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Onomatopoeia, Gestures, Actions and Words: How Do Caregivers Use Multimodal Cues in Their Communication to Children?
Onomatopoeia, gestures, actions and words: How do caregivers use multimodal cues in their communication to children? Gabriella Vigliocco ([email protected]) Yasamin Motamedi, Margherita Murgiano, Elizabeth Wonnacott, Chloe Marshall, Iris Milan Maillo, Pamela Perniss Abstract However, in addition to being arbitrary, language presents also other types of form-meaning mapping characterized by Most research on how children learn the mapping between words and world has assumed that language is arbitrary, and a more transparent and motivated link (Dingemanse et al. has investigated language learning in contexts in which objects 2015). For example, iconicity, across languages, can be found referred to are present in the environment. Here, we report in the phonology of words, e.g. in onomatopoeia such analyses of a semi-naturalistic corpus of caregivers talking to as meow or drip. This expressive richness is particularly their 2-3 year-old. We focus on caregivers’ use of non-arbitrary prominent once we look at the multimodal communicative cues across different expressive channels: both iconic context in which language is learnt: prosodic (onomatopoeia and representational gestures) and indexical (points and actions with objects). We ask if these cues are used modulations (e.g. prolonging a vowel to indicate prolonged differently when talking about objects known or unknown to extension, loooong), iconic, representational gestures (e.g., the child, and when the referred objects are present or absent. tracing an up and down movement with the index finger We hypothesize that caregivers would use these cues more while talking about a bouncing object), points and hand often with objects novel to the child. -
The Syllable Structure in Nyangatom
Studies in Ethiopian Languages, 6 (2017), 1-12 Article The Syllable Structure in Nyangatom Moges Yigezu (Addis Ababa University) [email protected] Abstract The syllable structure in Nyangatom is a key phonological unit that plays a central role in the organization of the phonological structure. The core syllable has a fairly complex structure consisting of a branching onset, an obligatory nucleus and a non- branching coda which is optional. The question of syllabification, that is, the division of words into syllables, both in complex onsets and reduplicated words, appear to be an interesting aspect of the phonology. The analysis of the internal structure of the syllable structure of Nyangatom shows that the Mora theory, rather than the traditional onset-rhyme conception, provides an insightful explanation in determining the syllable boundaries of disyllabic and multisyllabic words involving sequences of consonants as well as in the analysis of reduplicated words. 1 Introduction Nyangatom is an Eastern Nilotic language classified as a member of the Turkana- Teso cluster along with Toposa and Jie (Vossen 1982). Literature on the grammatical description of the language is still scanty. Some preliminary studies include Dimmendaal (2007), Kadanya & Schroder (2011) and Moges (2016). The current contribution is an attempt to add to the scanty literature by describing an aspect of the phonology of the language focusing on the syllable structure. The syllable structure in Nynagatom, as in other languages, is a key phonological unit and plays a pivotal role in the overall organization of the phonology of the language. In describing the internal structure of the syllable in Nyangatom, the Mora theory has been employed. -
Sound Symbolism, Speech Identity, and Size Andrew Shibata May, 2017 Phonlab, UC Berkeley Advisors
UC Berkeley Phonetics and Phonology Lab Annual Report (2017) Sound symbolism, speech identity, and size Andrew Shibata May, 2017 PhonLab, UC Berkeley Advisors: Keith Johnson, Alice Shen Second Reader: Susan Lin 141 UC Berkeley Phonetics and Phonology Lab Annual Report (2017) Abstract Sound symbolism is the hypothesized property for sounds to convey semantic meaning. Shinohara and Kawahara (2010) proposed that features of vowels (frontness, height) and obstruents (voicing) cause listeners to perceive words as either larger or smaller. Study 1 firstly replicates the original experiment then repeats the experiment using a speech perception paradigm. The speech perception experiment assesses whether listeners perceive sizes differently between spoken language and visual reading. The results from Study 1 were consistent with Shinohara and Kawahara (2010) except that words with /u/ were perceived as smaller in our results. We hypothesized that this result may be due to u-fronting which is an iconic feature of Californian English so we repeated both the written word and speech perception experiments in Study 2 with non-Californian English speakers. Our results support Shinohara and Kawahara’s claims and suggest that speakers perceive dialect-specific phonetic properties from written word. 1. Introduction 1.1 Traditional perspective on form and meaning One long-held assumption in linguistics is that the physical form of a linguistic signal is independent of its meaning. This idea is attributed to Ferdinand de Saussure who stated in his Course in General Linguistics that “the bond between the signifier and the signified is arbitrary” (De Saussure & Baskin, 2011). Saussure argues that the idea conveyed by a word is not linked to the ordered set of sounds that make up the word. -
GOO-80-02119 392P
DOCUMENT RESUME ED 228 863 FL 013 634 AUTHOR Hatfield, Deborah H.; And Others TITLE A Survey of Materials for the Study of theUncommonly Taught Languages: Supplement, 1976-1981. INSTITUTION Center for Applied Linguistics, Washington, D.C. SPONS AGENCY Department of Education, Washington, D.C.Div. of International Education. PUB DATE Jul 82 CONTRACT GOO-79-03415; GOO-80-02119 NOTE 392p.; For related documents, see ED 130 537-538, ED 132 833-835, ED 132 860, and ED 166 949-950. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Annotated Bibliographies; Dictionaries; *InStructional Materials; Postsecondary Edtmation; *Second Language Instruction; Textbooks; *Uncommonly Taught Languages ABSTRACT This annotated bibliography is a supplement tothe previous survey published in 1976. It coverslanguages and language groups in the following divisions:(1) Western Europe/Pidgins and Creoles (European-based); (2) Eastern Europeand the Soviet Union; (3) the Middle East and North Africa; (4) SouthAsia;(5) Eastern Asia; (6) Sub-Saharan Africa; (7) SoutheastAsia and the Pacific; and (8) North, Central, and South Anerica. The primaryemphasis of the bibliography is on materials for the use of theadult learner whose native language is English. Under each languageheading, the items are arranged as follows:teaching materials, readers, grammars, and dictionaries. The annotations are descriptive.Whenever possible, each entry contains standardbibliographical information, including notations about reprints and accompanyingtapes/records -
English Language: Growth of Vocabulary Ms
International Journal on Studies in English Language and Literature (IJSELL) Volume 1, Issue 1, March 2013, PP: 41-47 www.arcjournals.org, © ARC Journal English Language: Growth of Vocabulary Ms. Rajarajeswari. M Ms. Mohana .A Assistant Professor Head of the Department Department of Science and Humanities Department of English Rajiv Gandhi College of Engineering & Technology Jazan University Kirumampakkam, Puducherry, India Gizan, Kingdom of Saudi Arabia. Abstract: The paper attempts to bring out the importance of vocabulary in the seventeenth century. The growth of English vocabulary has played a vital role because every year new words appear, while others extend or change their meaning. Keywords: English Language, Vocabularies, Introduction of numerous word 1. INTRODUCTION By the middle of the seventeenth century English Language had more or less assumed its present form so far as grammar, spelling and pronunciation are concerned. From the Restoration onwards the chief developments have been in the direction of an enlargement of the vocabulary on the one hand and changes in the meaning of words on the other. As knowledge grows, so language grows with it. The English language is the richest of all the languages and has the most extensive vocabulary. New words have entered and enlarged the vocabulary of English. Dr. Johnson’s Dictionary of 1755 contains some 48,000 entries while the 20th century Oxford Dictionary lists more than four hundred thousand words. The extent of our individual vocabularies probably varies considerably from person to person. It has been estimated that Shakespeare used about twenty thousand words and Milton eight thousand, but in both cases, of course, the figures are deceptive. -
Spoken Content Retrieval Beyond Pipeline Integration of Automatic Speech Recognition and Information Retrieval David N. Racca
Spoken Content Retrieval Beyond Pipeline Integration of Automatic Speech Recognition and Information Retrieval David N. Racca Bachelor's in Computer Science A dissertation submitted in fulfilment of the requirements for the award of Doctor of Philosophy (Ph.D.) to the Dublin City University School of Computing Supervisor: Prof. Gareth J.F. Jones July 2018 I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Ph.D. is entirely my own work, and that I have exercised reasonable care to ensure that the work is original, and does not to the best of my know- ledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: (Candidate) ID No.: Date: Contents List of Tables vi List of Figures viii Abstract xi Acknowledgements xii 1 Introduction 1 1.1 Overview of spoken content retrieval (SCR) . 2 1.1.1 Information access and retrieval from spoken content . 2 1.1.2 SCR system overview . 3 1.1.3 Open problems in SCR . 9 1.2 Research questions . 13 1.3 Thesis structure . 14 2 Review of Fundamental Technologies in SCR 17 2.1 Information retrieval (IR) . 18 2.1.1 Text pre-processing and indexing . 18 2.1.2 Frameworks for ranked retrieval . 19 2.1.3 Evaluation of ranked retrieval . 24 2.2 Automatic speech recognition (ASR) . 27 2.2.1 Overview . 27 2.2.2 Speech units, signal processing, and feature extraction . -
The Phonology and Morphology of Kisi
UC Berkeley Dissertations, Department of Linguistics Title The Phonology and Morphology of Kisi Permalink https://escholarship.org/uc/item/7b3788dp Author Childs, George Publication Date 1988 eScholarship.org Powered by the California Digital Library University of California The Phonology and Morphology of Kisi By George Tucker Childs A.B. (Stanford University) 1970 M.Ed. (University of Virginia) 1979 M.A. (University of California) 1982 C.Phil. (University of California) 1987 DISSERTATION Submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in LINGUISTICS in the GRADUATE DIVISION OF THE UNIVERSITY OF CALIFORNIA, BERKELEY Chairman Date r, DOCTORAL DEGREE CONFERRED MAT 20,1980 , Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THE PHONOLOGY AND MORPHOLOGY OF KISI Copyright (£) 1988 All rights reserved. George Tucker Childs Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THE PHONOLOGY AND MORPHOLOGY OF KISI George Tucker Childs ABSTRACT This dissertation describes the phonology and morphology of the Kisi language, a member of the Southern Branch of (West) Atlantic. The language is spoken in Guinea, Sierra Leone, and Liberia. After the introduction in Chapter 1 and an overview of the language in Chapter 2, I discuss the phonology of the language. The phonemic inventory has implosives, a full series of nasal compound stops, and a set of labialvelars. The vowels form a symmetrical seven- vowel pattern, and length is contrastive. Syllable structure is , C(G)V(V)(C), where the only consonants allowed to close syllables are the liquid and two nasals. Kisi is a tonal language with the following tones: Low, High, Extra-High (limited distribution), Rise, and Fall. -
How Syntax and Morphology Talk to Phonology
- 2 - Tobias Scheer Séminaire Paris 8 CNRS 6039, Université de Nice UMR 7023 (4) [just to make clear what kind of phenomena we are not looking at: stratal effects] [email protected] párent underived this handout and many of the references párent-hood class 2 stem and affix do not sit in the same cycle (Phase) quoted at www.unice.fr/dsl/tobias.htm parént-al class 1 stem and affix sit in the same cycle (Phase) OW SYNTAX AND MORPHOLOGY TALK TO PHONOLOGY 1. How Prosodic Phonology works H (5) The spine of the classical approach (SPE, Pros Phon): Indirect Reference a. since Selkirk (1981 [1978]), interface theory regarding the communication (1) Interface Dualism between phonology and the other modules of grammar is dominated by the central morpho-syntactic information can be shipped off to the phonology through two idea of Prosodic Phonology (PP): Indirect Reference.. channels b. That is, phonological processes make only indirect reference to morpho-syntactic a. representationally information. The latter is thus transformed into the Prosodic Hierarchy (which lies SPE: boundaries #, + etc. inside the phonology), to which phonological rules make reference. Prosodic Phonology: the Prosodic Hierarchy (omegas, phis etc.) b. procedurally (6) hence the central idea of PP: prosodic constituency, which I call the buffer (or the SPE: the phonological cycle sponge) because its only function is to store morpho-syntactic information Lexical Phonology: strata a. mapping rules Distributed Morphology: Phase Impenetrability (modern version of the Strict Cycle are the translator's office: they transform morpho-syntactic information into Condition, Mascaró 1976) prosodic constituency, which lies inside the phonology. -
Arbitrariness, Iconicity and Systematicity in Language
1 Title Arbitrariness, iconicity and systematicity in language Authors Mark Dingemanse1, Damián E. Blasi2,3, Gary Lupyan4, Morten H. Christiansen5,6, Padraic Monaghan7 1 Max Planck Institute for Psycholinguistics 2 Max Planck Institute for Mathematics in the Sciences 3 Max Planck Institute for Evolutionary Anthropology 4 University of Wisconsin-Madison 5 Cornell University 6 University of Southern Denmark 7 Lancaster University Corresponding author Dingemanse, Mark ([email protected]) Language & Cognition Department Max Planck Institute for Psycholinguistics PO Box 310, 6500 AH, Nijmegen, The Netherlands Keywords iconicity, systematicity, arbitrariness, sound-symbolism, vocabulary, lexicon 2 Arbitrariness, iconicity and systematicity in language Abstract The notion that the form of a word bears an arbitrary relation to its meaning accounts only partly for the attested relations between form and meaning in the world’s languages. Recent research suggests a more textured view of vocabulary structure, in which arbitrariness is complemented by iconicity (aspects of form resemble aspects of meaning) and systematicity (statistical regularities in forms predict function). Experimental evidence suggests these form to meaning correspondences serve different functions in language processing, development and communication: systematicity facilities category learning by means of phonological cues, iconicity facilitates word learning and communication by means of perceptuomotor analogies, and arbitrariness facilitates meaning individuation through distinctive forms. Processes of cultural evolution help explain how these competing motivations shape vocabulary structure. The return of non-arbitrariness An upheaval is underway in current thinking about the arbitrary nature of linguistic signs. The long- standing view that the form of a word has an essentially arbitrary relation to the word’s meaning [1,2] is giving way to a perspective that recognises roles for both arbitrariness and non-arbitrariness in language. -
Upper Elementary S
Photo © Juan Simoral © Juan Photo Upper Elementary S Word tudy The unlicensed photocopying, reproduction, display, or projection of the material, contained in this publication, is expressly prohibited by law. Copying without express permission from ETC Montessori may result in legal action against you and the organization that employs you. © 2013, 2015 by ETCmontessori® 877-409-2929 www.ETCmontessori.com All rights reserved. No part of this publication be reproduced, displayed, or repurposed—in whole or in part—in any form without prior written consent from ETCmontessori® Upper Elementary Word Study Scope and Sequence 9-10 year olds Homonym (can be given to 8-9 year olds) Homograph (can be given to 8-9 year olds) Onomatopoeia Alliteration Idioms, Proverbs, Adages Smile/Metaphor 10-11 year olds Assonance/Consonance Hyperbole Commonly Misused Words Personification Eponym 11-12 year olds Analogies Word Roots Foreign Words Used in English Acronym Euphemisms Onomatopoeia Key Lesson Age 9-10 years old Aim Direct: To introduce the term onomatopoeia Indirect: To express the importance of using onomatopoeia in writing Materials Rug Onomatopoeia etymology label Computer/tablet Dry erase board Dry erase marker Eraser Onomatopoeia Poems “The Fourth” by Shel Silverstein “Squishy Words” by Alistair Reid (http://www.greatschools.org/worksheets-activities/6552-poems- squishy-words.gs) “A Swamp Romp” by Doug Macleod (from http://www.greatschools.org) “Manhattan Lullaby” by Norma Farber (from Here’s a Little Poem) Technology https://www.youtube.com/watch?v=kAYGa3Lvlq0 Presentation 1. Invite the children to the lesson. 2. “We have been exploring many word study topics.” 3. “Today we are going to learn about a new word study topic. -
Lecture Notes and Other Handouts for Introductory Phonology
Lecture Notes and Other Handouts for Introductory Phonology: A Course Packet Steve Parker GIAL and SIL International Dallas, 2013 Copyright © 2013 by Steve Parker and other contributors Preface This set of materials is designed to be used as handouts accompanying an introductory course in phonology, particularly at the undergraduate level. It is specifically intended to be used in conjunction with Stephen Marlett’s 2001 textbook, An Introduction to Phonological Analysis. The latter is currently available for free download from the SIL Mexico branch website. However, this course packet could potentially also be adapted for use with other phonology textbooks. The materials included here have been developed by myself and others over many years, in conjunction with courses in introductory phonology taught at SIL programs in North Dakota, Oregon, Dallas, and Norman, OK. Most recently I have used them at GIAL. Two colleagues in particular have contributed significantly to many of these handouts: Jim Roberts and Steve Marlett, to whom my thanks. I would also like to express my appreciation and gratitude to Becky Thompson for her very practical service in helping combine all of the individual files into one exhaustive document, and formatting it for me. Many of the special phonetic characters appearing in these materials use IPA fonts available as freeware from the SIL International website. Unless indicated to the contrary on specific individual handouts, all materials used in this packet are the copyright of Steve Parker. These documents are intended primarily for educational use. You may make copies of these works for research or instructional purposes (under fair use guidelines) free of charge and without further permission. -
Speech Prosody — Theories, Models and Analysis
SPEECH PROSODY — THEORIES, MODELS AND ANALYSIS SPEECH PROSODY — THEORIES, MODELS AND ANALYSIS Yi Xu, PhD1 Modern study of speech prosody started almost as early as modern study of segmental aspect of speech (Cruttendon, 1997). Over the decades, many theories and models are proposed. While the diversity of approaches is a sign of creativity of the field, the situation could be confusing for readers who are new to the area. Even for seasoned researchers, if they have not given much thought to methodological issues, the key differences between the many approaches may not be immediately clear. This chapter offers an overview of the state of the art in prosody research mainly from a methodological perspective. I will first try to highlight the critical differences between the theories and models of prosody by outlining a way of classifying them along a number of dividing lines. I will then discuss a number of key issues in prosody analysis, with focus also mainly on methodological differences. 1. Theories and models of prosody 1.1 Types of prosodic theories and models — A three-way division One of the greatest difficulties in studying prosody is what can be referred to as the lack of reference problem (Xu, 2011). That is, due to the general absence of orthographic representations of prosody other than punctuations, there is little to fall back on when it comes to identifying the prosodic units, whether in terms of their temporal location, scope, phonetic property or communicative function. For example, for the F0 plot shown in Figure 1, it is hard to determine what the relevant prosodic units are: F0 1 University College London.