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Hits 1.081 – 1.097 of 1.097

1081	COORDINATION AMONG ARTICULATORS IN SPEECH.
	TULLER, BETTY HELEN.; University of Connecticut.
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1082	The role of assembled phonology in English visual word recognition: Towards a nonlinear model of assembly.
	Berent, Iris.; University of Pittsburgh.
	Abstract: The role of assembled phonology in English word recognition has been the focus of a considerable research effort. Yet, the empirical findings regarding the role of assembly exhibit marked contradictions, which are further linked to the properties of the experimental method. This state of research may be partly due to a failure to consider the structure of the assembled representation as a linguistic entity. In an attempt to account for these contradictions, a new model of assembly is proposed. In accord with current autosegmental theories of phonology, the model postulates a multi-planar representation that segregates consonants and vowels in different planes. This structure further determines the on-line process of assembly: The consonant and vowel components are derived in two consecutive cycles that differ in their automaticity. The model is motivated by its observational and explanatory adequacy and its computational plausibility. The model's claims are supported by a series of English masking experiments demonstrating that the relative contribution of consonantal and vowel components changes as a function of the target's exposure duration. The observation of these results in the performance of the Stroop task and a concurrent secondary task of digit recall suggests that the assembly process is mandatory. However, the difference in the susceptibility of the consonant and vowel components to digit load indicates that their computations differ in their relative automaticity. An additional set of masking studies in Hebrew further examines the linguistic motivation for the structure of the assembled code. Finally, the methodological implications of the model, identifying the exposure duration allowed by the experimental method as a critical determinant of the facet of assembly it reveals, are supported by an experiment comparing the masking and the naming techniques. ; Thesis (Ph.D.)--University of Pittsburgh, 1993. ; The role of assembled phonology in English word recognition has been the focus of a considerable research effort. Yet, the empirical findings regarding the role of assembly exhibit marked contradictions, which are further linked to the properties of the experimental method. This state of research may be partly due to a failure to consider the structure of the assembled representation as a linguistic entity. In an attempt to account for these contradictions, a new model of assembly is proposed. In accord with current autosegmental theories of phonology, the model postulates a multi-planar representation that segregates consonants and vowels in different planes. This structure further determines the on-line process of assembly: The consonant and vowel components are derived in two consecutive cycles that differ in their automaticity. The model is motivated by its observational and explanatory adequacy and its computational plausibility. The model's claims are supported by a series of English masking experiments demonstrating that the relative contribution of consonantal and vowel components changes as a function of the target's exposure duration. The observation of these results in the performance of the Stroop task and a concurrent secondary task of digit recall suggests that the assembly process is mandatory. However, the difference in the susceptibility of the consonant and vowel components to digit load indicates that their computations differ in their relative automaticity. An additional set of masking studies in Hebrew further examines the linguistic motivation for the structure of the assembled code. Finally, the methodological implications of the model, identifying the exposure duration allowed by the experimental method as a critical determinant of the facet of assembly it reveals, are supported by an experiment comparing the masking and the naming techniques. ; School code: 0178. ; hdl
	Keyword: Education; Educational Psychology.; Experimental.; Psychology; Reading.
	URL: http://digitool.fcla.edu:80/R/?func=dbin-jump-full&object_id=40750
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1083	Verb-argument structure processing in aphasia: A time-course analysis.
	Gordon, Betsy.; Florida Atlantic University.
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1084	Dynamic representation of musical structure.
	The Ohio State University.; Large, Edward Wilson.
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1085	Perception of transient nonspeech stimuli is normal in specific language impairment: evidence from glide discrimination
	Bishop, Dorothy; Adams, C.V.; Nation, K.
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1086	Does impaired grammatical comprehension provide evidence for an innate grammar module?
	Norbury, Courtenay Frazier; Bishop, Dorothy; Briscoe, Josie
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1087	Individual differences in handedness and specific language impairment: evidence against a genetic link
	Bishop, Dorothy
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1088	High heritability of speech and language impairments in 6-year-old twins demonstrated using parent and teacher report.
	Bishop, Dorothy; Laws, Glynis; Adams, Caroline.
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1089	Frequency discrimination and literacy skills in children with mild to moderate sensorineural hearing loss
	Halliday , Lorna F.; Bishop, Dorothy
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1090	Assessing and accommodating addressees' needs: The role of speakers' prior expectations and addressees' feedback
	Kuhlen, Anna Katharina. - : The Graduate School, Stony Brook University: Stony Brook, NY., 1-Aug-10
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1091	Frequency discrimination deficits in people with specific language impairment: reliability, validity and linguistic correlates
	McArthur, G. M.; Bishop, Dorothy
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1092	Auditory frequency discrimination in children with Specific Language Impairment: a longitudinal study
	Hill, Penelope R.; Hogben, J. H.; Bishop, Dorothy
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1093	Long range prosody prediction and rhythm: doing rhythm with fewer assumptions
	Kochanski, Greg; Loukina, Anastassia; Keane, Elinor.
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1094	A phonologically calibrated acoustic dissimilarity measure
	Coleman, John S.; Kochanski, Greg P.; Baghai-Ravary, Ladan
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1095	Simulating SLI: general cognitive processing stressors can produce a specific linguistic profile
	Plunkett, Kim; Bishop, Dorothy V.M.; Hayiou-Thomas, Marianna E.
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1096	Verbal and visuo-spatial processing demands in writing
	Lea, Joseph D., 1970-
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1097	Effects of Traditional Versus Montessori Schooling on 4‐ to 15‐Year Old children's Performance Monitoring
	Denervaud, Solange; Knebel, Jean-François; Immordino-Yang, Mary Helen...
	In: Mind, Brain, and Education
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