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The Acoustic Cues - Speech and Hearing Sciences - Review Sheet | COMD 330, Exams of Communication

Saint Mary's CollegeCommunication
Prof. Rhonda M. Tomenko

Material Type: Exam; Professor: Tomenko; Class: Speech & Hearing Sciences; Subject: Communication Disorder; University: Saint Mary's College;

Typology: Exams

2011/2012

Uploaded on 04/13/2012

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bg1
Only one lease of life is granted
us; and the inquiry with every one
should be, "How can I invest my
powers so that they may yield the
greatest profit? How can I do most
for the glory of God and the
benefit of my fellow-men?" For life
is valuable only as it is used for
the attainment of these ends.
EGW
pf3
pf4
pf5
pf8
pf9
pfa

Partial preview of the text

Download The Acoustic Cues - Speech and Hearing Sciences - Review Sheet | COMD 330 and more Exams Communication in PDF only on Docsity!

Only one lease of life is granted

us; and the inquiry with every one

should be, "How can I invest my

powers so that they may yield the

greatest profit? How can I do most

for the glory of God and the

benefit of my fellow-men?" For life

is valuable only as it is used for

the attainment of these ends.

EGW

Chapter 10

The Acoustic Cues

Acoustic Cues in Speech Perception

  • (^) Sounds are strung together in speech, creating a complex and ever-changing acoustic signal.
  • (^) Are some features of this acoustic signal more important than others for us to perceive/hear the different “letters” in words?

Classes of Speech Distinctions

  • (^) Vowels and diphthongs
  • (^) Semi-vowels- liquids and glides
  • (^) Nasal consonants
  • (^) Stop consonants
  • (^) Fricative consonants
  • (^) Affricate consonants- non-resonant
  • (^) Suprasegmental/prosodic features
    • (^) Intonation
    • (^) Stress
    • (^) Duration
    • (^) Juncture

Diphthongs

  • (^) Phonated, high-intensity sounds comprising two

vowels occurring within a single syllable.

  • (^) Identification based on:
    • (^) Rapidly changing formant frequencies:

 (sufficient cue to perceive a diphthong).

Direction and extent of formant frequency change.Rate of formant frequency change. (an internal change)

  • (^) (This was found to be more important than the ‘absolute’

values of the formant frequencies).

Semi-Vowels

  • (^) Acoustic cues: manner:
    • (^) Rapidly changing formant frequencies, (more rapid than for diphthongs), during the semi-vowel articulation.
    • (^) These formant transitions are internal.
  • Acoustic cues: place:
    • (^) / w / versus / j / (glides)
      • (^) Direction of changes in F2 frequency, (both have low F1).
      • (^) Changes in F2 are context dependent (look on the transition based on the context)
    • /r/ versus /l/ (liquids)
      • (^) Frequency characteristics of F2, F3, (/r/ lower F3 than /l/). (specifically look at F3 in order to determine the differences)
      • Context-dependent changes in F3: falling and/or rising for /r/; level for /l/

Stops: Manner Cues

  • (^) Acoustic cues to stop manner of articulation:
    • (^) Presence of a silent (or nearly silent) closure

interval.

  • (^) Affricates will also have this
  • (^) Presence of a transient (quick) release burst.
  • (^) Rapid rise (initial position)/fall (final position)

time.

  • (^) Rising (initial position)/falling (final position) F1.

Stops: Place Cues

  • (^) Acoustic cues for stops: place of articulation: - (^) Context-dependent patterns of F transitions (determined by the acoustic locus for place). - (^) Unique for each context of the sound - (^) Frequency of most intense portion of release burst. - (^) F3 transitions