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McLeod, Sharynne, and Kathryn Crowe. "Children's Consonant Acquisition in 27 Languages: A Cross-Linguistic Review." American Journal of Speech-Language Pathology 27, no. 4 (November 21, 2018): 1546–71. http://dx.doi.org/10.1044/2018_ajslp-17-0100.
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Purpose The aim of this study was to provide a cross-linguistic review of acquisition of consonant phonemes to inform speech-language pathologists' expectations of children's developmental capacity by (a) identifying characteristics of studies of consonant acquisition, (b) describing general principles of consonant acquisition, and (c) providing case studies for English, Japanese, Korean, and Spanish. Method A cross-linguistic review was undertaken of 60 articles describing 64 studies of consonant acquisition by 26,007 children from 31 countries in 27 languages: Afrikaans, Arabic, Cantonese, Danish, Dutch, English, French, German, Greek, Haitian Creole, Hebrew, Hungarian, Icelandic, Italian, Jamaican Creole, Japanese, Korean, Malay, Maltese, Mandarin (Putonghua), Portuguese, Setswana (Tswana), Slovenian, Spanish, Swahili, Turkish, and Xhosa. Results Most studies were cross-sectional and examined single word production. Combining data from 27 languages, most of the world's consonants were acquired by 5;0 years;months old. By 5;0, children produced at least 93% of consonants correctly. Plosives, nasals, and nonpulmonic consonants (e.g., clicks) were acquired earlier than trills, flaps, fricatives, and affricates. Most labial, pharyngeal, and posterior lingual consonants were acquired earlier than consonants with anterior tongue placement. However, there was an interaction between place and manner where plosives and nasals produced with anterior tongue placement were acquired earlier than anterior trills, fricatives, and affricates. Conclusions Children across the world acquire consonants at a young age. Five-year-old children have acquired most consonants within their ambient language; however, individual variability should be considered. Supplemental Material https://doi.org/10.23641/asha.6972857
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Keffala, Bethany, Shelley Scarpino, Carol Scheffner Hammer, Barbara Rodriguez, Lisa Lopez, and Brian Goldstein. "Vocabulary and Phonological Abilities Affect Dual Language Learners' Consonant Production Accuracy Within and Across Languages: A Large-Scale Study of 3- to 6-Year-Old Spanish–English Dual Language Learners." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1196–211. http://dx.doi.org/10.1044/2019_ajslp-19-00145.
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Purpose This study examined factors of language ability that predict consonant production accuracy in young Spanish–English dual language learners (DLLs). Method Participants were 695 Latino DLLs, ages 3;0–6;5 (years;months). Single-word productions were elicited using the Bilingual Phonological Assessment (Miccio & Hammer, 2006). Children's consonant productions were assessed using Percentage of Consonants Correct–Revised (PCC-R; Shriberg et al., 1997a). Vocabulary abilities were assessed using the Woodcock–Muñoz Language Survey–Revised (Woodcock et al., 2005). Multiple linear regression analyses were used to determine the effects of vocabulary abilities and cross-language consonant production abilities on children's consonant production accuracy in each language. Results Large amounts of the variance in PCC-R scores for English ( R 2 = .65) and Spanish ( R 2 = .43) were predicted by children's age, vocabulary scores within the same language, and PCC-R scores across languages. Conclusion Spanish–English DLLs' consonant production abilities in both languages improve with age between 3;0 and 6;5. DLLs' accuracy in each language is also affected by vocabulary abilities within the same language and by their consonant production abilities in the other language. In particular, children's consonant production abilities in each language were highly predictive of their consonant production abilities in the other language, which suggests that shared phonological skills support their development across languages.
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Lipski, John M. "Spontaneous Nasalization in the Development of Afro-Hispanic Language." Journal of Pidgin and Creole Languages 7, no. 2 (January 1, 1992): 261–305. http://dx.doi.org/10.1075/jpcl.7.2.04lip.
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Afro-Hispanic or bozal Spanish, from the sixteenth century to the early twentieth century, exhibited numerous cases of "epenthetic" nasal consonants, exemplified by Punto Rico < Puerto Rico; limbre < libre 'free'; pincueso < pescuezo 'neck'; and monosyllabic clitics such as lon < lo(s), lan < la(s), and so on. The present study, based on a comparison of Afro-Hispanic (AH) language data from a wide range of regions and time periods, provides alternative models for spontaneous nasalization. The first involves vowel nasalization, analyzed as the linking of a free (nasal) autosegment to the first available vowel of relevant words; Spanish speakers in turn reinterpreted the nasal vowels as a nasal consonant homorganic to the preceding consonant. Cases of apparent word-final nasal epenthesis, invariably involving phrase-internal clitics, resulted from prenasalization of following word-initial obstruents, a well-documented process in Afro-Iberian linguistic contacts. The preference for voiced obstruents to pre-nasalize is attributed to the lack of the normal fricative pronunciation of /b/, /d/, and /g/ in AH speech. In general, Spanish voiced obstruents are pronounced as stops only following nasals. The stop pronunciation of Pol, /d/, and /g/ by AH speakers was reinterpreted as an additional Root node, to which a floating (nasal) autosegment could be linked. AH nasalization generally seems to stem from Africans' underspecification of Spanish vowels and consonants, resulting from the precarious conditions under which Spanish was learned by speakers of various African languages.
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Kochetov, Alexei, and Laura Colantoni. "Coronal place contrasts in Argentine and Cuban Spanish: An electropalatographic study." Journal of the International Phonetic Association 41, no. 3 (November 11, 2011): 313–42. http://dx.doi.org/10.1017/s0025100311000338.
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Theoretical and descriptive work on Spanish phonetics and phonology has been largely based on Peninsular varieties. This study uses electropalatography (EPG) to investigate articulatory characteristics of coronal consonant contrasts in Argentine and Cuban Spanish. Simultaneous EPG and acoustic data were collected from five speakers from Buenos Aires (Argentina) and three speakers from Havana (Cuba) reading sentences with various syllable-initial coronal consonants corresponding to the orthographic 〈t, ch, n, ñ, s, z, ll, y, l, r〉. As a control, the same data were collected from a single speaker of Peninsular Spanish from Madrid. As expected, the main distinction in both varieties was made between anterior and posterior coronal consonants ((denti-)alveolars vs. (alveolo-)palatals) and reflected the historical merger of the sounds represented by 〈s–z〉 and 〈ll–y〉. At the same time, the results revealed some consistent differences between the two varieties in the location of the constriction and the amount of linguopalatal contact for most coronal consonants. First, the coronal consonants produced by the Argentine speakers were overall considerably more fronted and more constricted than the corresponding consonants produced by the Cuban speakers. Second, 〈ll, y〉 were produced as a fronted alveolo-palatal fricative by the Argentine speakers, and as an approximant by the Cuban speakers. Inter-speaker variation was observed within the varieties in the articulation of some consonants, namely in the Argentine alveolo-palatal fricative and nasal (〈ll, y〉 and 〈ñ〉), and the Cuban alveolo-palatal affricate 〈ch〉.
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Goldstein, Brian, and Patricia Swasey Washington. "An Initial Investigation of Phonological Patterns in Typically Developing 4-Year-Old Spanish-English Bilingual Children." Language, Speech, and Hearing Services in Schools 32, no. 3 (July 2001): 153–64. http://dx.doi.org/10.1044/0161-1461(2001/014).
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Purpose: This collaborative study investigated phonological patterns in 12 typically developing 4-year-old bilingual (Spanish-English) children. Method: A single-word phonological assessment with separate versions for English and Spanish was administered to each child. Analyses consisted of a phonetic inventory; percentage of consonants correct; percentage of consonants correct for voicing, place of articulation, and manner of articulation; and the percentage of occurrence for phonological processes. Results: The results indicated that there were no significant differences between the two languages on percentage of consonants correct; percentage of consonants correct for voicing, place of articulation, and manner of articulation; or percentage of occurrence for phonological processes. However, the children exhibited different patterns of production across the two languages and showed different patterns compared to monolingual children of either language. Clinical Implications: The preliminary findings suggest that the phonological system of bilingual (Spanish-English) children is both similar to and different from that of monolingual speakers of either language. Compared to monolingual speakers, bilingual children should be expected to exhibit different types of errors and different substitution patterns for target sounds.
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Bradley, Travis G., and Jacob J. Adams. "Sonority distance and similarity avoidance effects in Moroccan Judeo-Spanish." Linguistics 56, no. 6 (November 27, 2018): 1463–511. http://dx.doi.org/10.1515/ling-2018-0028.
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Abstract This article investigates consonant gemination in late Nineteenth- and early Twentieth-century haketía, a now moribund, regional dialect of Judeo-Spanish spoken in northern Morocco since the late fifteenth century. Some, but not all, consonant clusters arising across a word boundary undergo regressive total assimilation, e.g. [n.n] siudad ninguna ‘no city’ but [z.n] laz niñas ‘the girls’. We present novel descriptive generalizations to show that regressive gemination is sensitive to the degree of sonority distance between the coda and the onset. Evidence of parasitic harmony comes from lateral+consonant clusters, which undergo gemination only if the target and trigger consonants are already similar in some respect. In the framework of Optimality Theory, we formalize syllable contact as a relational hierarchy of *Distance constraints and capture parasitic harmony effects by similarity avoidance, or Obligatory Contour Principle, constraints against adjacent consonants with identical manner and/or place features. These markedness constraints interact with other universal faithfulness and markedness constraints in a language-specific ranking that predicts the attested patterns of regressive gemination. This study lends further support to sonority distance effects and gradient syllable contact in phonological theory and shows that similarity avoidance is also necessary to give a full account of regressive gemination in Moroccan Judeo-Spanish.
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Rose, Marda. "Cross-Language Identification of Spanish Consonants in English." Foreign Language Annals 45, no. 3 (August 20, 2012): 415–29. http://dx.doi.org/10.1111/j.1944-9720.2012.01197.x.
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Hualde, José Ignacio. "Intervocalic lenition and word-boundary effects." Diachronica 30, no. 2 (June 28, 2013): 232–66. http://dx.doi.org/10.1075/dia.30.2.04hua.
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The lenition of intervocalic consonants is typically phonologized in sound change only within word domains. At first blush, this morphological restriction might seem to contradict the Neogrammarian hypothesis of exclusively phonetic conditioning in sound change. In this paper I examine the weakening of intervocalic voiced stops/affricates in Istanbul Judeo-Spanish. Comparison with Old Spanish shows that in the native lexicon intervocalic lenition has affected only word-internal consonants. Even consonants following a prefix boundary remain unaffected. I argue that, at the time of the expulsion of the Spanish Jews, the language already had the spirantization process, at least in incipient form. This process, which continues to operate across the board in Mainstream Spanish, became restricted at the word level in Judeo-Spanish. This interpretation, consistent with the Neogrammarian hypothesis, is the only one that offers an explanatory account and is supported by the evidence from other similar developments in the history of the Romance languages and with results from recent acoustic studies on incipient or optional lenition processes.
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Rose, Yvan. "Place Specification and Segmental Distribution in the Acquisition of Word-Final Consonant Syllabification." Canadian Journal of Linguistics/Revue canadienne de linguistique 48, no. 3-4 (December 2003): 409–35. http://dx.doi.org/10.1017/s0008413100000724.
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AbstractThis article focusses on data from two first language learners of Québec French, Clara and Théo. In both corpora, all word-final consonants are acquired before word-medial codas, except Clara’s [ʁ], which is acquired at the same time as medial codas. The behaviour of Clara’s [ʁ] is explained through the hypothesis that it is analysed by the child as placeless and that, in the unmarked case, place-specified consonants are syllabified word-finally as onsets, while placeless consonants are syllabified as codas. Supporting cross-linguistic evidence is provided from adult languages and from the acquisition of Japanese. Finally, data on the acquisition of Spanish are discussed. Based on distributional evidence, it is suggested that these learners of Spanish posit a coda syllabification for the word-final, place-specified coronal consonants of their language. These data support the view that default options are overridden when positive evidence steers the learner toward more marked options.
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Moates, Danny R., and Emilia Alonso-Marks. "Vowel Mutability in Print in English and Spanish." Mental Lexicon 7, no. 3 (December 31, 2012): 326–50. http://dx.doi.org/10.1075/ml.7.3.04moa.
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Studies of vowel mutability have shown that it is easier to change a nonword (e.g., /tibl/) into a real word by changing a vowel (/tebl/) than by changing a consonant (/fibl/). All previous studies have used auditory materials, suggesting that the effect is a spoken language phenomenon. We conducted two studies with print materials, one in English and one in Spanish. Both showed clear vowel mutability effects, suggesting that vowel mutability is a more a general phenomenon. Vowel mutability is also shown to be one of many phenomena in which vowels and consonants show asymmetrical effects. Implications for models of auditory and visual word recognition are discussed.
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Gibson, Mark, Stavroula Sotiropoulou, Stephen Tobin, and Adamantios I. Gafos. "Temporal Aspects of Word Initial Single Consonants and Consonants in Clusters in Spanish." Phonetica 76, no. 6 (2019): 448–78. http://dx.doi.org/10.1159/000501508.
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Shi, Lu-Feng. "Phoneme Error Pattern by Heritage Speakers of Spanish on an English Word Recognition Test." Journal of the American Academy of Audiology 28, no. 04 (April 2017): 352–65. http://dx.doi.org/10.3766/jaaa.16094.
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Background: Heritage speakers acquire their native language from home use in their early childhood. As the native language is typically a minority language in the society, these individuals receive their formal education in the majority language and eventually develop greater competency with the majority than their native language. To date, there have not been specific research attempts to understand word recognition by heritage speakers. It is not clear if and to what degree we may infer from evidence based on bilingual listeners in general. Purpose: This preliminary study investigated how heritage speakers of Spanish perform on an English word recognition test and analyzed their phoneme errors. Research Design: A prospective, cross-sectional, observational design was employed. Study Sample: Twelve normal-hearing adult Spanish heritage speakers (four men, eight women, 20–38 yr old) participated in the study. Their language background was obtained through the Language Experience and Proficiency Questionnaire. Nine English monolingual listeners (three men, six women, 20–41 yr old) were also included for comparison purposes. Data Collection and Analysis: Listeners were presented with 200 Northwestern University Auditory Test No. 6 words in quiet. They repeated each word orally and in writing. Their responses were scored by word, word-initial consonant, vowel, and word-final consonant. Performance was compared between groups with Student’s t test or analysis of variance. Group-specific error patterns were primarily descriptive, but intergroup comparisons were made using 95% or 99% confidence intervals for proportional data. Results: The two groups of listeners yielded comparable scores when their responses were examined by word, vowel, and final consonant. However, heritage speakers of Spanish misidentified significantly more word-initial consonants and had significantly more difficulty with initial /p, b, h/ than their monolingual peers. The two groups yielded similar patterns for vowel and word-final consonants, but heritage speakers made significantly fewer errors with /e/ and more errors with word-final /p, k/. Conclusions: Data reported in the present study lead to a twofold conclusion. On the one hand, normal-hearing heritage speakers of Spanish may misidentify English phonemes in patterns different from those of English monolingual listeners. Not all phoneme errors can be readily understood by comparing Spanish and English phonology, suggesting that Spanish heritage speakers differ in performance from other Spanish–English bilingual listeners. On the other hand, the absolute number of errors and the error pattern of most phonemes were comparable between English monolingual listeners and Spanish heritage speakers, suggesting that audiologists may assess word recognition in quiet in the same way for these two groups of listeners, if diagnosis is based on words, not phonemes.
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Black, John W., and Severino Tarasco. "A Scale of Spanish-American Consonants (Mexico)." Folia Phoniatrica et Logopaedica 38, no. 1 (1986): 16–21. http://dx.doi.org/10.1159/000265816.
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Goldstein, Brian A., and Aquiles Iglesias. "The Effect of Dialect on Phonological Analysis." American Journal of Speech-Language Pathology 10, no. 4 (November 2001): 394–406. http://dx.doi.org/10.1044/1058-0360(2001/034).
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This study examines the effect of dialect on phonological analyses in Spanish-speaking children. Phonological analyses were completed for fifty-four 3- and 4-year-old typically developing Spanish speakers and fifty-four 3-and 4-year-old Spanish speakers with phonological disorders. Analyses were made in reference to both the General Spanish dialect and the Puerto Rican dialect of Spanish to demonstrate the effect of dialect on the results. The results indicated that the number of consonant errors, percentage of consonants correct, number of errors within individual sound classes, and percentage of occurrence for phonological processes all differed based on the accounting of dialect features.
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Penny, Ralph, and Raymond Harris-Northall. "Weakening Processes in the History of Spanish Consonants." Modern Language Review 87, no. 2 (April 1992): 506. http://dx.doi.org/10.2307/3730751.
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Recasens, Daniel. "Stressed vowel assimilation to palatal consonants in early Romance." Journal of Historical Linguistics 6, no. 2 (December 31, 2016): 201–46. http://dx.doi.org/10.1075/jhl.6.2.03rec.
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This study is an investigation of the phonetic causes of stressed mid and low vowel raising and diphthongization before single palatal consonants and [jC] sequences in the Early Romance languages, as for example [a] raising in Spanish leche derived from Latin [ˈlakte] ‘milk’. The initial hypothesis put to test is that the chances that vowel assimilation applies should increase with the prominence of the anticipatory consonant-to-vowel effects in tongue dorsum raising and fronting and in the second formant (F2) frequency. In accordance with this prediction, vowel assimilatory processes were found to operate most often before [j] + dentoalveolar sequences and single palatals involving maximal dorsal contact in the case of [a] (and to some extent for [ɛ ɔ] as well), and before single palatals rather than before consonant sequences with [j] in the case of [o]. Moreover, assimilation was more prone to affect [ɛ a ɔ o] than the mid high front vowel [e]. The phonetic account of vowel raising and diphthongization reported in the present study complements other explanatory proposals based on chronological and etymological factors. It also supports the notion that the categorization of segmental coarticulatory effects as assimilatory increase with coarticulation size, and that the diachronic vowel changes in question occurred at a time when palatal consonants were in the process of gaining stability.
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Gutiérrez, César. "The relationship between palatalisation and labial consonants in Castilian Spanish." Loquens 7, no. 1 (May 31, 2021): e071. http://dx.doi.org/10.3989/loquens.2020.071.
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In spite of the many studies devoted to the palatal outcomes of the Latin clusters PL and FL in Old Spanish, some other clusters and sequences composed of labial consonants such as -PUL-, -BVL-, -BE,I-, -VE,I- and -MI- have received little attention. The aim of this paper is to analyze the phonetic aspects of the diachronic evolution of these clusters and sequences into their Old Spanish outcomes [ʎ], [ɟ] y [ɲtʃ]. To this end, experimental, dialectal and comparative data from Old Spanish as well as from other Romance languages will be used. This will lead to the conclusion that the sound changes in both [Clabial + l] and [Clabial + j] clusters were based on the same articulatory mechanisms: a strengthening of the segment following the labial consonant and the later deletion of the labial, if it was a stop, or its assimilation to the point of articulation of the palatal, if it was a nasal. The implications of these conclusions for the evolution of pl and fl clusters in Old Spanish, as well as for the methodology in historical phonetics, will be pointed out.
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Montanari, Simona, Robert Mayr, and Kaveri Subrahmanyam. "Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness." Journal of Speech, Language, and Hearing Research 61, no. 10 (October 26, 2018): 2467–86. http://dx.doi.org/10.1044/2018_jslhr-s-17-0393.
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Purpose The purpose of this study was to investigate typical Spanish–English speech sound development longitudinally in a group of bilingual preschoolers enrolled in a Head Start Program and to examine the extent to which such development is linked to language proficiency. The study also aimed to identify whether speech development is related cross-linguistically and to improve our understanding of error patterns in this population. Method Thirty-five bilingual preschool children produced single-word speech samples in Spanish and English both at the beginning of their first and their second year in a Head Start Program. Conversational samples in both languages were also collected at these data points to calculate mean length of utterance in words (MLUw) and thus assess the children's linguistic proficiency. The phonetically transcribed speech samples were compared over time in terms of segmental accuracy measures and error pattern frequencies. Correlation analyses were run to examine the relation between segmental accuracy measures across languages and between speech sound production and MLUw. Results One-way within-subject analysis of variance revealed significant improvements in accuracy over time in both languages, but not always for cross-linguistically unshared segments, nor for all consonant manner classes. Overall error rates decreased over time in both languages; although, certain error types showed no change. Cross-linguistic interactions were low in both languages. The results also revealed significant cross-linguistic correlations in segmental accuracy between Spanish and English, as well as between MLUw and speech sound production in both languages on a range of measures, with language-specific differences in Year 2 of the Head Start Program, but not in Year 1. Conclusions This study is the first to document developmental changes in the speech patterns of Spanish–English bilingual preschool children over 1 year. Accuracy rates improved significantly in both languages, suggesting that enhanced exposure to the majority language at school may not impede phonological development in the home language. Bootstrapping effects were particularly pronounced on cross-linguistically shared sounds, which suggests that the same underlying skills are utilized in both languages, whereas language-specific singleton consonants and consonant clusters did not appear to benefit from exposure to the other language. The results also suggest an intricate link between phonological skills and morphosyntactic performance at the early stages of development, but a more complex pattern thereafter with differences that may be based on language-specific phonological properties.
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Bárkányi, Zsuzsanna. "The acquisition of voicing assimilation by advanced Hungarian learners of Spanish." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (August 27, 2018): 1–31. http://dx.doi.org/10.1075/resla.17016.bar.
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Abstract This study examines the effect of explicit phonological instruction on the acquisition of variable /s/ voicing in Spanish by advanced Hungarian learners. Hungarian and Spanish have very similar, yet not identical, voicing assimilation (VA) systems; the most important difference lies in the pre-sonorant context as sonorant consonants trigger voicing assimilation in Spanish but not in Hungarian. Data were collected in acoustic experiments from 7 native speakers of Northern Peninsular Spanish and 12 Hungarian university students who were advanced learners of Spanish. The latter group was tested twice: before and after a three-month Spanish phonetics and phonology course. Our data reveal that this amount of instruction is not enough for L2 speakers to overcome their first language VA system, which might be attributed, in part, to the variable allophonic nature of the process and the similarity between the two languages’ VA systems.
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Botne, Robert, and Stuart Davis. "Language games, segment imposition, and the syllable." Studies in Language 24, no. 2 (September 6, 2000): 319–44. http://dx.doi.org/10.1075/sl.24.2.04bot.
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Language games in which the phonological forms of words are systematically altered have been well-studied from a typological perspective. The two most common types of language games entail the transposition of phonological constituents (usually syllables) and the addition of phonemes at one or more locations within the word. Here we examine the latter type, proposing a novel distinction between insertion-type games and imposition-type games (exemplified, for example, by Spanish grande, which has the language game form grafandefe). In previous studies, imposition-type games have been analyzed formally as inserting a CV-template after each vowel of the word. We propose instead that such games involve the imposition of a consonant articulation upon the vowel. Not only is this approach conceptually simpler than the templatic approach, but it also provides an unproblematic account of diphthongal behavior, a natural explanation for the high frequency of inserted labial consonants, and independent support for the concept of the demisyllable.
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Moore, Ellen. "Special Considerations for Evaluation and Treatment of Spanish-Speaking Patients with Cleft Palate." Perspectives of the ASHA Special Interest Groups 1, no. 5 (March 31, 2016): 41–49. http://dx.doi.org/10.1044/persp1.sig5.41.
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As the Spanish-speaking population in the United States continues to grow, there is increasing need for culturally competent and linguistically appropriate treatment across the field of speech-language pathology. This paper reviews information relevant to the evaluation and treatment of Spanish-speaking and Spanish-English bilingual children with a history of cleft palate. The phonetics and phonology of Spanish are reviewed and contrasted with English, with a focus on oral pressure consonants. Cultural factors and bilingualism are discussed briefly. Finally, practical strategies for evaluation and treatment are presented. Information is presented for monolingual and bilingual speech-language pathologists, both in the community and on cleft palate teams.
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Face, Timothy L., and Mandy R. Menke. "L2 Acquisition of Spanish VOT by English-Speaking Immigrants in Spain." Studies in Hispanic and Lusophone Linguistics 13, no. 2 (October 25, 2020): 361–89. http://dx.doi.org/10.1515/shll-2020-2034.
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AbstractPrevious studies of native English speakers learning Spanish as a second language (L2) document compromise voice onset time (VOT) values; however, the focus has been predominantly on voiceless stops and has almost exclusively investigated beginning and intermediate learners. This study fills a gap in the literature by considering the acquisition of VOT in both voiceless and voiced Spanish stops by long-time native English-speaking residents of Spain. Overall, the results show that the L2 speakers’ VOT values differ from those of native speakers across all stop consonants; yet L2 speakers’ productions of voiceless, as opposed to voiced, stops more closely approximate those of native speakers. Considerable individual variation is observed as no speaker achieves native-like performance overall, and no consonant is mastered by more than half of the speakers. Results are considered in light of what they contribute to our understanding of ultimate attainment of Spanish VOT, specifically, and L2 phonology more generally.
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Montanari, Simona, Robert Mayr, and Kaveri Subrahmanyam. "Maternal Cultural Orientation and Speech Sound Production in Spanish/English Dual Language Preschoolers." Languages 6, no. 2 (April 22, 2021): 78. http://dx.doi.org/10.3390/languages6020078.
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Empirical work has shown that maternal education is related to children’s language outcomes, especially in the societal language, among Spanish-English bilingual children growing up in the U.S. However, no study thus far has assessed the links between maternal cultural orientation and children’s speech sound production. This paper explores whether mothers’ orientation to American (acculturation) and Mexican culture (enculturation) and overall linear acculturation are related to children’s accuracy of production of consonants, of different sound classes, and of phonemes shared and unshared between languages in both English and Spanish at age 4;6 (4 years and 6 months). The results reveal a link between maternal acculturation and children’s segmental accuracy in English, but no relation was found between mothers’ enculturation and children’s speech sound production in Spanish. We interpreted the results in English as suggesting that more American-oriented mothers may have been using more English with their children, boosting their English production abilities and promoting English speech sound development. At the same time, we speculate that the results in Spanish were possibly due to the high and homogeneous levels of Mexican orientation among mothers, to language input differences attributable to distinct cultural practices, or to the status of Spanish as a minority language.
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Moreno–Torres, Ignacio, and Enrique Nava. "Consonant and vowel articulation accuracy in younger and middle-aged Spanish healthy adults." PLOS ONE 15, no. 11 (November 9, 2020): e0242018. http://dx.doi.org/10.1371/journal.pone.0242018.
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Children acquire vowels earlier than consonants, and the former are less vulnerable to speech disorders than the latter. This study explores the hypothesis that a similar contrast exists later in life and that consonants are more vulnerable to ageing than vowels. Data was obtained with two experiments comparing the speech of Younger Adults (YAs) and Middle–aged Adults (MAs). In the first experiment an Automatic Speech Recognition (ASR) system was trained with a balanced corpus of 29 YAs and 27 MAs. The productions of each speaker were obtained in a Spanish language word (W) and non–word (NW) repetition task. The performance of the system was evaluated with the same corpus used for training using a cross validation approach. The ASR system recognized to a similar extent the Ws of both groups of speakers, but it was more successful with the NWs of the YAs than with those of the MAs. Detailed error analysis revealed that the MA speakers scored below the YA speakers for consonants and also for the place and manner of articulation features; the results were almost identical in both groups of speakers for vowels and for the voicing feature. In the second experiment a group of healthy native listeners was asked to recognize isolated syllables presented with background noise. The target speakers were one YA and one MA that had taken part in the first experiment. The results were consistent with those of the ASR experiment: the manner and place of articulation were better recognized, and vowels and voicing were worse recognized, in the YA speaker than in the MA speaker. We conclude that consonant articulation is more vulnerable to ageing than vowel articulation. Future studies should explore whether or not these early and selective changes in articulation accuracy might be caused by changes in speech perception skills (e.g., in auditory temporal processing).
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Viswanathan, Navin, Annie J. Olmstead, and M. Pilar Aivar. "The Use of Vowel Length in Making Voicing Judgments by Native Listeners of English and Spanish: Implications for Rate Normalization." Language and Speech 63, no. 2 (May 23, 2019): 436–52. http://dx.doi.org/10.1177/0023830919851529.
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Among other characteristics, voiced and voiceless consonants differ in voice onset time (VOT; Lisker & Abramson, 1964). In addition, in English, voiced consonants are typically followed by longer vowels than their unvoiced counterparts (Allen & Miller, 1999). In Spanish, this relationship is less systematic (Zimmerman & Sapon, 1958). In two experiments, we investigated perceptual sensitivities of English and Spanish native speakers to following vowel length (VL) in categorizing syllables that ranged from a prevoiced bilabial stop [ba] to a long-lag bilabial stop [pa]. According to our results, English speakers show sensitivity to following vowels with VLs falling within an English-typical range (Experiment 1), but not when vowels are shorter and in a Spanish-typical range (Experiment 2). Interestingly, Spanish native speakers do not show sensitivity to following VL in either condition. These results suggest that VOT-VL tradeoffs in perception reflect phonological sensitivities of listeners and are not reducible to speech rate compensation.
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Imaz Agirre, Ainara. "The processing of gender assignment in Spanish." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (December 31, 2016): 523–43. http://dx.doi.org/10.1075/resla.29.2.06ima.
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This paper reports on an experiment investigating the processing of accurate gender assignment in canonical and non-canonical inanimate nouns in Spanish by native speakers of Basque with nativelike proficiency in Spanish. 33 Basque/Spanish bilinguals and 32 native speakers of Spanish completed an online and an offline gender assignment task. Participants assigned gender to inanimate nouns with canonical (-o; -a) and non-canonical word endings (-e; consonants). The results revealed that the Basque/Spanish bilingual group obtained high accuracy scores in both tasks, similar to the Spanish native speaker group. Interestingly, unlike the Spanish group, the Basque speakers showed faster reaction times with feminine nouns than masculine ones. Canonicity seems to be a strong cue for both groups, since all participants were more accurate and faster with canonical word endings. Even though quantitatively Basque/Spanish bilinguals and Spanish monolinguals’ gender assignment accuracy rates do not differ, qualitatively, the Basque/Spanish bilinguals’ assignment patterns seem to differ somewhat from those of the native Spanish speakers.
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Babel, Anna M. "Aspirates and ejectives in Quechua-influenced Spanish." Spanish in Context 14, no. 2 (October 6, 2017): 159–85. http://dx.doi.org/10.1075/sic.14.2.01bab.
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Abstract This article describes the use of aspirates and ejectives in a variety of Spanish with significant Quechua contact influence that is spoken in the Santa Cruz valleys of central Bolivia. Aspirates and ejectives occur primarily on Quechua loanwords, making these ‘intermediate phonological relationships’ (Hall 2013) that are hard to categorize with respect to their status as phonetic vs. phonological features. Results from a small-scale perception and shadowing task show that language users are able to distinguish between these sounds and canonical Spanish consonants in minimal pairs, but that there is variation among speakers in the way these sounds are reproduced. While the use of aspirates and glottal stops in Spanish in contact with Mayan languages has been documented (Michnowicz 2015; Michnowicz and Kagan 2016) previous studies of Andean Spanish phonology have not reported the use of aspirates and ejectives as part of the sound system (Boynton 1981; Cassano 1974; Pyle 1981).
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Van Lierde, K. M., F. L. Wuyts, M. De Bodt, and P. Van Cauwenberge. "Nasometric Values for Normal Nasal Resonance in the Speech of Young Flemish Adults." Cleft Palate-Craniofacial Journal 38, no. 2 (March 2001): 112–18. http://dx.doi.org/10.1597/1545-1569_2001_038_0112_nvfnnr_2.0.co_2.
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Objective The purpose of this study was to obtain normative nasalance scores for adult subjects speaking the Flemish language. Additional objectives of the study were to determine if speaker sex played a role in differences in nasalance scores and if significantly different nasalance scores existed for Flemish compared with other languages or dialects. Design Nasalance scores were obtained while young Flemish adults read three standard nasalance passages. These passages were an oronasal passage (a text that contained the same approximate percentage of nasal consonants as found in the standard Dutch speech), an oral passage (a text that excluded nasal consonants), and a nasal passage (a reading text loaded with nasal consonants). Participants Subjects included 58 healthy young Flemish adults with normal oral and velopharyngeal structure and function, normal hearing levels, normal voice characteristics, and normal resonance and articulation skills. Methods The Nasometer (model 6200) was used to obtain nasalance scores for the three reading passages. These three reading passages were designed specifically for use with the nasometer. The nasalance data were analyzed for sex dependence, using Student's t test for each reading passage. This same test was used for comparison of our data with data of other languages. Results Normative nasalance data were obtained for the oronasal text (33.8%), the oral text (10.9%), and the nasal text (55.8%). Female speakers exhibited significantly higher nasalance scores than male speakers on the passages containing nasal consonants (normal text, p = .001; nasal text, p = .042). Furthermore, statistically significant cross-linguistic nasality differences were observed. The English and Spanish languages were found to have more nasalance than the Flemish language. For the North Dutch and Flemish languages, this cross-linguistic phenomenon was absent. Conclusion These normative nasalance scores for normal young adults speaking the Flemish language provide important reference information for Flemish cleft palate teams. Sex-related differences and cross-linguistic differences were shown.
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Corbett, Cecily. "Short-term accommodation as a function of addressee language proficiency." Spanish in Context 16, no. 2 (August 27, 2019): 173–93. http://dx.doi.org/10.1075/sic.00033.cor.
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Abstract This paper examines patterns of phonetic accommodation as a function of addressee target language proficiency. Specifically, it analyzes short-term adjustments in the articulation of coda consonants /s/, /ɾ/, and /n/ in the speech of eight New York Dominican Spanish speakers during a series of conversations with different addressees – a native speaker and three nonnative Spanish speakers who have varying levels of Spanish proficiency. Results demonstrate that addressee native-speaker status and proficiency play a statistically significant role in both the degree and direction of phonetic accommodation exhibited by the native speaker informants. While the informants converge with both the most- and least-proficient addressees, they initially diverge from the mid-proficient addressee. The study finds that the native speaker informants use overtly-prestigious variants to attune to the academic Spanish of the most-proficient addressees and use covertly-prestigious, emblematic variants with both the mid-proficient and native speaker addressees to demonstrate outgroup and ingroup membership, respectively.
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Flege, James Emil, and Anna Marie Schmidt. "Native Speakers of Spanish Show Rate-Dependent Processing of English Stop Consonants." Phonetica 52, no. 2 (1995): 90–111. http://dx.doi.org/10.1159/000262062.
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Figueroa Candia, Mauricio A., and Bronwen G. Evans. "Perception of the bilabial-labiodental contrast in the approximant consonants of the Chilean Spanish." Loquens 7, no. 1 (May 14, 2021): e067. http://dx.doi.org/10.3989/loquens.2020.067.
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Until recently, the consensus was that labiodental realizations of Spanish /b/ did not exist, and that consequently this variation in place of articulation could be safely disregarded. However, new evidence emerged showing that labiodental variants of /b/ do exist in relatively high numbers, at least in some dialects such as in Chilean Spanish. This study set out to determine whether Chilean Spanish listeners are able to perceive the differences between bilabial and labiodental approximant variants of Spanish /b/ (i.e., [β̞] versus [ʋ]). In order to test this, natural and synthetic stimuli were presented to 31 native listeners in identification and discrimination tasks. Results showed that, while the identification task with natural stimuli provided mixed evidence of sensitivity to the contrast, the identification and discrimination tasks with synthetic stimuli provided no evidence of listeners perceiving the phonetic contrast categorically. In sum, listeners do no seem able to perceive the acoustic differences between the two segments, and thus it is unlikely that this phonetic contrast could be employed to encode sociolinguistic information.
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Rao, Rajiv, and Emily Kuder. "Investigaciones sobre la fonética y la fonología del español como lengua de herencia: implicaciones pedagógicas y curriculares." Journal of New Approaches in Educational Research 5, no. 2 (July 15, 2016): 99–106. http://dx.doi.org/10.7821/naer.2016.7.171.
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<p class="AbstractText">This paper creates a novel link between research on linguistics and education by discussing what we know about the sound system of heritage language users of Spanish and how these findings can inform practices implemented in heritage Spanish courses in the USA. First, we provide an overview of terminology associated with heritage language research, situating heritage Spanish programs within the educational context of the USA, and explaining why heritage Spanish phonetics and phonology remain relatively unexplored. Next, we delve into previous linguistic research on the heritage Spanish sound system in terms of individual vowels and consonants, as well as at the level of intonation, rhythm, and stress, while highlighting any observed differences between the system of heritage Spanish and those of Spanish speakers of other backgrounds. Finally, motivated by the phonetic/phonological insight of previous work, in addition to existing pedagogical and curricular research on heritage Spanish, we consider how and why the inclusion of specific types of sound-system-based commentary and practice in the educational experience of heritage users of Spanish could be beneficial.</p>
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Fabiano-Smith, Leah, and Katherine Hoffman. "Diagnostic Accuracy of Traditional Measures of Phonological Ability for Bilingual Preschoolers and Kindergarteners." Language, Speech, and Hearing Services in Schools 49, no. 1 (January 9, 2018): 121–34. http://dx.doi.org/10.1044/2017_lshss-17-0043.
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Purpose Bilingual children whose phonological skills are evaluated using measures designed for monolingual English speakers are at risk for misdiagnosis of speech sound disorders (De Lamo White & Jin, 2011). Method Forty-four children participated in this study: 15 typically developing monolingual English speakers, 7 monolingual English speakers with phonological disorders, 14 typically developing bilingual Spanish–English speakers, and 8 bilingual children with phonological disorders. Children's single-word speech productions were examined on Percentage Consonants Correct–Revised (Shriberg, Austin, Lewis, McSweeny, & Wilson, 1997a) and accuracy of early-, middle-, and late-developing sounds (Shriberg, 1993) in English. Consonant accuracy in English was compared between monolinguals and bilinguals with and without speech sound disorders. Logistic regression and receiver operating characteristic curves were used to observe diagnostic accuracy of the measures examined. Results Percentage Consonants Correct–Revised was found to be a good indicator of phonological ability in both monolingual and bilingual English-speaking children at the age of 5;0. No significant differences were found between language groups on any of the measures examined. Conclusions Our results suggest that traditional measures of phonological ability for monolinguals could provide good diagnostic accuracy for bilingual children at the age of 5;0 years. These findings are preliminary, and children younger than 5;0 years should be examined for risk of misdiagnosis.
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Rodriguez, Timothy A. "Teaching Cognates in Isolation and Context: A Practical Note on Montelongo, et al. (2009)." Psychological Reports 107, no. 2 (October 2010): 564–66. http://dx.doi.org/10.2466/11.28.pr0.107.5.564-566.
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The use of cognates in teaching word identification and vocabulary meaning is an underused resource in the teaching of English-language learners, especially for learners whose language is similar to English, e.g., Spanish. A recent study by Montelongo, Hernandez, Herter, and Hernandez reported that the effect of initial consonants was strong for recognizing words in isolation. In addition, they pointed out that cognates containing suffixes identical between English and Spanish were more quickly recognized than cognates containing similar but not identical suffixes. Further, they stated teachers would do well to take these differences into account when employing a cognate strategy with their Latino English-language learners. The purpose of this response is to discuss how different types of cognates and their various meanings may be examined by educators and students when employing cognates as a strategy in learning English.
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Caballero-Morales, Santiago-Omar. "Recognition of Emotions in Mexican Spanish Speech: An Approach Based on Acoustic Modelling of Emotion-Specific Vowels." Scientific World Journal 2013 (2013): 1–13. http://dx.doi.org/10.1155/2013/162093.
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An approach for the recognition of emotions in speech is presented. The target language is Mexican Spanish, and for this purpose a speech database was created. The approach consists in the phoneme acoustic modelling of emotion-specific vowels. For this, a standard phoneme-based Automatic Speech Recognition (ASR) system was built with Hidden Markov Models (HMMs), where different phoneme HMMs were built for the consonants and emotion-specific vowels associated with four emotional states (anger, happiness, neutral, sadness). Then, estimation of the emotional state from a spoken sentence is performed by counting the number of emotion-specific vowels found in the ASR’s output for the sentence. With this approach, accuracy of 87–100% was achieved for the recognition of emotional state of Mexican Spanish speech.
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Zhao, T. Christina, and Patricia K. Kuhl. "Linguistic effect on speech perception observed at the brainstem." Proceedings of the National Academy of Sciences 115, no. 35 (August 13, 2018): 8716–21. http://dx.doi.org/10.1073/pnas.1800186115.
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Linguistic experience affects speech perception from early infancy, as previously evidenced by behavioral and brain measures. Current research focuses on whether linguistic effects on speech perception can be observed at an earlier stage in the neural processing of speech (i.e., auditory brainstem). Brainstem responses reflect rapid, automatic, and preattentive encoding of sounds. Positive experiential effects have been reported by examining the frequency-following response (FFR) component of the complex auditory brainstem response (cABR) in response to sustained high-energy periodic portions of speech sounds (vowels and lexical tones). The current study expands the existing literature by examining the cABR onset component in response to transient and low-energy portions of speech (consonants), employing simultaneous magnetoencephalography (MEG) in addition to electroencephalography (EEG), which provide complementary source information on cABR. Utilizing a cross-cultural design, we behaviorally measured perceptual responses to consonants in native Spanish- and English-speaking adults, in addition to cABR. Brain and behavioral relations were examined. Results replicated previous behavioral differences between language groups and further showed that individual consonant perception is strongly associated with EEG-cABR onset peak latency. MEG-cABR source analysis of the onset peaks complimented the EEG-cABR results by demonstrating subcortical sources for both peaks, with no group differences in peak locations. Current results demonstrate a brainstem–perception relation and show that the effects of linguistic experience on speech perception can be observed at the brainstem level.
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Mascaró, Joan. "Una información fonética del siglo XI sobre la [h] del español." Zeitschrift für romanische Philologie 129, no. 3 (August 2013): 768–75. http://dx.doi.org/10.1515/zrp-2013-0071.
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AbstractIn the evolution of Latin F- to h and eventually to Ø a crucial element is the exact phonetic nature of F- and subsequent stages in the phonetic change. It will be presented and discussed a fragment of the XIth century in which a well-known Arabic author provides important metalinguistic information about the pronunciation of continuant back consonants and in particular the glottal fricative [h] by Romance speakers. This information corroborates and generalizes a similar albeit more particular piece of evidence presented and discussed by Diego Catalán in 1968, which also indicates that Spanish speakers had [h] in their phonetic inventories.
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Molina Martos, Isabel. "Between dialect and standard." Sociolinguistic patterns and processes of convergence and divergence in Spanish 17, no. 2 (October 1, 2020): 178–99. http://dx.doi.org/10.1075/sic.00055.mol.
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Abstract This paper offers a sociolinguistic analysis of the consonants (s) and (d) in the coda position in the city of Madrid, within the framework of the Project for the Sociolinguistic Study of Spanish from Spain and America (PRESEEA). The purpose is to illustrate how varieties of southern Castilian Spanish and those from the central and northern Peninsula converge and diverge, taking into consideration the social, political, and economic parameters that affect said processes. The diversity of patterns that coexist in the Madrid speech community reflects the city’s historic social complexity, the varied geographical origins of its migrant population, the interests that motivate each community of practice, as well as other circumstances that influence the direction of change. The analysis of (s) and (d) in coda illustrates the way in which the dynamics of variation and change in Madrid fluctuate between two poles: standardization and regionalization, the same two axes around which the community’s sociolinguistic patterns revolve.
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Romanelli, Sofia, Andrea Cecilia Menegotto, and Ron Smyth. "Stress perception." Journal of Second Language Pronunciation 1, no. 2 (September 14, 2015): 181–210. http://dx.doi.org/10.1075/jslp.1.2.03rom.
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This study assesses the claim that English late learners of Spanish do not perceive stress like native Spanish speakers, and that a short targeted stress perception training intervention during a study abroad Spanish language course has clear positive effects on stress perception. Fifteen English speakers were exposed to 90 hours of Spanish lessons during a three–week study abroad experience in Mar del Plata, Argentina. The trained group (N = 8) received 10 minutes of perceptual training on vowel and stress contrasts with nonce words three days a week, while the L1 English control group (N = 7) received communicative training focused on consonants, and the native Spanish control group (N = 7) received no training. Participants’ perception was assessed at pretest and posttest, both consisting of identification tasks with nonce words. Results indicated that all English speakers experienced difficulties in perceiving Spanish stress when compared to native Spanish speakers in the pretest. At posttest, however, the English trained group performed comparably to the native Spanish group and differed significantly from the control group, indicating an effect of training on the perception of L2 stress. The results show that English speakers evidenced perceptual difficulties when learning Spanish stress, which could be overcome with a small dose of targeted training with nonce words. Even though L2 immersion in a study abroad context was beneficial for the acquisition of Spanish stress, only students receiving stress training performed like native speakers.
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Prezas, Raúl Francisco, Barbara Williams Hodson, and Marlene Schommer-Aikins. "Phonological Assessment and Analysis of Bilingual Preschoolers' Spanish and English Word Productions." American Journal of Speech-Language Pathology 23, no. 2 (May 2014): 176–85. http://dx.doi.org/10.1044/2013_ajslp-12-0132.
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Purpose The major purpose of this study was to examine Spanish and English phonological productions (patterns/deviations) of typically developing bilingual preschool children. Phonological scores were compared in order to determine if significant differences exist between (a) boys and girls, (b) 4- and 5-year-olds, and/or (c) their productions of Spanish and English words. Method Fifty-six bilingual 4- and 5-year-old children (27 boys and 29 girls) who attended Head Start programs named stimulus items for Spanish and English phonological assessment instruments that were similar in procedures and analyses. Results Multivariate analyses indicated no significant differences for phonological scores between boys and girls or between the 2 languages. Differences between the 4- and 5-year-olds, however, were significant, with the 5-year-olds performing better than the 4-year-olds. Liquid deviations and omissions of consonants in clusters/sequences were the most frequently occurring phonological deviations. Conclusions Phonological score differences between typically developing bilingual Spanish–English-speaking preschool boys and girls from similar backgrounds are not likely to be significant. Better phonological scores, however, can be expected for 5-year-olds than for 4-year-olds. Moreover, phonological deviation percentage scores of typically developing bilingual children for comparable Spanish and English assessment instruments are likely to be similar.
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Спатарь-Козаченко, Татьяна, and Tatyana Spatar-Kozachenko. "Role of foreign languages in formation of krosskulturny and service space (on the example of the languages extended to territories of modern Spain)." Services in Russia and abroad 9, no. 2 (July 22, 2015): 0. http://dx.doi.org/10.12737/11904.
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Foreign languages in demand as a means of intercultural dialogue, it is a social order of our modern society. But the language is not only a means of communication of modern people, this is a means of "dialogue" between the generations, a means of preserving the accumulated spiritual wealth of the people who speak this language. To understand the present and build the future, we sometimes need to look back into the past, including the past of the language. For accelerated learning a foreign language often helps to explain of linguistic phenomena and historical processes that took place in a particular language or a particular group of related languages. In the article the object of the analysis is almost forgotten Mozarabic language on the territory of the Iberian Peninsula. Mozarabic - is an Ibero-Romance language, which was once widespread in the conquered by Arabs part of the Iberian Peninsula. Language had been at the stage of development, therefore it has undergone strong phonetic changes.The article considers the influence of the Portuguese, Galician, Catalan languages on the Mozarabic language and vice versa, of the Mozarabic language on the Galician language, León, Asturias, Murskii and other dialects. The 3 stages of historical evolution of Mozarabic people are described: 1) fight Mozarabic people for independence; 2) the period of oppression; 3) the period of emigration. Examples of similar names of settlements in different parts of the peninsula, as well as plants are shown.The analysis of the phonetic form Mozarabic language has carried out: diphthongs and consonants saving in Castilian language. Mozarabic language has played an important role in the dialectical development of the peninsula, as a link between the Roman, Arab and Spanish cultures. The author highlights the role of Mozarabic language in the development of Castilian language and its formation as a state.
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Estrada-Orozco, Kelly, Kely Bonilla-Vargas, Carolina Alfonso, Fabian Riaño, Patricia Montañés, and Rodrigo Pardo. "Beyond prosody: Foreign accent syndrome in a Spanish-speaking patient. Case report." Case reports 5, no. 1 (January 1, 2019): 68–80. http://dx.doi.org/10.15446/cr.v5n1.75740.
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Introduction: Foreign accent syndrome (FAS) is a rare speech disorder. It is becoming increasingly common to find reports of cases about alterations different from the suprasegmental aspects of speech, although these reports are not frequent in Spanish-speaking patients.Case presentation: 48-year-old female patient from Colombia diagnosed with FAS, segmental and suprasegmental speech alterations, and changes in cognitive domains (executive functions and language). The woman also presented with motor and affective changes. Brain imaging studies ruled out structural involvement and follow-up at one year did not show significant changes in speech.Discussion: This case presents the neurological, neuropsychological and speech features of a Spanish-speaking patient with FAS. Greater alteration in vowels than in consonants, alteration in pronunciation time, variation in rhythm and intonation of words and phrases, decrease of time between syllables, and insertion of vowels are common elements between this patient and other cases of FAS in non-Spanish speaking subjects.Conclusions: FAS is essentially a speech alteration; however, it can be accompanied by other physical and psychological signs. This case report allows recognizing the essential components for the definition, diagnosis and intervention of this syndrome.
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Battaner Moro, Elena. "A 19th-century speaking machine." Historiographia Linguistica 34, no. 1 (June 18, 2007): 19–36. http://dx.doi.org/10.1075/hl.34.1.03bat.
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Summary The Tecnefón is a speaking machine developed in Spain in the 1860s by Severino Pérez y Vázquez. Pérez’s main book on the Tecnefón was published in 1868. Within the context of speaking machines designed from the 18th century onwards, the Tecnefón is built on an acoustical basis; hence it is different from W. von Kempelen’s device, which tried to ‘replicate’ the phonatory system. The Tecnefón has three main parts: a drum that generates sound (the source), an air chamber to hold such sound, and a set of tubes, chambers, and other artefacts propelled by a keyboard. Pérez created a prototype of a speaking machine that performed five vowels and six consonants, so it could ‘speak’ many sentences in Spanish. To this he added accent and intonation with a lever. However, the Tecnefón was never finished due to institutional circumstances that prevented Pérez from pursuing his research.
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Rao, Rajiv, Zuzanna Fuchs, Maria Polinsky, and María Luisa Parra. "The Sound Pattern of Heritage Spanish: An Exploratory Study on the Effects of a Classroom Experience." Languages 5, no. 4 (December 18, 2020): 72. http://dx.doi.org/10.3390/languages5040072.
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While heritage Spanish phonetics and phonology and classroom experiences have received increased attention in recent years, these areas have yet to converge. Furthermore, most research in these realms is cross-sectional, ignoring individual or group changes across time. We aim to connect research strands and fill gaps associated with the aforementioned areas by conducting an individual-level empirical analysis of narrative data produced by five female heritage speakers of Spanish at the beginning and end of a semester-long heritage language instruction class. We focus on voiced and voiceless stop consonants, vowel quality, mean pitch, pitch range, and speech rate. Our acoustic and statistical outputs of beginning versus end data reveal that each informant exhibits a change in between three and five of the six dependent variables, showing that exposure to a more formal register through a classroom experience over the course of a semester constitutes enough input to influence the heritage language sound system, even if the sound system is not an object of explicit instruction. We interpret the significant changes through the lenses of the development of formal speech and discursive strategies, phonological retuning, and speech style and pragmatic effects, while also acknowledging limitations to address in future related work.
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Tamariz, Monica. "Exploring systematicity between phonological and context-cooccurrence representations of the mental lexicon." Mental Lexicon 3, no. 2 (September 17, 2008): 259–78. http://dx.doi.org/10.1075/ml.3.2.05tam.
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This paper investigates the existence of systematicity between two similarity-based representations of the lexicon, one focusing on word-form and another one based on cooccurrence statistics in speech, which captures aspects of syntax and semantics. An analysis of the three most frequent form-homogeneous word groups in a Spanish speech corpus (cvcv, cvccv and cvcvcv words) supports the existence of systematicity: words that sound similar tend to occur in the same lexical contexts in speech. A lexicon that is highly systematic in this respect, however, may lead to confusion between similar-sounding words that appear in similar contexts. Exploring the impact of different phonological features on systematicity reveals that while some features (such as sharing consonants or the stress pattern) seem to underlie the measured systematicity, others (particularly, sharing the stressed vowel) oppose it, perhaps to help discriminate between words that systematicity may render ambiguous.
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Sankoff, David, and Pascale Rousseau. "Statistical evidence for rule ordering." Language Variation and Change 1, no. 1 (March 1989): 1–18. http://dx.doi.org/10.1017/s0954394500000090.
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ABSTRACTA set of ordered rules for generating variants of a variable determines (a) underlying/surface distinctions among some of the variants and (b) a hierarchical classification of the variants. In the analytical framework of variable rules, frequency data on variant occurrences in context bear only on (b) and not on (a). We provide a combinatorial characterization and enumeration of the set of classifications on n variants, the set of underlying/surface configurations, and the set of rule orders. We describe the statistical and computational techniques for generalizing variable rule analysis to the inference of rule order. These procedures are applied to the problems of the reduction of syllable-final consonants <s>, <n>, and <r> in Caribbean Spanish (n = 3, 4, 6 variants, respectively). Previous analyses have tended to assume that successive weakenings occur in an intrinsic order determined by phonological strength. Our results show that aspiration and deletion can indeed be seen to be intrinsically ordered in both <s> and <r> reduction, though an unordered analysis is equally likely in the case of <s>. On the other hand, velarization and deletion of <n> are unordered, while vocalization is a subsequent process, independent of the other two. Similarly, spirantization, aspiration, and lateralization of <r> are unordered, as confirmed by data sets from both Puerto Rican and Panamanian speakers. Furthermore, with both <n> and <r>, intrinsically ordered rule schemata proved to be extremely unlikely by statistical criteria. Syllable-final consonant reduction then consists of largely independent processes, most of which occur simultaneously.
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Marcet, Ana, Hnazand Ghukasyan, María Fernández-López, and Manuel Perea. "Jalapeno or jalapeño: Do diacritics in consonant letters modulate visual similarity effects during word recognition?" Applied Psycholinguistics 41, no. 3 (May 2020): 579–93. http://dx.doi.org/10.1017/s0142716420000090.
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AbstractPrior research has shown that word identification times to DENTIST are faster when briefly preceded by a visually similar prime (dentjst; i↔j) than when preceded by a visually dissimilar prime (dentgst). However, these effects of visual similarity do not occur in the Arabic alphabet when the critical letter differs in the diacritical signs: for the target the visually similar one-letter replaced prime (compare and is no more effective than the visually dissimilar one-letter replaced prime Here we examined whether this dissociative pattern is due to the special role of diacritics during word processing. We conducted a masked priming lexical decision experiment in Spanish using target words containing one of two consonants that only differed in the presence/absence of a diacritical sign: n and ñ. The prime-target conditions were identity, visually similar, and visually dissimilar. Results showed an advantage of the visually similar over the visually dissimilar condition for muñeca-type words (muneca-MUÑECA < museca-MUÑECA), but not for moneda-type words (moñeda-MONEDA = moseda-MONEDA). Thus, diacritical signs are salient elements that play a special role during the first moments of processing, thus constraining the interplay between the “feature” and “letter” levels in models of visual word recognition.
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Van Hofwegen, Janneke. "Cross-generational change in /l/ in Chicano English." English World-Wide 30, no. 3 (September 25, 2009): 302–25. http://dx.doi.org/10.1075/eww.30.3.04van.
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The acoustic study of consonants has lagged considerably behind that of vowels. While a robust literature exists about vowel shifting, vowel quality, and the sociolinguistic significance of vowels, comparable literature is lacking for the acoustic quality of liquids. This study seeks to supplement the acoustic studies of vowels by analyzing characteristics of the liquid /l/ in its word-initial context. Traditionally, phonologists have subdivided /l/ into two allophones: dark and light, although current analysis has characterized these distinctions as gradient, not discrete. Word-initial /l/ is thought to be the canonically lightest variant of the phoneme, but cross-dialectal research has shown great acoustic variance in its phonetic realization. This case study aims to trace the phoneme through three generations of Chicano English speakers from South Texas, and to draw conclusions about how its variation among speakers and generations can shed light on other sociolinguistic phenomena, such as the persistence of substrate features from Spanish (with its characteristically light /l/s) or assimilation into mainstream American English dialects (with their characteristically dark /l/s). The study shows that there is indeed significant shift in the lightness of /l/ — independent of phonetic context — across the generations of speakers under examination. This result supports other studies that show notable assimilation with Anglo English varieties in earlier generations, but robust use of ethnically-marked phonological features among recent generations.
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Oropeza Escobar, Dra Minerva. "Adquisición de las consonantes líquidas en el español de México." CPU-e, Revista de Investigación Educativa, no. 25 (April 23, 2018): 168–96. http://dx.doi.org/10.25009/cpue.v0i25.2526.
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El presente trabajo se centra en la adquisición de las líquidas en niños mexicanos de dos a seis años de edad cuya primera lengua es el español. En particular, se analiza el desarrollo segmental, identificando y discutiendo las diferencias individuales y sus respectivas motivaciones. Se observa que el reanálisis de los lindes morfológicos y el tratamiento analógico de secuencias fonológicas juegan un papel importante en la distribución de las líquidas en la representación fonológica del niño constituyen una fuente de diferencias a nivel de realización fonética entre niños y adultos. Asimismo, se aplican dichos hallazgos a la mejor comprensión del desarrollo atípico del lenguaje y a la logopedia.Acquisition of liquid consonants in Mexican SpanishAbstract The acquisition of Spanish liquids is studied in Mexican children between the ages of two and six. Liquids are analyzed both segmentally, and in their interaction with the context in which they occur. Individual differences in the acquisition of liquids are identified, and their motivations discussed. The reanalysis of morphological boundaries and the analogical treatment of phonological sequences are shown to play a role in the distribution of liquids in the child’s input, and to be a source of output-differences between children and adults. These findings are helpful to a better understanding of the atypical language acquisition and logopedia. Recibido: 31 de enero de 2017 Aceptado: 19 de junio de 2017
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Lleó, Conxita, and Michael Prinz. "Consonant clusters in child phonology and the directionality of syllable structure assignment." Journal of Child Language 23, no. 1 (February 1996): 31–56. http://dx.doi.org/10.1017/s0305000900010084.
Full textAbstract:
ABSTRACTThe production of target consonant clusters at early stages of acquisition is analysed from a phonological representational perspective. The data stem from five normal monolingual German and four normal monolingual Spanish children at ages from 0;9 to 2;1, observed in naturalistic settings. At the beginning stages, target clusters are reduced to a single consonantal position, due to lack of branching of the syllabic constituents. This finding coincides with other results in the literature, which have in general been explained by means of universal principles. Nevertheless, there is an essential difference between the German and the Spanish data: German children tend to prefer the first consonant and Spanish children the second one. This difference can only be explained in terms of parameterization of syllabification, which in German takes place from left to right and in Spanish from right to left. At later stages, when clusters begin to be produced with two consonantal positions, they offer evidence for the beginning of branching of syllabic constituents, due to parameterization, and for the chronological order of the setting of the subsyllabic parameters. Our data offer evidence in favour of the following acquisitional hierarchy: CV > CVC > CVCC > CCVCC.