DEVELOPMENT OF TEMPORAL PHONETIC REPRESENTATIONS

这项研究旨在测试人类语音感知的模型 生产随着环境经验的发展而发展。 方法是 研究经历过大规模语言障碍的儿童和成人的言语行为 接触新的语音系统，如外语（L2），并 确定这些学习者如何获得独特的语音表示 英语。 三个实验将检查的产生和感知 母语为西班牙语的 Ss 的英语停顿（/p,t,k/ 和 /b,d,g/）；四 将检查汉语 Ss 的元音计时；并且我们将量化其程度 非母语 Ss 偏离英语元音持续时间规范的情况 影响听者对言语自然程度的判断。 在 VOT 和元音中 计时实验我们将检查 Ss 的声音时间规范 言语产生，时间操纵对其的影响 识别声音为“浊音”或“清音”；和效果 根据模仿声音连续性的能力进行语音分类 持续时间不同。 英国党卫军的表现将与 非母语学生的差异在于： (a) 第一次接触英语的年龄； (b) 一定的英语经验； (c) 英语的真实性 口音。 这些实验将定义人类修改时间的能力 行为。 更重要的是，他们将测试 Flege (1981) 提供的模型 它假设 L2 学习者的准确度似乎受到限制 用外语发出声音并不是后天无能的结果 修改发音，但它是“对等”的间接结果 分类”。 假设是，分类的结果是 L2 学习者在听觉上不同的 L1 和 L2 同源发音为“相同” 无法对声音形成准确的感知表征 L2 学过的。 这反过来又限制了 L2 的准确度 可以产生声音。 如果得到确认，该模型将提供深入了解 以前和现在的经验如何有助于发展和 维护语音所需的语音表示。 它将 还提供了诊断和治疗言语病理的框架 以发音计时异常为特征，并提供洞察力 任何需要使用感觉刺激的病理学方法 改变既定模式。

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.