the emotional perceptions, language practices, and language experiences of Palestinian multilinguals in Palestine, and the more under-studied population in the diaspora - focusing on Arabic, English, and Hebrew. A total of 47 participants filled out the adapted Bilingual Emotional Questionnaire (Dewaele & Pavlenko, 2001-2003) in order to compare and contrast positive and negative emotional perception of participant reported languages via a Likert scale, and overall language practices and experiences via open-ended questions. Several independent sample t-tests were run by location of participants in order to determine significant differences in emotional perception, and a thematic analysis was run on selected open-ended responses in order to synthesize and better understand language practices and experiences. The findings of this study revealed that overall, there were very few differences between Palestinians in Palestine and in the diaspora with regard to emotional perception, and very similar categories revealed with regard to language practices and experiences. This study concludes with a call to further research the complexities of location regarding the reality of occupation and its impact regarding the role of languages.

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Gildersleeve-Neumann, Christina Elke. "Constraints on infant speech acquisition a cross-language perspective /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3032398.

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Chu, Lina, and 朱麗娜. "Towards understanding learners' perception of assessment: an investigation of ESL students' perception of timedwriting assessment in an EAP context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3194484X.

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Ahn, Misook. "Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course| The Case Study of Defense Language Institute Foreign Language Center." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10683956.

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The blended learning model, which combines the traditional face-to-face learning method with an online application such as a learning management system (LMS), became popular and more practical for both teachers and learners in foreign and second language education because of its effective methodology for course delivery and socialization opportunities with technology-enhanced learning activities in both online and offline environments. Although the effectiveness of blended language learning models and benefits of student achievement and autonomous learning with an LMS have been explored, prior research resulted in conflicting data on blended instruction identifying the inconsistent findings in student achievement. Some researchers found that students in blended learning improved their language skills and had higher achievement than participants in exclusively face-to-face or online learning, while some researchers found there to be no statistically important differences in achievement when the blended model was used compared to a face-to-face setting. The specific problem is that the low language achievement of students seems to be related to lack of autonomous language learning skills, but their perceptions of the blended language courses regarding language achievement and autonomous learning skill have not been previously identified and analyzed. The purpose of this qualitative case study is to investigate student perceptions of course effectiveness factors for language proficiency as well as learner autonomy in a blended Korean language course to improve language achievement, especially in listening and reading comprehension skills. American students who attended intermediate and advanced blended Korean language courses applied with the LMS, SAKAI in 2014, 2015, and 2016 at the Osan Language Training Detachment (LTD), Defense Language Institute Foreign Language Center (DLIFLC) in Korea, were invited to participate in the anonymous, open-ended online survey. Data from 10 of the participants were analyzed and evaluated. This study found the blended Korean language course was effective for language learning and achievement, but only 50% of participants stated it was effective for the improvement of autonomous learning skills. The other responses said those skills were dependent on various elements of the blended course such as activities, curriculum, teacher, and student’s motivation and learning styles. The factors students found to be effective and ineffective as well as suggestions offered to improve the blended language course were discussed. Although the focus was on one Osan LTD teaching Korean language courses at DLIFLC, the findings could be able to improve language achievement and autonomous learning for future learner success as well as curriculum design in other foreign language courses in DLIFLC or other institutions.

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Carroll, Kevin Sean. "Language Maintenance in Aruba and Puerto Rico: Understanding Perceptions of Language Threat." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195400.

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This dissertation uses qualitative research methods to describe the history of language use and maintenance on the islands of Aruba and Puerto Rico. More specifically, it examines how the islands' unique colonial circumstances have affected the maintenance of the local language. The multidisciplinary field of language planning and policy (LPP) has historically focused on documenting, categorizing and revitalizing languages that have undergone significant language shift. As a result, the majority of the discourse regarding threatened languages also implies that a threatened language will soon be endangered. The language contexts on the islands of Aruba and Puerto Rico do not conform to this often assumed linear progression. The use of document analysis, interviews with key players in LPP and observations on both islands provide the data for the position that there are unique contexts where language threat can be discussed, not in terms of language shift, but in terms of perceptions of threat. In addition to providing a detailed historical account of language situations on both islands, this dissertation frames the findings within a larger framework of redefining language threat. Special attention is paid to how social agents have influenced perceptions through the social amplification of risk framework. The work concludes with an argument for a framework that incorporates not only languages that have witnessed language shift, but also language contexts where languages are perceived to be threatened, with the understanding that such a distinction could potentially move the field of LPP toward a better understanding of language maintenance.

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Schwanhäu[beta]er, Barbara. "Lexical tone perception and production the role of language and musical background /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/31791.

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Thesis (Ph.D.) -- University of Western Sydney, 2007.
"A thesis submitted to the University of Western Sydney, College of Arts, MARCS Auditory Laboratories in fulfilment of the requirements for the degree of Doctor of Philosophy." Includes bibliography.

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Brannen, Kathleen Joan. "The perception and production of interdental fricatives in second language acquisition." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106279.

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This dissertation investigates the differential substitution of interdental fricatives ([θ,ð]) by learners of English as a second language. Differential substitution (or transfer) occurs when learners whose native language does not include the "th" sounds, substitute different segments in their place, depending on the particular L1: [t,d], [s,z], or [f,v]. Throughout the past 50 years, various proposals have been forwarded to explain this phenomenon. The majority of these approaches have focussed on structural differences within the contrastive phonemic systems of various languages. This thesis examines two languages and two dialects of the same language: Japanese, Russian, European French, and Québec French. Japanese and European French are known to substitute [s,z] in place of [θ,ð], while for Québec French and Russian, [t,d] are reported. Since European and Québec French arguably have the same phonemic inventory of obstruents, this thesis explores the function of non-contrastive phonetic information in interdental substitution, in both perception and production. It is hypothesized that perception underlies production, such that those errors observed in production will be the sounds that are apt to be perceptually associated with the target. Furthermore, it is considered that non-contrastive features play a determining role in segmental transfer. In particular, the feature STRIDENT is hypothesized to be key in the choice of interdental substitute. To account for how second language learners perceptually map target sounds to their internal representations, the Auditory Distance Model is developed. This model is based upon the following hypotheses. In the initial state of acquisition, learners potentially have access to all phonetic features provided by Universal Grammar. However, availability of this universal set of features is limited by the language-specific phonetic inventory, such that the absence of features or particular combinations of features in the L1 grammar forces the L2 learner to choose from among the phonetically closest L1 sounds. The selection process is implemented via the Auditory Distance Algorithm which compares the target intake features with those encoded on L1 segments. The Algorithm evaluates whether the intake and L1 features constitute matches or mis-matches and additionally calculates their relative weight. A feature's weight can be augmented if it stands in an enhancement relation with another feature. Enhanced features are preferred, but not mandatory, in linguistic systems. Thus cross-linguistic phonetic variation and the resulting diversity in feature weight is what determines differential substitution in perception and hence in production. These hypotheses are empirically verified in five studies. The first two, the AXB-1 and AXB-2 perception tasks, were designed to tap phonetic and phonemic processing in separate conditions to demonstrate that the observed patterns of differential substitution emerge in phonetic, but not phonemic processing. The third perception experiment, Picture Identification, examines phonemic processing. The final studies analyze production. The results of one, a Word Production task, are compared with the perception findings. The other involves a Spectrographic Analysis of the L1 coronal fricative [s] to determine the degree to which the feature STRIDENT is acoustically manifested for each of the languages.The results from these studies largely support the hypotheses outlined above. To account for discrepancies between predictions and results, the role of visual information in lexical representations and the possibility of task-induced bias are discussed.
Cette dissertation explore la substitution différentielle des fricatives interdentales par les apprenants de l'anglais langue seconde. La substitution différentielle se produit quand les apprenants dont la langue maternelle (L1) ne contient pas ces sons, substituent ces phonèmes par un autre. Dépendamment de la L1, la substitution se fait avec [t,d], [s,z] ou [f,v]. Au cours des années, plusieurs propositions ont été émises pour expliquer ce phénomène. Ces hypothèses reposent principalement sur les différences structurelles des systèmes phonémiques de diverses langues. Cette thèse examine la substitution de [θ,ð] par des locuteurs de différentes langues ou dialectes, à savoir: le japonais, le russe, le français européen, et le français québécois. Le japonais et le français européen sont caractérisés par les substituts [s,z], tandis que pour le français québécois et le russe, par [t,d]. Puisque le français européen et le français québécois ont le même inventaire contrastif de segments obstruants, cette dissertation explore la contribution de l'information non-contrastive à la substitution des interdentales, de la perspective de la perception et de la production. Il est proposé que la perception sous-tend la production de telle manière que les erreurs observées dans la production correspondent aux sons substitués au niveau de la perception. De plus, il est considéré que les traits non-contrastifs jouent un rôle déterminant dans le transfert. Spécifiquement, il est proposé que le trait STRIDENT est central au choix de substituts pour les interdentales. Pour expliquer comment les apprenants des langues secondes projettent les sons cibles sur leur représentation interne dans la perception, le modèle de distance auditoire est développé. Ce modèle est basé sur les hypothèses suivantes: à la phase initiale de l'acquisition, les apprenants ont potentiellement accès à tous les traits phonétiques fournis par la grammaire universelle. Cependant, cet ensemble de traits est limité à l'inventaire phonétique de la langue spécifique. Ainsi, l'absence de traits ou de combinaisons spécifiques de traits dans la grammaire de la langue maternelle force l'apprenant à choisir parmi les sons de sa L1 ceux qui sont phonétiquement les plus proches. Ceci est accompli via un algorithme qui évalue la correspondance entre les traits cibles et ceux de la L1 ainsi que leur poids relatifs. Le poids d'un trait peut être augmenté s'il se trouve dans une relation de rehaussement avec un autre trait. Les traits rehaussés sont préférables, mais pas obligatoires, dans les systèmes linguistiques. Alors la variation phonétique et inter-linguistique de même que la diversité dans le poids des traits qui résulte, sont les facteurs qui déterminent la substitution différentielle dans la perception et de là, dans la production. Ces hypothèses sont vérifiées empiriquement dans cinq études. Les deux premières, AXB-1 et AXB-2, ont été construites pour capter le traitement phonétique et phonémique dans des conditions distinctes pour démontrer que les réflexes de la substitution différentielle émergent dans le traitement phonétique et non phonémique. La troisième, l'identification d'image, examine le traitement phonémique. Les deux dernières études analysent la production. Les résultats d'une de ces dernières, une tâche sur la production de mots, sont comparés avec les résultats des analyses de la perception. L'autre consiste en une analyse spectrographique de la fricative coronale [s] de la L1 pour déterminer à quel degré le trait STRIDENT est manifesté acoustiquement pour chacune des langues. En général, les résultats de ces études appuient les hypothèses décrites ci-haut. Pour rendre compte des quelques divergences entre les prédictions et les résultats, la discussion aborde le rôle de l'information visuelle dans les représentations lexicales et la possibilité de la distorsion induite par la tâche.

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Radhakrishnan, Sreedivya. "Perception of synthetic vowels by monolingual and bilingual Malayalam speakers." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1258953613.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed May 17, 2010). Advisor: John Hawks. Keywords: Speech perception; Vowels; Malayalam; Second Language. Includes bibliographical references (p. 198-216).

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Coronado-Aliegro, Javier. "Students' perception of performance through self-assessment." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1786.

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Thesis (M.A.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 80 p. Vita. Includes abstract. Includes bibliographical references (p. 66-69).

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Peng, Shu-hui. "Phonetic Implementation and Perception of Place Coarticulation and Tone Sandhi." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1384525774.

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Alghamdi, Mansour M. A. "Analysis, synthesis and perception of voicing in Arabic." Thesis, University of Reading, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278156.

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Orde, S. M. "The direct theories of reference, thought and perception." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355025.

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Heimbauer, Lisa A. "Perception of Synthetic Speech by a Language-Trained Chimpanzee (Pan troglodytes)." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/psych_theses/57.

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Ability of human listeners to understand altered speech is argued as evidence of uniquely human processing abilities, but early auditory experience also may contribute to this capability. I tested the ability of Panzee, a language-trained chimpanzee (Pan troglodytes), reared and spoken to from infancy by humans, to recognize synthesized words. Training and testing was conducted with different sets of English words in natural, “harmonics-only” (resynthesized using only voiced components), or “noise-vocoded” (based on amplitude-modulated noise bands) forms, with Panzee choosing from “lexigram” symbols that represented words. In Experiment 1 performance was equivalent with words in natural and harmonics-only form. In Experiment 2 performance with noise-vocoded words was significantly higher than chance but lower than with natural words. Results suggest specialized processing mechanisms are not necessary to speech perception in the absence of traditional acoustic cues, with the more important factor for speech-processing abilities being early immersion in a speech-rich environment.

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Saygın, Ayşe Pınar. "Embodied perception : neuropsychological and neuroimaging studies of language, vision, and attention." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3181787.

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Thesis (Ph. D.)--University of California, San Diego, 2005.
Title from first page of PDF file (viewed October 21, 2005). Available online via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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