Phonemes play a central role in traditional theories as units of speech perception and access codes to lexical representations. Phonemes have two essential properties: they are 'segment-sized' (the size of a consonant or vowel) and abstract (a single phoneme may be have different acoustic realisations). Nevertheless, there is a long history of challenging the phoneme hypothesis, with some theorists arguing for differently sized phonological units (e.g. features or syllables) and others rejecting abstract codes in favour of representations that encode detailed acoustic properties of the stimulus. The phoneme hypothesis is the minority view today. We defend the phoneme hypothesis in two complementary ways. First, we show that rejection of phonemes is based on a flawed interpretation of empirical findings. For example, it is commonly argued that the failure to find acoustic invariances for phonemes rules out phonemes. However, the lack of invariance is only a problem on the assumption that speech perception is a bottom-up process. If learned sublexical codes are modified by top-down constraints (which they are), then this argument loses all force. Second, we provide strong positive evidence for phonemes on the basis of linguistic data. Almost all findings that are taken (incorrectly) as evidence against phonemes are based on psycholinguistic studies of single words. However, phonemes were first introduced in linguistics, and the best evidence for phonemes comes from linguistic analyses of complex word forms and sentences. In short, the rejection of phonemes is based on a false analysis and a too-narrow consideration of the relevant data.
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http://dx.doi.org/10.3758/s13423-017-1362-0 | DOI Listing |
Sci Rep
December 2024
University of Passau, Chair for Multilingual Computerlinguistics, 94032, Passau, Germany.
We present a novel approach for testing genealogical relations between language families. Our method, which has previously only been applied to closely related languages, makes predictions for cognate reflexes based on the regularity of proposed sound correspondences between language families that are hypothesized to be related. We test the hypothesis about a genealogical relation between Panoan and Takanan, two linguistic families of the Amazon.
View Article and Find Full Text PDFBrain Lang
January 2025
Basque Center on Cognition, Brain and Language, San Sebastian, Spain; University School of Medicine, 291 Campus Drive, Li Ka Shing Building, Stanford, CA 94305 5101, USA; Stanford University Graduate School of Education, 485 Lasuen Mall, Stanford, CA 94305, USA; University of Modena and Reggio Emilia, Via Campi 287, 41125 Modena, Italy.
Previous studies indicate differences in native and foreign speech processing (Lev-Ari, 2018), with mixed evidence for differences between dialectal and foreign accent processing (Adank, Evans, Stuart-Smith, & Scott, 2009; Floccia et al., 2006, 2009; Girard, Floccia, & Goslin, 2008). Two theories have been proposed: The Perceptual Distance Hypothesis suggests that dialectal accent processing is an attenuated version of foreign accent processing (Clarke & Garrett, 2004), while the Different Processes Hypothesis argues that foreign and dialectal accents are processed via distinct mechanisms (Floccia, Butler, Girard, & Goslin, 2009).
View Article and Find Full Text PDFInfant Behav Dev
December 2024
RIKEN Center for Brain Science, Japan; Waseda University, Japan; Duke University, USA.
PLoS One
November 2024
School of Computer Science and Statistics, ADAPT Centre, Trinity College Dublin, Dublin, Ireland.
Hearing impairment alters the sound input received by the human auditory system, reducing speech comprehension in noisy multi-talker auditory scenes. Despite such difficulties, neural signals were shown to encode the attended speech envelope more reliably than the envelope of ignored sounds, reflecting the intention of listeners with hearing impairment (HI). This result raises an important question: What speech-processing stage could reflect the difficulty in attentional selection, if not envelope tracking? Here, we use scalp electroencephalography (EEG) to test the hypothesis that the neural encoding of phonological information (i.
View Article and Find Full Text PDFDev Psychol
November 2024
Department of Learning Disabilities, Faculty of Education, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa.
This study addressed four research questions: (1) Does teaching using syllables or using phonemes lead to better progress in beginning reading and spelling? (2) Does the effectiveness of syllabic or phonemic instruction depend on children's preferences for these units as predicted by Ziegler and Goswami's (2005) "availability" hypothesis? (3) Do children taught via syllabic consonant-vowel (CV) units spontaneously develop insight into the phonemic basis of an alphabetic writing system, and (4) Do individual differences in reading and spelling gains in phoneme-based instruction depend more on working memory, short-term memory, and Rapid Automatized Naming (RAN) owing to the greater number of units that must be rapidly retrieved and processed? To test these hypotheses, 104 preliterate preschool children were taught to read and spell using an unfamiliar script. Across 14 training sessions, children were taught using either whole CV units, phoneme units, or demiphoneme units. Retention and generalization were evaluated during training and 1 week later.
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