DEVELOPMENT OF TEMPORAL PHONETIC REPRESENTATIONS

这项研究旨在测试人类语音感知的一个模型 而生产是通过环境经验发展起来的。方法是 为了研究儿童和成年人在经历了巨大的 接触新的语音系统，如外语(L2)，以及 确定这些学习者如何获得独特的语音表示 英语。三个实验将检验产生和感知 英语(/p，t，k/和/b，d，g/)由母语为西班牙语的SS停顿；四个 我将考察汉语SS的元音计时，并将量化程度 非母语学生对英语元音时长的偏离 影响听者对讲话自然度的判断。在投票和元音中 时序实验我们将考察学生对声音的时间特性 言语产生，时间操控对他们的影响 辨别声音为“浊音”或“清音”；以及 根据他们模仿连续发音的能力进行语音分类 持续时间不同的。英语党卫军的表现将与 非母语学生的差异在于：(A)首次接触英语的年龄； (B)英语经验的数量；及(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，他们将测试法奇(1981)提供的一个模型 这一假设假设，第二语言学习者的表面限制有多准确 用外语发音的结果不是后天的能力 修饰发音，但这是“对等”的间接结果 分类“。假设是，作为分类的结果 在发音上不同的第一语言和第二语言同源词发音是相同的，第二语言学习者 不能形成对声音存在的准确的知觉表征 在第二语言中学习。这进而对L2的精确度施加了限制 声音是可以产生的。如果得到证实，该模型将提供对 以前的和正在进行的经验如何有助于开发和 维护语音所需的语音表示法。会的 还为语音病理的诊断和治疗提供了框架 以发音时间异常为特征，并提供洞察力 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.