DOCSLIB.ORG

語言心理學 • Speech Processing • Word Reading 陳欣進 • Language Production 國立中正大學心理學系 • Bilingualism • Dyslexia 神經與認知科學工作坊 02/10/12

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
語言心理學 • Speech Processing • Word Reading 陳欣進 • Language Production 國立中正大學心理學系 • Bilingualism • Dyslexia 神經與認知科學工作坊 02/10/12 Outline • Geschwind’s Model of Language Processing 語言心理學 • Speech Processing • Word Reading 陳欣進 • Language Production 國立中正大學心理學系 • Bilingualism • Dyslexia 神經與認知科學工作坊 02/10/12 1 2 Brain Mechanisms and Language 語言心理學是啥？ • Geschwind’s Model of Language Processing (1972) Conduction • 心理語言學(Psycholinguistics)： aphasia 研究語言使用所需之心理歷程 • 此心理歷程包括： – 語言理解 Language Comprehension – 語言產製 Language Production – 語言發展 Language Acquisition Wernicke’s Broca’s aphasia aphasia 4 言語知覺 – Speech Perception Perception of Isolated Speech Segments • Is speech perception simple ? • The Motor Theory of Speech Perception – just categorize the sounds that they hear into one –聽者會使用隱顯的發音知識 (如何發音) 以協助語音知覺 of many classes of sounds that exist in their (Liberman et al. 1967) language 用以說明類別知覺 • Actually, speech perception is extraordinarily complex !!! although the relationship between acoustic structure and perception is complex – the environmental context often interferes with the speech signal the link between articulation and perception is more direct other auditory signals competes your limited processing resources 證據 1：學第二外語多需由唸出音來學習 – the variability of the speech signal itself 證據 2：McGurk Effect (1978) (BA+GA=DA) no one-to-one correspondence between the when visual information and auditory characteristics of the acoustic stimulus and the information are in conflict, perceivers use both speech sound we hear information to arrive at a stable perception 1 Perception of Continuous Speech Speech Processing • 語音本身並不足以達成辨識 –Pollack & Pickett (1964) • 雖然個別字音在對話中可以被辨識出 受試者無法辨識由對話中切割出的個別字音 –語音知覺中的音韻音素(prosodic factor) • Stress, Intonation, and rate –語音知覺中的語義與語法音素 • 當單字尤其脈絡抽離後會較難以辨識 –Phonemic Restoration (音素復原效果) • Warren & Warren (1970) –It was found that the *eel was on the axle. –It was found that the *eel was on the shoe. –It was found that the *eel was on the orange. –It was found that the *eel was on the table. • wheel, heel, peel, meal • 消失的音素會被自動填補 • 在沒有 bottom-up processing 時，亦有能 top-down processing (Hickok & Poeppel, 2007) 8 Neural Basis of Word Reading Neural Basis of Reading 10 (Bolger, Perfetti, & Schneider, 2005) 9 (Shaywitz, Mody, & Shaywitz, 2006) Proto-Writing Aztec Family:Mesoamerican Chinese Location:Southern Mesoamerica Time:1400 CE to ~1600 CE Logographic Family:Sinitic Location:China, East Asia Time:~1500 BCE to present Adopted from Adopted from http://www.ancientscripts.com/ http://www.ancientscripts.com/ 2 Egyptian Maya Logophonetic Family:Mesoamerican Location:Southern Mesoamerica Time: 400 BCE to 1697 Logophonetic Egyptian Location: Africa > Egypt Time: 3100 BCE to 400 CE Adopted from http://www.ancientscripts.com/ Adopted from http://www.ancientscripts.com/ Logophonetic Family:Sinitic Maya Japanese Kana Location: East Asia Time: 5th Century CE to Present Adopted from Adopted from http://www.ancientscripts.com/ http://www.ancientscripts.com/ Hebrew C and V Alphabetic Latin Family:Proto-Canaanite Consonantal Alphabetic Location:Europe Family:Proto-Canaanite Time:700 BCE to Present Location:West Asia Time:10th century BCE A B C D E F G H I K to Present [a] [b] [k] [d] [e] [f] [g] [h] [i,y] [k] L M N O P Q R S T V X [l] [m] [n] [o] [p] [kw] [r] [s] [t] [u,w] [ks] Adopted from Adopted from http://www.ancientscripts.com/ http://www.ancientscripts.com/ 3 C and V Alphabetic Classic Dual Route Models Korean Hangul Family:Sinitic Location:East Asia Mental Lexicon Time: 15 Century CE to Present Two distinct and independent routes: . Direct access route: operates analogously to a direct association between spelling and meaning, that is, this process is a set of word-specific rules that map orthographic representations to lexical entries. Indirect access route: is analogous to a rule-governed mapping from spelling to phonology that is in turn mapped to meaning. This indirect process requires one set of rules for phonologic coding, which maps representations of graphemes to representations of phonemes, and it requires a second set of rules to map these combinations of phonologic units to lexical Adopted from entries (Van Orden, Pennington, & Stone, 1990). http://www.ancientscripts.com/ Orthographic Depth Hypothesis Neural Basis of Word Reading • ODH as a special case of Dual Route Theory – Word recognition process differs for various orthographies – Shallow (transparent) orthographies (ex. Italian, Dutch, Serbo-Croatain): rely more on indirect route – Deep (opaque) orthographies (ex. English, Hebrew, Chinese): rely more on direct route (Tan, Laird, Li, & Fox, 2005) 22 Sentence Comprehension Sentence Comprehension • Bilateral Activation, Integration, and Selection Model, • Memory, Unification, Control Model (Hagoort, 2005) (Jung-Beeman, 2005 ) Control Posterior Middle/ Superior Inferior Frontal Gyrus Temporal Gyri Dorsolateral Prefrontal Cortex Selection Activation Unification Memory Integration Inferior Frontal Gyrus Anterior Middle/ Superior Temporal Cortex Temporal Gyri Adapted from Jung-Beeman (2005) 23 Adapted from Hagoort (2005) 24 4 Speech Production Formulating Linguistic Plans • Language production simply the reverse of comprehension ? • Serial Models of Linguistic Planning – No !!! – Fromkin’s (1971) model of speech production We can recognize words automatically Six stages Both intention and effort are needed in language 1.Identification of meaning production 2.Selection of a syntactic structure • Four stages of production (Levelt, 1989) 3.Generation of intonation contour – Conceptualizing 4.Insertion of content words conceptualize what we want to communicate 5.Formation of affixes and function words – Formulating 6.Specification of phonetic segments formulate the thought into linguistic plan e.g., She’s already trunked two packs (packed two trunks). – Articulating S V O execute the plan through muscles in the speech system Meaning – Self-monitoring she has already pack two trunkpack s check if our speech is what we intended to say trunked Language Production (Indefrey & Levelt, 2004) Language Production (Indefrey & Levelt, 2004) Articulation Syllabification Phonology Lemma 27 28 Bilingualism Bilingualism Bilingual in Chinese Bilingual in English Monolingu al in English 29 30 (Tan, Spinks, Feng, SiokT, Perfetti, Xiong, Fox, & Gao, 2003) 5 Bilingualism 何謂失讀症與閱讀障礙？ • Lyon, Shaywitz, & Shaywitz (2003); Shaywitz (1998) – 發展性閱讀障礙(developmental dyslexia)屬於一種特 殊的學習障礙(learning disability) – 無法正確或流暢的辨識文字 – 無法歸咎於其他認知能力的問題（包含智力）、學習 動機、或是弱勢教育環境 (Lyon, Shaywitz, & Shaywitz, 2003; Shaywitz, 1998) 31 (Perfetti, Liu, Fiez, Nelson, Bolger, & Tan, 2007) Neural閱讀障礙的認知神經基礎 Basis of Dyslexia 何謂失讀症與閱讀障礙？ • Magnocellular Deficit Hypotheses (Ramus, 2001 ) • International Dyslexia Association, IDA (Lyon et al., 2003) – 讀寫障礙是一種有腦神經基礎的特殊學習障礙 – 認字或流暢性有困難 – 拼字能力與解碼能力差 – 這種困難通常是因語言的聲韻能力有缺陷 – 並非其他認知能力或教學所造成 – 衍生之問題包括閱讀理解有困難、因閱讀經驗減少而 妨礙詞彙和背景知識的成長 34 Neural Basis of Dyslexia Neural Basis of Dyslexia • Shaywitz, Morris, & Shaywitz (2008) 35 36 (Siok, Perfetti, Jin, & Tan, 2004) 6 Neural Basis of Dyslexia Neural Basis of Dyslexia • Intervention (Gabrieli, 2009) 37 38 (Siok, Perfetti, Jin, & Tan, 2004) 7.
Load more

Recommended publications
  • Centuries of Silence : the Story of Latin American Journalism / Leonardo Ferreira
    Centuries of Silence: The Story of Latin American Journalism Leonardo Ferreira PRAEGER CENTURIES OF SILENCE The Story of Latin American Journalism Leonardo Ferreira Library of Congress Cataloging-in-Publication Data Ferreira, Leonardo, 1957– Centuries of silence : the story of Latin American journalism / Leonardo Ferreira. p. cm. Includes bibliographical references and index. ISBN 0–275–98397–8 (alk. paper)—ISBN 0–275–98410–9 (pbk : alk. paper) 1. Press—Latin America—History. 2. Journalism—Political aspects—Latin America—History. I. Title. PN4930.F47 2006 079.8–dc22 2006015112 British Library Cataloguing in Publication Data is available Copyright c 2006 by Leonardo Ferreira All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 2006015112 ISBN: 0–275–98397–8 (cloth) 0–275–98410–9 (pbk) First published in 2006 Praeger Publishers, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.praeger.com Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48–1984). 10987654321 To my eternal stars, mi Gaby, Taty, Luisita, Sarita, and Juanita. To my inspiring and beloved mom, the courageous Mary, and to my precious Angie. All determined women, like most others, born to figh for freedom and a sense of harmony in this troubled planet. Contents Preface ix Introduction: When Good News Is Bad News 1 1. Whose Truth on True Street 9 2.
    [Show full text]
  • The Learning Satisfaction Dispositions of Special Needs Students Regarding the Academic Effects of Exclusively Using Digital Resources
    THE LEARNING SATISFACTION DISPOSITIONS OF SPECIAL NEEDS STUDENTS REGARDING THE ACADEMIC EFFECTS OF EXCLUSIVELY USING DIGITAL RESOURCES A Dissertation Presented to The Faculty of the Education Department Carson-Newman University In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Lea Michelle Curtis Jackson May 2020 Dissertation Approval Student Name: Lea Michelle Curtis Jackson Dissertation Title: THE LEARNING SATISFACTION DISPOSITIONS OF SPECIAL NEEDS STUDENTS REGARDING THE ACADEMIC EFFECTS OF EXCLUSIVELY USING DIGITAL RESOURCES This dissertation has been approved and accepted by the faculty of the Education Department, Carson-Newman University, in partial fulfillment of the requirements for the degree, Doctor of Education. Dissertation Committee: Dr. Julia Price, Dissertation Chair Dr. P. Mark Taylor, Methodologist Member Dr. Samuel Hollingshead, Content Member Approved by the Dissertation Committee Date: April 9, 2020 ii Abstract The movement toward greater access to digital resources in education creates challenges for educators when determining how and when to implement the use of digital instruction particularly when using technology as the primary source for delivering content. The focus of this qualitative, phenomenological case study was to determine if special needs student literacy, including comprehension and recall, was affected by exclusively using digital textbooks as the primary source of instruction. Data were collected from four data sources, including semi- structured interviews, observations, a focus group interview, and an artifact. The participants received two units of instruction using print and digital forms of the same textbook. The instructional unit using the printed textbook served as a basis for comparison for the participants. A thorough analysis of the data revealed three major themes that influence student satisfaction dispositions regarding using digital resources.
    [Show full text]
  • Black Athena Fades Away. a Consideration of Martin Bernal's
    EXEMPLARIA CLASSICA Journal of Classical Philology 17, 2013, pp. 279-372 ISSN 1699-3225 BLACK ATHENA FADES AWAY. A CONSIDERATION OF MARTIN BERNAL’S LINGUISTIC ARGUMENTS1 JEAN-FABRICE NARDELLI Université de Provence [email protected] SUMMARY RESUMEN Black Athena, vol. III The Linguistic Black Athena, vol. III The Linguistic Evidence came out in 2006 to very little Evidence fue publicado en 2006 con muy fanfare. Unsurprisingly so; the book which poco ruido. Lo cual no es sorprendente: professes to give readers the demonstration el libro que pretende ofrecer a los lectores of the contentious Afrocentric etymologies pruebas que sustenten las polémicas etimo- with which Bernal had scandalized most logías afrocéntricas con las cuales Bernal Classicists and Indo-Europeanists, among había escandalizado a la mayor parte de countless other derivations, intermingles filólogos clásicos y especialistas en indoeu- Chinese comparanda with the marshaling ropeo, entre otras innúmeras derivaciones, of Egyptian and West Semitic data in mezcla comparaciones a partir del chino such a tightly opaque manner that the con datos procedentes del egipcio y del se- wood cannot easily be seen for the trees. mítico occidental de una forma tan irres- The present piece aims to disentangle the pirablemente opaca que los árboles no per- various strata of Bernal’s argumentation, miten ver el bosque. El presente artículo se analysing individual etymologies and the propone desenredar la maraña que forman macrolinguistic speculations seeking to los varios estratos en la argumentación de diminish the autonomy of Proto-Indo- Bernal, analizando etimologías individua- European. les y aquellas especulaciones a nivel macro- lingüístico cuyo propósito es disminuir la autonomía del proto-indoeuropeo.
    [Show full text]
  • Programme+Abstracts
    Programme Understanding writing systems: From core issues to implications for written language acquisition Tenth International Workshop on Writing Systems and Literacy Sponsored by Radboud University May 12th-13th 2016 Huize Heyendael, Geert Grooteplein-Noord 9, 6525 EZ Nijmegen Scientific committee: Lynne Cahill, Terry Joyce, Martin Neef, Anneke Neijt, Mijntje Peters Local organizers: Anneke Neijt ([email protected]), Mijntje Peters ([email protected]) Merijn Beeksma ([email protected]) (Although not included in the workshop registration fee, for those arriving on May 11, please consider joining us for dinner or drinks in Hotel Atlanta’s Grand Café from 19.30 (plate service 10 euro on Wednesdays). We will make reservations, if you advise your intention to join. Grand Café Hotel Atlanta, Grote Markt 38, 6511 Nijmegen) Thursday, May 12 9.00 Registration 9.30 Welcome and introduction 9.45 Invited: Learning to spell in Dutch: A case in point Anna M.T. Bosman, Behavioral Science Institute, Radboud University Nijmegen 10.15 Foundations of a universal theory of learning to read David L. Share, University of Haifa 10.45 Coffee 11.15 Bi-alphabetism: challenges imposed by visual, phonological and executive processing load and the implications for models of reading Dušica Filipović Đurđević1,2,, Petar Milin1,3, Isidora Gatarić1, Laure Beth Feldman4; 1Department of Psychology or Laboratory for Experimental Psychology, Faculty of Philosophy, University of Novi Sad, 2Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade; 3Department of Computational Linguistics, Eberhard Karls Universität Tübingen; 4Psychology Department, University at Albany, State University of New York &Haskins Laboratories, New Haven, Connecticut 11.45 The effects of writing system and language experience on the acquisition of literacy: A 2-year study of monolinguals and early sequential bilinguals learning to read Hebrew and Arabic Zohar Eviatar1, Mila Schwartz2, Haitham Taha3, 1 Psychology Dept.
    [Show full text]
  • Ways of the World: a Global History with Sources
    part one FIRST THINGS FIRST Beginnings in History to 600 B.C.E. Contents Chapter 1. First Peoples; First Farmers: Most of History in a Single Chapter, to 4000 B.C.E. Chapter 2. First Civilizations: Cities, States, and Unequal Societies, 3500 B.C.E.–600 B.C.E. photos: left, © De Agostini Picture Library/age fotostock; center, Courtesy, Department of Antiquities of Jordan (DoA)/Photo by John Tsantesi, Courtesy, Dr. Gary O. Rollefson; right, Musée du Louvre, Paris, France/© RMN — Grand Palais/Art Resource, NY the big picture TURNING POINTS IN EARLY WORLD HISTORY Human beings have long been inveterate storytellers. Those who created our myths, legends, fairy tales, oral traditions, family sagas, and more have sought to distill meaning from experience, to explain why things turned out as they did, and to provide guidance for individuals and communities. Much the same might be said of modern historians. They too tell stories — about individuals, com- munities, nations, and, in the case of world history, of humankind as a whole. Those stories seek to illuminate the past, to provide context for the present, AP® EXAM TIP and, very tentatively, to offer some indication aboutpos sible futures. All tellers The historical of stories — ancient and modern alike — have to decide at what point to begin events in Part One their accounts and what major turning points in those narratives to highlight. make up 5 percent For world historians seeking to tell the story of “all under Heaven,” as the of the AP® World Chinese put it, four major “beginnings,” each of them an extended historical History exam.
    [Show full text]
  • 1. Invention.Of.Writing
    11/29/14 AGD 1222 History of Graphic Design Topic 1 History of The Invention of Writing By: Puan Rosyida Mohd Rozlan Topic 1: History of The Invention of Writing WHEN? - Key Moment/Timeline • The Invention of Writing based on the development of early existing pictographs and ideographs. • Writing emerged in many different cultures in numerous locations throughout the ancient world. 1 11/29/14 Cave Painting from Lascaux & other places around the world (15,000-10,000 B.C) WHEN? - Key Moment/Timeline • 40,000 B.C: Human began to draw visual/ pictures (pictographs & ideographs) in a form of cave painting or rock carving so called petroglyph. • 15,000 B.C - 10,000 B.C: The first known visual communication with pictographs and symbols or ideographs was found in the the Lascaux cave in Southern France in a form of cave painting. • 3,300 B.C - 2,900 B.C: The earliest form of writing found with simple pictographs which in form of Cuneiform by the Sumerians of ancient Mesopotamia. 2 11/29/14 WHEN? - Key Moment/Timeline • 2,500 B.C - 100 Century: The Akkadian writing/ letter was the ascendancy of the Akkadian dynasty in 2300 BCE that positioned Akkadian over Sumerian as the primary language of Mesopotamia (Cuneiform) • 1,100 B.C - 300 Century: The Phonecian writing/ letter an important "trunk" in the alphabet tree, in that many modern scripts can be traced through it. Arabic, Hebrew, Latin, and Greek scripts are all descended from Phoenician (Proto-Sinaitic) • 1,800 B.C - Present: The Alphabet writing/letter is Alphabetic writing with set of characters displayed nearly 4,000 years of transformation until today.
    [Show full text]
  • Full Phonetic Complementation, Semantic Classifiers, and Semantic Determinatives in Ancient Mayan Hieroglyphic Writing
    Ancient Mesoamerica, 19 (2008), 195–213 Copyright # 2008 Cambridge University Press. Printed in the U.S.A. doi:10.1017/S0956536108000345 FULL PHONETIC COMPLEMENTATION, SEMANTIC CLASSIFIERS, AND SEMANTIC DETERMINATIVES IN ANCIENT MAYAN HIEROGLYPHIC WRITING David F. Mora-Marı´n University of North Carolina, 325 Dey Hall CB #3155, Linguistics Department, Chapel Hill, NC 27599, USA Abstract This paper discusses a little understood spelling practice of Mayan hieroglyphic writing, the use of full phonetic complementation of logograms, and some implications derived from this practice, particularly when compared with similar practices in other logosyllabic scripts from around the world (e.g., Egyptian and Luvian), which suggest that such practice existed in association with semantic classifiers. Also, a preliminary distinction between two types of semantograms is made: semantic classifiers and semantic determinatives. Previous discussions of both types of signs are reviewed, and it is proposed that the two are more widespread and important in Mayan writing than previously thought. The implications of these results are clear: Mayanists, particularly epigraphers, need to pay more attention to this distinction in their decipherment efforts, as well as in any future philological and paleographic endeavors. The paper concludes with a proposal for the interrelationship between the stylistic evolution of graphemes and the development of semantic classifiers and determinatives. This article addresses three traits of Mayan hieroglyphic orthogra- also the
    [Show full text]
  • Logography and Layering: a Functional Cross-Linguistic Analysis
    This is a repository copy of Logography and layering: a functional cross-linguistic analysis. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/91110/ Version: Accepted Version Article: Tranter, N. (2013) Logography and layering: a functional cross-linguistic analysis. Written Language and Literacy, 16 (1). pp. 1-31. ISSN 1387-6732 https://doi.org/10.1075/wll.16.1.01tra Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version - refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher’s website. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Logography and layering A functional cross-linguistic analysis Nicolas Tranter University of Sheffield, United Kingdom This paper proposes a way in which the semantographic/phonographic dichotomy recognised as fundamental in logographic (or morphosyllabic) writing systems in East Asia, the ancient Middle East, and Mesoamerica, can be systematised to transcend the very different scholarly traditions in each region in order to allow valid and more meaningful cross-linguistic comparisons.
    [Show full text]
  • Eye Movements in Reading Thai
    READING WITHOUT SPACES BETWEEN WORDS: EYE MOVEMENTS IN READING THAI Benjawan Kasisopa Thesis submitted for the degree of Doctor of Philosophy MARCS Auditory Laboratories University of Western Sydney Revision submission January, 2011 STATEMENT OF AUTHENTICATION I hereby declare that this submission is my own work and, to the best of my knowledge, it contains no material previously published or written by any other person, nor material which has been accepted for the award of any other degree at the University of Western Sydney, or any other educational institution, except where due acknowledgement is made in the thesis. opa ACKNOWLEDGEMENTS There are so many nice and generous people that I would like to thank. First of all, I would like to thank my principal supervisor, Professor Denis Burnham, for all the opportunities, support and understanding he gave me over the years. I couldn‟t imagine how I could complete this thesis without his great support as well as his patience. I really appreciate his knowledge and skills in many areas, psychology, statistical analysis and also his patience with my writing skills. Thank you so much for being such a great supervisor. A million thanks to my co-supervisor, Professor Ronan Reilly, for all the technical help and all the hard work that he has put in for me, for his tolerance of my lack of technical skills, and for all his brilliant tools that made my life a lot easier in dealing with the complicated eye movement data and the analysis models. Thank you also for allowing me to take some time to work with him and his students at Department of Computer Science, National University of Ireland, Maynooth.
    [Show full text]
  • The Glozel's Code
    THE GLOZEL’S CODE New decipherment theory – a preliminary presentation Paulo Stekel (Brazilian hierolinguist and writer) A new decipherment proposal In spite of our decipherment process is at an early stage, we can conclude that glozelian writing system is a mixed system. In fact, glozelian writing system is a triple system: 18 alphabetic signs, ± 50 ligatures and ± 50 syllabic or logographic signs. We have analyzed 45 glozelian larger clay tablets - we have got them from Musee de Glozel in PDF file - (± 1800 signs and ± 300 text lines) and a preliminary conclusion about its signs is: alphabet (± 80%), ligatures (± 12%) and syllabary or logography (± 08%). So, glozelian writing system is an alphabet with ligatures and some syllable/logography. We have found similarities between glozelian writing system and other very distant writing systems, like Brahmi/Devanagari (ancient India) and sumerian. The Devanagari letters are similar to Brahmi letters and semitic writings (maybe Aramaic) that are descended from Phoenician writing system, so, similar to glozelian alphabet. But, a problem is: both systems – glozelian and brahmi/devanagari – are separated by thousands of miles. The brahmi/devanagari system is an alphabet too, but not a consonantal – like Aramaic and Phoenician. It is an ABUGIDA – when consonants in their common shapes represent an inherent vowel (a short “a”, in Sanskrit). When other vowels are represented, consonants are modified in their shapes: either a vowel is added to a consonant or consonant direction changes (rotation of basic sign, diacritic marks being added, etc.). In same way, a glozelian sign can be written in many positions: normal, inverted, to right, to left, etc.
    [Show full text]
  • Anatolian Hieroglyphs: Logogram Vs. Ideogram¹
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by SOAS Research Online Anatolian Hieroglyphs: Logogram vs. Ideogram¹. Mark Weeden School of Oriental and African Studies University of London Abstract The Anatolian Hieroglyphic writing system includes logographic, semi­logographic and phonetic writings. The ideographic and pictographic nature of the signs themselves is contrasted with their logographic function. In the process of extracting meaning from the texts written in this script priority should be given to the logographic aspect of the signs, their capacity to represent words rather than ideas or images. A number of case studies in reading signs of dubious value are pursued to illustrate the methods employed by researchers in reading this script. Introduction In this paper I will present a very brief overview of the history of the Anatolian Hieroglyphic script before looking at some of the ways in which the script conveys meaning, or more accu­ rately, the ways in which we as modern readers can gain access to that meaning. I speak from the point of view of someone who is trying to read these texts and much of what I say has ¹ For the purposes of the following: a logogram I take lexical realization, although it can do. Any relation as any grapheme that expresses a whole word, re­ between picture and word needs to be situationally gardless of which language it is in, eg. 2 = two, and ostensively defined. In all three cases meaning deux, zwei. An ideogram is a sub­species of logo­ is conventionally established and is defined through gram, a grapheme expressing a word, or set of use.
    [Show full text]
  • Rapid Generation of Pronunciation Dictionaries for New Domains and Languages
    Rapid Generation of Pronunciation Dictionaries for new Domains and Languages Zur Erlangung des akademischen Grades eines Doktors der Ingenieurwissenschaften von der Fakultät für Informatik des Karlsruher Instituts für Technologie (KIT) genehmigte Dissertation von Tim Schlippe aus Ettlingen Tag der mündlichen Prüfung: 10.12.2014 Erste Gutachterin: Prof. Dr.-Ing. Tanja Schultz Zweite Gutachterin: Prof. Marelie Davel Acknowledgements The road to a Doctorate is long and winding, and would be impossible were it not for the people met along the way. I would like to gratefully acknowledge my primary supervisor Prof. Tanja Schultz. She believed in my research and supported me with many useful discussions. Her great personality and excellent research skills had a very strong effect on my scientific career. All the travels to conferences, workshops and project meetings which are one of the best experiences in my life would be not possible without her support. Tanja and my co-advisor Prof. Marelie Davel also deserve thanks for reading through my dissertation to provide constructive criticism. It was very kind of Marelie to take the long trip from South Africa to Karlsruhe to participate in the dissertation committee. Special thanks to Dr. Stephan Vogel, Prof. Pascale Fung, Prof. Haizhou Li, Prof. Florian Metze, and Prof. Alan Black for their support regarding research visits for me and my students and for very close and beneficial collaboration. Furthermore, I would like to thank all my friends and colleagues at the Cog- nitive Systems Lab for a great time. Their support is magnificent. Thanks to Ngoc Thang Vu, Michael Wand, Matthias Janke, Dominic Telaar, Dominic Heger, Christoph Amma, Christian Herff, Felix Putze, Jochen Weiner, Mar- cus Georgi, Udhyakumar Nallasamy, Dirk Gehrig for many great travel ex- periences and lovely activities after work.
    [Show full text]