Lecture 23 Flashcards

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1
Q

Describe formants and sound spectrograms

A
  • The formant with the lowest frequency is
    called the first formant (F1), the second
    formant (F2) is the next highest, etc.
  • These can be visualized using sound
    spectrograms
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2
Q

Describe consonants

A

Consonants are produced by
constrictions of the vocal tract

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3
Q

Describe formant transitions

A

rapid changes
in frequency preceding or following
consonants

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4
Q

Describe phonemes

A

any of the perceptually distinct units of sound in a specified
language that distinguish one word from another, for example p, b, d, and t in
the English words pad, pat, bad, and bat.

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5
Q

Describe morphemes

A

a meaningful morphological unit of a language that cannot be
further divided (e.g. the word ‘dog’ cannot be broken down any more than it
already is)

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6
Q

Describe lack of invariance

A

While words are ‘built’ by putting together phonemes in different
combinations, the acoustic signal produced for any given phoneme is variable

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7
Q

Why is the lack of invariance important?

A

perceptual constancies (e.g.
colour constancy, size constancy, etc.), our perceptual systems can still
recognize differing acoustic signals as representing the same phoneme

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8
Q

Describe coarticulation

A
  • The sounds produced by a single phoneme can be different depending on what phoneme
    comes before and after it
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9
Q

Describe categorical perception

A
  • Categorical perception occurs
    with speech, given that a wide
    range of acoustic cues results in
    the perception of a limited
    number of sound categories
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10
Q

Describe voice onset time

A

the delay between
when a speech sound begins and when the vocal cords start vibrating

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11
Q

Describe the McGurk effect

A

speech perception can be influenced
by multimodal integration

  • Visual information provided is one
    such influence (and can be referred
    to as ‘audiovisual speech
    perception’)
  • The McGurk Effect was introduced
    in our very first lecture and involves
    visual input changing speech
    perception
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12
Q

Describe Kriegstein et. al study

A
  • Kriegstein (2005) presented participants with
    stimuli using both familiar and unfamiliar voices,
    while using fMRI
  • The superior temporal sulcus (STS) was found
    to be activated for all speech stimuli (consistent
    with prior work associating it with speech
    perception), though familiar (but not unfamiliar)
    voices also activated the fusiform face area
    (FFA)
  • Provides a physiological basis for a link between
    speech perception and facial processing
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13
Q

Describe phoneme perception

A
  • Phonemes are more easily perceived when
    they appear in a meaningful context
  • Represents an influence of top-down
    perception
  • Rubin et al. (1976): Participants recognized
    phonemes more quickly when presented as
    part of real words, as compared to ‘nonsense’
    words (e.g. bat vs. baf)
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14
Q

Describe the phonemic restoration effect

A
  • Missing phonemes can also be ‘filled in’ based on expectations (the
    phonemic restoration effect)
  • Warren (1970): embedded a cough in a recording of a sentence and asked
    participants to report: 1: where in the sentence the cough occurred, and 2:
    where any phonemes were missing
  • Participants could not accurately place where the cough occurred, nor
    recognize the missing phoneme that was removed
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15
Q

Describe the Millard and Isard study

A
  • Miller and Isard (1963) asked participants to ‘shadow’ (listen with
    headphones and repeat aloud what is heard) three kinds of sentences:
    1. Grammatically correct sentences
    e.g. gadgets simplify work around the house
    2. Anomalous sentences that correctly follow grammatical rules but do not
    make sense
    e.g. gadgets kill passengers from the eyes
    3. Ungrammatical strings of words
    e.g. between gadgets highways passengers the steal
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16
Q

Describe the segmentation problem

A
  • The segmentation problem refers to the fact that, because there are no physical
    breaks in the continuous acoustic signal, speech segmentation (perceiving
    individual words) can be a challenge
17
Q

Describe transitional probability

A

The chance that one sound will follow another in a language

18
Q

How do we learn a language?

A
  • A (very) general example of this would be that English speakers expect at
    least one vowel to occur after every few consonants or so
  • We learn these associations implicitly, through statistical learning
19
Q

Describe the Davis study

A
  • Davis et al. (2005) used noice-vocoded speech (a
    method to add noise to an acoustic signal) and asked
    participants to identity the words they were perceiving in
    each sentence
  • Accuracy was close to 0% for the first sentence and
    gradually increases across sentence number
  • Additional information provided by the preceding
    sentences provides some context and can lead to pop-
    out effects, in which related words in later sentences are
    easier to identify
  • Speaks to the role of top-down processing in perceiving
    language
20
Q

Describe motor theory

A
  • Although it has largely fallen ‘out of fashion’, Liberman et al. (1963, 1967) proposed a motor
    theory of speech perception
  • This was partly developed as a response to the lack of invariance (or, in simpler terms, the
    presence of variability!) associated with phonemes contained with the acoustic signal
  • Remember that mouth movements involve changing the configuration of your articulators
    (e.g. tongues, lips, etc.), which modify the shape of the vocal tract and therefore change its
    resonance properties (which affect frequencies, etc.), which accomplishes the task of
    producing different sounds of speech when air is pushed through it
21
Q

What is important about model networks?

A
  • Note that some models consider networks supporting production and
    comprehension as separate (diagram on the left), others as a unified
    network (diagram on the right) (Schomers & Pulvermuller, 2016)
22
Q

Describe Broca’s aphasia

A

Broca’s aphasia results from damage to Broca’s area (in the frontal lobe)

23
Q

Describe Wernicke’s aphasia

A

results from damage in Wernicke’s area (in the temporal lobe)

24
Q

What is word deafness?

A

(inability to recognize
words)

25
Q

Describe the voice area

A

A ‘voice area’ in the superior temporal sulcus (STS) has been identified that
is activated more strongly by voices than other sounds

26
Q

Describe voice cells

A

‘Voice cells’ in the temporal lobe of monkeys have also been found which
respond more strongly to recordings of monkey calls than to calls of other
animals (Perrodin et al., 2011)

27
Q

Describe phonetic features

A
  • Some of the neurons identified in Mesgarani et al. (2014)
    also seem tuned to selectively respond to more general
    phonetic features, such as:
  • Manner of articulation: what you actually do with your articulators (how you move your tongue, lips, etc. when pronouncing certain phonemes)
  • Place of articulation: where in your mouth the
    articulators are manipulated (back of the throat, front of mouth close to teeth, etc.)
28
Q

Describe the dual stream model of speech perception

A
  • The dual stream model of speech perception proposes that the ventral and
    dorsal pathways are involved with identifying sounds of speech and
    representing movements associated with sounds of sounds, respectively
29
Q

Describe Eimas study

A
  • Eimas et al. (1971): tested habituation
    with different VOT’s using suckling
    (rather than looking) time
  • After habituating to a baseline
    phoneme, the infants dishabituate to
    one kind of change (that adults would
    perceive as being a different
    phoneme) but not another (that
    adults would not perceive as being a
    different phoneme)
30
Q

Describe the social gating hypothesis

A

The social gating hypothesis proposes that
our brain ‘gates’ specific mechanisms that are
important/required for speaking particular
languages