Optical Phonetics and Visual Perception of Lexical and Phrasal Stress in English

Autor/inn/en	Scarborough, Rebecca; Keating, Patricia; Mattys, Sven L.; Cho, Taehong; Alwan, Abeer
Titel	Optical Phonetics and Visual Perception of Lexical and Phrasal Stress in English
Quelle	In: Language and Speech, 52 (2009) 2-3, S.135-175 (41 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8309
DOI	10.1177/0023830909103165
Schlagwörter	North American English; Phonetics; Visual Perception; Suprasegmentals; Motor Reactions; Cues; Correlation; Adults; Native Speakers + Suchen Sie Ihr Suchwort? Amerikanisches Englisch; Phonetik; Fonetik; Visuelle Wahrnehmung; Stichwort; Korrelation; Muttersprachler
Abstract	In a study of optical cues to the visual perception of stress, three American English talkers spoke words that differed in lexical stress and sentences that differed in phrasal stress, while video and movements of the face were recorded. The production of stressed and unstressed syllables from these utterances was analyzed along many measures of facial movement, which were generally larger and faster in the stressed condition. In a visual perception experiment, 16 perceivers identified the location of stress in forced-choice judgments of video clips of these utterances (without audio). Phrasal stress was better perceived than lexical stress. The relation of the visual intelligibility of the prosody of these utterances to the optical characteristics of their production was analyzed to determine which cues are associated with successful visual perception. While most optical measures were correlated with perception performance, chin measures, especially Chin Opening Displacement, contributed the most to correct perception independently of the other measures. Thus, our results indicate that the information for visual stress perception is mainly associated with mouth opening movements. (Contains 10 tables, 10 figures and 13 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10