Stop consonant voicing and intraoral pressure contours in women and children

Koenig, Laura L.; Lucero, Jorge C.

doi:10.1121/1.2828065

Cited by 27 publications

(16 citation statements)

References 54 publications

(90 reference statements)

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“…For example, considering American English voiced stops only, there is evidence from developmental studies that young children's voiced stops are often devoiced and have less closure voicing than adults (Kewley-Port & Preston 1974, Smith 1979. Recently, Koenig & Lucero (2008) found notable variation in the proportion of closure voicing in American English-speaking children and female speakers. For the voiced stop /b/ in intervocalic position, the proportion of closure voicing increased over age so that it was 36% for the 5-year-olds, 59% for the 10-year-olds, and 64% for women.…”

Section: Introductionmentioning

confidence: 99%

Variation in stop consonant voicing in two regional varieties of American English.

Jacewicz

Fox

Lyle

2008

The Journal of the Acoustical Society of America

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This study is an acoustic investigation of the nature and extent of consonant voicing of the stop /b/ in two dialectal varieties of American English spoken in south-central Wisconsin and western North Carolina. The stop /b/ occurred at the juncture of two words such as small bids, in a position between two voiced sonorants, i.e. the liquid /l/ and a vowel. Twenty women participated, ten representing the Wisconsin and ten the North Carolina variety, respectively. Significant dialectal differences were found in the voicing patterns. The Wisconsin stop closures were usually not fully voiced and terminated in a complete silence followed by a closure release whereas North Carolina speakers produced mostly fully voiced closures. Further dialectal differences included the proportion of closure voicing as a function of word emphasis. For Wisconsin speakers, the proportion of closure voicing was smallest when the word was emphasized and it was greatest in non-emphatic positions. For North Carolina speakers, the degree of word emphasis did not have an effect on the proportion of closure voicing. The results suggest different mechanisms by which closure voicing is maintained in these two dialects, pointing to active articulatory maneuvers in North Carolina speakers and passive in Wisconsin speakers.

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Section: Introductionmentioning

confidence: 99%

Variation in stop consonant voicing in two regional varieties of American English.

Jacewicz

Fox

Lyle

2008

The Journal of the Acoustical Society of America

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“…Table 1 shows key stop production-related results in the literature based on oral airflow amplitude measures. Significant vowel effects have been found in French, but in American English (AE) contextual effects are still unclear, although oral airflow signals conveying idiosyncratic elements of voicing onset and offset have been reported [10,21,22,30,31,37].…”

Section: Contextual Effects On Stops' Productionmentioning

confidence: 99%

The aerodynamics of voiced stop closures

Jesus

Costa

2020

J AUDIO SPEECH MUSIC PROC.

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Experimental data combining complementary measures based on the oral airflow signal is presented in this paper, exploring the view that European Portuguese voiced stops are produced in a similar fashion to Germanic languages. Four Portuguese speakers were recorded producing a corpus of nine isolated words with /b, d, ɡ/ in initial, medial and final word position, and the same nine words embedded in 39 different sentences. Slope of the stop release (SLP), voice onset time (VOT), release and stop durations and steady-state oral airflow amplitude characteristics preceding and following the stop were analysed. Differences between independent groups (three different places of articulation and two vowel contexts) and correlations between variables were studied; generalised linear mixed effects models were developed to study the effects of VOT, SLP and the factors place of articulation and vowel context on the mean oral airflow. A classification of stop's voicing was automatically extracted. Both SLP (p = .013) and VOT (p = .014) were significantly different for the three places of articulation. Weak voicing was observed for 57% of the stops. It is hypothesised that the high percentages of weakly voiced stops are a consequence of passive voicing and that the feature of contrast in Portuguese is privative [spread glottis].

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“…Additionally, as the number of triphones increases, the amount of data available to train the model of each triphone decreases rapidly. As younger children tend to be more variable and inconsistent in their pronunciation [1,2,3,4], the models may be encountering poor training con- Table 1: Word error rates (WERs) (%) of ASR systems for the matched-grade experiments. Each ASR was trained and tested on the same grade level.…”

Section: Matched-grade Experimentsmentioning

confidence: 99%

“…Meanwhile, due to the lack of databases and targeted techniques for child speech, ASR for children is still riddled with errors. The biggest hurdles for improving child ASR are large inter-speaker variability due to differing rates of growth and development and intra-speaker variability due to undeveloped pronunciation skills, especially at very young ages [1,2,3,4,5,6]. Additionally, the number of studies investigating the properties of ASR for children is small.…”

Section: Introductionmentioning

confidence: 99%

On the Difficulties of Automatic Speech Recognition for Kindergarten-Aged Children

Yeung

Alwan

2018

Interspeech 2018

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Automatic speech recognition (ASR) systems for children have lagged behind in performance when compared to adult ASR. The exact problems and evaluation methods for child ASR have not yet been fully investigated. Recent work from the robotics community suggests that ASR for kindergarten speech is especially difficult, even though this age group may benefit most from voice-based educational and diagnostic tools. Our study focused on ASR performance for specific grade levels (K-10) using a word identification task. Grade-specific ASR systems were evaluated, with particular attention placed on the evaluation of kindergarten-aged children (5-6 years old). Experiments included investigation of grade-specific interactions with triphone models using feature space maximum likelihood linear regression (fMLLR), vocal tract length normalization (VTLN), and subglottal resonance (SGR) normalization. Our results indicate that kindergarten ASR performs dramatically worse than even 1st grade ASR, likely due to large speech variability at that age. As such, ASR systems may require targeted evaluations on kindergarten speech rather than being evaluated under the guise of "child ASR." Additionally, results show that systems trained in matched conditions on kindergarten speech may be less suitable than mismatched-grade training with 1st grade speech. Finally, we analyzed the phonetic errors made by the kindergarten ASR.

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Stop consonant voicing and intraoral pressure contours in women and children

Cited by 27 publications

References 54 publications

Variation in stop consonant voicing in two regional varieties of American English.

Variation in stop consonant voicing in two regional varieties of American English.

The aerodynamics of voiced stop closures

On the Difficulties of Automatic Speech Recognition for Kindergarten-Aged Children

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