Which epenthetic vowel? Phonetic categories versus acoustic detail in perceptual vowel epenthesis

Autor: Yasuyo Minagawa, Masahiro Morii, Adriana Guevara-Rukoz, Sharon Peperkamp, Emmanuel Dupoux, Isabelle Lin

Publikováno v: Journal of the Acoustical Society of America
Journal of the Acoustical Society of America, 2017, 142 (2), pp.EL211-EL217. ⟨10.1121/1.4998138⟩
Journal of the Acoustical Society of America, Acoustical Society of America, 2017, 142 (2), pp.EL211-EL217. ⟨10.1121/1.4998138⟩

International audience; This study aims to quantify the relative contributions of phonetic categories and acoustic detail on phonotactically induced perceptual vowel epenthesis in Japanese listeners. A vowel identification task tested whether a vowel

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3764302496df5947512c846be040e8d5
https://doi.org/10.1121/1.4998138

Symbouki: a meta-analysis on the emergence of sound symbolism in early language acquisition

Autor: Mathilde Fort, Imme Lammertink, Adriana Guevara-Rukoz, Sho Tsuji, Paula Fikkert, Sharon Peperkamp

Publikováno v: Developmental Science, 21
Developmental Science
Developmental Science, Wiley, 2018, ⟨10.1111/desc.12659⟩
Developmental Science, 21(5):e12659. Wiley-Blackwell
Developmental Science, 21, 5

Adults and toddlers systematically associate pseudowords such as “bouba” and “kiki” with round and spiky shapes, respectively, a sound symbolic phenomenon known as the “bouba-kiki effect”. To date, whether this sound symbolic effect is a

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::959467e63ec77908fc8e7a4598b86e1c
http://hdl.handle.net/2066/195834

Are words easier to learn from infant- than adult-directed speech? A quantitative corpus-based investigation

Autor: Adriana Guevara-Rukoz, Reiko Mazuka, Alejandrina Cristia, Emmanuel Dupoux, Andrew J. Martin, Bogdan Ludusan, Roland Thiollière

Publikováno v: Cognitive Science
Cognitive Science, Wiley, 2018, 42 (5), pp.1586-1617. ⟨10.1111/cogs.12616⟩
Cognitive Science, 2018, 42 (5), pp.1586-1617. ⟨10.1111/cogs.12616⟩

We investigate whether infant-directed speech (IDS) could facilitate word form learning when compared to adult-directed speech (ADS). To study this, we examine the distribution of word forms at two levels, acoustic and phonological, using a large dat

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::df00623eced5fc751608f9cbd073d70f