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.. Fi gure 2. 3S "" 30 E E v a :::) 2S 0 -J . . Z 0 .. 20 I-
Figure 4. /'"'. E E \./ 10 /'"'. -.-4 \./ -J
Page 3 and 4: 1. UNIVERSITY OF STOCKHOLM INSTITUT
Page 5 and 6: iii ACKNOWLEDGMENTS The research re
Page 7 and 8: v 4. PROSODY AND TOP DOWN PROCESSIN
Page 9 and 10: Frequency discrimination as a funct
Page 11 and 12: ix Phonetic invariance and the adap
Page 13: X CONTENTS OF PERILUS V Peter Brand
Page 16 and 17: ADAPTIVE VARIABILITY AND ABSOLUTE C
Page 18 and 19: conditions: normally and with a lar
Page 20 and 21: predict the durations of vowel and
Page 22 and 23: a psycho-acou.tic task: th. discrim
Page 24 and 25: of ten.e Swedi.h vowel. i. enhanced
Page 26 and 27: independent inform .. tion must b.
Page 28 and 29: Physical Invariance versus Adaptive
Page 30 and 31: comes to the details of the analysi
Page 32 and 33: Lib@rman A M, Harris K S, Hoffman H
Page 34 and 35: Traunmdller, H (1981): ·Perceptual
Page 36 and 37: Procedure A magnetometer system (Br
Page 38 and 39: (Fig. 5). For loud speech, this res
Page 40 and 41: TABLE I. Mean displacement in milli
Page 42 and 43: PARJ>.METER X N X L l:. XLN X N X L
Page 46 and 47: .. .. Figure 6. ,... 0') ) E V' 400
Page 48 and 49: cues to the phonetic identity of vo
Page 50 and 51: Table 1..: The characteristic frequ
Page 52 and 53: for speaker size. Phonetic boundari
Page 54 and 55: the effects of transforming the spe
Page 56 and 57: ACKNOWLEDGEMENT This research has b
Page 58 and 59: Ibubl than in Idudl everything else
Page 60 and 61: The value of k determines the slope
Page 62 and 63: For each speaker a list was prepare
Page 64 and 65: their production led us to expect m
Page 66 and 67: speeding up their articu latory mov
Page 69 and 70: in terms of a lip rounding. The eff
Page 71 and 72: with the following vowel was even s
Page 73 and 74: ja det var att det blir att det bor
Page 75 and 76: REFERENCES Delattre, P., Liberman,
Page 77 and 78: consequence due to this dialect's l
Page 79 and 80: l' A: \\ r+ MHM II B: (clears thr o
Page 81 and 82: But now let's take another brief ex
Page 83 and 84: the nature of the misunderstanding.
Page 85 and 86: B's 'reply' Is a mid key / terminat
Page 87 and 88: een negotiated. Appr oximately as f
Page 89 and 90: Coulthard & Montgomery (Eds) . Rout
Page 91 and 92: differs substantially from other mo
Page 93 and 94: from South Africa, not Botswana. In
Page 95 and 96:
AFFRICATES: Plain Labia- Aspilized
Page 97 and 98:
liprounding depends on the place of
Page 99 and 100:
It seems fair to say that labializa
Page 103 and 104:
of labialization. Figures 1 and 2 a
Page 105 and 106:
of the consonant itself we would ge
Page 107 and 108:
L.Rcug, I.Lndbrg nd L. -J.Lundbrg D
Page 109 and 110:
Holmgren et al . 1986) and strong s
Page 111 and 112:
onto tapes for transcrip tion. The
Page 113 and 114:
we re coded in numbers. Additiona l
Page 115 and 116:
Wi th regard to the Swedish 19 Q£k
Page 117 and 118:
to use in the transcript ions bu t
Page 119 and 120:
Since it was on ly requ i red that
Page 121 and 122:
th various features of the IPA segm
Page 123 and 124:
CHILD V CHILD K en w a: =:J !:i: W
Page 125 and 126:
CHILD V CHILD K (/) 100 ::> w u.
Page 127 and 128:
CHILD V CHILD K en w 100 a: ::J I--
Page 129 and 130:
CHILD K en 100 :::l I-- « LU u...
Page 131 and 132:
CHILD V fB rr 100 o (!) W f- « o l
Page 133 and 134:
sen , these types of redu pl icat i
Page 135 and 136:
en w z 0 I- en w ....J V IV III II
Page 137 and 138:
Svr.l inf.nt. have .ccord ing to th
Page 139 and 140:
(Ol ler 1980 , Stark 1980 , Koopman
Page 141 and 142:
the time of o nset of r edupl icate
Page 143 and 144:
of a natural movement can prod uce
Page 145 and 146:
al ( 1986 ) points o ut , we do not
Page 147 and 148:
impl ies that norma l babb l ing pr
Page 149 and 150:
FOOTNOTES 1 Spgn5gred by Fijr5tmj b
Page 151 and 152:
Kent , R.D. (198 1 ) . Art iulatory
Page 153 and 154:
Vih man , M.M. , Macken , M. A. , M
Page 155 and 156:
on channel one and control tone sig
Page 157 and 158:
application program using the more
Page 159 and 160:
( Crystal, 1975). Unfortunately, th
Page 161 and 162:
training program in the course curr
Page 163 and 164:
that the amount of segmental inform
Page 165 and 166:
LD Ti\PE RECORDER 00 llCROPIIONE a=
Page 167 and 168:
creating groups that were as simila
Page 169 and 170:
the tradit ional way wit hout the t
Page 171 and 172:
in the first experiment. The task o
Page 173 and 174:
FIGURE 4 AVERAGE GES FOR EACH SUBJE
Page 175 and 176:
3. 2 Experiment 2 Figure 7 shows th
Page 177 and 178:
FIGURE 8 (f) (f) w et:: l.9 .3 .2 T
Page 179 and 180:
more than the traditional language
Page 181 and 182:
information to be used in learning
Page 183 and 184:
REFERENCES 1. Abberton, E. and Four
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