week 11: speech perception: how do we perceive...
TRANSCRIPT
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LING 40030 - General Linguistics
• Week 11: Speech Perception: How do we
perceive speech?
o Variability inherent in the production of speech
o Making sense of variability in speech sounds
o Acoustics and perceptual cues
o Patterns found in speech
o A phonological spin on perception
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Recap on Articulatory Phonetics
• Consonants are classified using 3 labels:
Voicing (voiced or voiceless)
Place of Articulation ( e.g. Bilabial, Alveolar,
Velar)
Manner of Articulation (e.g. stop/plosive,
fricative, affricate)
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What sound is this?
It’s [ � ]
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Recap on Articulatory Phonetics
• Vowels are also classified using 3 labels:
Height (high, high-mid, low-mid, low)
Fronting ( front, central, back)
Lip rounding (rounded or unrounded)
• Can you produce:
• A pulmonic ingressive voiceless labio-dental
fricative?
• High Front Vowel?
• Voiced postalveolar affricate, low back unrounded
vowel followed by a voiced alveolar nasal?
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Speech Communication
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Return of the Danish Eth [�]
• IPA symbols correspond to one and only
articulatory configuration
• The question was raised why Danish [�] (e.g. [ma�] ‘food’ ) sounds different to English [�] ?
• Language internally, each eth corresponds to one
and only one configuration
• Partial answer: broad transcription (less detailed)
versus narrow transcription.
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Return of the Danish Eth [�]
• Partial answer: historical differences in the
transcription system [ not sound system ]
• Basbøll (2005) notes the Dania transcription system
first developed 1890.
• IPA started 1888 (currently at 2005 revision)
• Basbøll (2005) provides a narrow transcription in
IPA of Danish ‘soft’ d as [ D ] with the description of an “alveolar non-lateral approximant”
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Return of the Danish Eth [�]
• Yet another partial answer: the difference between
[d] and [�] in both languages can be viewed as a matter of sonority (loudness)
• vowels>approximants>nasals>fricatives>stops
• Do you want to know why some sounds are louder
than others?
• Even if you don’t, here’s the answer…
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Source-Filter Theory of Speech Production
• Please rotate your head slightly!
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Phonetics and Phonology
• Phonetics/Phonology focuses on sounds (or
gestures), their articulations, their patterning
within language and how they are organised by
the language user in the communication chain.
• We should be able to describe, record and
model how the structure of language is related
to, and affected by, the medium of
communication.
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Phonetics and Phonology
• Traditionally, phonology did not admit much by way of detailed phonetics.
• Phonetics has been viewed as being on the periphery of grammar while is within the grammar proper.
• Phonetics deals with sounds as articulatory or acoustic entities.
• Phonology deals with sounds as contrastive entities.
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Spectrogram: “She said sushi”
� i s � d s u � i
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Is Phonetic Detail Relevant to
Phonology?
• From little acorns…
• Sound changes often have ‘minor’ predictable
phonetic differences as their genesis
• For instance, the development of secondary
articulations in Irish
• What is a secondary articulation?
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Secondary Articulations
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Secondary Articulations
• Archaic Irish:
• [ b�l� ] (nom.) versus [ b�li ] (gen.) ‘limb’
• No contrast between palatalised and velarised
sounds.
• Narrower transcription: [b�l�� ] versus [ b�li ]
• Word-final vowels were lost
• Old Irish
• [b�l� ] versus [ b�l ]
• Contrast between palatalised and velarised
sounds arose
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Variability: Stress
• Stress is the relative emphasis that may be
given to certain syllables in a word.
• Stress is considered to be a property of the
syllable, but its affects most often (though by
no means exclusively) show themselves on
vowels.
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Variability: Stress
• Stressed vowels (syllables) can have the
following attributes:
• additional (relative) loudness (acoustically: amplitude)
• longer duration
• pitch movement
• IPA recognises two degrees of stress:• Primary stress: [ st� s ]
• Secondary stress [ �f�n�t���n ]
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Transcription of Stress
• Photo
• Photograph
• Photography
• Photographic
• Details
• Manmade
• Bernard
fot����æff�t����fifot����æf�k
foto
ditelzmænmedb��n��d
d�telzmænmed
b��n��d
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Isn’t there a load of Schwas in those
transcriptions?
• English, unstressed syllables typically have a reduced vowel quality
• Often the vowels in unstressed syllables become more centralised…Often they become schwa [�]
• Vowels followed by [�] can be rhoticised (i.e. a have a degree of retroflexion)
• Additional retroflexion can be indicated with the rhoticity diacritic [ � ]
• In English, schwa before [�] rhoticised in unstressed syllables eg murder [m��d��], banter [bænt��],
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Variability: Vowels
• Vowels (and vowel systems) exhibit
considerable variability
• Irish English Speakers: How front is your
[u]?
• The further north on the island you go the
more fronted [u] is.
• The further south and west you go the
backed [ u ] is
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Variability: Vowels
u
Across Irish English dialects, the so-called
“high back vowel” can range from [u] through
[�] to [y]: basically it is high and rounded
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Variability: Consonants
• Sounds are not uttered in isolation
• Variability is induced during each articulatory phase
by sounds preceding and following
• Approach Phase: articulators are moved towards their
intended target
• Hold Phase: articulators reach target and maintain
that configuration
• Release Phase: articulators move away from the
target position
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Variability: Consonants
• This phenomenon is called coarticulation
• Coarticulation refers to the fact the speech
production is a continually varying structure.
The timing of one articulatory configuration is
not absolutely separable from the next (or the
previous) configuration
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An Eye into Coarticulation
• See handout (or overhead, if you’re watching!)
• The degree of observable coarticulation,
though coarticulation can be quite pervasive
e.g. free Ontario, sinistre structure
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Coarticulation / Assimilation
• In connected speech, morphemes are added to words
and words are combined with other words to build
phrases.
• Each of these operations is likely to provide scope for
coarticulatory or assimilatory effects to be witnessed.
• Assimilation can defined as the process by which
speech segment becomes more like that of another
segment within a word, or at a word
boundary…that’s not terribly different than
coarticulation
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Coarticulation / Assimilation• The difference between coarticulation and assimilation
can be viewed as being a matter of degree.
• Coarticulation is certainly the genesis of assimilation
• Nasal-Consonant clusters Mexican Spanish:
– [ ka mp o] ‘country’
– [ a �f � a] ‘amphora’
– [ ma n!t! o] ‘cloak’
– [ ma ns o] ‘gentle’
– [ ma "t� o] ‘I stain’
– [ ma #k o] ‘one-handed’
• English prefix ‘in-’
– inedible, improbable, indescribable, i[n/#]complete, irregular,
illegal
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Assimilation and other
Connected Speech Processes• Assimilation is not restricted to place of articulation:
• French speaker ordering a Jack Daniels [$a� danj lz]
• Ukrainian saying “just don’t..” [d$'zd dont]• Lithuanian speaker “fast growing” [ faz��o�# ] (note: two
processes)
• Elision (deletion): Make amends [ mek am nz]
• Fusion: e.g. tune is Irish English [ t�un ] versus RP [ tjun ]
• Liaison: Most famously in French: de temps en temps [ d!�t!�(z � t!�( ]
• Insertion: in Irish gorm ‘blue’ [ �' ��m� ]
• Juncture: I scream/ice cream; nitrate/night rate; why
choose/white shoes
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Do you notice all kinds of variability?
• Consider the following words from Irish English
• [ t*�p ], [ t/�ai ], [ stai ], [ w�s1�� ], [ b's1 ]
• Prior to last week, would you have realised:
– Top begins with a voiceless aspirated alveolar stop?
– Try begins with a voiceless retracted alveolar stop?
– The second sound is sty is a voiceless unaspirated alveolar
stop?
– The middle letter in water is a voiceless retracted alveolar
fricative?
– The final letter in but is (or can be) a voiceless retracted
alveolar fricative?
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Do you notice all kinds of variability?
• Consider the following words from Irish English
• [ t�p ], [ t��ai ], [ stai ], [ w�s��� ], [ b's� ]
• What did you think about these sounds?
• That they’re all kinds of ‘t’
• In actual fact, they’re all kinds of /t/
• These sounds function as a single unit, the
phoneme
• Each sound here is an allophone of the /t/
phoneme
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The Phoneme: Bringing Order to Chaos
• Phonemes are the units which signal a difference to
meaning
• A speech sound which speakers of a language can
recognise as a distinctive sound (in their language) and
affects meaning
• A psychological real speech sound, recognised as
different from other speech sounds e.g. in speech errors:
speech capabilities → skeech papabilities
• An abstract mental representation: phonemes exist only
in opposition (contrast) to other phonemes
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The Phoneme Rules
[allophoneA] / contextP
/PhonemeX/
[allophoneB] / contextQ
• This rule can be read as “/X/ is realised as
allophoneA in contextP and as allophoneB in
contextQ
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Alternatively
• Is it a bird? Is it a plane? No, it’s...
/ Kal-El /
[ Superman ] /
/
Lois Lane need help
[ Clark Kent ] at the Daily Planet
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How do we Identify Phonemes?
• Phonemes are composed of allophones (i.e.,
determining how a phoneme is realised under
specific conditions)
• Step 1: Ascertain the environments of sounds
under investigation
• Step 2: Analyse patterns observed in their
distribution
• Step 3: Determine the rule(s) required to
describe the pattern you observe.
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Consider the following data from Spanish
[ ba#ko ] bank [ bo�e2a ] bodega
[ amb�s ] both [ s mbla ] seem
[ de3e ] have to [ a3e ] have
[ da ] give [ dias ] days
[ dando ] giving [ banda ] ribbon
[ na�a ] nothing [ abla�o ] spoken
[ �anar ] gain [ �ata ] gate
[ l #�wa ] language [ sa#� ia sangria
[ d o2a ] drug [ mu2a ] boundary
and in particular, the sounds [d, �, b, 3, �, 2 ]
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Environment Chart
b 3 d � � 2
#
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Environment Chart
b 3 d � � 2
#_
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Environment Chart
b 3 d � � 2
#_a
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Environment Chart
b 3 d � � 2
#_a
m
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Environment Chart
b 3 d � � 2
#_a
m_
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Environment Chart
b 3 d � � 2
#_a
m_�
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Environment Chart
b 3 d � � 2
#_a
m_�
#
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Environment Chart
b 3 d � � 2
#_a
m_�
#_
![Page 43: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/43.jpg)
Environment Chart
b 3 d � � 2
#_a
m_�
#_o
![Page 44: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/44.jpg)
Environment Chart
b 3 d � � 2
#_a
m_�
#_o
m
![Page 45: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/45.jpg)
Environment Chart
b 3 d � � 2
#_a
m_�
#_o
m_
![Page 46: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/46.jpg)
Environment Chart
b 3 d � � 2
#_a
m_�
#_o
m_l
![Page 47: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/47.jpg)
Environment Chart
b 3 d � � 2
#_a
m_�
#_o
m_l
#
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Environment Chart
b 3 d � � 2
#_a
m_�
#_o
m_l
#_
![Page 49: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/49.jpg)
Environment Chart
b 3 d � � 2
#_a
m_�
#_o
m_l
#_a
![Page 50: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/50.jpg)
Environment Chart
b 3 d � � 2
#_a e_e
m_�
#_o
m_l
#_a
![Page 51: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/51.jpg)
Environment Chart
b 3 d � � 2
#_a e_e
m_� a_e
#_o
m_l
#_a
![Page 52: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/52.jpg)
Environment Chart
b 3 d � � 2
#_a e_e #_e a_a
m_� a_e #_a o_e
#_o #_ a_o
m_l #_i
#_a n_a
![Page 53: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/53.jpg)
Environment Chart
b 3 d � � 2
#_a e_e #_e a_a #_a o_a
m_� a_e #_a o_e #_ e_a
#_o #_ a_o u_a
m_l #_i
#_a n_a
![Page 54: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/54.jpg)
Environment Chart
b 3 d � � 2
#_a e_e #_e a_a #_a o_a
m_� a_e #_a o_e #_ e_a
#_o #_ a_o u_a
m_l #_i
#_a n_a
![Page 55: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/55.jpg)
How do we Identify Phonemes?
• Step 1: Ascertain the environments of sounds
under investigation. � Done
• Step 2: Analyse patterns observed in their
distribution:
• The general assumption is that a phoneme has a
regular distribution, occuring in all environments
• #_, _#, C_V, C_C, V_C, V_V
• Where do the fricative allophones occur?
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Generalising the Patterns
b 3 d � � 2
#_a e_e #_e a_a #_a o_a
m_� a_e #_a o_e #_ e_a
#_o #_ a_o u_a
m_l #_i
#_a n_a
#_V
C_V
C_C
V_V
![Page 57: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/57.jpg)
How do we Identify Phonemes?
• Step 1: Ascertain the environments of sounds
under investigation � Done
• Step 2: Analyse patterns observed in their
distribution � Done
• Step 3: Determine the rule(s) required to
describe the pattern you observe:
• Related allophones should have phonetic
similarity (share at least two articulatory labels)
![Page 58: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/58.jpg)
Three Rules for Three Phonemes
• This rule states /b/ becomes a fricative with it occurs intervocallically
• This rule states /d/ is realised as [�] intervocallically, and as [d] in all
other contexts
• /g/ is produced as a fricative when it is in between two vowels
[ � ] / V_V
/d/
[ d ] / elsewhere
[ 3 ] / V_V
/b/
[ b ] / elsewhere
[ 2 ] / V_V
/g/
[ � ] / elsewhere
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Consider the following data from English
and in particular, the sounds [ �i, ai ]
b�it bite bai by b�aib bribe
sai sigh baid bide ��is rice
��ip ripe w�if wife �ail rile
dai� dire �aiz rise dai die
nain nine d�ik dike waiv wives
�ai rye �ai guy daim dime
![Page 60: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/60.jpg)
Environment Chart
ai �i
s_# �_# b_t
d_� �_d �_p
n_n �_l w_f
�_# d_# d_k
b_# w_v �_s
b_d d_m
![Page 61: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/61.jpg)
Distributions
ai �i
s_# �_# b_t
d_� �_d �_p
n_n �_l w_f
�_# d_# d_k
b_# w_v �_s
b_d d_m
C_#
C_CC_C
C1 =
s,d,n, ,b,g,d,w
C2 =
#, ,n,d,l,v,m
C1 =
b, ,w,d
C2 =
t,p,f,k,s
![Page 62: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/62.jpg)
Proposed Rule
[ �i ] / followed by voiceless sounds
/ai/
[ ai ] / elsewhere
• This rule reads “/ai/ is realised as [ �i ] before
voiceless sounds, and as [ai] in other
environments
![Page 63: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/63.jpg)
Consider the following data from Farsi
and in particular, the sounds [ r, r6, ]
[ rah ] road [ ruz ] day
[ baz�ir6 ] towel [ si ini ] pastry
[ zi a ] because [ omr6 ] life
[ ran ] paint [ bar� ] leaf
[ farsi ] Persian [ bi an ] pale
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Environments / Distributions
r r6
#_a i_# i_a
#_a m_# i_i
a_s i_a
#_u
a_�
#_V
V_C
V_#
C_# V_V
![Page 65: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/65.jpg)
Proposed Rule for Farsi
• This rule reads “/r/ is realised as [ r6 ] word
finally, as [ ] intervocallically and as [ r ] in
all other environments
[ ] / V_V
/r/ [ r6 ] / _#
[ r ] / elsewhere
![Page 66: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/66.jpg)
Speech Perception
• The phoneme thus far has been deduced from
transcriptions...speech production data
• The phoneme is as much a speech perception
entity as a speech production one
• Our conception of the phoneme needs to be
broader
• What set of sounds are included in perceptual
phoneme /t/?
• [t*], [t] [t], [s], but also [ ] and [ 8 ]
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Speech Perception
• What’s involved?
• Decoding acoustic information.
• Determining perceptual (acoustic) cues.
• Ascertaining potential articulatory correlate
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Acoustics
• Consult Ladefoged (2006), Fry (1979), Rogers
(2000) or Hayward (2000) for greater detail
• What are sounds acoustically made of?
• We can use a spectrogram to see...
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Brief Intro to Spectography
• Spectography is a means to graphically
represent sounds
• A spectrogram is a 3-dimensional depiction
illustrating:
– frequency of a sound
– loudness of a sound
– change over time
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What is a Spectrum?
• A spectrum is a recipe of the ingredients of a
sound
• The loudness of sound is measured in dB
(decibels)
• The frequency of a sound is measure in Hz
(Hertz) = how often a sound repeats every
second
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FYI: dB is a non-linear scale
- 0 dB → threshold of audibility [ NOT no sound ]
- 10 dB → rustle of leaves
- 20 dB → ticking of watch at ear
- 30 dB → whispered conversation
- 60 dB → conversation at 1 m
- 70 dB → busy traffic
- 90 dB → pneumatic drill at 1 m
- 100 dB → car horn at 5 m
- 120 dB → amplified rock band
- 130 dB → aeroplane at 30 m
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Sample Spectrum
(Frequency Domain)
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Spectrogram of Same Spectrum
(Time Domain)
![Page 74: Week 11: Speech Perception: How do we perceive speech?cogsci.ucd.ie/courses/linguistics/Ling40030_Gen_Ling_Week11... · Recap on ArticulatoryPhonetics • Vowels are also classified](https://reader030.vdocuments.mx/reader030/viewer/2022020303/5b52e4347f8b9adf538dd9f0/html5/thumbnails/74.jpg)
Vowels and their formants
• Formants are the primary perceptual cues for
vowels. F1, F2, F3 ...
• Formants are region of energy within the
frequency spectrum
• As a rule of thumb, there is approximant 1
formant per 1,000 Hz.
• Experiments have proved that only the first
two formants are necessary for vowel
perception
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850 Hz
Graphing Vowels using their
formants
i a u
250 Hz
2500 Hz
1500 Hz
300 Hz
900 Hz
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Graphing Vowels using their
formants (charting 1st Formant
against 2nd Formant
F1
F2
200
400
600
800
2500 2000 1500 1000 500
i
u
a
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Consonants and their formant
transitions
• Stops/Plosives are articulatory configurations
involving no airflow
• No airflow = (almost) no acoustic output
• There may be evidence of vocal fold vibration
• However, stops can be characterised by the
formant transitions following or approaching
vowels
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Consonants and their formant
transitions
i b i
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Consonants and their formant
transitions
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The Frequency of Fricatives
• Fricatives involve a turbulent airflow
• On a spectrogram, we see ‘noise’ not a
formant structure
• The frequency range differentiates between
fricatives
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The Frequency of Fricatives
f � s �
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Other Sounds
• Nasals, laterals and rhotics (r-sounds) all have
formant structure, resembling vowels
• However, these sounds are less sonorous
(quieter), and appear less dark (= less energy)
on a spectrogram
• Laterals and Rhotics form a natural class
called liquids
• Rhotics exhibit a prominent lowering of F3,
laterals do not.
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Nasals
a m a a n a
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Laterals and Rhotics
a l a a a
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Is that all?!!
• There are numerous acoustic cues for every
sound.
• Problem of invariance...as well as
articulatory/acoustic mismatch.
• However, this “redundancy” in perceptual cues
is good for communication purposes.
• Don’t always work
• My slip of the ear ≈ “felines do not emit
sounds like canines”
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Speech Perception
• Speech seem to utilise categorical perception
• Despite articulatory/acoustic domain being
continuous in nature, we perceive categories
• We can be relatively insensitive to some
changes in acoustics, but at certain thresholds
we become aware of differences
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Perception of Place
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Speech Perception: Duplex & Bimodal
• What do you think this noise is?
• Or this?
• Now can you guess what it is?
• Outside of a context, speech sounds don’t have
to sound like speech!
• What have your eyes got to do with perceiving
speech?
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Theories of Speech Perception
• There are many competing theories
• Can be divided into:
• Passive theories - essentially cue counting
• Active theories - using detected cues to infer
speaker’s articulatory actions
• Probably a mixture of both required.
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When Perception Meets Phonology
• How many vowels do you hear in this?
• Answer: As many as we want!!!
• You also perceive the sounds you expect to
hear!
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Dealing with Patterns• Consider the following data from Scottish English:
Bruce [ b �s ] Greece [ g is ]
spoon [ sp�n ]
brute [ b �t ] greet [ g it ]brew [ b � ]
brood [ b �d ] greed [ g id ]
brewed [b �9d] agreed [ �g i9d]
• “Scottish Vowel Length Rule”: (in part) morphologically
conditioned
• Also notice, in Scottish English loose is [l�s], while look is
[l�k]: Irish English realisations would be [ lus ] and [ lUk ]
respectively. How do we explain this?
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Looking at Diversity• How can we make generalisations for the diversity of
patterns witnessed in English vowel systems?
• Wells (1982) “Accents of English” proposes “lexical sets”
for English which can be defined as “groups of words which
share a phonetic feature”
KIT (ship, rip, dim)
DRESS (step, ebb, hem)
TRAP (bad, cab, ham)
LOT (stop, rob, swan)
STRUT (cub, rub, hum)
FOOT (full, look, could)
BATH (staff, clasp, dance)
CLOTH (cough, long, gone)
NURSE (hurt, term, work)
FLEECE (seed, key, seize)
FACE (weight, rein, steak)
PALM (calm, bra, father)
THOUGHT (taut, hawk, broad)
GOAT (soap, soul, home)
GOOSE (who, group, few)
PRICE (ripe, tribe, aisle)
CHOICE (boy, void coin)
MOUTH (pouch, noun, crowd)
NEAR (beer, pier, fierce)
SQUARE (care, air, wear)
START (far, sharp, farm)
NORTH (war, storm, for)
FORCE (floor, coarse, ore)
CURE (poor, tour, fury)
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Patterns in Lexical Sets
• Dialects can be described in terms of the phonetic quality of the
unit illustrated by a particular lexical set
• Dialects can also be described in terms contrasts between lexical
sets, or the sets may pattern together or merge.
• For example:
• In Scottish English, GOOSE is [�]. There is a merger between
GOOSE and FOOT sets.
• In RP (Received Pronunciation, BBC English), there is a merger
between THOUGHT, NORTH and FORCE (RP is “non-rhotic”
no post vocalic [�])• In Irish English, GOOSE can range from [u] to [�:]. Merger
between TRAP and BATH (and possibly PALM). Is Sam =
psalm? NORTH/FORCE contrast?
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New Zealand Vowels
• Listen to this sample of New Zealand English
• In particular, listen out for words from the
TRAP, DRESS, and KIT sets.
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New Zealand Vowels
u
�
æ
�
æ = [+front, +low]
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Detail Voice : VOT
• Lisker & Abrambson (1968) proposed Voice Onset Time
English /b/
English /p/ [ - voice]
[ + voice]
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Phonological Features
• Also called phonetic features or distinctive
features
• Used to capture classes of sounds
• Sonorants are [+sonorant]
• Obstruents are [-sonorant]
• Many features...see handout
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Using Phonological Features
• In the Spanish dataset, we proposed three rules.
• But the rules were very similar...better to
express patterns as generalisation
• Fricatives are [+continuant]
• Our three rules become one:
• [-sonorant, +voiced] → [+continuant] / V_V
• Voiced stops become fricatives intervocallically
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And finally, some Perceptual Magic
• Speech Perception is non trivial
• Listen to this: “slit”
• Broken into “s” and “lit”
• Add silence to “s”
• Now listen to “s” plus silence plus “lit”