In this paper we explore two methods for the classification of fricatives. First, for the coding of the speech, we compared two sets of acoustic measures obtained from a corpus of Romanian fricatives: (a) spectral moments, and (b) cepstral coefficients. Second, we compared two methods of determining the regions of the segments from which the measures would be extracted. In the first method, the phonetic segments were divided into three regions of approximately equal duration. In the second method, Hidden Markov Models (HMMs) were used to divide each segment into three regions such that the variances of the measures within each region were minimized. The corpus we analyzed consists of 3,674 plain and palatalized word-final fricatives from four places of articulation, produced by 31 native speakers of Romanian (20 females). We used logistic regression to classify fricatives by place, voicing, palatalization status, and gender. We found that cepstral coefficients reliably outperformed spectral moments in all classification tasks, and that using regions determined by HMM yielded slightly higher correct classification rates than using regions of equal duration.

Research question:We address the question of whether the cognitive advantage of the bilingual mind, already demonstrated in the case of auditory processing or novel word acquisition, also applies to other linguistic domains, specifically to phonetic and phonological learning. Design:We compare the performance of 17 monolinguals and 25 bilinguals from Canada in a production experiment with two tasks: imitation and spontaneous reproduction of a novel foreign accent, specifically Sussex English. Data and analysis:To eliminate potential sources of variability, our focus is on a sound already existing in the subjects' production (the glottal stop), but differently mapped to surface representations in the novel accent to which they were exposed (i.e. as an allophone of coronal stops in word-final position). We measured the glottal stop rates of our subjects in baseline, training, and post-training. Results:The two groups behaved differently, with bilinguals showing a larger increase of their glottal stop rate post-training. Our results are thus consistent with a bilingual advantage in phonetic and phonological learning.Originality: We interpret these findings in light of recent psycholinguistic work and conclude that echoic memory strategies, possibly underlain by stronger subcortical encoding of sound in bilinguals, may account for our results by facilitating the re-mapping between existing mental representations of sounds and existing articulatory command configurations.Significance: Our study adds to the body of work showing that there is an advantage of bilingualism in second dialect learning in adulthood, and provides an explanation in terms of perceptual strategies in which echoic memory is involved. We also contribute to the recent body of research suggesting that imitation of an action can result in improved understanding of that action.

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Aims and objectives: Recent findings suggest enhanced phonetic and phonological learning ability in bilinguals compared with monolinguals. While other cognitive differences between these two groups have been identified in the past, the most frequently investigated mechanism potentially underlying them has been executive function. When considering phonetic and phonological learning, however, we are faced with greater involvement of sensorimotor mechanisms, since audition, perception, and articulation are all important components in the learning of new patterns of pronunciation. The present study investigates memory mechanisms, with a focus on auditory sensory memory, in these two groups of speakers. Methodology: An adaptive digit span task with suffix effect was administered to two groups of speakers (bilinguals and monolinguals). Data and analysis: The two groups were compared in terms of accuracy rates (overall and by serial position), maximum digit span reached, and the proportion of participants who reached the highest list length. Findings/conclusions: The results show that bilinguals have longer digit spans and demonstrate higher accuracy compared with monolinguals for all serial positions inside every list length, suggesting an advantage not only in terms of recently heard items (i.e., recency effect, attributable to auditory sensory mechanisms) but also for the items heard in the beginning of longer list lengths (i.e., primacy effect, attributable to working memory). Originality: The role of sensory mechanisms in language learning, in particular auditory sensory (echoic) memory, was posited to have been underestimated to date. The current study addresses this gap by investigating alternative mechanisms that could support differences in behavior resulting from language experience of various types. Significance/implications: The connection between auditory sensory memory and linguistic experience suggests that sensory mechanisms are involved in some of the observed cognitive differences between bilinguals and monolinguals. In particular, sensorimotor mechanisms might at least partially account for more effective phonetic and phonological learning in bilinguals. The current study thus sheds more light on the coupling between cognitive and sensory functions.