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Journal articles on the topic 'Phonetic hearing'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Abraham, Suzanne. "Differential Treatment of Phonological Disability in Children With Impaired Hearing Who Were Trained Orally." American Journal of Speech-Language Pathology 2, no. 3 (1993): 23–30. http://dx.doi.org/10.1044/1058-0360.0203.23.

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The efficacy of differential treatment of phonological disability was studied in children with moderate to severe sensorineural hearing impairments who presented with both phonetic and phonemic error types. Two treatments were administered to four subjects aged 5:0 to 10:5 with prelinguistic hearing impairment who had been trained orally. Phonetic treatment was modeled in accord with an articulation approach using syllable imitation. Phonemic treatment was modeled in accord with a phonological approach using meaningful minimal contrasts. Phonetic targets were consonant singletons; phonemic tar

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2

Kashuba, Yu V. "Rhythmic and intonation skills of a primary school student in mastering a foreign language." Science and School, no. 2 (April 30, 2024): 239–44. http://dx.doi.org/10.31862/1819-463x-2024-2-239-244.

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The article is devoted to rhythmic and intonation skills, the formation of which contributes to the acquisition of the sound system of foreign language speech by primary school students and thus to the formation of foreign language speech ability. The concepts of skill, rhythmic and intonation skills, speech hearing, phonetic hearing, phonemic hearing, intonation hearing are analyzed. The contents of teaching pronunciation in foreign language classes in primary school are clarified.

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POPOVA, Marianna V., and Ksenia M. TOKMAKOVA. "THE ROLE OF THE MUSICAL HEARING IN THE FORMATION OF PHONETIC AND PHONOLOGICAL COMPETENCE." Ezikov Svyat (Orbis Linguarum), ezs.swu.v20i2 (May 30, 2022): 199–205. http://dx.doi.org/10.37708/ezs.swu.bg.v20i2.4.

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The main objective of the study was to determine whether the musical hearing may be considered among factors affecting the degree of a foreign accent in a second language (L2) and how important it is mastering the perceptual and productive aspects of the suprasegmental level of foreign languages by students of linguistics specializations. The results of the study showed that subjects with developed musical hearing performed tasks on both aspects perceptual and productive more successfully. However, there are reasons to assume that the significance degree of the influence of a developed musical

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Romanovskaya, Ekaterina I. "Foreign language phonological ability of a primary school student as an object of acquisition in primary foreign language education." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 222–26. http://dx.doi.org/10.31862/2218-8711-2020-2-222-226.

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The article deals with the foreign language phonological ability as a methodological phenomenon in teaching a foreign language in primary school age. The concepts of «phonemic hearing», «phonetic hearing», «phonological ability» are analyzed. The article describes the structural components of a foreign language phonological ability and its importance for developing foreign language speech abilities in primary school children.

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Stetsko, Iryna, and Oksana Nychko. "PECULIARITIES OF PHONETIC FORMATION ASPECT OF THE ENGLISH LANGUAGE AS A COMMUNICATIVE-LINGUISTIC SUBCOMPETENCY OF STUDENTS-PHILOLOGISTS AT LANGUAGE TRAINING HIGHER EDUCATIONAL INSTITUTION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (2022): 144–49. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-144-149.

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The article is devoted to the substantiation of theoretical aspects of teaching English phonetic competence. Its definitions and its structural components are given. The ways and methods of teaching phonetic competence that favour the development of pronunciation skills as part of the overall process of speech skills and abilities development in the process of learning a foreign language are identified. It has been proven that phonetic skills can be considered to be formed when phonemic hearing developed and connections established between the auditory and acoustic and phonemic aspects of spee

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Garudadri, Harinath, Martin Hunt, Aadyanjali Daita, Anusha Yellamsetty, and Varsha H. Rallapalli. "A functional test for hearing aids outcomes assessment." Journal of the Acoustical Society of America 153, no. 3_supplement (2023): A49. http://dx.doi.org/10.1121/10.0018116.

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We present a functional test for speech understanding called hearing aids (HAs) objective outcomes – HO2 (pronounced as /hɑ:t/) app. It uses natural speech stimuli and generates word level accuracies, phonetic, and broad-phonetic confusion matrices. In the current best practices, hearing loss (HL) is diagnosed using pure tone audiometry (PTA). While PTA is also a functional test, it characterizes only sound detection ability of discrete pure tones, but not overall speech intelligibility due to cochlear impairments leading to sensorineural hearing loss. HO2 app stimuli are based on minimal cont

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CHIGRINOVA, E. A. "ABOUT THE EXPERIENCE OF USING MULTIMEDIA TOOLS IN TEACHING PHONETICS OF RUSSAIN AS A FOREIGN LANGUAGE (ON VOLSMU EXAMPLE)." PRIMO ASPECTU, no. 1(57) (January 2024): 55–59. http://dx.doi.org/10.35211/2500-2635-2024-1-57-55-59.

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A necessary condition for the development of communication skills and abilities in a foreign audience is mastering the skills of correct pronunciation. Foreign students are going to communicate with native speakers, and also receive higher professional education in Russian language. Work on the production of any sound of Russian language is preceded by the development of phonemic hearing: students need to learn to distinguish and recognize Russian phonemes by ear. This research is devoted to the analysis of the techniques and methods available in the methodology for teaching phonetics of the R

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Sirodjovna, Ishmatova Ozodakhon, and Abdimtalipova Zarina Abdumalikovna. "The Role of Phonetic Rhythmic Methods in Developing Speech Skills in Hearing-Impaired Children." ASEAN Journal of Science and Engineering Education 4, no. 3 (2025): 223–30. https://doi.org/10.17509/ajsee.v4i3.82473.

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This study explores the principles and application of phonetic rhythmic technology in developing speech skills among children with special needs, particularly those with hearing impairments. Adopting a descriptive qualitative approach supported by literature analysis and expert insights, the research highlights how multisensory methods—visual, auditory, and kinaesthetic to enhance phonological awareness, articulation, prosody, and intonation. The findings indicate that structured rhythmic exercises improve auditory perception, motor coordination, and expressive speech, facilitating more effect

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9

Tupytsya, O. Yu, and L. V. Zimakova. "Development of phonetic competence of students mastering a second foreign language." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (345) (2021): 238–46. http://dx.doi.org/10.12958/2227-2844-2021-7(345)-238-246.

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The article analyses peculiarities of the development of phonetic competence of students majoring in “Philology” who begin to learn a second foreign language (German). Phonetic competence is the ability to correctly articulate, intonate the utterances and comprehend the speech of others. According to the authors, phonetic competence is based on the skills laid at the initial stage of learning a second foreign language. Phonetic competence is an important component of all types of speech skills and therefore, it develops comprehensively in speech activity. The authors are convinced that the stu

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Grigor'eva, Ol'ga, Larisa Nikiforova, and Aleksandra Cherkashina. "Correction of Impaired Sound Pronunciation in Senior Preschoolers with Phonetic-Phonemic Speech Underdevelopment." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2021, no. 3 (2021): 191–200. http://dx.doi.org/10.21603/2542-1840-2021-5-3-191-200.

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The research featured senior preschoolers with phonetic-phonemic speech underdevelopment. The authors described the peculiarities of speech development in such children and analyzed related publications. As a rule, impaired sound pronunciation includes low tempo and weak voluntary regulation. The study featured substitutions, distortion, or absence of various sounds. The authors tested a set of measures aimed at correcting speech disorders in senior preschool children with phonetic-phonemic speech underdevelopment. The experiment revealed a combination of incorrect pronunciation with sounds th

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Coene, Martine, Anneke van der Lee, and Paul J. Govaerts. "Spoken Word Recognition Errors in Speech Audiometry: A Measure of Hearing Performance?" BioMed Research International 2015 (2015): 1–8. http://dx.doi.org/10.1155/2015/932519.

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This report provides a detailed analysis of incorrect responses from an open-set spoken word-repetition task which is part of a Dutch speech audiometric test battery. Single-consonant confusions were analyzed from 230 normal hearing participants in terms of the probability of choice of a particular response on the basis of acoustic-phonetic, lexical, and frequency variables. The results indicate that consonant confusions are better predicted by lexical knowledge than by acoustic properties of the stimulus word. A detailed analysis of the transmission of phonetic features indicates that “voicin

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Kohler, Klaus J. "Foreword by the President of the International Phonetic Association." Journal of the International Phonetic Association 31, no. 1 (2001): v—vi. http://dx.doi.org/10.1017/s002510030100113x.

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Since the 14th International Congress of Phonetic Sciences in San Francisco in August 1999, two decisive events have set signals for the future directions of phonetics in general and of the International Phonetic Association in particular. First of all, the Permanent Council for the Organization of International Congresses of Phonetic Sciences, the principal, quadrennial international forums for the presentation of phonetic research, and the Council of the International Phonetic Association, the oldest and most prominent scientific society of phonetics, separately voted in favour of a union, w

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13

Jassem, Wiktor. "More on German [ç] and [x]." Journal of the International Phonetic Association 21, no. 1 (1991): 42–44. http://dx.doi.org/10.1017/s0025100300006034.

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The two notes in JIPA 20(2) by Kohler (1990) and Ladefoged (1990) concerning the phonemic status of present-day Standard German ç] and [x] are one of many pieces of evidence that distributional (‘taxonomic’) phonemics has happily survived the thirty-year war with Generative Phonology and its offspring. But it is common knowledge among linguists that even half a century after Bloch's (1948) classic paper there is still no fixed and exhaustive set of postulates for phonemic analysis. Such questions as partial overlapping or neutralization or—especially important—‘grammatical prerequisites’ (Pike

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14

Murashkina, O. V. "Problems in teaching standard Spanish pronunciation to Russian-speaking students." Язык и текст 5, no. 3 (2018): 62–66. http://dx.doi.org/10.17759/langt.2018050308.

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The article deals with the problem of the formation of phonological hearing in the process of teaching Spanish as a foreign language. The difference between phonetic systems and phonological structures of native and studied foreign languages is the main reason for linguistic interferences, that is why it is important to shape the allophonic picture when learning the phonetics of the Spanish language.

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15

NITTROUER, SUSAN, and JOANNA H. LOWENSTEIN. "Separating the effects of acoustic and phonetic factors in linguistic processing with impoverished signals by adults and children." Applied Psycholinguistics 35, no. 2 (2012): 333–70. http://dx.doi.org/10.1017/s0142716412000410.

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ABSTRACTCochlear implants allow many individuals with profound hearing loss to understand spoken language, even though the impoverished signals provided by these devices poorly preserve acoustic attributes long believed to support recovery of phonetic structure. Consequently, questions may be raised regarding whether traditional psycholinguistic theories rely too heavily on phonetic segments to explain linguistic processing while ignoring potential roles of other forms of acoustic structure. This study tested that possibility. Adults and children (8 years old) performed two tasks: one involvin

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16

Perea Siller, Francisco Javier. "First transcriptions of Spanish in Le Maître Phonétique (1888-1901)." Loquens 9, no. 1-2 (2023): e092. http://dx.doi.org/10.3989/loquens.2022.e092.

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Lǝ mɛ:tr fɔnetik (Le maître phonétique) gathers the first attempts to transcribe texts in Spanish based on the phonetic alphabet published in 1888. We have a large number of phonetic transcriptions from 1888, but we will focus on the period until 1901. Some of them have the name of their author (namely by Tomás Escriche y Fernando Araujo) while others appear without authorship. Furthermore, the journal hosts the theoretical debate around the sounds of Spanish that should be considered in the phonetic transcriptions. We will examine the terms in which the discussion is developed, as well as the

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17

Shaw, Stephanie, and Truman E. Coggins. "Interobserver Reliability Using the Phonetic Level Evaluation With Severely and Profoundly Hearing-Impaired Children." Journal of Speech, Language, and Hearing Research 34, no. 5 (1991): 989–99. http://dx.doi.org/10.1044/jshr.3405.989.

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This study examines whether observers reliably categorize selected speech production behaviors in hearing-impaired children. A group of experienced speech-language pathologists was trained to score the elicited imitations of 5 profoundly and 5 severely hearing-impaired subjects using the Phonetic Level Evaluation (Ling, 1976). Interrater reliability was calculated using intraclass correlation coefficients. Overall, the magnitude of the coefficients was found to be considerably below what would be accepted in published behavioral research. Failure to obtain acceptably high levels of reliability

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Fletcher, Samuel G., Stephen C. Smith, and Akira Hasegawa. "Vocal/Verbal Response Times of Normal-Hearing and Hearing-Impaired Children." Journal of Speech, Language, and Hearing Research 28, no. 4 (1985): 548–55. http://dx.doi.org/10.1044/jshr.2804.548.

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A series of experiments are reported that contrast vocal/verbal reaction-time measures from 16 normal-hearing and 25 hearing-impaired children 7 to 14 years old. Sixteen of the hearing-impaired children were enrolled in a residential school, 9 in a day school. Vocal reaction time of the children in response to visually presented stimuli was measured in four tasks: phonating "uh", saying the word "one", counting to digits, and naming digits. No significant differences were found between the response latencies of the two hearing-impaired groups on any task. Nor were differences found between the

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19

Rutter, Ben, and Tobias Kroll. "Discourse repetition and phonetic reduction in a person with dysarthria secondary to Parkinson’s disease." Journal of Interactional Research in Communication Disorders 15, no. 1 (2024): 49–65. http://dx.doi.org/10.1558/jircd.27138.

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Background: A common concern for persons with dysarthria is a difficulty in being understood. This is captured clinically using assessments of intelligibility. Any attempt to measure intelligibility must be carried out in a way that is sensitive to the phonetic variation that occurs in naturally occurring conversational speech. This article identifies examples of an interactional event known to trigger phonetic variability: discourse repetition. Method: This article is a case study of a 68-year-old male with dysarthria secondary to Parkinson’s disease. The method of analysis is interactional p

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Sirodjovna, Ishmatova Ozodaxon, and Abdimtalipova Zarina Abdumalikovna. "The Role of Phonetic Rhythmic Activities in Enhancing Speech Development and Socialization of Deaf and Hard-of-Hearing Children." ASEAN Journal of Science and Engineering Education 4, no. 3 (2025): 261–68. https://doi.org/10.17509/ajsee.v4i3.82750.

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This study investigates the impact of phonetic rhythmic activities in fostering speech development, improving pronunciation, and enhancing socialization in deaf and hard-of-hearing children. The primary aim of this research is to analyze the effectiveness of phonetic rhythmics through sensory integration, music, and physical movement. Using a mixed-method approach, the study involves literature analysis, experimentation, data comparison, and interviews with educators and children. Results show that phonetic rhythmic exercises significantly improve pronunciation, auditory perception, and social

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Pycha, Anne. "Lengthened affricates as a test case for the phonetics–phonology interface." Journal of the International Phonetic Association 39, no. 1 (2009): 1–31. http://dx.doi.org/10.1017/s0025100308003666.

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Many phonetic and phonological processes resemble one another, which has led some researchers to suggest that phonetics and phonology are essentially the same. This study compares phonetic and phonological processes of consonant lengthening by analyzing duration measurements collected from Hungarian speakers (n = 14). Affricates, which crucially possess a two-part structure, were placed in target positions. Results show that affricates regularly undergo phonetic lengthening at phrase boundaries, and the affected portion of the affricate is always that which lies closer to the boundary. Affrica

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Deryabina, Svetlana A., and Nina A. Liubimova. "Phonetization of teaching Russian as a foreign language in digital humanitarian knowledge: theoretical aspect." Russian Language Studies 19, no. 3 (2021): 298–312. http://dx.doi.org/10.22363/2618-8163-2021-19-3-298-312.

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The article describes the phonetization potential in the process of teaching Russian as a foreign language (RFL) to philology students in the context of digitalization of education. The relevance of the topic is due to the connection between the quality of hearing and pronunciation skills formation and the processes of perception, understanding, memorization, programming an utterance in a foreign language, on the one hand, and the methodological capabilities of modern technologies, on the other hand. The purpose of the work is to present the theoretical foundations of phonetization in teaching

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FUKUDA, HIROYUKI. "Phonetic surgery." Japan Journal of Logopedics and Phoniatrics 27, no. 3 (1986): 263–64. http://dx.doi.org/10.5112/jjlp.27.263.

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Ladefoged, Peter, and Peter Roach. "Revising the International Phonetic Alphabet: A plan." Journal of the International Phonetic Association 16, no. 1 (1986): 22–29. http://dx.doi.org/10.1017/s0025100300003078.

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The present set of symbols recommended by the International Phonetic Association had its origins nearly 100 years ago, shortly after the Association was founded in 1886. It was revised many times in its early years, but in the last 40 years there have been few changes. As a result, it is now time for the Association to turn to this matter again. But before we do so, we would like to make it clear that in our view the Association should be concerned with far more than the management of a set of symbols. Just as no university course in phonetics should limit itself to teaching students how to ma

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Vinay, Jean-Paul. "L'enseignement de la prononciation: L'un des buts de l'Association Phonétique International." Journal of the International Phonetic Association 16, no. 1 (1986): 48–53. http://dx.doi.org/10.1017/s002510030000311x.

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The following text was read at the VIIIth International Congress of Phonetic Sciences, held at the University of Leeds in August 1972. Its contents gave rise to quite a lively discussion, but it was never published. I think the problem still calls for a close scrutiny, particularly at a time when the Association is reconsidering its aims and procedures. Speaking from my experience, I based my argument on the problems of teaching pronunciation of second languages between the two World Wars. This was one of the more important tasks of phoneticians, especially in the UK and, to a lesser extent, i

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Laver, John. "A Tribute to Peter Ladefoged." Journal of the International Phonetic Association 21, no. 1 (1991): 1–3. http://dx.doi.org/10.1017/s0025100300005946.

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At the XIIth International Congress of Phonetic Sciences held in Aix-en-Provence (19–24 August 1991), Professor Peter Ladefoged was presented with a Gold Medal, jointly offered by the International Organizing Committee of the Congress, the International Phonetic Association, and the International Society of Phonetic Sciences, in recognition of his contribution to the subject of phonetics over the forty years of his career to date. Professor Mario Rossi, as the President of the International Organizing Committee of the Congress, asked me to say a few words at the banquet in Peter Ladefoged's ho

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Granlund, Sonia, Valerie Hazan, and Merle Mahon. "Hearing and hearing-impaired children's acoustic–phonetic adaptations to an interlocutor with a hearing impairment." Journal of the Acoustical Society of America 136, no. 4 (2014): 2313. http://dx.doi.org/10.1121/1.4900378.

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Hazan, Valerie, Adrian Fourcin, and Evelyn Abbeiton. "Development of Phonetic Labeling in Hearing-Impaired Children." Ear and Hearing 12, no. 1 (1991): 71–84. http://dx.doi.org/10.1097/00003446-199102000-00010.

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Kent, Raymond D., Mary Joe Osberger, Ronald Netsell, and Carol Goldschmidt Hustedde. "Phonetic Development in Identical Twins Differing in Auditory Function." Journal of Speech and Hearing Disorders 52, no. 1 (1987): 64–75. http://dx.doi.org/10.1044/jshd.5201.64.

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The subjects of this report are identical (monozygotic) twin boys who differ in auditory function. One has normal hearing; the other has a profound hearing loss bilaterally. These boys offered a rare opportunity to study the effects of hearing loss on vocal development with reasonable control over environmental and genetic factors. This initial report focuses on their vocal development over the sampled ages of 8, 12, and 15 months. Acoustic-phonetic differences in the babbling of the two boys were evident in the 8-month sample (the first recording opportunity), and some differences between the

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Sirodjovna, Ishmatova Ozodaxon, and Kasimova Nodira Abduraxmon. "The Impact of Phonetic Rhythmicity on Speech and Communication Skills of Elementary Students with Special Needs." Indonesian Journal of Teaching in Science 5, no. 1 (2024): 41–48. https://doi.org/10.17509/ijotis.v5i1.82577.

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This study explores the relevance and effectiveness of phonetic rhythmicity in supporting speech development among elementary school students with special needs, particularly those with hearing impairments. Conducted in special education institutions across Jizzakh, Fergana, and Tashkent, the research employed a mixed-methods approach, including observation, interviews, pre- and post-intervention assessments, and statistical analysis. A structured 10-week phonetic rhythmic intervention was implemented, focusing on rhythmic syllable articulation, coordinated movement, and auditory-motor integra

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Barlaz, Marissa, Ryan Shosted, Maojing Fu, and Brad Sutton. "Oropharygneal articulation of phonemic and phonetic nasalization in Brazilian Portuguese." Journal of Phonetics 71 (November 2018): 81–97. http://dx.doi.org/10.1016/j.wocn.2018.07.009.

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Lalonde, Kaylah, Adam K. Bosen, Grace A. Dwyer, and Abby Pitts. "Effects of acoustic-phonetic access on audiovisual speech perception in children." Journal of the Acoustical Society of America 153, no. 3_supplement (2023): A207. http://dx.doi.org/10.1121/10.0018674.

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Visual speech helps compensate for degraded acoustic input, especially when redundancy between the accessible acoustic and visual cues is low. Recent findings indicate that children who are hard of hearing benefit more from visual speech than their peers with normal hearing, yet the two groups demonstrate similar speechreading ability. It is unclear whether this increased benefit reflects differences in auditory and multisensory development or differences in redundancy between the visual and acoustic cues available to each group. This study examines the extent to which acoustic-phonetic access

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He, Xinxing. "THE PROCESS OF PHONETIC SKILLS AND PHONEMATIC HEARING DEVELOPMENT OF CHINESE STUDENTS LEARNING RUSSIAN." Russian language studies 16, no. 3 (2018): 344–58. http://dx.doi.org/10.22363/2618-8163-2018-16-3-344-358.

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Nakai, Satsuki, Shane Lindsay, and Mitsuhiko Ota. "A prerequisite to L1 homophone effects in L2 spoken-word recognition." Second Language Research 31, no. 1 (2014): 29–52. http://dx.doi.org/10.1177/0267658314534661.

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When both members of a phonemic contrast in L2 (second language) are perceptually mapped to a single phoneme in one’s L1 (first language), L2 words containing a member of that contrast can spuriously activate L2 words in spoken-word recognition. For example, upon hearing cattle, Dutch speakers of English are reported to experience activation of kettle, as L1 Dutch speakers perceptually map the vowel in the two English words to a single vowel phoneme in their L1. In an auditory word-learning experiment using Greek and Japanese speakers of English, we asked whether such cross-lexical activation

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Murashkina, O. V. "To the Issue of Communicative Teaching Foreign Languages." Язык и текст 7, no. 2 (2020): 54–60. http://dx.doi.org/10.17759/langt.2020070206.

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The article deals with the issue of teaching foreign languages with the usage of methods communicative. Communicative approach and communicative method are two interrelated concepts. Language competence developed in social context is the basis for successful communication in the target language. The article deals with the problem of the formation of phonological hearing in the process of teaching Spanish as a foreign language. The problem of learning the correct pronunciation is key in learning Spanish at the initial stage due to the diverse dialectal variability of the Spanish language. The m

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Martin, Frederick N., Craig A. Champlin, and Desirée D. Perez. "The Question of Phonetic Balance in Word Recognition Testing." Journal of the American Academy of Audiology 11, no. 09 (2000): 489–93. http://dx.doi.org/10.1055/s-0042-1748141.

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AbstractTwenty subjects with normal hearing and 15 subjects with mild-to-moderate sensorineural hearing losses were tested with eight lists of words using monosyllabic pronunciation to determine word recognition scores. Four of the lists were taken from Northwestern University Test No. 6 and four were simply made up by randomly selecting words from a dictionary. All of the word lists were used to determine performance-intensity functions. No clinically meaningful differences were observed among the lists. Abbreviations: ANOVA = analysis of variance, NU-6 = Northwestern University Auditory Test

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Fogerty, Daniel, Jayne B. Ahlstrom, and Judy R. Dubno. "Sentence recognition with modulation-filtered speech segments for younger and older adults: Effects of hearing impairment and cognition." Journal of the Acoustical Society of America 154, no. 5 (2023): 3328–43. http://dx.doi.org/10.1121/10.0022445.

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This study investigated word recognition for sentences temporally filtered within and across acoustic–phonetic segments providing primarily vocalic or consonantal cues. Amplitude modulation was filtered at syllabic (0–8 Hz) or slow phonemic (8–16 Hz) rates. Sentence-level modulation properties were also varied by amplifying or attenuating segments. Participants were older adults with normal or impaired hearing. Older adult speech recognition was compared to groups of younger normal-hearing adults who heard speech unmodified or spectrally shaped with and without threshold matching noise that ma

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DiNino, Mishaela, Julie G. Arenberg, Anne L. R. Duchen, and Matthew B. Winn. "Effects of Age and Cochlear Implantation on Spectrally Cued Speech Categorization." Journal of Speech, Language, and Hearing Research 63, no. 7 (2020): 2425–40. http://dx.doi.org/10.1044/2020_jslhr-19-00127.

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Purpose Weighting of acoustic cues for perceiving place-of-articulation speech contrasts was measured to determine the separate and interactive effects of age and use of cochlear implants (CIs). It has been found that adults with normal hearing (NH) show reliance on fine-grained spectral information (e.g., formants), whereas adults with CIs show reliance on broad spectral shape (e.g., spectral tilt). In question was whether children with NH and CIs would demonstrate the same patterns as adults, or show differences based on ongoing maturation of hearing and phonetic skills. Method Children and

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Muhammad Isa, Sulaiman, Ibrahim Bello, and Hafsat Abubakar Kofar Kaura. "The pragmatic influence of articulatory gestures on speech perception of ESL hearing impaired people." KIU Journal of Education 4, no. 2 (2024): 165–70. https://doi.org/10.59568/kjed-2024-4-2-15.

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Hearing plays a vital role in oral communication as it provides them the opportunities of receiving and interpreting sounds, words, phrases and sentences. It is on this basis that this paper examines the Pragmatic Influence of articulatory gestures on speech perception of English as Second Language (ESL) hearing Impaired People considering the pragmatic-phonetic interface. The theoretical framework of this study is Direct Realist Theory (DRT) and the research sample consists of sixty-six (66) participants that comprised male and female who are ESL hearing impaired adults and patients at the un

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Beckman, Mary E. "“Phonetic representation”." Journal of Phonetics 18, no. 3 (1990): 297. http://dx.doi.org/10.1016/s0095-4470(19)30370-5.

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Beckman, Mary E. "“Phonetic Development”." Journal of Phonetics 21, no. 1-2 (1993): 1. http://dx.doi.org/10.1016/s0095-4470(19)31311-7.

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Koch, Dawn Burton, Therese J. McGee, Ann R. Bradlow, and Nina Kraus. "Acoustic-Phonetic Approach toward Understanding Neural Processes and Speech Perception." Journal of the American Academy of Audiology 10, no. 06 (1999): 304–18. http://dx.doi.org/10.1055/s-0042-1748502.

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AbstractThis review paper describes an “acoustic-phonetic” experimental approach aimed at understanding normal and abnormal speech perception processes from both a behavioral and an electrophysiologic perspective. First, we consider the relevant acoustic characteristics of speech and identify a set of acoustic-phonetic classes that represent the parameters most important for making an acoustic signal sound like speech. Second, we review what is known about the neurophysiologic representation of acoustic-phonetic speech parameters in animal and human subjects. Third, we describe how an acoustic

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McArdle, Rachel, and Richard H. Wilson. "Predicting Word-Recognition Performance in Noise by Young Listeners with Normal Hearing Using Acoustic, Phonetic, and Lexical Variables." Journal of the American Academy of Audiology 19, no. 06 (2008): 507–18. http://dx.doi.org/10.3766/jaaa.19.6.6.

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Purpose: To analyze the 50% correct recognition data that were from the Wilson et al (this issue) study and that were obtained from 24 listeners with normal hearing; also to examine whether acoustic, phonetic, or lexical variables can predict recognition performance for monosyllabic words presented in speech-spectrum noise. Research Design: The specific variables are as follows: (a) acoustic variables (i.e., effective root-mean-square sound pressure level, duration), (b) phonetic variables (i.e., consonant features such as manner, place, and voicing for initial and final phonemes; vowel phonem

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Myers, Emily, Matthew Phillips, and Erika Skoe. "Individual differences in the perception of phonetic category structure predict speech-in-noise performance." Journal of the Acoustical Society of America 156, no. 3 (2024): 1707–19. http://dx.doi.org/10.1121/10.0028583.

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Speech sounds exist in a complex acoustic–phonetic space, and listeners vary in the extent to which they are sensitive to variability within the speech sound category (“gradience”) and the degree to which they show stable, consistent responses to phonetic stimuli. Here, we investigate the hypothesis that individual differences in the perception of the sound categories of one's language may aid speech-in-noise performance across the adult lifespan. Declines in speech-in-noise performance are well documented in healthy aging, and are, unsurprisingly, associated with differences in hearing abilit

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Fourcin, Adrian, and Evelyn Abberton. "Hearing and phonetic criteria in voice measurement: Clinical applications." Logopedics Phoniatrics Vocology 33, no. 1 (2008): 35–48. http://dx.doi.org/10.1080/14015430701251574.

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Dorman, M. F., K. Marton, M. T. Hannley, and J. M. Lindholm. "Phonetic identification by elderly normal and hearing‐impaired listeners." Journal of the Acoustical Society of America 77, no. 2 (1985): 664–70. http://dx.doi.org/10.1121/1.391885.

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Kohler, Klaus J. "The future of phonetics." Journal of the International Phonetic Association 30, no. 1-2 (2000): 1–24. http://dx.doi.org/10.1017/s0025100300006629.

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This paper sets out from a global definition of phonetics as ‘the study of the spoken medium of language’ in the broadest sense, whose goal is the description, modelling and explanation of speech communication in the languages of the world. Within this overall scientific frame, three general perspectives are distinguished — ‘speech signal analysis’, ‘historical linguistics and sound change’, ‘phonetics of the languages of the world’ — under which a wide array of specific questions, including applications, e.g. in language teaching, speech therapy and speech technology, may be subsumed. The thr

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Xi, Xiaotong, Peng Li, Florence Baills, and Pilar Prieto. "Hand Gestures Facilitate the Acquisition of Novel Phonemic Contrasts When They Appropriately Mimic Target Phonetic Features." Journal of Speech, Language, and Hearing Research 63, no. 11 (2020): 3571–85. http://dx.doi.org/10.1044/2020_jslhr-20-00084.

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Purpose Research has shown that observing hand gestures mimicking pitch movements or rhythmic patterns can improve the learning of second language (L2) suprasegmental features. However, less is known about the effects of hand gestures on the learning of novel phonemic contrasts. This study examines (a) whether hand gestures mimicking phonetic features can boost L2 segment learning by naive learners and (b) whether a mismatch between the hand gesture form and the target phonetic feature influences the learning effect. Method Fifty Catalan native speakers undertook a short multimodal training se

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Gaudrain, Etienne. "Voice perception as a bridge between psychoacoustics and speech intelligibility." Journal of the Acoustical Society of America 155, no. 3_Supplement (2024): A262. http://dx.doi.org/10.1121/10.0027434.

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While clinical assessments of speech intelligibility focus on the reception of phonetic to lexical cues by a listener, in natural situations, speech also contains cues that inform the listener about the identity of the talker, or their emotional state. These indexical cues contribute to the access of phonetic information, either through talker normalisation, or by promoting the segregation of competing talkers. They can also directly affect the interpretation of the lexical content, e.g., through prosody. In other words, indexical cues play a crucial role in everyday communication. Yet, they a

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Arora, Chandni, and Aparna Nandurkar. "Comparison between reading comprehension and phonetic and non-phonetic reading skills in children with normal hearing and children with cochlear implants." Journal of Otolaryngology-ENT Research 15, no. 1 (2013): 1–5. http://dx.doi.org/10.15406/joentr.2023.15.00517.

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The primary purpose of this study was to explore the reading comprehension skills and phonetic and non-phonetic reading skills in the English language in both, children with normal hearing and children with cochlear implantation. Research in this area is limited with respect to the Indian context and hence a study dealing with these aspects has the potential to broaden our understanding of benefits of cochlear implantation as it helps with academics. The study involved a total of 74 participants across three grades, 5th, 6th and 7th of which 57 were CWNH and 17 were CWCI. All were assessed bas

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