here - Linguistic Society of America

Abby Walker (The Ohio State University) Session 7Jane Mitsch (The Ohio State University)Katie Carmichael (The Ohio State University)Shontael Wanjema (The Ohio State University)Kathryn Campbell-Kibler (The Ohio State University)Performing gender: a sociophonetic analysis of a gender mimicry taskIn this study we examine performances of stereotypically gendered speech to better understand the acoustic cues that speakersassociate with gendered language. 30 women and 10 men were recorded reading a word list, a reading passage, and a set ofeveryday utterances in four conditions: in their own voice, in a stereotypically feminine voice, in a stereotypically masculinevoice, and as believably other-gendered. We measured changes in mean f0, F1, F2, and duration. The results suggest that men andwomen conceptualize gendered phonetic stereotypes differently, and that only female participants exaggerate features whenperforming stereotypes of their own gender.James A. Walker (York University) Session 51Ethnolects at the intersection of phonological variables: velar nasals in Toronto EnglishStopping after word-final velar nasals (NK), an ethnolectal feature of Toronto English, intersects with alveolar–in’ (ING).Multivariate analysis of sociolinguistic interviews with speakers from four ethnic backgrounds shows that (ING) is favored inverbal contexts and by Italian and Portuguese speakers but highly disfavored by Chinese speakers, while (NK) occurs at very lowrates, only in Italian and Portuguese speakers, favored by following pause and high ‘ethnic orientation’. The common patterningof Italian and Portuguese speakers may reflect their shared timeline of settlement in Toronto, while differential patterning for(ING) may derive from heritage-language licensing of velar nasals.Shontael Wanjema (The Ohio State University) Session 42Katie Carmichael (The Ohio State University)Abby Walker (The Ohio State University)Kathryn Campbell-Kibler (The Ohio State University)New methods in corpus development: integrating teaching and research through in-course modulesWe present a methodology designed to efficiently collect a large corpus of speech from undergraduates while enhancing theirlearning. As part of required coursework, students in undergraduate classes record themselves reading word lists, and fill out ademographic questionnaire. Their recordings are rapidly analyzed and the data is given back to the instructor in a pedagogicallyuseful format, either as raw data for analytical courses, or in a processed form like personalized vowel plots or a presentation onclass-wide speech patterns. Students then optionally consent to include their data in the research corpus.Natasha Warner (University of Arizona) Session 22Priscilla Liu (University of Arizona)Maureen Hoffmann (University of Arizona)James McQueen (Radboud University Nijmegen/Max Planck Institute for Psycholinguistics)Anne Cutler (Max Planck Institute for Psycholinguistics/University of Western Sydney)Perceptual cues across phonetic contexts: insights from a database of diphone perceptionAcoustic information overlaps across speech segments, but the timing of overlap depends on stress and on identity of thesegments. For example, less information about /s/ spreads into the preceding segment in /ps/ than in /us/, and the /s/ maydifferentially affect stressed vs. unstressed /u/. We report an experiment on how listeners perceive every sound of AmericanEnglish in every environment (2288 possible diphones), at six points in time as the acoustic information unfolds. Data represents20 listeners’ perceptions of 13,464 stimuli each. Here, we use this dataset to examine segmental and stress effects on perceptionof neighboring segments.214