LP/Gocano Experiment

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

The vocal note produced by the vibrations of the vocal folds is complex and made up of periodic (regular and repetitive) and aperiodic (irregular and non-repetitive) sound waves. The aperiodic waves are random noise introduced into the vocal signal owing to irregular or asymmetric adduction (closing) of the vocal folds. Noise impairs the clarity of the vocal note and too much noise is perceived as hoarseness.

The results for Mathew, Mark and Luke, propose that when the visual cues were shown during sessions to all three boys, a decrease in the vocal stereotypy was displayed in all sessions; therefore, a functional relationship between the dependent and independent variables can be replicated throughout all phases of the study. Based on previous studies, when visual cues have also been used in controlling the vocal stereotypy, the results from those studies have retained constant and similar success

I will determine whether [æ] and [eʌ] appear to be allophonic or contrastive by examining those target sounds in “Dataset B” and “Dataset A”. Both sounds are present in the datasets but they are never seen together in the same word. The environments of the sounds are determined in (i) and organized by sound to see if there are any patterns that arise.

On the articulation subtest of the DEAP X produced errors /ϴ/→ /f/, /ð/ → /d/ in all positions, as well as /k/→ /t/ and /g/→ /d/ in initial position. She also produced /ts/ → /tʃ/ in the final position of a word. X produced lateralizations of /ʃ/ and /s/ in all positions. The phonology subtest assess phonological processes in both single words and connected speech. On the phonology subtest she demonstrated fronting of /k/→ /t/ in initial position and blends. The single word-connected speech subtest indicated inconsistent errors when fronting /t/→ /k/. The scores based on the three subtests indicate the client produces distortions of /s/ and /sh/, as well as typical simplifications for /k/, /g/, /ϴ/, and /ð/

Auditory localisation is a crucial component involved in people’s everyday hearing. It is the ability to situate a source of sound in space; this refers to a person trying to detect the location of a potential sound in direction and distance. Auditory localization relies on the use of binaural cues, monaural cues (Licklider, 1951), the pinnae (Fisher & Freedman, 1968) and head movements (Clifton, Perris, & Bullinger, 1991). The first components binaural and monaural cues are both extremely important as they help people locate the direction of a sound source from the head. Monaural cues involve the use of only one ear to locate a

The indirect or reverberant sound field begins to dominate the listening environment when the child moves far from the teacher. The indirect sound field originates at the “critical distance” of the room (point in the room where reverberant sound level and direct sound level are equal). If the child is within the critical distance (the direct sound field), reverberation will have minimal effects. Beyond the critical distance (the indirect sound field), however, these reflections can reduce speech perception ability. Speech perception scores decreases when the distance increases, till the critical distance of the room is reached (Crandell, 1991; Crandell & Bess, 1986; Leavitt & Flexer, 1991; Peutz, 1971). After the critical distance, perception

The results also yielded relationship between velopharyngeal closure and perceptual speech. The results showed there was significant negative relationship between the degree of velopharyngeal closure and hypernasality (p=0.02<0.05). There was a strong moderate correlation (Rs=0.68). As the

We hypothesize that the students will be able to identify the third sound and connect be able to connect it to the sound that it belongs to (either the first one or the second one) proving we have categorical perception does allow us to categorize sounds. The cut out point should be somewhere between 40 and 60 VOT.

2. Participants were then played two vocalisation sounds, one of those being a distracting vocalisation whilst the other was of the same category as the intended emotion in the story. The sounds were produced by 2 females and 2 males in an echoic chamber.

[25, 26]). In contrast, although premotor RTs in response to loud acoustic stimuli (>114 dBa) are somewhat heterogeneous, differences in premotor RT as a function of foreperiod variability are clearly mitigated, showing similar average estimates and overlapping confidence intervals for the subgroups (see Figure 4).

\citet{hall2009probabilistic} proposed an information theoretic account of the perceptual effect of phonological status. An information theoretic view on human cognition assumes that increase in the amount of information content in messages negatively affects the processing of the messages \citep[e.g.][]{broadbent1982task, webster1954responding}. The amount of information is measured in entropy, which is an index of unpredictability. When messages are more unpredictable, their entropy is higher and their information content is higher \citep{shannon1949mathematical, shannon1951prediction}. Messages with more information content require more processing energy in the brain \citep[e.g.][]{harrison2006encoding, sinkkonen1999information}. Therefore,

An intensity discrimination study searching to find out how many exposures of a stimulus it takes in order for context coding to operate. It was predicted that there would be an increase in the percentage of correct intensity discriminations as the number of trials increased because a roving standard was used which allowed for context coding. Participants were given an intensity discrimination task where two tones of different intensities were presented. Participants were asked to indicate which was louder. Results showed that there was no improvement among any of the 6 trials, thus concluding that context coding did not take place within 6 trials.

With exception of Sweeney and Sell (2008), all articles maintained credibility of their results by determining inter-rater reliability of at minimum two experienced speech language pathologists. However, only one paper took into consideration the comparison experience level of the evaluator to accuracy of the ratings (Brunnegård, Lohmander, & van Doorn, 2012). Brunnegård et al., (2012) demonstrated that an experienced speech language pathologist is necessary in yielding valid ratings. Determining the need for an experienced evaluator allowed for some of the variability in perceptual ratings to be accounted for. Another consideration is there is no standard scale used for evaluation. Various Likert scales ranging in 4 point, 5 point and 6 point scales were used among the current literature under review. The variation found makes it difficult to compare perceptual ratings across studies and across clinical settings. Consequently, findings show that subjective nature of perceptual assessment can lead to errors in assessment. Therefore, in recent years finding objective instruments to measure hypernasality have been of primary concern. These methods often use various acoustic parameters to establish a standardized measure of hypernasality.

Before puberty all voices, male or female, sound alike. But as the hormones come into play, they cause the male larynx to become larger and the vocal folds lengthen and thicken. Not only are there internal factors that play a role in the voice changing there are also physical factors, depending on the height and weight of an individual that could affect the tone, pitch and frequency. The purpose of this assignment was to better understand these differences.