final

Question 1

categorical perception:

Answer 1

The tendency of listeners to perceive speech sounds varied along a continuum according to the phonemic categories of their native language”

Question 2

identification test

Answer 2

perceptual test in which stimuli are presented separately to be labeled

Question 3

discrimination test

Answer 3

a type of test in which stimuli are presented in ordered groups. the listener determines similarities and differences among the simuli

Question 4

Perception of speech

Answer 4

 “A specialized aspect of a general human ability to seek and recognize acoustic patterns.”

The redundancy of acoustic cues

 Perception of speech sounds that overlap and
are not discrete

 Use of context to decode the acoustic message: use of the acoustic information in neighboring sounds

Question 5

Acoustic cues for vowels,

Answer 5

Most perceptually salient

 High intensity with prominent resonances

 Longer in duration than consonants

 In general, use of F1 and F2 to identify each vowel

• A sufficient cue for back vowels: A single formant with the intermediate frequency of F1 and F2
• F3 is more important for the perception of front vowels than that of back vowels

 Variation in steady-state formant frequencies due to:
• Various vocal tract sizes
• Effect of context: e.g., /ɑ/ in far vs. stop

• Effect of rate of articulation
− Neutralization of vowels with increased speaking rate
− Constant changes in articulation at normal conversational rate

 Use of patterns rather than the actual values of formant frequencies

 Use of formant transitions
• more accurate identification of vowels with consonant-to-vowel (CV) or vowel-to-consonant (VC) transitions than isolated vowel transitions
• Use of information from F3 and from f0

Question 6

acoustic cues for glides/liquids

Answer 6

Perception of Semivowels
 Differentiated by more rapid formant transitions compared to vowels

 F1 and F2 to perceive glides
F2 to distinguish/w/from/j/

 F1, F2 and F3 to perceive liquids F3 todistinguish/r/from/l/
 Figure 10.2, 10.3

Question 7

acoustic cues for nasals

Answer 7

 Perception of nasal manner
• A weakening of intensity in the upper formants due
to antiresonances

• A resonance added below 500 Hz (often 200-300 Hz): nasal murmur
• The nasalization of vowels

 Perception of place of articulation by formant transitions
• Frequency and duration from and to: /m/ < /n/ < /ŋ/ • Most variable in frequency for /ŋ/

Question 8

acoustic cues for stops

Answer 8

Extension of formant transition makes stops (< 40 ms) perceived as glides (40 or 50 ms) and glides as a sequence of vowels ( > 150 ms): Figure 10.4
e.g., /bɛ/ and /gɛ/ → /wɛ/ and /jɛ/ → /uɛ/ and /iɛ/

The frequency of the most intense portion of the
burst + F2 transition to or from a neighboring vowel

• High-frequency bursts + vowels: perceived as /t/
• Low-frequency bursts + vowels: perceived as /p/
• Bursts slightly above the frequency of F2 + vowels: perceived as /k/

 Rapid F2 transition only ( in C+ /a/ context): Figure 10.6

  * Rising: perceived as labial /p, b/
* Slightly falling: perceived as alveolar /t, d/ • Sharply falling: perceived as velar /k, g/

Question 9

place cues of stops

Answer 9

 Locus frequency (F2 transition pointing to a particular locus)
  • /b/: 720 Hz
  • /d/: 1,800 Hz 
• /g/: 3,000 Hz
 F3 also serves as a cue  Figure 10.7

Question 10

place cues for fricatives

Answer 10

 Place cues
•1 Spectral (frequency) differences

− The sibilants (/s, z, ʃ, ʒ/) with relatively steep, high- frequency spectral peaks

− The nonsibilants (/f, v, θ, ð/) with relatively flat spectra

− around 4 kHz for /s, z/ vs. 2.5 kHz for /ʃ, ʒ/

− /f, v/ vs. /θ, ð/: not as reliably differentiated

Place cues
• 2 Intensity (amplitude) differences
− The sibilants (/s, z, ʃ, ʒ/) with high-intensity levels

− The nonsibilants (/f, v, θ, ð/) with low-intensity levels

•3 Formant transitions (F2 and F3)
− Less important for fricatives than for stops

− More important for perception of /f, v/ or /θ, ð/ than sibilants /s, z/ or /ʃ, ʒ/ (noise portion as a sufficient cue)

Question 11

voice cues for fricatives

Answer 11

 Voicing cues
• The presence or absence of phonation

• The duration of frication relative to the duration of the preceding vowel

−e.g., use(/jus/vs./juz/)
− /s/ is perceived with longer frication duration

• Reduced intensity for voiced fricatives

Question 12

voicing cues for stops

Answer 12

Voicing Cues of Stops
 The presence or absence of voice bar during stop closure
 The presence or absence of aspiration
 Voice onset time (VOT)
 F1 cutback (the delay of F1 relative to F2 onset: Figure 10.8
• F1 cutback of 30 ms or more: perceived as voiceless
• VOT and F1 cutback are greater for velar stops than for labial and alveolar stops

Question 13

locus frequency for stops

Answer 13

Locus frequency (F2 transition pointing to a particular locus)
• /b/: 720 Hz
• /d/: 1,800 Hz 
• /g/: 3,000 Hz
 F3 also serves as a cue  Figure 10.7

Question 14

􏰃 Figure 10.9

Answer 14

go book

Question 15

10.10,

Answer 15

go book

Question 16

10.11

Answer 16

go book

Question 17

Acoustic cues for prosodic features

Answer 17

 Primary cues: fundamental frequency, amplitude, & duration (pitch, loudness, length)

 Percepts depending on the extent of the physical changes, the covariation of a number of acoustic variables, the degree of contrast in acoustic variables across different syllables

 Perception of intonation: tracking pitch change

 Perception of stress: higher f0 (the most important cue), greater duration and amplitude

 Perception of internal juncture: slience, vowel lenghthening, the presence or absence of phonation or aspiration