You searched for subject:(prosody).
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University of Georgia
1.
Miller, Justin.
The development of prosodic text reading as a dimension of oral reading fluency in early elementary school children.
Degree: PhD, Educational Psychology, 2008, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/miller_justin_200808_phd 
► Prosodic text reading is widely considered one of tiches of de orfinialng characteristreading fluency. The general purpose of this study was t ofo e xamine…
(more)
▼ Prosodic text reading is widely considered one of tiches of de orfinialng characteristreading fluency. The general purpose of this study was t ofo e xamine the developmentreading
prosody throughout the years of primary reasdi 1 tng ahrcougquih 3)siti. on (gradeParticipants were 92 first-grade students who we oref pa thert of a larger studydevelopment of reading fluency. Suprasegmental featur mese ofasur oerd al reading wereon three separate occasions throughout grades 1 and 2 (e tiniaktein al measurements werduring the spring of the first grade school year wioctch furrolinlgow -up assessments during the fall and the spring of second grade). A financll outuded come assessment was iduring the spring of the third grade school year asons weilslt. Oed ofutcom e measures cformal assessments of oral reading fluency and readipengc icfomicpr ehension. The sresearch objectives consisted of the following: (1) tso dees itn ermine whether decreapausing over time serve a causal function for the developmes;e (nt2) of larger pitch changto determine the extent to which the growth of
prosody during grades 1 and 2 is predictive of oral reading fluency in grade 3; (3) tot deh ofte rmine whether the growreading
prosody during grades 1 and 2 is predictive of comprehension skill in grade 3; and (4) to determine the extent to which the development of reading
prosody adds to our ability to account for reading fluency and comprehension outcomes beyond word reading speed and accuracy. Path model tests found evidence of a eraeslea tionship between a decrin the number of pauses during oral reading and the subsequent development of adult-like pitch contours. Furthermore, outcome model tests indicated that while aspects of both pause and pitch variables initially impacted oral reading fluency, only pitch contouremerged as a significant predictor of fluency once wccorurd racye wadiernge speed and ataken into account. Finally, the cumulative effectn od tf dehe icrnieatsieasl i n pausing apitch contour measurement predicted comprehension skill.
Advisors/Committee Members: A. Michele Lease.
Subjects/Keywords: Prosody
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APA (6th Edition):
Miller, J. (2008). The development of prosodic text reading as a dimension of oral reading fluency in early elementary school children. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/miller_justin_200808_phd
Chicago Manual of Style (16th Edition):
Miller, Justin. “The development of prosodic text reading as a dimension of oral reading fluency in early elementary school children.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 19, 2020.
http://purl.galileo.usg.edu/uga_etd/miller_justin_200808_phd.
MLA Handbook (7th Edition):
Miller, Justin. “The development of prosodic text reading as a dimension of oral reading fluency in early elementary school children.” 2008. Web. 19 Feb 2020.
Vancouver:
Miller J. The development of prosodic text reading as a dimension of oral reading fluency in early elementary school children. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 19].
Available from: http://purl.galileo.usg.edu/uga_etd/miller_justin_200808_phd.
Council of Science Editors:
Miller J. The development of prosodic text reading as a dimension of oral reading fluency in early elementary school children. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/miller_justin_200808_phd
University of Georgia
2.
Westmoreland, Matthew.
Analysis of the development of reading prosody as an element of children's developing reading fluency.
Degree: MA, Educational Psychology, 2013, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/westmoreland_matthew_201312_ma
► This study examines the development of reading prosody, specifically, linguistic focus prosody as an element of reading by recording the readings of 120 third grade…
(more)
▼ This study examines the development of reading
prosody, specifically, linguistic focus
prosody as an element of reading by recording the readings of 120 third grade students from Georgia and New Jersey. Spectrographs were used to examine how the students marked linguistic through the use of pitch, duration, and amplitude. The linguistic focus features being examined were exclamation, quotations, contrastive stress, and parentheticals. More fluent readers marked contrastive stress and exclamations with higher pitch and increased amplitude, which was expected based on the previous research. Fluent readers also used higher pitch as a marker of quotations. Longer duration was only used as a marker for exclamations and even showed an unexpected directionality where unmarked words had a longer duration. The participants generally did not understand parentheticals, and a majority of the parentheticals had to be recorded as missing and a statistical analysis could not be performed.
Advisors/Committee Members: Paula Schwanenflugel.
Subjects/Keywords: Reading Prosody
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APA (6th Edition):
Westmoreland, M. (2013). Analysis of the development of reading prosody as an element of children's developing reading fluency. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/westmoreland_matthew_201312_ma
Chicago Manual of Style (16th Edition):
Westmoreland, Matthew. “Analysis of the development of reading prosody as an element of children's developing reading fluency.” 2013. Masters Thesis, University of Georgia. Accessed February 19, 2020.
http://purl.galileo.usg.edu/uga_etd/westmoreland_matthew_201312_ma.
MLA Handbook (7th Edition):
Westmoreland, Matthew. “Analysis of the development of reading prosody as an element of children's developing reading fluency.” 2013. Web. 19 Feb 2020.
Vancouver:
Westmoreland M. Analysis of the development of reading prosody as an element of children's developing reading fluency. [Internet] [Masters thesis]. University of Georgia; 2013. [cited 2020 Feb 19].
Available from: http://purl.galileo.usg.edu/uga_etd/westmoreland_matthew_201312_ma.
Council of Science Editors:
Westmoreland M. Analysis of the development of reading prosody as an element of children's developing reading fluency. [Masters Thesis]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/westmoreland_matthew_201312_ma
University of Georgia
3.
Miller, Justin.
The role of complex prosody in the oral reading of young children.
Degree: MA, School Psychology, 2005, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/miller_justin_200508_ma
► Prosodic, or expressive, reading is considered to be one of the essential features of the achievement of reading fluency. The purpose of this study was…
(more)
▼ Prosodic, or expressive, reading is considered to be one of the essential features of the achievement of reading fluency. The purpose of this study was to determine the degree to which complex
prosody varied as a function of reading skill and what role
prosody might play in mediating individual differences in comprehension. Direct prosodic measurement was used and rdreading skill was determined through standardized assessments. Spectrographic analysis of 80 3 rdgraders and 29 adults’ reading of a complex 3 grade text was employed. Fundamental frequency (F0) and pause duration measurements were made for each of the following grammatical structures: basic declarative sentences; basic quotatives; yes-no questions; complex adjectival phrases; and frontal movement phrases. Efficient readers had shorter and more adult-like pause structures. Structural equation modeling found evidence that decoding and oral reading abilities predict prosodic reading and comprehension skill, but failed to find an indirect effect of
prosody for comprehension.
Advisors/Committee Members: Paula Schwanenflugel.
Subjects/Keywords: Prosody
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APA (6th Edition):
Miller, J. (2005). The role of complex prosody in the oral reading of young children. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/miller_justin_200508_ma
Chicago Manual of Style (16th Edition):
Miller, Justin. “The role of complex prosody in the oral reading of young children.” 2005. Masters Thesis, University of Georgia. Accessed February 19, 2020.
http://purl.galileo.usg.edu/uga_etd/miller_justin_200508_ma.
MLA Handbook (7th Edition):
Miller, Justin. “The role of complex prosody in the oral reading of young children.” 2005. Web. 19 Feb 2020.
Vancouver:
Miller J. The role of complex prosody in the oral reading of young children. [Internet] [Masters thesis]. University of Georgia; 2005. [cited 2020 Feb 19].
Available from: http://purl.galileo.usg.edu/uga_etd/miller_justin_200508_ma.
Council of Science Editors:
Miller J. The role of complex prosody in the oral reading of young children. [Masters Thesis]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/miller_justin_200508_ma
University of North Texas
4.
Walsh, Hannah C.
An Examination of the Language of Psychopaths: Differences in Prosodic Channels of Communication in Psychopathic and Non-Psychopathic Offenders.
Degree: 2018, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc1248490/
► Natural speech contains a wealth of information relevant to understanding cognitive and affective psychological processes, which are reflected in both prosodic and semantic channels of…
(more)
▼ Natural speech contains a wealth of information relevant to understanding cognitive and affective psychological processes, which are reflected in both prosodic and semantic channels of communication. While differences in semantic channels have been demonstrated among psychopathic versus non-psychopathic individuals, research on the role of
prosody in psychopathy is scant. The Computerized Assessment of Natural Speech protocol provides adetailed assessment of macroscopic-level
prosody variables related to underlying psychological processes that have been linked to psychopathological conditions. Psychopathy is a condition that involves a number of disruptions in cognitive and affective processes, which theoretically can be tied to various aspects of speech. The present study provides a novel contribution by examining natural speech output in an offender sample in the context of a clinical interview (Psychopathy Checklist – Revised). More specifically, the present study examined variance in
prosody across segments of the PCL-R interview designed to elicit both positively and negatively valenced emotional content, across high and low levels of subjective arousal, in psychopathic (n = 49) and non-psychopathic (n = 44) male offenders who were similar in terms of age, education, race/ethnicity, and IQ. Three-factor mixed MANOVAs (Group x Valence x Arousal) were conducted to evaluate differences in prosodic speech displayed by the offenders. Results indicated significant interactions between psychopathic and non-psychopathic offenders across valence and arousal conditions in terms of percentage of silence, average pause length, longest pause length, average within-utterance variation in subjectively defined pitch and articulation variables, and average rate of change in articulation across speech sample. Implications and future directions for research are discussed.
Advisors/Committee Members: Neumann, Craig S., Contractor, Ateka, Ryals, Anthony, Cohen, Alex S..
Subjects/Keywords: Psychopathy; Prosody
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University of Georgia
5.
Mira, William A.
The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.
Degree: MA, Educational Psychology, 2011, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma
► The purpose of the study was to determine the effect of expressiveness on the comprehension of storybooks by four and five year old pre-kindergarten children.…
(more)
▼ The purpose of the study was to determine the effect of expressiveness on the comprehension of storybooks by four and five year old pre-kindergarten children. Ninety-two prekindergarten children (Mage = 57.26 months, SDage = 3.89) listened to expressive or inexpressive recordings of two similar stories. Story comprehension was tested by a free recall as well as a cued recall assessment consisting of three sub-scores and a total score. ANOVAs examined the effects of reading expressiveness, story type, and
prosody comparison type, on comprehension scores. Children’s total cued recall scores were significantly higher (F(1, 88) = 6.127, p = .015, following expressive readings than inexpressive readings. The present study provides preliminary evidence that prosodic readings improve listening comprehension. Results support common recommendations to read expressively to young children as they may benefit the most from this practice due to limited working memory and enhanced sensitivity to
prosody.
Advisors/Committee Members: Paula Schwanenflugel.
Subjects/Keywords: Prosody; Comprehension; Prekindergarteners
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APA (6th Edition):
Mira, W. A. (2011). The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma
Chicago Manual of Style (16th Edition):
Mira, William A. “The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.” 2011. Masters Thesis, University of Georgia. Accessed February 19, 2020.
http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma.
MLA Handbook (7th Edition):
Mira, William A. “The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.” 2011. Web. 19 Feb 2020.
Vancouver:
Mira WA. The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2020 Feb 19].
Available from: http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma.
Council of Science Editors:
Mira WA. The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma
California State University – Chico
6.
Stephens, Suzanne S.
Enhancing second language acquisition and recall with music and prosody
.
Degree: 2014, California State University – Chico
URL: http://hdl.handle.net/10211.3/115666
► This paper examines evidence that music and language are so intertwined, so integral to one another that one cannot be learned without the other. Indeed,…
(more)
▼ This paper examines evidence that music and language are so intertwined, so
integral to one another that one cannot be learned without the other. Indeed, the study of
music seems to enhance the acquisition of second languages because it provides
phonological and metrical space cognition. Starting with the premise that language and
music are ubiquitous, and that their respective grammars are implicitly known to nearly
all people, researchers have parsed out the relevant topics into the major areas of
cognition, memory and recall, and models of brain and functional modularity described
by syntactic and semantic networks. How music and prosody influence language
acquisition focuses on the following: The hierarchical grammars of music and linguistics;
studies of the brain functions from neurolinguistics; language acquisition through
psycholinguistics; and modern graph theory as applied to language networks. These models are examined for their predictions of growth and function. Recent
interdisciplinary research in these fields has discovered correlative processing and shared
resources between language and music that has implications for second language (L2)
learners as a distinct class of language learners. Since the input for language, music and
prosody is often under the L2 learner's control, strategic learning may improve memory
and recall. First, this paper examines theories of infant language acquisition, including
classic morpheme studies, prior to extending the theories to adult second language
learners and use of music/language prosody. Thus, from the L2 learner's prospective,
does music and language prosody improve or enhance the second language acquisition
process, and what is the evidence? From neuroscience studies, is there a strong enough
cognitive connection to include explicit music and prosody training? This needs evidence
beyond the obvious sociolinguistic reasons, because the argument here is that music itself
enhances cognitive functions. Or, is music and varieties of language prosody simply to be
enjoyed as part of the cultural or social milieu, not necessary for language competence,
just a frill. Using network theory to describe the syntactic bottleneck caused by
incomplete or faulty knowledge of requisite morphemes, this paper extrapolates from the
child language cascade to the adult L2 learner. For the adult second language learner,
music and language prosody are strategic tools for acquiring these implicit rules ensuring
language readiness.
Subjects/Keywords: music language prosody
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APA ·
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APA (6th Edition):
Stephens, S. S. (2014). Enhancing second language acquisition and recall with music and prosody
. (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.3/115666
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Stephens, Suzanne S. “Enhancing second language acquisition and recall with music and prosody
.” 2014. Thesis, California State University – Chico. Accessed February 19, 2020.
http://hdl.handle.net/10211.3/115666.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Stephens, Suzanne S. “Enhancing second language acquisition and recall with music and prosody
.” 2014. Web. 19 Feb 2020.
Vancouver:
Stephens SS. Enhancing second language acquisition and recall with music and prosody
. [Internet] [Thesis]. California State University – Chico; 2014. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/10211.3/115666.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Stephens SS. Enhancing second language acquisition and recall with music and prosody
. [Thesis]. California State University – Chico; 2014. Available from: http://hdl.handle.net/10211.3/115666
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
7.
Ribeiro, Manuel Sam.
Exploring Discourse-level Features for Audiobook-based Speech Synthesis.
Degree: 2013, University of Edinburgh
URL: http://hdl.handle.net/1842/8616
► Audiobooks are a powerful source of rich information for speech synthesis. Recent work has been focusing on this type of data to improve synthetic speech…
(more)
▼ Audiobooks are a powerful source of rich information for speech synthesis. Recent
work has been focusing on this type of data to improve synthetic speech on two
essential dimensions: naturalness and expressiveness. In audiobooks, sentences
are not spoken in isolation, as in traditional speech synthesis databases, which
allow us to explore discourse-level effects in synthetic speech. Furthermore, audiobook
readers often change their voices to impersonate certain characters or to
convey particular emotions related to the text, essentially making their speech
more expressive.
We should be aware, however, that audiobooks are found data. They were not
specifically designed for speech synthesis, and may lack the coverage that carefully
designed databases would have. Also, especially with freely available materials,
audiobook recordings may not have been performed in the best conditions and
readers may not be professional voice talents.
Regardless, recent work has shown that audiobook data can be a valuable
asset. This work will conduct an exploratory analysis on audiobook data, focusing
on discourse-level phenomena, with the intent of improving the naturalness and
expressiveness of synthetic speech. Several topics in these two dimensions are
explored considering the written paragraph as a unit of discourse.
In terms of naturalness, we begin by exploring acoustic effects within the paragraph
and at its boundaries, focusing on intonational (F0-based) and durational
cues in speech production. We continue with the prediction of pause duration
from the large audiobook corpus.
As for expressiveness, we explore Cluster Adaptive Training (CAT) interpolation
weight vectors. We analyze their distributions and propose several text-based
features that might help explain their variability. We then build univariate and
multivariate regression trees in order to predict CAT weight vectors from the
suggested textual features.
Given the exploratory nature of this work, some analyses and models are more
successful than others, and some results inevitably lead to new hypotheses. We
conclude with suggestions for future work for each of the observed topics.
Advisors/Committee Members: King, Simon.
Subjects/Keywords: speech synthesis; audiobook; discourse; prosody
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APA ·
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APA (6th Edition):
Ribeiro, M. S. (2013). Exploring Discourse-level Features for Audiobook-based Speech Synthesis. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8616
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ribeiro, Manuel Sam. “Exploring Discourse-level Features for Audiobook-based Speech Synthesis.” 2013. Thesis, University of Edinburgh. Accessed February 19, 2020.
http://hdl.handle.net/1842/8616.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ribeiro, Manuel Sam. “Exploring Discourse-level Features for Audiobook-based Speech Synthesis.” 2013. Web. 19 Feb 2020.
Vancouver:
Ribeiro MS. Exploring Discourse-level Features for Audiobook-based Speech Synthesis. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/1842/8616.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ribeiro MS. Exploring Discourse-level Features for Audiobook-based Speech Synthesis. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8616
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Hawaii – Manoa
8.
Heston, Tyler.
The Segmental and Suprasegmental Phonology of Fataluku.
Degree: 2017, University of Hawaii – Manoa
URL: http://hdl.handle.net/10125/51090
► Ph.D. University of Hawaii at Manoa 2015.
This dissertation describes the segmental and prosodic phonology of Fataluku (IPA [fataluku], ISO 639-3 ddg), a highly underdocumented…
(more)
▼ Ph.D. University of Hawaii at Manoa 2015.
This dissertation describes the segmental and prosodic phonology of Fataluku (IPA [fataluku],
ISO 639-3 ddg), a highly underdocumented Papuan language in East Timor (island Southeast Asia). Fataluku is classified as a member of the Timor-Alor-Pantar language (TAP) family, which currently includes approximately 25 members spread across Timor and nearby islands (Klamer, 2014; Schapper et al., 2014). Topics discussed include Fataluku’s phoneme inventory, its segmental and prosodic phonological substitutions, its prosodic structure, its word-level prosody and its sentence-level intonation. A grammar overview, wordlist and glossed text are also included.
Fataluku has SOV word order and makes extensive use of verb serialization and switch reference.
The phoneme inventory includes 5 vowels and 15 consonants, in addition to three loan phonemes
(the voiced stops /b/, /d/ and /g/). Surface long vowels and diphthongs also occur, though both are
represented underlyingly as vowel sequences (identical in the case of long vowels, nonidentical in the case of diphthongs).
As for prosody, I find no convincing evidence for stress in Fataluku, although bimoraic feet play an important role in several aspects of the phonology. Prosody at the word level is governed by accentual phrases (APs), prosodic units containing a single word or a few syntactically close words. APs are organized into intonational phrases (IPs), prosodic units which bear a complete intonational contour and which can occur bounded by silence.
This dissertation has implications for historical-comparative work in the region, as well as for the study of prosodic theory and typology more generally. This work also contributes to the Timorese Ministry of Education’s vision to establish mother tongue literacy among the Fataluku people and each of the country’s other indigenous linguistic groups.
Subjects/Keywords: Fataluku; Phonology; Prosody; Intonation
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APA ·
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Manager
APA (6th Edition):
Heston, T. (2017). The Segmental and Suprasegmental Phonology of Fataluku. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/51090
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Heston, Tyler. “The Segmental and Suprasegmental Phonology of Fataluku.” 2017. Thesis, University of Hawaii – Manoa. Accessed February 19, 2020.
http://hdl.handle.net/10125/51090.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Heston, Tyler. “The Segmental and Suprasegmental Phonology of Fataluku.” 2017. Web. 19 Feb 2020.
Vancouver:
Heston T. The Segmental and Suprasegmental Phonology of Fataluku. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/10125/51090.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Heston T. The Segmental and Suprasegmental Phonology of Fataluku. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/51090
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universiteit Utrecht
9.
Fonville, R.J.
The role of intonation in the use of double negatives in Dutch.
Degree: 2013, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/278901
► Like for instance English, Dutch is a so-called double negation (DN) language. This means that if in Dutch you use two negatives in a single…
(more)
▼ Like for instance English, Dutch is a so-called double negation (DN) language. This means that if in Dutch you use two negatives in a single clause, they will negate each other's meaning and yield a positive interpretation. Another way to interpret double negatives is to have them together express a single negation with no cancellation; this is called negative concord (NC) and it is the expected meaning in, for instance, the NC languages Italian, Spanish, and Romanian. While Dutch is a DN language, which means we expect double negatives in Dutch to convey a DN meaning, it is still possible to convey an NC meaning in Dutch for double negatives. For this thesis, I performed a corpus study which confirmed a substantial occurrence of NC meanings for double negatives in Dutch. This lead to the main question of this thesis: to what extent do we use intonation to disambiguate between DN readings and NC readings for double negatives in Dutch? In order to answer this question I first performed a production experiment to explore the intonation patterns that are spontaneously produced when confronted with double negatives in either a DN context or an NC context. Afterwards I used the intonation patterns found in the production experiment to perform a perception experiment. This experiment aimed at finding out whether participants would indeed judge double negatives uttered with certain intonation patterns to convey either a DN meaning or an NC meaning.
Advisors/Committee Members: Swart, H.E. de.
Subjects/Keywords: Semantics; Pragmatics; Negation; Prosody
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APA (6th Edition):
Fonville, R. J. (2013). The role of intonation in the use of double negatives in Dutch. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/278901
Chicago Manual of Style (16th Edition):
Fonville, R J. “The role of intonation in the use of double negatives in Dutch.” 2013. Masters Thesis, Universiteit Utrecht. Accessed February 19, 2020.
http://dspace.library.uu.nl:8080/handle/1874/278901.
MLA Handbook (7th Edition):
Fonville, R J. “The role of intonation in the use of double negatives in Dutch.” 2013. Web. 19 Feb 2020.
Vancouver:
Fonville RJ. The role of intonation in the use of double negatives in Dutch. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2020 Feb 19].
Available from: http://dspace.library.uu.nl:8080/handle/1874/278901.
Council of Science Editors:
Fonville RJ. The role of intonation in the use of double negatives in Dutch. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/278901
University of California – San Diego
10.
Carroll, Lucien Serapio.
Ixpantepec Nieves Mixtec Word Prosody.
Degree: Linguistics, 2015, University of California – San Diego
URL: http://www.escholarship.org/uc/item/0bs6b7mt
► This dissertation presents a phonological description and acoustic analysis of the word prosody of Ixpantepec Nieves Mixtec, which involves both a complex tone system and…
(more)
▼ This dissertation presents a phonological description and acoustic analysis of the word prosody of Ixpantepec Nieves Mixtec, which involves both a complex tone system and a default stress system. The analysis of Nieves Mixtec word prosody is complicated by a close association between morphological structure and prosodic structure, and by the interactions between word prosody and phonation type, which has both contrastive and non-contrastive roles in the phonology. I contextualize these systems within the phonology of Nieves Mixtec as a whole, within the literature on other Mixtec varieties, and within the literature on cross-linguistic prosodic typology.The literature on prosodic typology indicates that stress is necessarily defined abstractly, as structured prominence realized differently in each language. Descriptions of stress in other Mixtec varieties widely report default stress on the initial syllable of the canonical bimoraic root, though some descriptions suggest final stress or mobile stress. I first present phonological evidence—from distributional restrictions, phonological processes, and loanword adaptation—that Nieves Mixtec word prosody does involve a stress system, based on trochaic feet aligned to the root. I then present an acoustic study comparing stressed syllables to unstressed syllables, for ten potential acoustic correlates of stress. The results indicate that the acoustic correlates of stress in Nieves Mixtec include segmental duration, intensity and periodicity.Building on analyses of other Mixtec tone systems, I show that the distribution of tone and the tone processes in Nieves Mixtec support an analysis in which morae may bear H, M or L tone, where M tone is underlyingly unspecified, and each morpheme may sponsor a final +H or +L floating tone. Bimoraic roots thus host up to two linked tones and one floating tone, while monomoraic clitics host just one linked tone and one floating tone, and tonal morphemes are limited to a single floating tone. I then present three studies describing the acoustic realization of tone and comparing the realization of tone in different prosodic types. The findings of these studies include a strong directional asymmetry in tonal coarticulation, increased duration at the word or phrase boundary, phonation differences among the tone categories, and F0 differences between the glottalization categories.
Subjects/Keywords: Linguistics; Acoustics; Prosody; Stress; Tone
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APA (6th Edition):
Carroll, L. S. (2015). Ixpantepec Nieves Mixtec Word Prosody. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/0bs6b7mt
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Carroll, Lucien Serapio. “Ixpantepec Nieves Mixtec Word Prosody.” 2015. Thesis, University of California – San Diego. Accessed February 19, 2020.
http://www.escholarship.org/uc/item/0bs6b7mt.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Carroll, Lucien Serapio. “Ixpantepec Nieves Mixtec Word Prosody.” 2015. Web. 19 Feb 2020.
Vancouver:
Carroll LS. Ixpantepec Nieves Mixtec Word Prosody. [Internet] [Thesis]. University of California – San Diego; 2015. [cited 2020 Feb 19].
Available from: http://www.escholarship.org/uc/item/0bs6b7mt.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Carroll LS. Ixpantepec Nieves Mixtec Word Prosody. [Thesis]. University of California – San Diego; 2015. Available from: http://www.escholarship.org/uc/item/0bs6b7mt
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
UCLA
11.
Koller, Bernhard.
Studies in Tocharian Phonology above the Word-Level.
Degree: Indo-European Studies, 2015, UCLA
URL: http://www.escholarship.org/uc/item/3dk2b17w
► The present work is a collection of studies on the Tocharian languages that focuses onthe phonological properties of units larger than the word. The first…
(more)
▼ The present work is a collection of studies on the Tocharian languages that focuses onthe phonological properties of units larger than the word. The first chapter involves a studyof the segmental properties of external sandhi in Tocharian A couched in the framework ofOptimality Theory. A philological study involving the Tocharian br ̄ahm ̄ı alphabet revealsthat there exists a correlation between external sandhi and the orthographic strategy usedto render a word-final consonant. The second chapter provides an analysis of the prosodicrelationship between clitics and their hosts, showing that these elements form a prosodicconstituent intermediate between the word and the phrase. This is the case both in TocharianA as well as in Tocharian B. The final chapter addresses two different aspects of the internalstructure of Tocharian Wh-words. First, the prosodic analysis employed for clitics andtheir hosts is extended to Wh-words in Tocharian B, making it possible to account fortheir otherwise aberrant accentuation as well as some of their segmental properties. Thesecond part of the chapter investigates the nature of indefinites in Tocharian A, showingthat, contrary to the descriptions in most handbooks, the attested forms do not belong toa single paradigm. Instead, we are dealing with two separate sets of Wh-words doublingas indefinites, a fact that has been obscured by a phonological process that renders one setidentical to demonstrative pronouns.
Subjects/Keywords: Linguistics; clitics; phonology; prosody; Tocharian
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Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Koller, B. (2015). Studies in Tocharian Phonology above the Word-Level. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3dk2b17w
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Koller, Bernhard. “Studies in Tocharian Phonology above the Word-Level.” 2015. Thesis, UCLA. Accessed February 19, 2020.
http://www.escholarship.org/uc/item/3dk2b17w.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Koller, Bernhard. “Studies in Tocharian Phonology above the Word-Level.” 2015. Web. 19 Feb 2020.
Vancouver:
Koller B. Studies in Tocharian Phonology above the Word-Level. [Internet] [Thesis]. UCLA; 2015. [cited 2020 Feb 19].
Available from: http://www.escholarship.org/uc/item/3dk2b17w.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Koller B. Studies in Tocharian Phonology above the Word-Level. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/3dk2b17w
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Southern California
12.
Ipek, Canan.
The phonology and phonetics of Turkish intonation.
Degree: PhD, Linguistics, 2015, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557156/rec/7074
Subjects/Keywords: intonation; prosody; Turkish; prosodic typology
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Ipek, C. (2015). The phonology and phonetics of Turkish intonation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557156/rec/7074
Chicago Manual of Style (16th Edition):
Ipek, Canan. “The phonology and phonetics of Turkish intonation.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 19, 2020.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557156/rec/7074.
MLA Handbook (7th Edition):
Ipek, Canan. “The phonology and phonetics of Turkish intonation.” 2015. Web. 19 Feb 2020.
Vancouver:
Ipek C. The phonology and phonetics of Turkish intonation. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 19].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557156/rec/7074.
Council of Science Editors:
Ipek C. The phonology and phonetics of Turkish intonation. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557156/rec/7074
University of Saskatchewan
13.
O'Reilly, Patrick 1988-.
Candle Bearers: Poems.
Degree: 2016, University of Saskatchewan
URL: http://hdl.handle.net/10388/7360
► The anonymous priest at the centre of Candle Bearers is suffering an attack of divine writer’s block. The serialized poems of this thesis follow the…
(more)
▼ The anonymous priest at the centre of Candle Bearers is suffering an attack of divine writer’s block. The serialized poems of this thesis follow the priest as he struggles to translate the voice of God through repetitive ritual, social engagement, and private contemplation, before ultimately resigning himself to the ineffability of divine perfection.
Based on the triune pattern of art suggested by St. Thomas Aquinas, and informed by the prosodic theories of Dennis Lee and others, the poems of Candle Bearers enact a polyphonic narrative progression: as time progresses, new speakers and new forms shape the text. The increasing variety and liberty of forms – which include triolets, sonnets, haiku, free verse, and others – situates the priest in a cascade of increasing dissonance, a sonic manifestation of his disconnect from both the community and God.
Through this careful manipulation of form, these poems explore themes of speechlessness and revelation. Combined, they serve as an ars poetica, recreating for the reader the process through which the thesis itself was written. Ultimately, this exploration and experimentation of form is an attempt to write silence, to make silence a concrete object rather than an abstract concept. In so doing, Candle Bearers seeks to reinvigorate the dying metaphor of poet-priest, and prove common ground between craft and ritual.
Advisors/Committee Members: Lynes, Jeanette, Flynn, Kevin, Cichon, Michael, Brenna, Dwayne.
Subjects/Keywords: Poetry. Prosody. Long-Form.
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
O'Reilly, P. 1. (2016). Candle Bearers: Poems. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7360
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
O'Reilly, Patrick 1988-. “Candle Bearers: Poems.” 2016. Thesis, University of Saskatchewan. Accessed February 19, 2020.
http://hdl.handle.net/10388/7360.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
O'Reilly, Patrick 1988-. “Candle Bearers: Poems.” 2016. Web. 19 Feb 2020.
Vancouver:
O'Reilly P1. Candle Bearers: Poems. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/10388/7360.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
O'Reilly P1. Candle Bearers: Poems. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/7360
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Debrecen
14.
Csibi, Alexandra.
The Influence of Musical Training on L2 Intonation, Phonology and Verbal Memory
.
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/156162
► The aim of this paper was to explore how musical training affects such L2 abilities as auditory processing (intonation, phonology) and verbal memory. For seeing…
(more)
▼ The aim of this paper was to explore how musical training affects such L2 abilities as auditory processing (intonation, phonology) and verbal memory. For seeing into the former a considerable amount of neurological and behavioural data were collected and in the examination of the latter, a small experiment was also conducted besides presenting the theoretical background. In this experiment twelve (6 musician and 6 non-musician) secondary school students participated. They were required to complete a questionnaire about their English as well as musical background to obtain the relevant data. This was followed by a vocabulary pre-test, which measured whether there was considerable preliminary knowledge of the target words by students, in which case the content should have been modified. In the experiment itself, 14 words were taught to the students through two small texts and during the instruction they could also see the list of these words with their Hungarian equivalents. Following this, they were presented with two tests on the taught words, one concentrating on receptive-productive, and the other purely on productive abilities. Musician students had a tendency to have higher performance in the experiment but results showed contradictions, too. In the Immediate recall section musicians performed better in Task 2 (purely productive) but not in Task 1 (receptive-productive), while in the Delayed recall section musicians’ advantage was unanimous. Additionally, calculations seeking the relation between duration of musical training and level of success in vocabulary learning suggested no causal relationship between musical background and verbal memory abilities.
Advisors/Committee Members: Sankó, Gyula (advisor).
Subjects/Keywords: music;
neuroanatomy;
prosody;
phonology;
vocabulary
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Csibi, A. (2013). The Influence of Musical Training on L2 Intonation, Phonology and Verbal Memory
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/156162
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Csibi, Alexandra. “The Influence of Musical Training on L2 Intonation, Phonology and Verbal Memory
.” 2013. Thesis, University of Debrecen. Accessed February 19, 2020.
http://hdl.handle.net/2437/156162.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Csibi, Alexandra. “The Influence of Musical Training on L2 Intonation, Phonology and Verbal Memory
.” 2013. Web. 19 Feb 2020.
Vancouver:
Csibi A. The Influence of Musical Training on L2 Intonation, Phonology and Verbal Memory
. [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/2437/156162.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Csibi A. The Influence of Musical Training on L2 Intonation, Phonology and Verbal Memory
. [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/156162
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Boston College
15.
Zhang, Xuan.
How Affective Properties of Voice Influence Memory and
Social Perception.
Degree: PhD, Psychology, 2016, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:107192
► Human voice carries precious information about a person. From a brief vocalization to a spoken sentence, listeners rapidly form perceptual judgments of transient affective states…
(more)
▼ Human voice carries precious information about a
person. From a brief vocalization to a spoken sentence, listeners
rapidly form perceptual judgments of transient affective states
such as happiness, as well as perceptual judgments of the more
stable social traits such as trustworthiness. In social
interactions, sometimes it is not just what we say – but how we say
it – that matters. This dissertation sought to better understand
how affective properties in voice influence memory and how they
subserve social perception. To these ends, I investigated the
effect of affective
prosody on memory for speech by manipulating
both
prosody valence and semantic valence, I explored the
fundamental dimensions of social perception from voice, and I
discussed the relationship of those social dimensions to affective
dimensions of voice. In the first chapter, I examined how
prosody
valence influences memory for speech that varied in semantic
valence. Participants listened to narratives spoken in neutral,
positive, and negative
prosody and recalled as much as they could
of the narrative content. Importantly, the arousal level of the
affective
prosody was controlled across the different
prosody
valence conditions. Results showed that
prosody valence influenced
memory for speech content and the effect depended on the
relationship between
prosody valence and semantic valence.
Specifically, congruence between
prosody and semantic valence
influenced memory. When people were listening to neutral content,
affective
prosody (either positive or negative) impaired memory.
When listening to positive or negative content, incongruent
prosody
led to better recall. The present research shows that it is not
just what you say, but also how you say it that will influence what
people remember of your message. In the second chapter, I explored
the fundamental dimensions of social perception from voices
compared to faces, using a data-driven approach. Participants were
encouraged to freely write down anything that came to mind about
the voice they heard or the face they saw. Descriptors were
classified into categories and the most frequently occurred social
trait categories were selected. A separate group of participants
rated the voices and faces on the selected social traits. Principal
component analyses revealed that female voices were evaluated
mostly on three dimensions: attractiveness, trustworthiness, and
dominance; whereas male voices were evaluated mostly on two
dimensions: social engagement and trustworthiness. For social
evaluation of faces, a similar two-dimensional structure of social
engagement and trustworthiness was found for both genders. The
gender difference in social perception of voice is discussed with
respect to gender stereotypes and the role voice pitch played in
perceived attractiveness and dominance. This study indicates that
both modality (voice vs. face) and gender impact the fundamental
dimensions of social perception. Overall, the findings of this
dissertation indicate that the affective quality in our voice not
only influence…
Advisors/Committee Members: Lisa F. Barrett (Thesis advisor), Hiram Brownell (Thesis advisor).
Subjects/Keywords: affect; memory; person perception; prosody
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zhang, X. (2016). How Affective Properties of Voice Influence Memory and
Social Perception. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107192
Chicago Manual of Style (16th Edition):
Zhang, Xuan. “How Affective Properties of Voice Influence Memory and
Social Perception.” 2016. Doctoral Dissertation, Boston College. Accessed February 19, 2020.
http://dlib.bc.edu/islandora/object/bc-ir:107192.
MLA Handbook (7th Edition):
Zhang, Xuan. “How Affective Properties of Voice Influence Memory and
Social Perception.” 2016. Web. 19 Feb 2020.
Vancouver:
Zhang X. How Affective Properties of Voice Influence Memory and
Social Perception. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2020 Feb 19].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:107192.
Council of Science Editors:
Zhang X. How Affective Properties of Voice Influence Memory and
Social Perception. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107192
University of Manitoba
16.
Hamidzadeh, Khashayar.
Reduplication in Paraguayan Guaraní: a descriptive account.
Degree: Linguistics, 2014, University of Manitoba
URL: http://hdl.handle.net/1993/23201
► This thesis presents a primarily descriptive account of the structural and meaning properties of verb and numeral reduplication in Paraguayan Guaraní, a Tupí-Guaraní language spoken…
(more)
▼ This thesis presents a primarily descriptive account of the structural and meaning properties of
verb and numeral reduplication in Paraguayan Guaraní, a Tupí-Guaraní language spoken by
about four million people mainly in Paraguay. Based on data collected through elicitation
sessions with three consultants, I demonstrate that Guaraní exhibits both patterns of total (root)
and partial (disyllabic) reduplication. I will also show that this disyllabic pattern of copying is in
fact due to the presence of a prosodic constraint of disyllabicity which applies to the entire
reduplication system of Guaraní. In terms of their meaning properties, Guaraní reduplicative
forms are mostly associated with such iconic notions as iterativity, continuity, multiplicity and
distributivity. Despite the semantic regularity of Guaraní reduplicated structures from a crosslinguistic
perspective, there are aspects of their form which pose challenges to templatic accounts
of reduplication. A brief discussion of some of these issues concludes this work.
Advisors/Committee Members: Russell, Kevin (Linguistics) (supervisor), Ghomeshi, Jila (Linguistics) Fernandez, Enrique (French, Spanish and Italian) (examiningcommittee).
Subjects/Keywords: reduplication; Guaraní; prosody; morphology
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hamidzadeh, K. (2014). Reduplication in Paraguayan Guaraní: a descriptive account. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23201
Chicago Manual of Style (16th Edition):
Hamidzadeh, Khashayar. “Reduplication in Paraguayan Guaraní: a descriptive account.” 2014. Masters Thesis, University of Manitoba. Accessed February 19, 2020.
http://hdl.handle.net/1993/23201.
MLA Handbook (7th Edition):
Hamidzadeh, Khashayar. “Reduplication in Paraguayan Guaraní: a descriptive account.” 2014. Web. 19 Feb 2020.
Vancouver:
Hamidzadeh K. Reduplication in Paraguayan Guaraní: a descriptive account. [Internet] [Masters thesis]. University of Manitoba; 2014. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/1993/23201.
Council of Science Editors:
Hamidzadeh K. Reduplication in Paraguayan Guaraní: a descriptive account. [Masters Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/23201
Cornell University
17.
Ito, Satoshi.
Bias And Prosody In Japanese Negative Polar Questions
.
Degree: 2015, Cornell University
URL: http://hdl.handle.net/1813/39410
► This dissertation investigates the correlation between prosody and the speaker's bias in Japanese negative polar questions (henceforth, NPQs) without a sentence final particle. I argue…
(more)
▼ This dissertation investigates the correlation between
prosody and the speaker's bias in Japanese negative polar questions (henceforth, NPQs) without a sentence final particle. I argue that the prosodic contrast of the negative morpheme -na'i between accented and deaccented variants is correlated with the presence or polarity of the speaker's epistemic bias: while NPQs with deaccented -nai (P-type NPQs) often convey positive epistemic bias, NPQs with accented -na'i (NN-type NPQs) convey negative epistemic bias or represent that the speaker has no epistemic bias. In this respect, Japanese NPQs show a bifold difference with English NPQs, in the way they express the polarity of bias, and in the way they divide NPQs into subgroups. Some evidence is given to show that the prosodic patterns in Japanese NPQs are neither accidental nor in free variation, but rather intimately and robustly related to distinctions in the speaker's bias. Also, a case where the prosodic contrast disappears is discussed. I reject the analysis which claims that the prosodic contrast is due to post-focus pitch reduction, and argue that the contrast is due to deaacentuation, a phenomenon which should not be identified with is demonstrably distinct from post-focus reduction. I also discuss the non-truth-conditional aspect of the meanings of Japanese NPQs (e.g. bias). I argue that NN-type NPQs (those with negative bias) and P-type NPQs also demonstrate epistemic bias (concerning belief or expectation) and desiderative bias (concerning desire). I clarify several conditions which are required for each type of Japanese NPQ to be asked felicitously to convey a specific kind of epistemic bias ("epistemic" here is the general term independent of specific modal flavors). These findings point to directions for further work on other types of Japanese NPQs. I also introduce the results of two types of experiment, a naturalness rating test and a comprehension test, which were conducted to support my claim concerning the correlation between
prosody and bias in Japanese NPQs. I show that the results are consistent with those claims.
Advisors/Committee Members: Abusch, Dorit (committeeMember), Rooth, Mats (committeeMember).
Subjects/Keywords: Bias;
Prosody;
Negative Polar Questions
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Export
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Manager
APA (6th Edition):
Ito, S. (2015). Bias And Prosody In Japanese Negative Polar Questions
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/39410
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ito, Satoshi. “Bias And Prosody In Japanese Negative Polar Questions
.” 2015. Thesis, Cornell University. Accessed February 19, 2020.
http://hdl.handle.net/1813/39410.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ito, Satoshi. “Bias And Prosody In Japanese Negative Polar Questions
.” 2015. Web. 19 Feb 2020.
Vancouver:
Ito S. Bias And Prosody In Japanese Negative Polar Questions
. [Internet] [Thesis]. Cornell University; 2015. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/1813/39410.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ito S. Bias And Prosody In Japanese Negative Polar Questions
. [Thesis]. Cornell University; 2015. Available from: http://hdl.handle.net/1813/39410
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Urbana-Champaign
18.
Mo, Yoonsook.
Prosody production and perception with conversational speech.
Degree: PhD, 1864, 2011, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/18560
► Speech utterances are more than the linear concatenation of individual phonemes or words. They are organized by prosodic structures comprising phonological units of different sizes…
(more)
▼ Speech utterances are more than the linear concatenation of individual phonemes or words. They are organized by prosodic structures comprising phonological units of different sizes (e.g., syllable, foot, word, and phrase) and the prominence relations among them. As the linguistic structure of spoken languages,
prosody serves an important function in speech communication: prosodic phrasing groups words into pragmatically and semantically coherent small chunks and prosodic prominence encodes discourse-level status and rhythmic structure of a word within a phrase. In speech communication, speakers shape spoken language through the modulation of multiple acoustic parameters related to tempo, pitch, loudness, vocal effort, and strength of articulation in order to signal prosodic structures.
Prosody is therefore a major source of phonetic variation in speech and in particular, elements at the edges of prosodic units and those assigned prominence are phonetically distinct from similar elements in different prosodic contexts. From a listener???s standpoint, one must attend to this phonetic variation, and, more specifically, to acoustic variation in order to reconstruct the prosodic context and to understand the meaning of an utterance as intended by the speaker.
This thesis concerns the communication of
prosody in everyday speech, with a primary focus on acoustic variation arising from prosodic context and its interaction with other factors including syntactic, semantic, pragmatic structure, and word predictability. More specifically, the goal of the thesis is to understand
prosody in terms of the mechanisms of speech production, to identify the cues that guide listeners??? interpretation of prosodic structure, and to establish statistical models of the acoustic encoding of
prosody, in everyday conversation.
This thesis introduces a new method of
prosody annotation, called Rapid
Prosody Transcription (RPT), which provides reliable and consistent
prosody annotations, is comparable to highly trained, expert listeners???, and better approximates
prosody perception in every speech communication. In RPT,
prosody annotation is obtained through the real-time tasks of
prosody transcription by a large group of ???ordinary??? (untrained, non-expert, and thus na????ve in terms of the phonetics and phonology of
prosody annotation) listeners, on the basis of auditory impression only.
On the basis of sets of prosodically-annotated speech excerpts extracted from the Buckeye Corpus of spontaneous conversational speech of American English through RPT, the rest of this thesis reports findings regarding
prosody production and perception in everyday speech communication. With various statistical methods including non-parametric Spearman???s correlation and multiple linear regression analysis, this thesis demonstrates that given the invariance in a set of acoustic parameters, prosodic prominence is signaled through a combination of multiple acoustic parameters from which each speaker may choose any subset as their selection, and…
Advisors/Committee Members: Cole, Jennifer S. (advisor), Cole, Jennifer S. (Committee Chair), Hasegawa-Johnson, Mark A. (committee member), Shih, Chilin (committee member), Watson, Duane G. (committee member), Shosted, Ryan K. (committee member).
Subjects/Keywords: Acoustics; Prosody Production; Prosody Perception; Speaker Variablity; Normalization
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APA (6th Edition):
Mo, Y. (2011). Prosody production and perception with conversational speech. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18560
Chicago Manual of Style (16th Edition):
Mo, Yoonsook. “Prosody production and perception with conversational speech.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2020.
http://hdl.handle.net/2142/18560.
MLA Handbook (7th Edition):
Mo, Yoonsook. “Prosody production and perception with conversational speech.” 2011. Web. 19 Feb 2020.
Vancouver:
Mo Y. Prosody production and perception with conversational speech. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/2142/18560.
Council of Science Editors:
Mo Y. Prosody production and perception with conversational speech. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18560
Bowling Green State University
19.
Corra, Marissa D.
THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF
FOUR PROSODIC READERS.
Degree: MEd, Reading, 2006, Bowling Green State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143476895
► Most research and instruction ignores the hallmark of fluency achievement: prosody (Schwanenflugel, Hamilton, Kuhn, Wisenbaker, & Stahl, 2004). Prosody is the component of fluency that…
(more)
▼ Most research and instruction ignores the hallmark of
fluency achievement:
prosody (Schwanenflugel, Hamilton, Kuhn,
Wisenbaker, & Stahl, 2004).
Prosody is the component of fluency
that describes the ability to read with appropriate phrasing,
intonation, and expression (Allington, 1983; Dowhower, 1991). If
prosody has not been mastered, it is unlikely that students will
completely understand what is being read (Kuhn & Stahl, 2003;
Rasinski, 2004). Little research has been done with regard to how
and when students acquire oral reading
prosody, how it is most
effectively taught, and finally, how many students actually obtain
oral
prosody. In this study, 28 third-, fourth-, fifth-, and
sixth-grade students participated in an oral
prosody screening, the
goal of which was to select four students to participate further in
the study. Four students who scored a high level of oral
prosody
were selected to participate in both a more comprehensive oral
prosody assessment as well as a silent reading
prosody interview.
The oral
prosody screening and the oral
prosody assessment were
both based on an oral
prosody scale created by Zutell and Rasinski
(1991). One student from each grade was selected and participated
in a more complete oral
prosody assessment and a silent reading
prosody interview. Based on the results of the interviews, each of
the four students demonstrated the presence of silent reading
prosody by describing silent reading prosodic components such as
hearing character voices and sounds while reading silently. While
all four of the students demonstrated the presence of silent
reading
prosody, their specific experiences were unique, although
they did often show threads of similarity.
Advisors/Committee Members: Hendricks, Cindy (Advisor).
Subjects/Keywords: prosody; silent reading prosody; oral reading prosody; reading
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Export
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APA (6th Edition):
Corra, M. D. (2006). THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF
FOUR PROSODIC READERS. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143476895
Chicago Manual of Style (16th Edition):
Corra, Marissa D. “THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF
FOUR PROSODIC READERS.” 2006. Masters Thesis, Bowling Green State University. Accessed February 19, 2020.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143476895.
MLA Handbook (7th Edition):
Corra, Marissa D. “THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF
FOUR PROSODIC READERS.” 2006. Web. 19 Feb 2020.
Vancouver:
Corra MD. THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF
FOUR PROSODIC READERS. [Internet] [Masters thesis]. Bowling Green State University; 2006. [cited 2020 Feb 19].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143476895.
Council of Science Editors:
Corra MD. THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF
FOUR PROSODIC READERS. [Masters Thesis]. Bowling Green State University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143476895
Leiden University
20.
Tulling, Maxime.
Spoiler Alert: Processing of Sentence Final Particles in Dutch.
Degree: 2016, Leiden University
URL: http://hdl.handle.net/1887/42162
► Sentence final particles (SFPs) play an important role in the every-day spoken communication of various languages. For example, the addition of a Dutch intentional particle…
(more)
▼ Sentence final particles (SFPs) play an important role in the every-day spoken communication of various languages. For example, the addition of a Dutch intentional particle hè or hoor to a bare declarative utterance such as het is lekker weer ‘the weather is great’ can make the difference between the sentence being interpreted as an agreement-seeking question, or a correction. Still, we know very little about the psycho- and neurolinguistic properties of the processing and production of final particles. The purpose of this thesis is to generate more research on the psycholinguistics side and to deepen the theoretical knowledge we have by gathering experimental data.
There are theoretical reasons to assume that intentional SFPs play an important role from the beginning of sentence formulation. The SFP-head selects for the entire proposition as its complement, so it is possible that speakers plan the particle ahead before they start producing the rest of the sentence. This hypothesis also makes sense from a psycholinguistic perspective, as it is presumed that the intention of the speaker is already determined before he/she starts uttering a sentence. In this thesis, I focus on sentences in isolation, and investigate the production, planning and perception of Dutch pragmatic particles (i.e. SFPs) that convey the speaker’s intention. The question I pursued to answer is whether Dutch sentence final particles are planned in advance, or whether they are inserted at the final moment. To investigate the potential planning of intentional
SFPs I conducted three experiments. In a production experiment (Experiment 1) I investigated whether the speaker already starts encoding the intention of the message with prosodic cues preceding the intentional particle. Such cues would indicate that the speaker is already building up the illocutionary force of the sentence before the particle. Results indicate that there are such cues, and that even though they are sometimes quite small, they are used quite consistently across participants. In Experiment 2, the gating-technique is used in a perception experiment to investigate whether these prosodic cues preceding the particle could possibly help the listener anticipate for the intention or attitude expressed by an utterance. The results of this experiment indicate that participants were not that good at anticipating the end of sentences containing the final particles hè and hoor in the given task. Experiment 3 directly addresses the question whether the speaker plans a final particle ahead or whether they integrate the particle at a later stage of production. This question is about how incremental and how far ahead a sentence is planned in production. In this experiment, I
examined the production process of the intentional SFPs hè and hoor in Dutch with a variant on the picture-word-interference task to investigate whether the particles are planned in advance, or not. I created an experiment that manipulates the prime preceding colored pictures, which are associated in a training task with a…
Advisors/Committee Members: Pablos Robles, Leticia (advisor), Gryllia, Stella (advisor).
Subjects/Keywords: discourse particles; prosody; sentence planning; intentionality; linearization
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APA (6th Edition):
Tulling, M. (2016). Spoiler Alert: Processing of Sentence Final Particles in Dutch. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/42162
Chicago Manual of Style (16th Edition):
Tulling, Maxime. “Spoiler Alert: Processing of Sentence Final Particles in Dutch.” 2016. Masters Thesis, Leiden University. Accessed February 19, 2020.
http://hdl.handle.net/1887/42162.
MLA Handbook (7th Edition):
Tulling, Maxime. “Spoiler Alert: Processing of Sentence Final Particles in Dutch.” 2016. Web. 19 Feb 2020.
Vancouver:
Tulling M. Spoiler Alert: Processing of Sentence Final Particles in Dutch. [Internet] [Masters thesis]. Leiden University; 2016. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/1887/42162.
Council of Science Editors:
Tulling M. Spoiler Alert: Processing of Sentence Final Particles in Dutch. [Masters Thesis]. Leiden University; 2016. Available from: http://hdl.handle.net/1887/42162
University of Illinois – Urbana-Champaign
21.
Mahrt, Tim.
Acoustic cues for the perception of the information status of words in speech.
Degree: PhD, Linguistics, 2018, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/100934
► In English, speakers highlight new or semantically focused information by prosodic enhancement–greater pitch, greater duration, and greater intensity–as compared to words that are already given…
(more)
▼ In English, speakers highlight new or semantically focused information by prosodic enhancement–greater pitch, greater duration, and greater intensity–as compared to words that are already given in, or inferable from the prior discourse context. If speakers signal discourse meaning in their speech, then listeners may use that information in comprehending utterance meaning. This dissertation includes four studies that investigate the perception of four different categories of discourse meaning (i.e., meaning related to information structure for a noun in
subject position: broad focus, contrastive focus, narrow focus, and discourse-given). In the first experiment, the perception of the
subject noun’s information structure in terms of these categories was examined in the absence of any explicit discourse context. Participants were randomly assigned to an experiment testing one pair of information structure categories, for a total of six experiments covering all possible pairings of the four information structure categories. Participants heard recorded sentences in one of two conditions that differed in the information structure of the
subject noun. The results show that response accuracy varied greatly depending on the pair of information structure categories that was tested, suggesting that meaning related to information structure is not evoked from acoustic cues alone. In the second experiment, naturally produced utterances were resynthesized in pitch, duration, and intensity to examine the individual contribution of each acoustic cue to the perception of two information structure categories: broad focus and contrastive focus–one of the pairs that was well distinguished in the first experiment. Pitch was found to be the key feature that when changed, led to changes in the perception of information structure. In experiments three and four, the perception of all four information structure categories of the
subject noun was again examined, now with an explicit discourse context presented to participants. Participants were again randomly assigned to experiments testing two of the four discourse categories, and were presented with a series of two question-answer mini-dialogues. The two mini-dialogues differed in whether the question was explicitly about the
subject noun (Who broke the record?) or was about the sentence as a whole (What happened?). On each trial, one question-answer pair was congruent in that the accentuation of the
subject noun in the answer was appropriate for the question that preceded it, while the other question-answer pair was prosodically incongruent, i.e., the accentuation of the
subject noun was not appropriate for the preceding question. In these experiments, accent contrasts were naturally produced and involved all acoustic prosodic dimensions: pitch, duration, and intensity. The participants’ task was to choose the mini-dialogue that was prosodically congruent. Similar to the results of experiment 1, accuracy depended on the pair of information structure conditions that were tested in the…
Advisors/Committee Members: Cole, Jennifer S (advisor), Cole, Jennifer S (Committee Chair), Hualde, José I (committee member), Watson, Duane G (committee member), Hasegawa-Johnson, Mark (committee member).
Subjects/Keywords: Speech Prosody; Intonation; Information Structure; Speech Perception
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APA ·
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MLA ·
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APA (6th Edition):
Mahrt, T. (2018). Acoustic cues for the perception of the information status of words in speech. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/100934
Chicago Manual of Style (16th Edition):
Mahrt, Tim. “Acoustic cues for the perception of the information status of words in speech.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2020.
http://hdl.handle.net/2142/100934.
MLA Handbook (7th Edition):
Mahrt, Tim. “Acoustic cues for the perception of the information status of words in speech.” 2018. Web. 19 Feb 2020.
Vancouver:
Mahrt T. Acoustic cues for the perception of the information status of words in speech. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/2142/100934.
Council of Science Editors:
Mahrt T. Acoustic cues for the perception of the information status of words in speech. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/100934
Rice University
22.
Katten, David Andrew.
Transitivity and Intonation: A Preliminary Account of Transitive Lowering.
Degree: PhD, Social Sciences, 2011, Rice University
URL: http://hdl.handle.net/1911/70288
► Are subjects produced differently based on the transitivity of the clause they are embedded in? Based on data from a narrative reading experiment, it is…
(more)
▼ Are subjects produced differently based on the transitivity of the clause they are embedded in? Based on data from a narrative reading experiment, it is shown that transitive subjects are produced with a lower f0 than intransitive subjects and that this difference is statistically significant (p∠0.05). It is suggested that the purpose for such a difference originates from a propensity for English speakers to accent new referents, which are common in the object position. By lowering the f0 of the
subject, speakers increase the efficacy of an accent on a new object later in the clause. Finally, the read narrative procedure is evaluated for its strict control of stimuli, while also reproducing known intonational phenomena.
Advisors/Committee Members: Crosswhite, Katherine (advisor).
Subjects/Keywords: Language; Literature; Linguistics; Transitive lowering; Prosody
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APA (6th Edition):
Katten, D. A. (2011). Transitivity and Intonation: A Preliminary Account of Transitive Lowering. (Doctoral Dissertation). Rice University. Retrieved from http://hdl.handle.net/1911/70288
Chicago Manual of Style (16th Edition):
Katten, David Andrew. “Transitivity and Intonation: A Preliminary Account of Transitive Lowering.” 2011. Doctoral Dissertation, Rice University. Accessed February 19, 2020.
http://hdl.handle.net/1911/70288.
MLA Handbook (7th Edition):
Katten, David Andrew. “Transitivity and Intonation: A Preliminary Account of Transitive Lowering.” 2011. Web. 19 Feb 2020.
Vancouver:
Katten DA. Transitivity and Intonation: A Preliminary Account of Transitive Lowering. [Internet] [Doctoral dissertation]. Rice University; 2011. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/1911/70288.
Council of Science Editors:
Katten DA. Transitivity and Intonation: A Preliminary Account of Transitive Lowering. [Doctoral Dissertation]. Rice University; 2011. Available from: http://hdl.handle.net/1911/70288
University of Pennsylvania
23.
Lee, Yong-Cheol.
Prosodic Focus Within and Across Languages.
Degree: 2015, University of Pennsylvania
URL: https://repository.upenn.edu/edissertations/1831
► The fact that “purely” prosodic marking of focus may be weaker in some languages than in others, and that it varies in certain circumstances even…
(more)
▼ The fact that “purely” prosodic marking of focus may be weaker in some languages than in others, and that it varies in certain circumstances even within a single language, has not been commonly recognized. Therefore, this dissertation investigated whether and how purely prosodic marking of focus varies within and across languages. We conducted production and perception experiments using a paradigm of 10-digit phone-number strings in which the same material and discourse contexts were used in different languages.
The results demonstrated that prosodic marking of focus varied across languages. Speakers of American English, Mandarin Chinese, and Standard French clearly modulated duration, pitch, and intensity to indicate the position of corrective focus. Listeners of these languages recognized the focus position with high accuracy. Conversely, speakers of Seoul Korean, South Kyungsang Korean, Tokyo Japanese, and Suzhou Wu produced a weak and ambiguous modulation by focus, resulting in a poor identification performance.
This dissertation also revealed that prosodic marking of focus varied even within a single language. In Mandarin Chinese, a focused low/dipping tone (tone 3) received a relatively poor identification rate compared to other focused tones (about 77% vs. 91%). This lower identification performance was due to the smaller capacity of tone 3 for pitch range expansion and local dissimilatory effects around tone 3 focus. In Seoul Korean, prosodic marking of focus differed based on the tonal contrast (post-lexical low vs. high tones). The identification rate of high tones was twice as high than that of low tones (about 24% vs. 51%), the reason being that low tones had a smaller capacity for pitch range expansion than high tones.
All things considered, this dissertation demonstrates that prosodic focus is not always expressed by concomitant increased duration, pitch, and intensity. Accordingly, “purely” prosodic marking of focus is neither completely universal nor automatic, but rather is expressed through the prosodic structure of each language. Since the striking difference in focus-marking success does not seem to be determined by any previously-described typological feature, this must be regarded as an indicator of a new typological dimension, or as a function of a new typological space.
Subjects/Keywords: Focus; Identification; Perception; Production; Prosody; Typology; Linguistics
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APA (6th Edition):
Lee, Y. (2015). Prosodic Focus Within and Across Languages. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1831
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lee, Yong-Cheol. “Prosodic Focus Within and Across Languages.” 2015. Thesis, University of Pennsylvania. Accessed February 19, 2020.
https://repository.upenn.edu/edissertations/1831.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lee, Yong-Cheol. “Prosodic Focus Within and Across Languages.” 2015. Web. 19 Feb 2020.
Vancouver:
Lee Y. Prosodic Focus Within and Across Languages. [Internet] [Thesis]. University of Pennsylvania; 2015. [cited 2020 Feb 19].
Available from: https://repository.upenn.edu/edissertations/1831.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lee Y. Prosodic Focus Within and Across Languages. [Thesis]. University of Pennsylvania; 2015. Available from: https://repository.upenn.edu/edissertations/1831
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
24.
Wachter, Allison Rebecca.
Semantic prosody and intensifier variation in academic speech.
Degree: MA, Linguistics, 2012, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/wachter_allison_r_201205_ma
► The study of English intensifiers has been of interest in sociolinguistic research. This paper analyzes the variation of common intensifiers very and really in a…
(more)
▼ The study of English intensifiers has been of interest in sociolinguistic research. This paper analyzes the variation of common intensifiers very and really in a corpus of Academic English and the language-internal and –external factors that predict this variation. All factors are related to a speaker’s evaluation, specifically to the semantic notion of positive, negative, or neutral
prosody. Using a variationst approach, this paper furthers insight to the grammaticalization of intensifiers and how the effect of delexicalization can predict the semantic properties of a modified adjective. The significant factors predicting very/really variation were academic setting, semantic
prosody, academic discipline, and gender. The study further develops a methodological framework for operationalizing semantic
prosody and producing quantitative results. A second analysis concerning the distinctions between other modifiers, namely reinforcers and attenuators, are also analyzed in the academic corpus. Finally, the paper discusses its support for the use of smaller corpora to examine and compare linguistic effects in more specific registers.
Advisors/Committee Members: Lewis Howe.
Subjects/Keywords: semantic prosody
…31
Figure 2: Very/really as percentage of semantic prosody… …34
Figure 5: Adjective Modifiers and Collocating Semantic Prosody… …embedded evaluation is described as semantic prosody. Most research on semantic prosody
concerns… …interpretation explaining that an adjective’s semantic prosody can predict which intensifier is its
1… …prosody. Using a solely impressionistic approach, researcher
judgments can cause errors labeling…
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APA (6th Edition):
Wachter, A. R. (2012). Semantic prosody and intensifier variation in academic speech. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wachter_allison_r_201205_ma
Chicago Manual of Style (16th Edition):
Wachter, Allison Rebecca. “Semantic prosody and intensifier variation in academic speech.” 2012. Masters Thesis, University of Georgia. Accessed February 19, 2020.
http://purl.galileo.usg.edu/uga_etd/wachter_allison_r_201205_ma.
MLA Handbook (7th Edition):
Wachter, Allison Rebecca. “Semantic prosody and intensifier variation in academic speech.” 2012. Web. 19 Feb 2020.
Vancouver:
Wachter AR. Semantic prosody and intensifier variation in academic speech. [Internet] [Masters thesis]. University of Georgia; 2012. [cited 2020 Feb 19].
Available from: http://purl.galileo.usg.edu/uga_etd/wachter_allison_r_201205_ma.
Council of Science Editors:
Wachter AR. Semantic prosody and intensifier variation in academic speech. [Masters Thesis]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/wachter_allison_r_201205_ma
The Ohio State University
25.
Goss, Seth Joshua.
Prosody and Reading Comprehension in L2 Japanese.
Degree: MA, East Asian Languages and Literatures, 2009, The Ohio State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250603347
► Foreign language learners (L2 learners) have often been observed to lack a natural “rhythm” when reading aloud. This rhythm of speech, referred to as…
(more)
▼ Foreign language learners (L2 learners) have
often been observed to lack a natural “rhythm” when reading aloud.
This rhythm of speech, referred to as
prosody, has been shown to
reflect syntax in certain grammatical structures. Learner’s
prosodic errors in oral reading may be due to a lack of
comprehension of these syntactic structures. As little research on
prosody in L2 oral reading exists, the current study attempted to
describe the relationship between
prosody and comprehension in
Japanese as a Foreign Language (JFL) learners by posing the
research questions: 1) How do JFL learners apply
prosody when
reading aloud? and 2) Does this prosodic phrasing match their
interpretation of the sentences? The experiment
conducted in this thesis presented subjects with a series of
sentences each followed by a comprehension question. Two groups
participated in the experiment, JFL learners (experimental group)
and native speakers (NS) of Japanese (control group). Test
sentences contained both unambiguous and ambiguous branching
modifiers, and the location of prosodic breaks in oral reading were
the prosodic feature under analysis. Results indicated that
prosodic preferences differed between the JFL learner and NS groups
when reading unambiguous sentences aloud. These preferences
corresponded to attachment patterns in the L1 of each group,
suggesting the possibility of L1 transfer in the application of
prosody in oral reading. Overall, both groups performed well on the
comprehension questions, indicating little difficulty in
understanding the branching modifiers contained in the test
sentences. However, we found that the match between
prosody in oral
reading—as evidenced by the location of a prosodic break—and the
answers to the comprehension questions were low. This indicated
that although the JFL learners were able to understand the target
syntactic structures, their ability to produce the correct
prosody
has not fully developed. Therefore, we concluded that production
errors were not necessarily due to the inability to comprehend the
syntactic structures in the test sentence types used in this
experiment.
Advisors/Committee Members: Nakayama, Mineharu (Advisor).
Subjects/Keywords: Linguistics; prosody; reading comprehension; JFL learners
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MLA ·
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APA (6th Edition):
Goss, S. J. (2009). Prosody and Reading Comprehension in L2 Japanese. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1250603347
Chicago Manual of Style (16th Edition):
Goss, Seth Joshua. “Prosody and Reading Comprehension in L2 Japanese.” 2009. Masters Thesis, The Ohio State University. Accessed February 19, 2020.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1250603347.
MLA Handbook (7th Edition):
Goss, Seth Joshua. “Prosody and Reading Comprehension in L2 Japanese.” 2009. Web. 19 Feb 2020.
Vancouver:
Goss SJ. Prosody and Reading Comprehension in L2 Japanese. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2020 Feb 19].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250603347.
Council of Science Editors:
Goss SJ. Prosody and Reading Comprehension in L2 Japanese. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250603347
Bowling Green State University
26.
Raybourn, Tracey L.
Nonlinguistic Pitch and Timing Patterns in Word
Segmentation.
Degree: MA, Psychology/Experimental, 2010, Bowling Green State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276859442
► How listeners locate word boundaries in fluent speech is a nontrivial problem.Traditionally, acoustic-phonetic information local to the point of segmentation has beenconsidered most relevant to…
(more)
▼ How listeners locate word boundaries in fluent speech
is a nontrivial problem.Traditionally, acoustic-phonetic
information local to the point of segmentation has beenconsidered
most relevant to the question. Relatively little work has
investigated acoustic cuesdistal (non-local) to the segmentation
locus. Recently, however, Dilley and McAuley (2008)showed distal
prosodic context effects on the perception of proximal (i.e.,
local) word boundariesusing eight-syllable word strings (e.g.
channel dizzy foot note book worm). The present worktested a
variation of the former study by replacing the initial five
syllables with five complextones, which maintained the pitch and
timing structures of original sequences; motivation for
thisexperiment comes from a sizable literature concerned with the
perceptual organization ofnonlinguistic acoustic signals. It was
hypothesized that the (nonlinguistic) acoustic structure ofthe
distal context would influence the rate at which participants
reported hearing disyllabic finalwords. Results generally showed
null effects, suggesting that the perceptual system may onlyutilize
distal pitch and timing information as it occurs within the
structure of speech itself.Contrary to the assumptions of this
thesis, the present results may support a view of speechperception
in which the auditory system processes speech in a manner distinct
from non-speechacoustic signals.
Advisors/Committee Members: Dilley, Laura (Advisor).
Subjects/Keywords: Psychology; word segmentation; music perception; prosody; rhythm
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APA (6th Edition):
Raybourn, T. L. (2010). Nonlinguistic Pitch and Timing Patterns in Word
Segmentation. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276859442
Chicago Manual of Style (16th Edition):
Raybourn, Tracey L. “Nonlinguistic Pitch and Timing Patterns in Word
Segmentation.” 2010. Masters Thesis, Bowling Green State University. Accessed February 19, 2020.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276859442.
MLA Handbook (7th Edition):
Raybourn, Tracey L. “Nonlinguistic Pitch and Timing Patterns in Word
Segmentation.” 2010. Web. 19 Feb 2020.
Vancouver:
Raybourn TL. Nonlinguistic Pitch and Timing Patterns in Word
Segmentation. [Internet] [Masters thesis]. Bowling Green State University; 2010. [cited 2020 Feb 19].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276859442.
Council of Science Editors:
Raybourn TL. Nonlinguistic Pitch and Timing Patterns in Word
Segmentation. [Masters Thesis]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276859442
UCLA
27.
Ahn, Byron Thomas.
Giving Reflexivity a Voice: Twin Reflexives in English.
Degree: Linguistics, 2014, UCLA
URL: http://www.escholarship.org/uc/item/8g31j3gn
► Across languages, there is variability in the surface realization of reflexivity, according to various sets of properties. For example, there are languages (e.g. Greek, Lakhota)…
(more)
▼ Across languages, there is variability in the surface realization of reflexivity, according to various sets of properties. For example, there are languages (e.g. Greek, Lakhota) that seem to treat some of their reflexive clauses as being in a non-active voice, similar to a passive. There are also languages (e.g. French, Kannada) in which reflexivity is encoded differently depending on whether the antecedent is the subject or not. In this way, English seems to be different: reflexivity is apparently realized in a homogeneous way - filling an argument position with an anaphoric expression like themselves - regardless of clausal voice or grammatical role of the antecedent.This homogeneity is an illusion. Despite using a single set of anaphoric expressions for reflexivity in various situations, reflexive anaphors in English fall into two classes: those that exhibit exceptional prosodic behaviors, and those that do not.This exceptionality can be directly observed in two domains: the distribution of "default" phrasal stress, and the distribution of a certain focal accent. From the results of expirments on speech production and perception, I show that the distribution of exceptionally behaving reflexive anaphors is structurally constrained. This implicates that there must a be syntactic account for these prosodic properties.Assuming that syntactic structure plays a near deterministic role in prosody (an assumption going back to even the earliest generative work on phrasal stress; Chomsky and Halle 1968:25), I argue for a more refined syntactic structure of reflexivity. Briefly, I demonstrate a sub-class of reflexive anaphors in English undergo a syntactic movement (to a reflexive VoiceP). This movement, along with independently motivated mechanisms for placement of phrasal stress and focal accents, derives the heterogeneous prosodic behaviors of reflexives in English. Crucially, this analysis does not require the prosodic component to have any stipulations for specific (classes of) words, in line with a Minimalist approach to the Syntax-Prosody Interface.This model of reflexivity simultaneously reduces the amount of theoretical machinery necessary to achieve descriptive adequacy, while also enhancing the model's predictive power. Moreover, this research has broad theoretical implications, beyond just reflexives in English. This theory is able to unify the various morpho-syntactic instantiations of reflexivizing functions - across languages - as being related to the Reflexive VoiceP. It also establishes a core set of properties that define clausal reflexivity, each of which are the result of the formal properties of the reflexive Voice0. Finally, it provides direct support for the hypothesis that syntactic and prosodic structures are maximally isomorphic, with prosodic cues in the signal giving direct evidence for otherwise invisible syntactic structure.
Subjects/Keywords: Linguistics; Binding; Morphology; Prosody; Reflexive; Semantics; Syntax
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ahn, B. T. (2014). Giving Reflexivity a Voice: Twin Reflexives in English. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/8g31j3gn
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ahn, Byron Thomas. “Giving Reflexivity a Voice: Twin Reflexives in English.” 2014. Thesis, UCLA. Accessed February 19, 2020.
http://www.escholarship.org/uc/item/8g31j3gn.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ahn, Byron Thomas. “Giving Reflexivity a Voice: Twin Reflexives in English.” 2014. Web. 19 Feb 2020.
Vancouver:
Ahn BT. Giving Reflexivity a Voice: Twin Reflexives in English. [Internet] [Thesis]. UCLA; 2014. [cited 2020 Feb 19].
Available from: http://www.escholarship.org/uc/item/8g31j3gn.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ahn BT. Giving Reflexivity a Voice: Twin Reflexives in English. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/8g31j3gn
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
UCLA
28.
Bishop, Jason Brandon.
Prenuclear Accentuation in English: Phonetics, Phonology, and Information Structure.
Degree: Linguistics, 2013, UCLA
URL: http://www.escholarship.org/uc/item/48t4q7cx
► A primary function of prosody in many languages is to convey information structure – the "packaging" of a sentence's content into categories such as "focus", "given"…
(more)
▼ A primary function of prosody in many languages is to convey information structure – the "packaging" of a sentence's content into categories such as "focus", "given" and "topic". In English and other West Germanic languages it is widely assumed that focus is signaled prosodically by the location of a nuclear pitch accent. As a result, prenuclear, or "secondary" accents are standardly regarded as optional, phonological objects that are unrelated to the information structural representation. This dissertation investigates, from the perspective of the listener, how valid this claim about prenuclear accents is. As a case study, I consider a putative prosodic ambiguity: the size of the focus constituent in English SVO constructions (i.e., "broad focus" on a VP versus "narrow focus" on an object). My approach to this issue is essentially a three-pronged one, considering the production, perception and processing of prenuclear accents in relation to this contrast. Recent phonetic evidence from production studies is the starting point for a set of perception experiments (Chapter 2) and a pair of cross-modal priming experiments (Chapter 3). Both sets of experiments provide evidence that listeners have expectations about focus-prenuclear accent correspondences that mirror patterns reported in speakers' productions, suggesting that the broad versus narrow focus contrast is not a genuine prosodic ambiguity. An additional matter that is investigated is the extent to which individual differences in "cognitive processing styles" (autistic traits and verbal working memory) contribute to variation among listeners. To account for the experimental findings, I argue that the prosodic realization of the size of the focus constituent in English SVOs represents conventionalized, phonological behavior. The variation, it is shown, can be captured by an Autosegmental Metrical model of prosodic structure that includes syntagmatic relations of tonal prominence along the lines proposed by Ladd (1990). This level of "tonal metrical structure" represents linguistically-specified pitch range, and it is demonstrated that such structure is independently needed to account for the prosodic realization of several other information structural contrasts.
Subjects/Keywords: Linguistics; information structure; intonation; priming; prosody
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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APA (6th Edition):
Bishop, J. B. (2013). Prenuclear Accentuation in English: Phonetics, Phonology, and Information Structure. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/48t4q7cx
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bishop, Jason Brandon. “Prenuclear Accentuation in English: Phonetics, Phonology, and Information Structure.” 2013. Thesis, UCLA. Accessed February 19, 2020.
http://www.escholarship.org/uc/item/48t4q7cx.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bishop, Jason Brandon. “Prenuclear Accentuation in English: Phonetics, Phonology, and Information Structure.” 2013. Web. 19 Feb 2020.
Vancouver:
Bishop JB. Prenuclear Accentuation in English: Phonetics, Phonology, and Information Structure. [Internet] [Thesis]. UCLA; 2013. [cited 2020 Feb 19].
Available from: http://www.escholarship.org/uc/item/48t4q7cx.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bishop JB. Prenuclear Accentuation in English: Phonetics, Phonology, and Information Structure. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/48t4q7cx
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Université Catholique de Louvain
29.
Grosman, Iulia.
Évaluation contextuelle de la (dis)fluence en production et perception : pratiques communicatives et formes prosodico‐syntaxiques en français.
Degree: 2018, Université Catholique de Louvain
URL: http://hdl.handle.net/2078.1/208866
► The objective of this thesis is to study the effects of (dis)fluencies on the production and perception of speech by French native speakers. The ease…
(more)
▼ The objective of this thesis is to study the effects of (dis)fluencies on the production and perception of speech by French native speakers. The ease at which we produce, perceive and interpret spoken language depends on various linguistic, situational and social factors. Hence, the way one defines "fluency" or "disfluency" itself depends on which type of context is taken into account, and more precisely, on what kind of expectations one draws from this context. (Dis)fluencies are linguistic devices such as silent and filled pauses, vocalic lengthening, lexical repetitions or discourse markers (e.g. well, you know, I mean). The main hypothesis of this research is that not all (dis)fluencies are equal and that some of them may participate in the evaluation of fluency. Hence, their ambivalent status can either support or hinder the production and perception of speech in interaction. These analyses specifically target the definition of linguistic, situational and social expectations of disfluencies and discourse structure, by observing the variability and homogeneity of discourses across various situations. The method combines statistical and quantitative analyses of annotated corpora and perception experiments. Each chapter is devoted to one phenomenon (silent pauses, filled pauses, lengthening and repetitions). Linguistic or contextual disfluency is considered when there is a mismatch between expectations and the produced/perceived content in context, potentially creating discursive rupture.
(LALE - Langues et lettres) – UCL, 2018
Advisors/Committee Members: UCL - SSH/ILC/PLIN - Pôle de recherche en linguistique, UCL - Faculté de philosophie, arts et lettres, Degand, Liesbeth, Isebaert, Lambert, Boula de Mareüil, Philippe, Candea, Maria, Meurant, Laurence, Simon, Anne-Catherine.
Subjects/Keywords: Fluency; Speech; Prosody; Production; Perception; Disfluency
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Grosman, I. (2018). Évaluation contextuelle de la (dis)fluence en production et perception : pratiques communicatives et formes prosodico‐syntaxiques en français. (Thesis). Université Catholique de Louvain. Retrieved from http://hdl.handle.net/2078.1/208866
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Grosman, Iulia. “Évaluation contextuelle de la (dis)fluence en production et perception : pratiques communicatives et formes prosodico‐syntaxiques en français.” 2018. Thesis, Université Catholique de Louvain. Accessed February 19, 2020.
http://hdl.handle.net/2078.1/208866.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Grosman, Iulia. “Évaluation contextuelle de la (dis)fluence en production et perception : pratiques communicatives et formes prosodico‐syntaxiques en français.” 2018. Web. 19 Feb 2020.
Vancouver:
Grosman I. Évaluation contextuelle de la (dis)fluence en production et perception : pratiques communicatives et formes prosodico‐syntaxiques en français. [Internet] [Thesis]. Université Catholique de Louvain; 2018. [cited 2020 Feb 19].
Available from: http://hdl.handle.net/2078.1/208866.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Grosman I. Évaluation contextuelle de la (dis)fluence en production et perception : pratiques communicatives et formes prosodico‐syntaxiques en français. [Thesis]. Université Catholique de Louvain; 2018. Available from: http://hdl.handle.net/2078.1/208866
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Southern California
30.
Geffen, Susan.
When and how infants discriminate between declaratives and
interrogatives.
Degree: PhD, Psychology, 2014, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/430349/rec/7903
► To determine when and how infants begin to distinguish between declaratives and interrogatives, five experiments were carried out with typically developing American English‐learning 7‐ to…
(more)
▼ To determine when and how infants begin to distinguish
between declaratives and interrogatives, five experiments were
carried out with typically developing American English‐learning 7‐
to 12‐month‐olds. In Experiment 1, although there were no
significant results for discrimination for either age group, there
was a trend towards discrimination between declaratives and polar
interrogatives. Additionally, the combined age group demonstrated a
significant interrogative preference, suggesting infants can
distinguish between sentence types. Experiments 2-5 evaluated the
contribution of prosodic and word‐order information in infants’
ability to distinguish between sentence types. Given infants’ early
sensitivity to prosodic information, I hypothesized that infants
could use
prosody to make initial sentence‐type distinctions.
Accordingly, Experiment 2 analyzed prosodic measures across
penultimate and final syllables in infant‐directed wh-questions,
polar interrogatives, and declaratives. The results showed that
declaratives and polar interrogatives differed on several
dimensions, but declaratives and wh-questions did not, similar to
adult‐directed speech. Thus, while
prosody is not likely to aid
discrimination of declaratives from wh-questions, infant‐directed
speech provides a learner with sufficient prosodic information to
distinguish declaratives and polar interrogatives. ❧ Experiment 3
tested adults’ ability to make sentence‐type distinctions in the
absence of lexical information, before testing infants. The results
showed that adults were able to distinguish between declaratives
and polar interrogatives when only
prosody was available and
suggests that the limited information provided in the resynthesized
stimuli is sufficient for distinguishing between sentence types.
This suggests infants should be able to do the same, although age
of initial distinction remains to be determined. ❧ Experiment 4
evaluated 7‐month‐olds’ ability to make sentence‐type distinctions
in the absence of lexical information. The results showed that
despite the availability of prosodic information, infants did not
use
prosody alone to distinguish between sentence types. This
suggests that infants may require other types of information to
distinguish between sentence types. Given the syntactic differences
between declaratives and polar interrogatives (e.g. AUX‐inversion),
word order is a plausible alternative. ❧ Experiment 5 assessed
word‐order cues by presenting 7‐ and 12‐month‐olds with sentences
that had flattened intonation and different word order. Experiment
5a tested 12‐month‐olds’ ability to distinguish between sentence
types when only word‐order information was available. The results
showed that 12‐month‐olds discriminated sentence types from word
order alone. These results suggest that word order may be
sufficient for distinguishing between declaratives and polar
interrogatives. ❧ Experiment 5b tested 7‐month‐olds’ ability to
distinguish between sentence types based on word order information
alone. Infants did not show a reliable…
Advisors/Committee Members: Mintz, Toben H. (Committee Chair), Farver, Jo Ann M. (Committee Member), Wood, Justin N. (Committee Member), Iskarous, Khalil (Committee Member), Sundara, Megha (Committee Member).
Subjects/Keywords: infant; declarative; interrogative; prosody; word order
Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Geffen, S. (2014). When and how infants discriminate between declaratives and
interrogatives. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/430349/rec/7903
Chicago Manual of Style (16th Edition):
Geffen, Susan. “When and how infants discriminate between declaratives and
interrogatives.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 19, 2020.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/430349/rec/7903.
MLA Handbook (7th Edition):
Geffen, Susan. “When and how infants discriminate between declaratives and
interrogatives.” 2014. Web. 19 Feb 2020.
Vancouver:
Geffen S. When and how infants discriminate between declaratives and
interrogatives. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 19].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/430349/rec/7903.
Council of Science Editors:
Geffen S. When and how infants discriminate between declaratives and
interrogatives. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/430349/rec/7903
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Open Access Theses and Dissertations
