Vocal Word Research Articles

Implementation of Voice based Touchless Lift System

In this rapid world of technology where voice begins its era of domination to replace the touch screens from smart phones to huge computer systems, bringing voice in day to day affairs becomes significant. An elevator or lift is a transport vehicle that moves people or goods from on floor to another floor in a building. Typically push buttons were used to send requests to the elevators. In recent times touch buttons are coming to use. But now voice recognition can replace the push/touch technology. Elevators being one such system used in daily life serves this purpose of making future generations hands free which also becomes a boon for the disabled as well as helps during the pandemic situation to avoid physical contact. The main objective of this project is to propose and assemble a voice operated lift/elevator control system. The proposed system acts as human-machine communication system. This research combines electronic control technology with speech recognition technology. The input to the system is human speech. Speech recognition is the method of recognizing the vocal words to take the essential actions accordingly. This device is very helpful for paralysis, short height people and physically challenged persons.

Dyslexia & the Pons

Introduction Dyslexia is a learning disorder. It is centered on the Pons. It affects between 5 to 17% of the population. The Pons is where the balance takes place. People with Dyslexia have trouble with balance. The Pons is also central to the sub consciousness, which is tied in with REM sleep. The sleep equation therefore applies. The Pons is involved in communication by facial expression. People with Dyslexia is a communication disorder since those with it have trouble linking visual and hearing senses. The Cranial Nerve VIII, Vestibular Nerve, responsible for hearing comes out of the Pons. The tracts for sight and hearing pass through the Lateral Geniculate Body (LGB) and the Medical Geniculate Body. (MGB) which are located on the anterior of the Thalamus. Reading and wringing, which is a problem with Dyslexia, involves both seeing and hearing. We translate visual signal to vocal words and writing. Dyslexia also have trouble with writing letters. They do letter backwards. The is an orientation problem. It may have to do with the left hemisphere which usually is responsible for language (Broca’s and Wernicke’s Areas). The Pons too is responsible for communication, especially the nonverbal facial recognition.

Kultura popularna jako przestrzeń edukacyjna. Wokół komunikacyjnych kontekstów kultury i edukacji w (po)nowoczesnym społeczeństwie

The important issue for a contemporary humanist has been the condition of culture in the postmodernity age. The author puts the currently dominant pop culture, that is too flexible and dynamic, on the opposite site to the high culture. In the postmodernity the pop culture standards determine the character of education space. Young people are looking mostly for enjoyment in the pop culture, what influences directly and indirectly the level of education. The result of this phenomenon is ongoing decrease of the level of schooling (education), what comes to the pauperization of the idea of an university. The communication is very important in the areas of culture and education. The most alarming is that the classical communication medium – vocal word, does not have enough influence to both very important processes: education and upbringing. Currently the most important is media coverage. There is a risk that the role of educator will be taken by computers.

Preliminary Study of Discrimination of Human Vocal Commands in Walrus (Odobenus rosmarus divergens)

Walruses seem to use various acoustic signals in social context. So, the auditory faculty is seems to be important for walruses. Can walruses understand another animals' vocal information using auditory sense? This study tested whether a male walrus could discriminate human vocal words and perform different actions corresponding to each one under various conditions. The subject, a male walrus (Odobenus rosmarus) named Pou, was set on the ground, and the experimenter spoke one of the ten words to the subject under the following conditions; (1) The experimenter stood close to the subject and spoke each vocal stimulus wearing a black cloak and goggles so that the experimenter's eye and body movements would not influence the subject's behavior, (2) A wooden board was placed between the experimenter and the subject so that the subject could not see the experimenter, (3) A wooden board was placed between the experimenter and the subject so that the subject could not to see the experimenter, and the experimenter uttered each vocal stimulus through an audio speaker. Under each condition, when the subject performed the correct action corresponding to the vocal stimulus, he was rewarded with a piece of fish. As a result, the subject responded correctly to almost all the human vocal stimuli in every condition, including when the speaker was not visible. This means that he was indeed responding to the vocal words and not the experimenter's cues. This study demonstrated that walruses can hear and identify human vocal words using their auditory sense and can form correspondence between vocal words and their meanings.

Does response modality influence conflict? Modelling vocal and manual response Stroop interference.

In the Stroop task, color words are presented in colored fonts and the task of the subject is to either name the word or name the color. If the word and font color are in agreement, then the stimulus is said to be congruent (e.g., RED in red font color); however, if the word and font color are not in agreement, the stimulus is said to be incongruent (e.g., RED in blue font color). Conflict in the Stroop task is measured by both RT and accuracy. In prior research, the amount of conflict differs depending on the response modality, vocal versus manual. We applied a model for multichoice decision-making (and confidence), the RTCON2 model (Ratcliff & Starns, 2013) to the data from 4 experiments, 2 with 2-choice manual responses, 1 with 4-choice manual touch screen responses, 1 with both 4-choice vocal responses, and 4-choice manual keyboard responses. Changes in the rate of information accumulation captured conflict effects for the manual-response versions, but not for the vocal-response version. Adding an extra nondecision time parameter allowed RTCON2 to account for the data patterns in the vocal-response version. However, to fully understand conflict in the vocal-response Stroop task, a model of conflict processing in the vocal word production system must be developed that would explain the additional processing time in the nondecision time parameter. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Increasing the vocalizations of individuals with autism during intervention with a speech-generating device.

This study aimed to teach individuals with autism spectrum disorder (ASD) and limited vocal speech to emit target vocalizations while using a speech-generating device (SGD). Of the 4 participants, 3 began emitting vocal word approximations with SGD responses after vocal instructional methods (delays, differential reinforcement, prompting) were introduced. Two participants met mastery criterion with a reinforcer delay and differential reinforcement, and 1 met criterion after fading an echoic model and prompt delay. For these participants, vocalizations initiated before speech outputs were shown to increase, and vocalizations generalized to a context in which the SGD was absent. The 4th participant showed high vocalization rates only when prompted. The results suggest that adding vocal instruction to an SGD-based intervention can increase vocalizations emitted along with SGD responses for some individuals with ASD.

Effects of lexical semantics on acoustic prominence

abstractThis paper explores the representations underlying lexical semantics. In particular, we test whether a word’s meaning can affect a word’s articulation. In Experiment 1, participants produced high-effort (e.g.,yelling) and low-effort (e.g.,chatting) words that are semantically related to articulation, as well as words that are semantically unrelated to articulation (e.g.,kicking). We found that vocal words were produced with greater intensity than non-vocal words. In Experiment 2, we explored the specificity of this effect by investigating how words semantically related to the mouth, but unrelated to vocalization (e.g.,chewing) were articulated. Analyses revealed that mouth words did not differ from controls, and we replicated the vocal effects from Experiment 1, suggesting fine-grain motor activation from lexical semantics. Experiment 3 revealed that the semantics of a verb influences the prosodic intensity of a sentence prior to the onset of the verb. Together, these data suggest aspects of lexical meaning influence prosody, and that motor representations may underlie lexical semantics.

Parallel Bimodal Bilingual Acquisition: A Hearing Child Mediated in a Deaf Family

The aim of this longitudinal case study was to describe bimodal and bilingual acquisition in a hearing child, Hugo, especially the role his Deaf family played in his linguistic education. Video observations of the family interactions were conducted from the time Hugo was 10 months of age until he was 40 months old. The family language was Swedish Sign Language (SSL). With Hugo, however, the parents used one language base in which single gestural signs or vocal words were often simultaneously inserted (the latter when not in visual contact). Hugo showed an awareness of visual attention to SSL communication at 22 months and differentiated vocal and gestural modality according to his interlocutor two months later. During the 28-month and 32-month sessions, a grammatical analysis might explain why Hugo’s use of SSL was rare. The findings are possibly vital for a broader international audience than professionals who meet bimodal-bilingual children.

Symbolic Gesture versus Word: Is There a Modality Advantage for Onset of Symbol Use?

Researchers have hypothesized in the past that children learning sign languages develop signs at an earlier age than is typically expected for vocal words. This assumption, however, has recently been questioned on the grounds that researchers have not always guaranteed that words and gestures are being used in a comparable fashion. The present study was designed to shed light on this controversy by comparing the onset of symbolic use of signs and words in a group of 22 hearing children exposed to symbolic gestures from 11 months onward. Bimonthly interviews emphasizing contexts of use of gestures and vocal words indicated a smaller modality difference than early research had predicted, thus providing support for the hypothesis that strides in cognitive abilities such as memory, categorization, and symbolization underlie this milestone in both modalities. At the same time, however, the data also indicated that the small difference in onset time was reliable, thus providing support for the notion that the gestural modality is, in fact, easier for many infants to master once the requisite cognitive skills are in place.