DEVELOPMENT OF TEMPORAL PHONETIC REPRESENTATIONS

这项研究旨在测试人类语音感知的模型 而生产是通过环境经验来发展的。 该方法是 研究儿童和成年人的言语行为， 接触新的语音系统，如外语（L2）， 确定这些学习者如何获得独特的语音表示， 英语 三个实验将检查的生产和感知 英语塞音（/p，t，k/和/B，d，g/）由母语为西班牙语的学生;四个 我将研究中国学生的元音时间，并将量化的程度 非英语母语学生的英语元音音长偏离标准 影响听者对语音自然度的判断。 在元音和元音 计时实验，我们将检查学生的时间规格的声音， 言语产生，时间操纵对他们的影响， 辨别声音是“有声”还是“无声”; 根据他们模仿连续音的能力进行语音分类 在持续时间上不同。 英语学生的表现将与 非英语母语学生的英语水平在以下方面存在差异：（1）第一次接触英语的年龄; (b)英语语言经验;以及（c）英语的真实性 口音 这些实验将定义人类改变时间的能力 行为 更重要的是，他们将测试一个模型提供的Festival（1981） 这一理论认为，第二语言学习者在学习语言时 用外语发出声音不是后天习得的 改变发音，而是“对等”的间接结果 分类”。 假设是，作为分类的结果， 第一语言和第二语言在发音上的不同把同源音看作“相同”，第二语言学习者 无法发展出对声音的准确感知表征， 学习L2。 这反过来又限制了L2 声音可以产生。 如果得到证实，该模型将提供深入了解 过去和现在的经验如何促进发展， 保持语音所需的语音表示。 它将 还提供了一个框架，用于诊断和治疗言语病理 以发音时间异常为特征， 任何需要使用感官刺激的病理学方法 来改变既定的模式

This research is designed to test a model of how human speech perception and production evolves through environmental experience. The approach is to study the speech behavior of children and adults who have had massive exposure to new phonetic systems, as in a foreign language (L2), and to determine how such learners acquire the phonetic representations unique to English. Three experiments will examine the production and perception of English stops (/p,t,k/ and /b,d,g/) by native Spanish-speaking Ss; four will examine vowel timing by Chinese Ss; and one will quantify the extent to which departures from norms for English vowel duration by non-native Ss affect listener judgments of speech naturalness. In both the VOT and vowel timing experiments we will examine Ss' temporal specification of sound in speech production, the effect of temporal manipulations on their identification of sounds as "voiced" or "voiceless"; and the effect of phonetic categorization on their ability to mimic continua of sounds differing in duration. Performance by the English Ss will be compared to that of non-native Ss differing in: (a) age of first exposure to English; (b) amount of English-language experience; and (c) authenticity of English accent. These experiments will define the human ability to modify timing behavior. More importantly, they will test a model offered by Flege (1981) which postulates that the seeming limits on how accurately L2 learners produce sounds in a foreign language results not from an acquired inability to modify articulation, but is an indirect result of "equivalence classification". The hypothesis is that, as a result of classifying acounstically different L1 and L2 cognate sounds as the "same", L2 learners fail to develop accurate perceptual representations for the sounds being learned in L2. This, in turn, impose a limit on how accurately the L2 sounds can be produced. If confirmed, the model will provide insight into how previous and ongoing experience contributes to the development and maintenance of the phonetic representations needed for speech. It will also provide a framework for diagnosis and treatment of speech pathologies characterized by abnormalities of articulatory timing, and provide insight into any approach to pathologies requiring the use of sensory stimulation for changing established patterns.