Spoken Word Forms Research Articles

Indonesian Language Acquisition of 0-2-Year-Old Children: A Study of Psycholinguistic Perspective

This study discusses the problem of phonology and morphology acquisition in children aged 0-2 years whose parents use Indonesian in their daily interaction (communication) in the family while the surrounding community interacts (communicates) using the local language (Javanese). This research concludes that the embryonic development of children's language can vary in each individual, can develop quickly and can also be slow, depending on the level or level of age, the ability of the parents, and the active environment to develop it. This type of research is descriptive qualitative research. The data generated from this research is in the form of spoken words, which will then be transcribed into writing. Data related to this research, which is devoted to language acquisition in the form of phonology and morphology acquisition in children aged 0-2 years, was obtained using several methods.

Nonword reading by adults who stutter in a transparent orthography

PurposeUsing word- and nonword-reading passages in Kannada, which has a transparent orthography, we attempted to determine (a) whether orthographic differences between English and Kannada may explain the observed differences in stutter rates on nonwords, and (b) whether longer nonwords, like words, incur higher rates of stutters. MethodsStutters are defined as sound or syllable repetitions, sound prolongations, broken words or nonwords (a pause within a word or nonword), abnormal pauses, and intrusive vowel-like sounds. Twenty-six persons, who stutter, read the word and nonword passages. The nonwords were created by changing the first syllable of each word; otherwise words and nonwords were equivalent in length and syllable structure. Stutters were counted from audio-recordings and statistically analyzed. ResultsPWS stuttered on words in varying amounts and in significantly larger amounts on nonwords. Stutter frequency increased roughly in proportion to the increase in the length of phonological words (previously known) and nonwords (reported for the first time here). ConclusionThe results cannot be attributed to the difficulty of pronouncing nonwords because Kannada orthography has a one-to-one relationship between the written and spoken forms of words. Speech production is a multi-stage process consisting of ideation, lemma selection, phonological word creation, and the articulatory planning and execution. Because nonwords lack meaning and clearly identifiable part of speech, it appears that stutters arise late in the speech production process at the phonological word formation and articulatory planning stages. Meaning, lexicality, and morphosyntax may not contribute significantly to the occurrence of stutters.

ANALISIS FATWA MUI TENTANG PERLINDUNGAN HAK KEKAYAAN INTELEKTUAL

Copyright is a type of intellectual property right, which has been widely discussed by the public lately. Based on data from the International Data Corporation (IDC), Indonesia in 2007 was listed in the top five countries with the highest levels of piracy and the biggest violators of Intellectual Property Rights. Indonesia is also known as one of the "paradise" for circulation of pirated and illegal goods. MUI as one of the Islamic religious institutions in the State of Indonesia has issued a fatwa regarding the protection of Intellectual Property Rights, which contains several considerations, legal basis, and the mafsada that arises.Departing from the problem above, there are several problems formulated to find out the background of the existence of the MUI Fatwa regarding the protection of Intellectual Property Rights, how the provisions of the MUI fatwa against IPR violations and how the implementation of the MUI Fatwa in the practice of photocopies of copyrighted books. While the data is obtained through documentation, observations and interviews which were then analyzed using descriptive qualitative methods, namely data in the form of spoken words or from people and their behavior that can be observed.The view of Islamic law regarding the provision of copyright protection is an appreciation for his efforts and sacrifices during the process of discovering intellectual works and these works can be included in the class of assets, namely intellectual property. With regard to the fatwa issued by the MUI regarding Copyright, the MUI views Copyright as one of the Huquq Maliyyah (property rights) that receives legal protection as mal (property) for the legal provisions issued by the MUI on Copyright. Copyright including property rights (milkiyah) in Islamic law can be obtained from various ways, including namely ihraz al-mubahat (free control of property), namely the method of ownership through control over assets that have not been controlled or owned by other parties so that assets that have become his property is obliged to be protected by both formal law and Islamic law as individual property rights. From the results of research in the practice of photocopying copyrighted book services "not violating" the rules set by the MUI, copying activities are only to make it easier for the public, especially students who need books for educational purposes. books copied (made) without asking permission from the creators.

Upaya Guru TPA dalam Meningkatkan Kemampuan Baca Al-Qur’an di Taman Pendidikan Al-Qur’an Babussalam Jorong Simpang Pogang

The author's motivation in choosing this is because the author sees students who have low Al-Qur'an reading skills, as well as a lack of student interest in learning so that it makes students play games and joke around and go in and out during learning which of course affects reading ability. child. So that in this case the efforts of a teacher are needed in improving the ability to read the Koran. This type of research is a type of field research that is qualitative in nature which is obtained through observations and interviews with teachers of the Babussalam Qur'an Education Center, which produces descriptive data in the form of spoken words, writing, and observed behavior of the subjects studied. . This research only provides an overview of the efforts made by Babussalam Al-Qur'an Education Park teachers in improving children's ability to read the Al-Qur'an. Based on the results of the research conducted by the author, it can be seen that the efforts made by the teacher at the Babussalam Al-Qur'an Education Center in improving children's Al-Qur'an reading ability include giving warnings to children when wrong, giving guidance, giving praise to children, giving rewards or prizes to children who have good and good reading and giving assignments to repeat reading to children. And there are supporting factors that come from the students themselves such as having a good intellectual and having a high interest in improving the ability to read the Qur'an.

Continuous Theta-Burst Stimulation of the Primary Motor Cortex Induces Specific Influence on Novel Vocabulary Acquisition in Different Learning Environments

The primary motor cortex takes part in various stages of language learning accompanied by human motor activity. However, previous studies of causal relationships between the activation of primary motor cortex and efficiency of language tasks reveal contradictory results, likely due to diverging learning environments and specific movement patterns required by different experimental designs. The goal of this research was to comprehensively investigate the effect of continuous theta-burst magnetic stimulation (cTBS) of the primary motor cortex on the acquisition of new words while modulating the learning environment and the motor response during the learning process. Following cTBS of the primary motor cortex or control conditions (sham and active control cTBS), the subjects (n = 96) completed a novel word learning task, which involved associating visually presented objects with spoken word forms using a virtual reality (VR) or conventional computer monitor environment. In each environment, the subjects were exposed to eight novel words embedded into questions about visual stimulus properties in order to prompt novel associations. Responses to these questions could be performed either by distal or by proximal hand movements. The outcome of the word acquisition was measured using a free recall task immediately after the training and on the next day. The results showed significant differences in the success of recalling new words immediately after the learning session and on the next day only in those subjects who received cTBS of the primary motor cortex; furthermore, this effect was specific to proximal movements in both learning environments. The results suggest that the motor cortex is directly involved in acquiring novel vocabulary during active interaction with the learning material.

COVID-19 in Humor: Verbal Humor Construction in Indonesian Stand-Up Comedian Performances

This current study explains how verbal humor is constructed in stand-up comedian's discourse on COVID-19 pandemic issue in Indonesia. This research employed a qualitative approach by applying the content analysis method. The transcription of five stand-up comedy audio-video clips concerning COVID-19 in Indonesia that were taken from www.youtube.com provided the primary data in the form of spoken words. Videos were selected based on keywords submitted by comedians. The findings show that verbal humor in stand-up comedian discourse has variations in knowledge resources (KRs). Topics presented by comedians related to the COVID-19 pandemic are realized in various logical mechanisms (LM) such as fallacious reasoning, word repetition, insult humor, and false analogy. Another variation found is the variation in the narrative strategy, target, and situation constructed by the comedian.

Phonological and Articulatory Deficits in the Production of Novel Signs in Children With Developmental Language Disorder.

Sign language, like spoken language, incorporates phonological and articulatory (or motor) processing components. Thus, the learning of novel signs, like novel spoken word forms, may be problematic for children with developmental language disorder (DLD). In the present work, we hypothesize that phonological and articulatory deficits in novel sign repetition and learning would differentiate preschool-age children with DLD from their typical peers. Children with DLD (n = 34; aged 4-5 years) and their age-matched typical peers (n = 21) participated. Children were exposed to four novel signs, all iconic, but only two linked to a visual referent. Children imitatively produced these novel signs multiple times. We obtained measures of phonological accuracy and articulatory motion stability as well as of learning of the associated visual referent. Children with DLD showed an increased number of phonological feature (i.e., handshape, path, and orientation of the hands) errors when compared with their typical peers. While articulatory variability did not overall differentiate children with DLD from typical peers, children with DLD showed instability in one novel sign that obligated bimanual oppositional movement. Semantic aspects of novel sign learning were unaffected in children with DLD. Deficits that have been documented in phonological organization of spoken words in children with DLD are also evident in the manual domain. Analyses of hand motion variability suggest that children with DLD do not show a generalized motor deficit, but one that is restricted to the implementation of coordinated and sequential hand motion.

Short-Term Habituation of Auditory N1 in Spoken Word-Forms Is Modulated by Phonological Information

Short-term auditory habituation is typically reflected by decreased but recoverable amplitudes of the N1 component of event-related potentials to repeated stimuli. It remains less well understood whether and how N1 habituation is modulated by the human cognition. The current study aims to further test for the potential modulatory roles of phonological information carried by spoken word-forms. Two phonological variables, namely lexicality (real versus pseudoword-form) and usage frequency (high versus low frequency), are considered and combined factorially, yielding four types of monosyllabic Mandarin spoken word-forms. Each type consists of 10 items (i.e., word-forms). The stimuli were passively presented to native Mandarin speakers in trains of five (S1–S5), while their EEG was recorded. The peak amplitudes of N1 to the same type of speech stimuli were calculated for each position by averaging the trains extracted from the EEG recording. Then, the N1 habituation was quantified for the two electrodes of interest (C3 and C4) in each repetitive presentation position (S2–S5). The results showed that the N1 habituation in low-frequency pseudo word-forms was consistently greater than in low-frequency real word-forms and high-frequency pseudo word-forms, respectively, at the fourth presentation (S4). The results suggest the first evidence that different types of phonological information (i.e., lexicality and usage frequency) modulate N1 habituation, interactively. Sensory filtering is proposed as a candidate mechanism for mediating between the processing of phonological information and the short-term habituation of auditory N1.

Frequency of Exposure Influences Accentedness and Comprehensibility in Learners’ Pronunciation of Second Language Words

AbstractThe current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A picture‐naming test was administered before, immediately after, and approximately one week after the treatment. The elicited speech samples were evaluated for two aspects of spoken vocabulary knowledge: pronunciation (accentedness and comprehensibility) and form–meaning connection (spoken form recall). Results showed that (a) the number of exposures positively affected measures of form–meaning connection and pronunciation immediately after the treatment, and (b) cognateness moderated how strongly repetition impacted the pronunciation of L2 words. Moderate learning gains occurred for comprehensibility after six exposures to new words. However, with six exposures, only small effects of repetition were observed for accentedness.

The effect of processing semantic features on spoken word retrieval in a case series of people with aphasia

Purpose: There is a growing body of evidence showing the benefit of Semantic Feature Analysis in the treatment of word finding abilities in people with aphasia. The original technique was grounded in the hypothesis that the activation of semantic features spreads to the target and thereby facilitates its subsequent retrieval. However, it remains unclear the extent to which the focus on semantic features influences the treatment effects. The aim of this study was therefore to shed light on this issue by examining the effect of priming with semantic features (parts and functions) on target retrieval across a case series of people with aphasia. Method: 10 people with aphasia and word retrieval impairments were primed with spoken forms of words that were either the target name (identity condition, e.g. car), parts of the target (e.g. wheel) or functions of the target (e.g. drive) before later being asked to name a picture of that target. An unrelated prime condition (e.g. employ) was used as a control for test-retest effects. Result: At a group level, there was speeding of reaction times in picture naming in the identity condition relative to the unrelated condition; however, no effect of priming was found for either parts or functions. There was significantly better response accuracy in post-priming naming, but this effect did not reach significance for any individual experimental condition (identity, parts, functions) as compared to the unrelated condition, although the identity condition showed numerical improvement while the other two conditions showed decline. Conclusion: Given the lack of evidence for facilitatory effects from parts and functions of a target in a priming task, this research suggests that further research is warranted on the extent to which the improvement in word retrieval subsequent to Semantic Feature Analysis is caused by the emphasis on production of semantic features rather than from the repetition of the target name.

Children at risk for dyslexia show deficient left-hemispheric memory representations for new spoken word forms

Developmental dyslexia is a specific learning disorder with impairments in reading and spelling acquisition. Apart from literacy problems, dyslexics show inefficient speech encoding and deficient novel word learning, with underlying problems in phonological processing and learning. These problems have been suggested to be related to deficient specialization of the left hemisphere for language processing. To examine this possibility, we tracked with magnetoencephalography (MEG) the activation of the bilateral temporal cortices during formation of neural memory traces for new spoken word forms in 7–8-year-old children with high familial dyslexia risk and in controls. The at-risk children improved equally to their peers in overt repetition of recurring new word forms, but were poorer in explicit recognition of the recurring word forms. Both groups showed reduced activation for the recurring word forms 400–1200 ms after word onset in the right auditory cortex, replicating the results of our previous study on typically developing children (Nora et al., 2017, Children show right-lateralized effects of spoken word-form learning. PLoS ONE 12(2): e0171034). However, only the control group consistently showed a similar reduction of activation for recurring word forms in the left temporal areas. The results highlight the importance of left-hemispheric phonological processing for efficient phonological representations and its disruption in dyslexia.

“My Body Is a Temple/I Am the God It Was Built For”: An Examination of the Confrontation of Male Entitlement in the Spoken Word Poetry of Savannah Brown and Hollie McNish

Alternative forms of expression, like spoken word and slam poetry, manifest themselves when conventional representations silence certain groups. These alternative forms, however, also hold the capacity to exclude certain individuals as is illustrated by the objectification of women in many contemporary spoken word forms. While the rising popularity of this genre of poetry reinforces the male gaze, certain female spoken word artists refuse to allow this form to erase their own experiences. This essay therefore brings to the forefront the voices of those who have emerged to confront this silencing and assert a female identity not determined by male fantasies. A strategic focus on the poems ‘hi, i’m a slut’ by Savannah Brown and ‘A Poem on Flo Rida’s Blow My Whistle’ by Hollie McNish, explores the effectiveness of the techniques used by female spoken word poets to subvert and even ridicule this male-dominated form, which in turn creates a liberating space in which the voices of women are brought to centre stage.

Impact of Learning to Read in a Mixed Approach on Neural Tuning to Words in Beginning Readers.

The impact of learning to read in a mixed approach using both the global and phonics teaching methods on the emergence of left hemisphere neural specialization for word recognition is yet unknown in children. Taking advantage of a natural school context with such a mixed approach, we tested 42 first graders behaviorally and with Fast Periodic Visual Stimulation using electroencephalographic recordings (FPVS-EEG) to measure selective neural responses to letter strings. Letter strings were inserted periodically (1/5) in pseudofonts in 40 s sequences displayed at 6 Hz and were either words globally taught at school, that could therefore be processed by visual whole-word form recognition (global method), or control words/pseudowords eliciting grapheme-phoneme (GP) mappings (phonics method). Results show that selective responses (F/5, 1.2 Hz) were left lateralized for control stimuli that triggered GP mappings but bilateral for globally taught words. It implies that neural mechanisms recruited during visual word processing are influenced by the nature of the mapping between written and spoken word forms. GP mappings induce left hemisphere discrimination responses, and visual recognition of whole-word forms induce bilateral responses, probably because the right hemisphere is relatively more involved in holistic visual object recognition. Splitting the group as a function of the mastery of GP mappings into “good” and “poor” readers strongly suggests that good readers actually processed all stimuli (including global words) predominantly with their left hemisphere, while poor readers showed bilateral responses for global words. These results show that in a mixed approach of teaching to read, global method instruction may induce neural processes that differ from those specialized for reading in the left hemisphere. Furthermore, given their difficulties in automatizing GP mappings, poor readers are especially prone to rely on this alternative visual strategy. A preprint of this paper has been released on Biorxiv (van de Walle de Ghelcke et al., 2018).

On solutions for the defects of Tshivenḓa practical orthography

In Tshivenḓa, there are clear discrepancies between the written and spoken forms of words. This affects the writing and compilation of dictionaries because sometimes a trigraph such as tsh has two distinct pronunciations, namely [tʃh] and [tʃ’] as in mutshila [mutʃhiſa] (tail), and kutshila [k’utʃ’iſa] (small tail). Similar variance in the pronunciation of ts, namely [tsh] and [ts’], can also be observed in words like tsimbi [tshimbi] (iron, metal or bell) and kutsimbi [k’uts’imbi] (small iron, metal or small bell). The dissimilarities in the pronunciations of these sounds by individual speakers make some of the examples such as tswina [tshwina] (lizard) and kutswina [k’utsw’ina] (small lizard) confusing. Even among native speakers of the language, a number of Tshivenḓa speech sounds are often mispronounced as speakers tend to pronounce the same word differently.

Spoken second language words activate native language orthographic information in late second language learners

ABSTRACTThis study investigated the time course of activation of orthographic information in spoken word recognition with two visual world eye-tracking experiments in a task where second language (L2) spoken word forms had to be matched with their printed referents. Participants (n= 64) were native Finnish learners of L2 French ranging from beginners to highly proficient. In Experiment 1, L2 targets (e.g.,<cidre>/sidʀ/) were presented with either orthographically overlapping onset competitors (e.g.,<cintre>/sɛ̃tʀ/) or phonologically overlapping onset competitors (<cycle>/sikl/). In Experiment 2, L2 targets (e.g.,<paume>/pom/) were associated with competitors in Finnish, L1 of the participants, in conditions symmetric to Experiment 1 (<pauhu>/pauhu/ vs.<pommi>/pom:i/). In the within-language experiment (Experiment 1), the difference in target identification between the experimental conditions was not significant. In the between-language experiment (Experiment 2), orthographic information impacted the mapping more in lower proficiency learners, and this effect was observed 600 ms after the target word onset. The influence of proficiency on the matching was nonlinear: proficiency impacted the mapping significantly more in the lower half of the proficiency scale in both experiments. These results are discussed in terms of coactivation of orthographic and phonological information in L2 spoken word recognition.

Variations within a subtype: Developmental surface dyslexias in English

Surface dyslexia is characterised by poor reading of irregular words while nonword reading can be completely normal. Previous work has identified several theoretical possibilities for the underlying locus of impairment in surface dyslexia. In this study, we systematically investigated whether children with surface dyslexia showed different patterns of reading performance that could be traced back to different underlying levels of impairment. To do this, we tested 12 English readers, replicating previous work in Hebrew (Gvion & Friedmann, 2013; 2016; Friedmann & Lukov, 2008; Friedmann & Gvion, 2016). In our sample, we found that poor irregular word reading was associated with deficits at the level of the orthographic input lexicon and with impaired access to meaning and spoken word forms after processing written words in the orthographic input lexicon. There were also children whose surface dyslexia seemed to be caused by impairments of the phonological output lexicon. We suggest that further evidence is required to unequivocally support a fourth pattern where the link between orthography and meaning is intact while the link between orthography and spoken word forms is not functioning. All patterns found were consistent with dual route theory while possible patterns of results, which would be inconsistent with dual route theory, were not detected.

How Word Meaning Influences Word Reading

Understanding how we read is a fundamental question for psychology, with critical implications for education. Studies of word reading tend to focus on the mappings between the written and spoken forms of words. In this article, we review evidence from developmental, neuroimaging, neuropsychological, and computational studies that show that knowledge of word meanings is inextricably involved in word reading. Consequently, models of reading must better specify the role of meaning in skilled reading and its acquisition. Further, our review paves the way for educationally realistic research to confirm whether explicit teaching of oral vocabulary improves word reading.

Does hearing several speakers reduce foreign word learning?

Learning spoken word forms is a vital part of second language learning, and CALL lends itself well to this training. Not enough is known, however, about how auditory variation across speech tokens may affect receptive word learning. To find out, 144 Thai university students with no knowledge of the Patani Malay language learned 24 foreign words in a CALL program for receptive vocabulary learning. Word meanings were presented in line drawings, and their spoken forms presented by either one or three Patani Malay speakers. Several other variables were included for control. Logistic regressions with and without adjustment by other factors suggested learners recognized somewhat fewer word meanings when trained with three Patani Malay speakers, especially under varied image conditions. This finding implies fragile initial auditory representations, and limited processing resources. The application of current results and their interpretation to CALL may be to limit sources of variation that would otherwise direct attention away from word forms.

Learning and consolidation of new spoken words in autism spectrum disorder

Autism spectrum disorder (ASD) is characterized by rich heterogeneity in vocabulary knowledge and word knowledge that is not well accounted for by current cognitive theories. This study examines whether individual differences in vocabulary knowledge in ASD might be partly explained by a difficulty with consolidating newly learned spoken words and/or integrating them with existing knowledge. Nineteen boys with ASD and 19 typically developing (TD) boys matched on age and vocabulary knowledge showed similar improvements in recognition and recall of novel words (e.g. 'biscal') 24 hours after training, suggesting an intact ability to consolidate explicit knowledge of new spoken word forms. TD children showed competition effects for existing neighbors (e.g. 'biscuit') after 24 hours, suggesting that the new words had been integrated with existing knowledge over time. In contrast, children with ASD showed immediate competition effects that were not significant after 24 hours, suggesting a qualitative difference in the time course of lexical integration. These results are considered from the perspective of the dual-memory systems framework.

Effects of Referent Token Variability on L2 Vocabulary Learning

Previous research has demonstrated substantially improved second language (L2) vocabulary learning when spoken word forms are varied using multiple talkers, speaking styles, or speaking rates. In contrast, the present study varied visual representations of referents for target vocabulary. English speakers learned Spanish words in formats of no variability (6 repetitions, 1 image of the word referent), moderate variability (2 repetitions each of 3 different images), and high variability (1 repetition each of 6 different images). In contrast to the positive effects of word‐form variability, referent token variability produced negative effects on L2 vocabulary learning. These findings support the type of processing resource allocation model (Barcroft, 2002) because increases in referent‐oriented processing diverted available resources from form‐oriented processing and learning.