Sonja Schaeffler

Measuring language-specific phonetic settings

While it is well known that languages have different phonemes and phonologies, there is growing interest in the idea that languages may also differ in their ‘phonetic setting’. The term ‘phonetic setting’ refers to a tendency to make the vocal apparatus employ a language-specific habitual configuration. For example, languages may differ in their degree of lip-rounding, tension of the lips and tongue, jaw position, phonation types, pitch range and register. Such phonetic specifications may be particularly difficult for second language (L2) learners to acquire, yet be easily perceivable by first language (L1) listeners as inappropriate. Techniques that are able to capture whether and how an L2 learner’s pronunciation proficiency in their two languages relates to the respective phonetic settings in each language should prove useful for second language research. This article gives an overview of a selection of techniques that can be used to investigate phonetic settings at the articulatory level, such as flesh-point tracking, ultrasound tongue imaging and electropalatography (EPG), as well as a selection of acoustic measures such as measures of pitch range, long-term average spectra and formants.

Mothers, adults, children, pets — towards the acoustics of intimacy

In this paper, we investigate acoustic features which differentiate the two speech registers neutral and intimate within different constellations of speakers and addressees. Three different types of speakers are considered: mothers addressing their own children or an unknown adult, women with no children addressing an imaginary child or an imaginary adult, and children addressing a pet robot using both intimate and neutral speech. We use a large, systematically generated feature vector, upsampling, and SVM and RF for learning. Results are reported for extensive test-runs facing speaker- independency and using PCA-SFFS vs. SVM-SFFS for feature ranking. Classification performance and most relevant feature types are discussed in detail.

Adult speakers' tongue-palate contact patterns for bilabial stops within complex clusters

Previous studies using Electropalatography (EPG) have shown that individuals with speech disorders sometimes produce articulation errors that affect bilabial targets, but currently there is limited normative data available. In this study, EPG and acoustic data were recorded during complex word final /sps/ clusters spoken by 20 normal adults. A total contact (TC) index measured amount of tongue-palate contact during clusters in words such as ‘crisps’. Bilabial closure was inferred from the acoustic signal. The TC profiles indicated that normal adults hold their tongues in a steady /s/-like position throughout the cluster; most speakers (85%, n=17) had no significant difference in TC values during bilabial closure compared to flanking fricatives. The results are interpreted as showing that normal speakers produce double bilabial-alveolar articulations for /p/ in these clusters. Although steady state TC profiles were typical of the group, absolute TC values varied considerably between speakers, with some speakers having up to three times more contact than others. These findings add to the knowledge about normal articulation, and will help to improve diagnosis and treatment of individuals with speech disorders.

The Edinburgh Speech Production Facility’s articulatory corpus of spontaneous dialogue.

The EPSRC‐funded Edinburgh Speech Production is built around two synchronized Carstens AG500 electromagnetic articulographs (EMAs) in order to capture articulatory/acoustic data from spontaneous dialogue. An initial articulatory corpus was designed with two aims. The first was to elicit a range of speech styles/registers from speakers, and therefore provide an alternative to fully scripted corpora. The second was to extend the corpus beyond monologue, by using tasks that promote natural discourse and interaction. A subsidiary driver was to use dialects from outwith North America: dialogues paired up a Scottish English and a Southern British English speaker. Tasks. Monologue: Story reading of “Comma Gets a Cure” [Honorof et al. (2000)], lexical sets [Wells (1982)], spontaneous story telling, diadochokinetic tasks. Dialogue: Map tasks [Anderson et al. (1991)], “Spot the Difference” picture tasks [Bradlow et al. (2007)], story‐recall. Shadowing of the spontaneous story telling by the second participant. Each...