Word Forms Reflect Trade-Offs Between Speaker Effort and Robust Listener Recognition.

How do cognitive pressures shape the lexicons of natural languages? Here, we reframe George Kingsley Zipf's proposed "law of abbreviation" within a more general framework that relates it to cognitive pressures that affect speakers and listeners. In this new framework, speakers' drive to reduce effort (Zipf's proposal) is counteracted by the need for low-frequency words to have word forms that are sufficiently distinctive to allow for accurate recognition by listeners. To support this framework, we replicate and extend recent work using the prevalence of subword phonemic sequences (phonotactic probability) to measure speakers' production effort in place of Zipf's measure of length. Across languages and corpora, phonotactic probability is more strongly correlated with word frequency than word length. We also show this measure of ease of speech production (phonotactic probability) is strongly correlated with a measure of perceptual difficulty that indexes the degree of competition from alternative interpretations in word recognition. This is consistent with the claim that there must be trade-offs between these two factors, and is inconsistent with a recent proposal that phonotactic probability facilitates both perception and production. To our knowledge, this is the first work to offer an explanation why long, phonotactically improbable word forms remain in the lexicons of natural languages.

Learning English vowels: The effects of different phonetic training modes on Arabic learners' production and perceptiona).

This study investigated the effect of different types of phonetic training on potential changes in the production and perception of English vowels by Arabic learners of English. Forty-six Arabic learners of English were randomly assigned to one of three high variability vowel training programs: Perception training (High Variability Phonetic Training), Production training, and a Hybrid Training program (production and perception training). Pre- and post-tests (vowel identification, category discrimination, speech recognition in noise, and vowel production) showed that all training types led to improvements in perception and production. There was some evidence that improvements were linked to training type: learners in the Perception Training condition improved in vowel identification but not vowel production, while those in the Production Training condition showed only small improvements in performance on perceptual tasks, but greater improvement in production. However, the effects of training modality were complicated by proficiency, with high proficiency learners benefitting more from different types of training regardless of training mode than lower proficiency learners.

Semantic encoding during language comprehension at single-cell resolution.

From sequences of speech sounds1,2 or letters3, humans can extract rich and nuanced meaning through language. This capacity is essential for human communication. Yet, despite a growing understanding of the brain areas that support linguistic and semantic processing4-12, the derivation of linguistic meaning in neural tissue at the cellular level and over the timescale of action potentials remains largely unknown. Here we recorded from single cells in the left language-dominant prefrontal cortex as participants listened to semantically diverse sentences and naturalistic stories. By tracking their activities during natural speech processing, we discover a fine-scale cortical representation of semantic information by individual neurons. These neurons responded selectively to specific word meanings and reliably distinguished words from nonwords. Moreover, rather than responding to the words as fixed memory representations, their activities were highly dynamic, reflecting the words' meanings based on their specific sentence contexts and independent of their phonetic form. Collectively, we show how these cell ensembles accurately predicted the broad semantic categories of the words as they were heard in real time during speech and how they tracked the sentences in which they appeared. We also show how they encoded the hierarchical structure of these meaning representations and how these representations mapped onto the cell population. Together, these findings reveal a finely detailed cortical organization of semantic representations at the neuron scale in humans and begin to illuminate the cellular-level processing of meaning during language comprehension.

Language-general versus language-specific processes in bilingual voice learning.

Language experience confers a benefit to voice learning, a concept described in the literature as the language familiarity effect (LFE). What experiences are necessary for the LFE to be conferred is less clear. We contribute empirically and theoretically to this debate by examining within and across language voice learning with Cantonese-English bilingual voices in a talker-voice association paradigm. Listeners were trained in Cantonese or English and assessed on their abilities to generalize voice learning at test on Cantonese and English utterances. By testing listeners from four language backgrounds - English Monolingual, Cantonese-English Multilingual, Tone Multilingual, and Non-tone Multilingual groups - we assess whether the LFE and group-level differences in voice learning are due to varying abilities (1) in accessing the relative acoustic-phonetic features that distinguish a voice, (2) learning at a given rate, or (3) generalizing learning of talker-voice associations to novel same-language and different-language utterances. The specific four language background groups allow us to investigate the roles of language-specific familiarity, tone language experience, and generic multilingual experience in voice learning. Differences in performance across listener groups shows evidence in support of the LFE and the role of two mechanisms for voice learning: the extraction and association of talker-specific, language-general information that is more robustly generalized across languages, and talker-specific, language-specific information that may be more readily accessible and learnable, but due to its language-specific nature, is less able to be extended to another language.

The impact of temporal processing on reading in dyslexia with rapid automatized naming deficits.

In the present study, we aimed to investigate the different impacts of temporal processing on reading by Chinese children with and without dyslexia. In total, 27 children with dyslexia who had a deficit in rapid automatized naming (RAN) (D_R), 37 children with dyslexia who had deficits in both RAN and phonological awareness (PA) (D_RP), and 40 typically developing children (TD) were recruited in Taiwan. The children were asked to complete non-verbal intelligence, PA, RAN, Chinese character reading tasks and an auditory temporal order judgement (ATOJ) task. Our results of a multiple regression model showed that the ATOJ accounted for unique variances in the reading differences between the children in the D_R and TD groups; performance was controlled for non-verbal intelligence, PA and RAN tasks. Theoretically, we provide possible explanations for the controversial findings in the field of Chinese children with dyslexia and, practically, suggest different interventions should be provided for children with dyslexia with different underlying impairments.

Comparing human and machine's use of coarticulatory vowel nasalization for linguistic classificationa).

Anticipatory coarticulation is a highly informative cue to upcoming linguistic information: listeners can identify that the word is ben and not bed by hearing the vowel alone. The present study compares the relative performances of human listeners and a self-supervised pre-trained speech model (wav2vec 2.0) in the use of nasal coarticulation to classify vowels. Stimuli consisted of nasalized (from CVN words) and non-nasalized (from CVCs) American English vowels produced by 60 humans and generated in 36 TTS voices. wav2vec 2.0 performance is similar to human listener performance, in aggregate. Broken down by vowel type: both wav2vec 2.0 and listeners perform higher for non-nasalized vowels produced naturally by humans. However, wav2vec 2.0 shows higher correct classification performance for nasalized vowels, than for non-nasalized vowels, for TTS voices. Speaker-level patterns reveal that listeners' use of coarticulation is highly variable across talkers. wav2vec 2.0 also shows cross-talker variability in performance. Analyses also reveal differences in the use of multiple acoustic cues in nasalized vowel classifications across listeners and the wav2vec 2.0. Findings have implications for understanding how coarticulatory variation is used in speech perception. Results also can provide insight into how neural systems learn to attend to the unique acoustic features of coarticulation.

Vowel nasalization does not cue ambisyllabicity in American English nasals: Evidence from nasometrya).

Using visual spectrographic examination of vowel nasalization to diagnose the syllabic affiliation of phonologically ambisyllabic nasal consonants (e.g., gamma), Durvasula and Huang [(2017). Lang. Sci. 62, 17-36] argued that anticipatory vowel nasalization in these words patterns with word-medial codas. Using nasometry, the current study finds that anticipatory nasalization before monomorphemic and multimorphemic (scammer) ambisyllabic nasals differ from word-medial coda (gamble) and word-final nasals (scam), but not from other intervocalic nasals. Additionally, vowel nasalization is sensitive to the manner of the preceding phoneme. These findings demonstrate that quantifying anticipatory nasalization using nasometry differs from visual spectrographic criteria.

Acoustic characteristics of infant- and foreigner-directed speech with Mandarin as the target language.

The quality of speech input influences the efficiency of L1 and L2 acquisition. This study examined modifications in infant-directed speech (IDS) and foreigner-directed speech (FDS) in Standard Mandarin-a tonal language-and explored how IDS and FDS features were manifested in disyllabic words and a longer discourse. The study aimed to determine which characteristics of IDS and FDS were enhanced in comparison with adult-directed speech (ADS), and how IDS and FDS differed when measured in a common set of acoustic parameters. For words, it was found that tone-bearing vowel duration, mean and range of fundamental frequency (F0), and the lexical tone contours were enhanced in IDS and FDS relative to ADS, except for the dipping Tone 3 that exhibited an unexpected lowering in FDS, but no modification in IDS when compared with ADS. For the discourse, different aspects of temporal and F0 enhancements were emphasized in IDS and FDS: the mean F0 was higher in IDS whereas the total discourse duration was greater in FDS. These findings add to the growing literature on L1 and L2 speech input characteristics and their role in language acquisition.

Neuromodulation of the Right Motor Cortex of the Lips With Repetitive Transcranial Magnetic Stimulation to Reduce Phonological Impairment and Improve Naming in Three Persons With Aphasia: A Single-Case Experimental Design.

PURPOSE: Repetitive transcranial magnetic stimulation (rTMS) can enhance aphasia recovery. Most studies have used inhibitory stimulation targeting the right inferior frontal gyrus. However, the motor cortex, observed to contribute to the prediction of aphasia recovery, is involved in word production and could be an appropriate target for rTMS. We aimed to observe behavioral changes in a picture naming task induced by inhibitory rTMS targeting the right motor cortex of the lips in people with poststroke aphasia. METHOD: Using a single-case experimental design, we included three participants with chronic poststroke aphasia who had phonological deficits. Each participant performed a verbal picture naming task 3 times a week for 2, 3, or 4 weeks (pseudorandom across participants) to establish a baseline naming ability for each participant. These were not therapy sessions, and no feedback was provided. Then, each participant received the intervention, inhibitory continuous theta burst stimulation targeting the right motor cortex of the lips, 3 times a week for 2 weeks. Naming testing continued 3 times a week, for these latter 2 weeks. No therapy was performed at any time during the study. RESULTS: Visual analysis of the graphs showed a positive effect of rTMS for P2 and P3 on picture naming accuracy and a tendency toward improvement for P1. Statistical analysis showed an improvement after rTMS for P1 (τ = 0.544, p = .013, SETau = 0.288) and P2 (τ = 0.708, p = .001, SETau = 0.235). For P3, even if the intervention allowed some improvement, this was statistically nonsignificant due to a learning effect during the baseline naming testing, which lasted the longest, 4 weeks. Regarding specific language features, phonological errors significantly decreased in all patients. CONCLUSIONS: The motor cortex of the lips could be an appropriate target for rTMS to improve naming in people with poststroke aphasia suffering from a phonological deficit. This suggests the possibility to individualize the target for rTMS, according to the patient's linguistic impairment.

Spectral degradation and carrier sentences increase age-related temporal processing deficits in a cue-specific manner.

Advancing age is associated with decreased sensitivity to temporal cues in word segments, particularly when target words follow non-informative carrier sentences or are spectrally degraded (e.g., vocoded to simulate cochlear-implant stimulation). This study investigated whether age, carrier sentences, and spectral degradation interacted to cause undue difficulty in processing speech temporal cues. Younger and older adults with normal hearing performed phonemic categorization tasks on two continua: a Buy/Pie contrast with voice onset time changes for the word-initial stop and a Dish/Ditch contrast with silent interval changes preceding the word-final fricative. Target words were presented in isolation or after non-informative carrier sentences, and were unprocessed or degraded via sinewave vocoding (2, 4, and 8 channels). Older listeners exhibited reduced sensitivity to both temporal cues compared to younger listeners. For the Buy/Pie contrast, age, carrier sentence, and spectral degradation interacted such that the largest age effects were seen for unprocessed words in the carrier sentence condition. This pattern differed from the Dish/Ditch contrast, where reducing spectral resolution exaggerated age effects, but introducing carrier sentences largely left the patterns unchanged. These results suggest that certain temporal cues are particularly susceptible to aging when placed in sentences, likely contributing to the difficulties of older cochlear-implant users in everyday environments.

Masked Translation Priming Effects for Chinese-English-Japanese Triple Cognates in Lexical Decision Tasks.

Previous research has demonstrated cognate translation priming effects in masked priming lexical decision tasks (LDTs) even when a bilingual's two languages have different scripts. Because those effect sizes are normally larger than with noncognates, the effects have been partially attributed to the impact of prime-target phonological similarity. The present research extended that work by examining priming effects when using triple different-script cognates, i.e., /ka1 feɪ1/-coffee-コーヒー/KoRhiR/. Specifically, masked cognate priming effects were examined in six different priming directions (i.e., L1↔L2, L1↔L3, and L2↔L3) for Chinese-English-Japanese trilinguals using LDTs. Significant priming effects were observed only when the primes were from the stronger language. This asymmetric pattern suggests that the phonological similarity of cognate primes only facilitates the processing of different-script triple cognates to the extent that the processing of the prime is robust enough to make phonology available before target processing is finished.

Response to intervention as an identification strategy of the risk for dyslexia. / Resposta à intervenção como estratégia de identificação do risco para dislexia.

PURPOSE: To develop on intervention process to identify children at risk of dyslexia, based on the Response to Intervention model. Specifically, to identify the pattern of changes in post-intervention performance in tasks of phonological awareness, working memory, lexical access, reading and writing; and to analyze which cognitive functions had a significant effect on the discriminating students at risk of dyslexia. METHOD: Sample of 30 participants with Reading and writing difficulties, aged 8-11, from public/private schools, students from 3rd to 5th grade. Participants were submitted to a battery of cognitive-linguistic tests, before and after 12 intervention sessions. To monitor their performance, five reading and writing lists of words and pseudowords were applied. We qualitatively and quantitatively analyzed the differences in pre- and post-intervention performance of each participant; and among participants in the post-assessment, to understand the patterns of dyslexia vs non-dyslexia groups. RESULTS: There were statistically significant changes in: rapid automatized naming, narrative text comprehension, phonological awareness, rate and typology of hits/misses in reading and writing, and reading speed. Being the last three variables the most sensitive to discriminate the two groups, all with less post-intervention gains for the dyslexia group. CONCLUSIONS: The intervention focused on the stimulation of phonological skills and explicit and systematic teaching of graphophonemic correspondences contributed positively to the evolution of the group's participants. The intervention response approach favored the identification of children with a profile at risk for dyslexia, as distinct from children with other learning difficulties.

OBJETIVO: desenvolver um processo de intervenção para identificação de crianças em risco para dislexia, baseado no modelo de resposta à intervenção. Especificamente, identificar o perfil de mudança no desempenho pós-intervenção em tarefas de consciência fonológica, memória operacional, acesso lexical, leitura, escrita; e analisar quais funções cognitivas tiveram efeito significativo para discriminação de estudantes em risco para dislexia. MÉTODO: amostra composta por 30 participantes com dificuldades na leitura e escrita, entre 8 e 11 anos, de escola pública ou particular, estudantes do 3º ao 5º ano. Todos foram submetidos a uma bateria de testes cognitivo-linguísticos, antes e após a realização de 12 sessões de intervenção. Para monitoramento do desempenho foram aplicadas cinco listas de leitura e escrita de palavras/pseudopalavras. Foram realizadas análises, qualitativas e quantitativas, das diferenças de desempenho pré e pós-intervenção; e entre os participantes na pós avaliação, para compreensão de grupos perfil em risco para dislexia vs não-dislexia. RESULTADOS: ocorreram mudanças estatisticamente significativas em nomeação automática rápida, compreensão de texto, consciência fonológica, taxa e tipologia de acertos/erros na leitura/escrita e velocidade de leitura. Sendo essas três últimas variáveis as que se mostraram mais discriminativas dos grupos, todas com menos ganhos na pós-intervenção para o grupo com perfil em risco de dislexia. CONCLUSÃO: a intervenção com foco na estimulação das habilidades fonológicas e ensino explícito das correspondências grafofonêmicas contribuiu para a evolução dos participantes. A abordagem de resposta à intervenção favoreceu a identificação de crianças com perfil em risco para dislexia, as diferenciando de crianças com outras dificuldades de aprendizagem.

The perception and production of Korean stops in second dialect acquisition.

This study investigated the acoustic cue weighting of the Korean stop contrast in the perception and production of speakers who moved from a nonstandard dialect region to the standard dialect region, Seoul. Through comparing these mobile speakers with data from nonmobile speakers in Seoul and their home region, it was found that the speakers shifted their cue weighting in perception and production to some degree, but also retained some subphonemic features of their home dialect in production. The implications of these results for the role of dialect prestige and awareness in second dialect acquisition are discussed.

Advanced accent/dialect identification and accentedness assessment with multi-embedding models and automatic speech recognition.

The ability to accurately classify accents and assess accentedness in non-native speakers are challenging tasks due primarily to the complexity and diversity of accent and dialect variations. In this study, embeddings from advanced pretrained language identification (LID) and speaker identification (SID) models are leveraged to improve the accuracy of accent classification and non-native accentedness assessment. Findings demonstrate that employing pretrained LID and SID models effectively encodes accent/dialect information in speech. Furthermore, the LID and SID encoded accent information complement an end-to-end (E2E) accent identification (AID) model trained from scratch. By incorporating all three embeddings, the proposed multi-embedding AID system achieves superior accuracy in AID. Next, leveraging automatic speech recognition (ASR) and AID models is investigated to explore accentedness estimation. The ASR model is an E2E connectionist temporal classification model trained exclusively with American English (en-US) utterances. The ASR error rate and en-US output of the AID model are leveraged as objective accentedness scores. Evaluation results demonstrate a strong correlation between scores estimated by the two models. Additionally, a robust correlation between objective accentedness scores and subjective scores based on human perception is demonstrated, providing evidence for the reliability and validity of using AID-based and ASR-based systems for accentedness assessment in non-native speech. Such advanced systems would benefit accent assessment in language learning as well as speech and speaker assessment for intelligibility, quality, and speaker diarization and speech recognition advancements.

Age and masking effects on acoustic cues for vowel categorizationa).

Age-related changes in auditory processing may reduce physiological coding of acoustic cues, contributing to older adults' difficulty perceiving speech in background noise. This study investigated whether older adults differed from young adults in patterns of acoustic cue weighting for categorizing vowels in quiet and in noise. All participants relied primarily on spectral quality to categorize /ɛ/ and /æ/ sounds under both listening conditions. However, relative to young adults, older adults exhibited greater reliance on duration and less reliance on spectral quality. These results suggest that aging alters patterns of perceptual cue weights that may influence speech recognition abilities.

Native language advantage in electrical brain responses to speech sound changes in passive and active listening condition.

It is not clear whether the brain can detect changes in native and non-native speech sounds in both unattended and attended conditions, but this information would be important to understand the nature of potential native language advantage in speech perception. We recorded event-related potentials (ERPs) for changes in duration and in Chinese lexical tone in a repeated vowel /a/ in native speakers of Finnish and Chinese in passive and active listening conditions. ERP amplitudes reflecting deviance detection (mismatch negativity; MMN and N2b) and attentional shifts towards changes in speech sounds (P3a and P3b) were investigated. In the passive listening condition, duration changes elicited increased amplitude in the MMN latency window for both standard and deviant sounds in the Finnish speakers compared to the Chinese speakers, but no group differences were observed for P3a. In passive listening to lexical tones, P3a was increased in amplitude for both standard and deviant stimuli in Chinese speakers compared to Finnish speakers, but the groups did not differ in MMN. In active listening, both tone and duration changes elicited N2b and P3b, but the groups differed only in pattern of results for the deviant type. The results thus suggest an overall increased sensitivity to native speech sounds, especially in passive listening, while the mechanisms of change detection and attentional shifting seem to work well for both native and non-native speech sounds in the attentive mode.

Distributional Learning and Overnight Consolidation of Nonnative Tonal Contrasts by Tonal Language Speakers.

PURPOSE: Previous studies have reported the success of distributional learning for adult speakers across segmental and suprasegmental categories immediately after training. On the other hand, second language (L2) perception models posit that the ease with which learners perceive a nonnative speech contrast depends on the perceptual mapping between the contrast and learners' first language (L1) categories. This study examined whether a difference in perceptual mapping patterns for different L2-Mandarin tonal contrasts might result in a difference in distributional learning effectiveness for tonal speakers and whether an interval of sleep enhanced the knowledge through consolidation. METHOD: Following a pretest-training-posttest design, 66 L1-Cantonese participants with fewer than 9 years of Mandarin training were assigned to either the bimodal or unimodal distribution conditions. The participants of each group were asked to discriminate Mandarin level-falling (T1-T4) and level-rising (T1-T2) tone pairs on novel syllables in a within-subject design. All participants were trained in the evening, tested after training, and returned after 12 hr for overnight consolidation assessment. RESULTS: A significant distributional learning effect was observed for Mandarin T1-T4, but only after sleep. No significant distributional learning effect was observed for Mandarin T1-T2, either after training or after sleep. CONCLUSIONS: The findings may imply that distributional learning is contingent on perceptual mapping patterns of the target contrasts and that sleep may play a role in the consolidation of knowledge in an implicit statistical learning paradigm. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.25970008.

Multiple evolutionary pressures shape identical consonant avoidance in the world's languages.

Languages disfavor word forms containing sequences of similar or identical consonants, due to the biomechanical and cognitive difficulties posed by patterns of this sort. However, the specific evolutionary processes responsible for this phenomenon are not fully understood. Words containing sequences of identical consonants may be more likely to arise than those without; processes of word form mutation may be more likely to remove than create sequences of identical consonants in word forms; finally, words containing identical consonants may die out more frequently than those without. Phylogenetic analyses of the evolution of homologous word forms indicate that words with identical consonants arise less frequently than those without. However, words with identical consonants do not die out more frequently than those without. Further analyses reveal that forms with identical consonants are replaced in basic meaning functions more frequently than words without. Taken together, results suggest that the underrepresentation of sequences of identical consonants is overwhelmingly a by-product of constraints on word form coinage, though processes related to word usage also serve to ensure that such patterns are infrequent in more salient vocabulary items. These findings clarify aspects of processes of lexical evolution and competition that take place during language change, optimizing communicative systems.

Lexical Morphology as a Source of Risk and Resilience for Learning to Read With Dyslexia: An fNIRS Investigation.

PURPOSE: We examined the neurocognitive bases of lexical morphology in children of varied reading abilities to understand the role of meaning-based skills in learning to read with dyslexia. METHOD: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined the relation between lexical morphology and phonological processes in typically developing readers (Study 1, N = 66, Mage = 8.39), followed by a more focal inquiry into lexical morphology processes in dyslexia (Study 2, N = 50, Mage = 8.62). RESULTS: Typical readers exhibited stronger engagement of language neurocircuitry during the morphology task relative to the phonology task, suggesting that morphological analyses involve synthesizing multiple components of sublexical processing. This effect was stronger for more analytically complex derivational affixes (like + ly) than more semantically transparent free base morphemes (snow + man). In contrast, children with dyslexia exhibited stronger activation during the free base condition relative to derivational affix condition. Taken together, the findings suggest that although children with dyslexia may struggle with derivational morphology, they may also use free base morphemes' semantic information to boost word recognition. CONCLUSION: This study informs literacy theories by identifying an interaction between reading ability, word structure, and how the developing brain learns to recognize words in speech and print. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.25944949.

The role of input vs. output phonological working memory in narrative production: Evidence from case series and case study approaches.

Separable input and output phonological working memory (WM) capacities have been proposed, with the input capacity supporting speech recognition and the output capacity supporting production. We examined the role of input vs. output phonological WM in narrative production, examining speech rate and pronoun ratio - two measures with prior evidence of a relation to phonological WM. For speech rate, a case series approach with individuals with aphasia found no significant independent contribution of input or output phonological WM capacity after controlling for single-word production. For pronoun ratio, there was some suggestion of a role for input phonological WM. Thus, neither finding supported a specific role for an output phonological buffer in speech production. In contrast, two cases demonstrating dissociations between input and output phonological WM capacities provided suggestive evidence of predicted differences in narrative production, though follow-up research is needed. Implications for case series vs. case study approaches are discussed.