Sound of Silence - Kyushu...

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04/09/2014 1 Sound of Silence cross-linguistic comparison of perception of Japanese geminate consonants Makiko Sadakata 1 , Mizuki Shingai 2 , Simone Sulpizio 3 , Alex Brandmeyer 1,4 , Loukianos Spyrou 1 and Kaoru Sekiyama 2 1 Radboud University Nijmegen, 2 University of Amsterdam 3 University of Trento, 4 Max Planck Institute Leipzig 5 University of Kumamoto 2014.08.07: 2014 Symposium of Across-Channel Processing in Human Audition Niagara-on-the-Lake, Canada Geminate and Singleton Consonants Geminates (/kk/ /tt/ /pp/, etc.) Singletons (/k/ /t/ /p/, etc.) • exist in various languages • determined largely by timing Literatures • Singletons ! short consonants • Geminates ! long consonants Long consonants?

Transcript of Sound of Silence - Kyushu...

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Sound of Silence cross-linguistic comparison of perception of

Japanese geminate consonants

Makiko Sadakata1, Mizuki Shingai2, Simone Sulpizio3, Alex Brandmeyer1,4, Loukianos Spyrou1 and Kaoru Sekiyama2

1Radboud University Nijmegen, 2University of Amsterdam 3University of Trento, 4Max Planck Institute Leipzig

5University of Kumamoto

2014.08.07: 2014 Symposium of Across-Channel Processing in Human Audition Niagara-on-the-Lake, Canada

Geminate and Singleton Consonants

Geminates (/kk/ /tt/ /pp/, etc.) Singletons (/k/ /t/ /p/, etc.) •  exist in various languages •  determined largely by timing

Literatures •  Singletons ! short consonants •  Geminates ! long consonants

Long consonants?

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Acoustics of Japanese geminates

Stop geminate consonants: tt, kk, pp • Silent duration •  /akku/

Fricative geminate consonants: ss, ff • Frication •  /assu/

75%

25% (Takahashi, 1999)

Writing of Japanese geminate consonants

Japanese: Identical symbol is used to represent the first portion of both stop and fricative geminates • akku "あっく • assu "あっす

Non Japanese (e.g., Italian): Different symbols are used to

represent the first portion of both stop and fricative geminates • asso •  rocca

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Perception of geminate consonants?

Is it important to perceptually distinguish the two types of geminate consonants?

1.  Adults’ behavioural responses 2.  Children's behavioural responses 3.  Adults’ ERP responses

1: ADULTS’ BEHAVIOURAL RESPONSE SADAKATA, SHINGAI, BRANDMEYER, SULPIZIO, & SEKIYAMA (SUBMITTED)

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Perception of Japanese geminate consonants

•  How crucial is it for listeners to distinguish acoustical differences (stop / frication) when perceiving geminate consonants?

•  Does it vary across different languages?

Hypothesis

" JP: not sensitive for the difference between the two types " Non JP: sensitive for the difference between the two types

Italian: includes geminate consonants Dutch: does not include geminate consonants

N=16 each

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Stimuli

assu      a_su      akku    

90 ms 100 ms 120 ms 40ms 100 ms

Identification test

AAAAB test (Dehaene-Lambertz et al., 2000) • A- Standard: 4 female voices • B- Test: 1 male voice

Judge whether Standard and Test belong to the same category It is up to participants to distinguish /ss/ and /_s/ or not

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Results: identification

Discrimination (4I2AFC, Gerrits & Schouten, 2004)

Standard tone /assu/ Deviant tone /a_su/ /akku/

time

Participants NEED to distinguish /ss/ and /_s/

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Discrimination test

Summary Identification:

•  Japanese tended to categorize /_s/ and /ss/ into the same type

•  Italian and Dutch tended to separate these two (more than JP did)

Discrimination:

• All participants could hear silence in the material " the confusion was not due to the insensitivity to a silence

Why?

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2: CHILDREN’S BEHAVIOURAL RESPONSE

Shingai, 2014

Learning to write the Japanese geminate character

Japanese alphabetic character (hirakana) • Approximately 100 characters (including special characters)

Suzuki & Amano 2003 • Geminate character is reported to be the most problematic

ones to learn for children, because it often corresponds with silence in speech (Fujimoto et al., 2007)

•  /u/ /re/ /shi/ /ka/ /tta/ " う れ し か た

Where should I insert /っ/? I

cannot hear it!

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Tasks

SOS Identification test* SOS discrimination test* RAN test Writing test Standardized reading / writing test (STRAW) *SOS tests: difficulty was adjusted

Participants

•  Total (including pilots): • 9 years old N=59 / 7 years old N=53

•  Without specific practice: • 9 years old N=27 / 7 years old N=33

•  Better than chance level at the easiest task: • 9 years old N=17 / 7 years old N=16

•  Tested in September – December 2013

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Predictions

Identification • 7 years old : /ss/ and /_s/ " different • 9 years old : /ss/ and /_s/ " same (same as adults)

Discrimination

• Both groups perform well on the task STRAW, Reading test, RAN may be correlated with the

degree of the SOS effect

SOS Identification task

Standard Test

Same /assu/ /assu/

Different /assu/ /a_su/

Filler /assu/ /akku/

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Identification

0  

10  

20  

30  

40  

50  

60  

70  

80  

90  

100  

110  

不一致   一致   ディストラクター  

Error  R

ate(%)

1年生  

3年生  

Different Same Filler

7 years old 9 years old

Discrimination test

XAB X = /ss/ A, B = /ss/-/_s/, /kk/-/ss/

Tasks adjusted from Zhow, W. & Broersma, M.

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Discrimination

0  

10  

20  

30  

40  

50  

60  

70  

80  

90  

100  

/_s/   /kk/  

Error  R

ate(%)

1年生  

3年生  

Fricative Stop

7 years old 9 years old

Screening Test of Reading and Writing for Japense Primary School Children

•  Standardized Reading & Writing tests (kana) for 1st / 3rd year students •  Detecting developmental Dyslexia (rather easy)

1st year: reading and writing single Hiragana character (ぴ、ぎゃ、etc.) 3rd year: reading and writing words (あめ、ひこうき、etc.)

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Original writing test

Writing test " consisted of 13

items, which include special characters (7 of 13 include geminate consonants)

Rapid Automatized Naming

Name icons as quickly as possible within 60 seconds

Wide range of cognitive skills:

•  the child’s ability to quickly retrieve concepts • Used for the diagnoses for reading disabilities • orthographic knowledge • phonological processing

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Overview of correlations (all)

ID-Different ID-Same ID-Filler Disc-

Fricative Disc-Stop RAN STRAW WT:Geminate WT:Long-vowel WT:Youon WT:Total

error

ID-Same -.101

ID-Filler -.056 -.015

Disc-Fricative .023 -.195 -.185

Disc-Stop -.074 .241 -.011 -.142

RAN 0.413*** -.018 -.055 -.112 .015

STRAW -.027 .024 -.194 -.190 -.203 -.122

WT:Geminate -0.395* .078 .193 .188 -.042 -0.407*** -0.294*

WT:Long-vowel -.122 .349 -.103 .121 -.239 -.194 -0.294* 0.505***

WT:Youon -0.260 -.246 .166 .181 .057 -.181 .017 .155 -.042

WT:Total error -0.483* .191 .125 .193 -.145 -0.446*** -0.325* 0.803*** 0.645*** .281

Age .075 -.250 .177 -.149 -.097 0.316* -.065 -0.442*** -0.442*** -.097 -0.427**

Shingai, 2014

Writing error (geminate)

7 yo (r=-.726***) 9 yo (r=-.167)

0

10

20

30

40

50

60

70

80

90

100

0 1 2 3 4 5 6 7 8

Err

or R

ate:

Iden

tific

atio

n (d

iffer

ent,

%)

Writing Error

1年生

3年生

Linear (1年生)

Linear (3年生)

7 yo 9 yo 7 yo 9 yo

Shingai, 2014

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RAN

1st year students (r=.568*) 3rd year students (r=.181)

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80

Err

or R

ate:

Iden

tific

atio

n (d

iffer

ent,

%)

RAN

1年生

3年生

Linear (1年生)

Linear (3年生)

7 yo 9 yo 7 yo 9 yo

Shingai, 2014

Summary •  Negative correlation between the writing error (geminates)

and the critical identification error (/ss/ vs /_s/) " The better they can write, the more they tended to categorize the /ss/ and /_s/ as the same

•  Positive correlation between RAN and the critical

identification error (/ss/ vs /_s/) " The more quickly they can name items, the more they tended to categorize the /ss/ and /_s/ as the same

In general, children with more developed writing / phonological skills tend to show similar results as Japanese adults

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Summary

•  These relationships were more pronounced for the 7 years old but not for the 9 years old

" 9 years olds showed uniform performance on the writing / STRAW / RAN test (ceiling)

" 7 years olds showed diverse performance on the writing / STRAW / RAN test

" what about younger children?

Current action (July – December 2014)

Testing younger children: 5-6 years old Children tend to learn to write even before they “officially

learn” (Shimamura et al., 1994)

• On average, 5 yo 9 months – able to write about 46 hiragana signs

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3: ADULTS’ ERP RESPONSES SADAKATA, SPYROU & SEKIYAMA (2013, IN PREP)

Step 1 : Compared ERP responses elicited by /assu/ between Japanese and non-Japanese native speakers

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Methods 8 Native speakers of Japanese 8 Native speakers of English /asu/ with different durations of /s/, ranging from 60-240ms with steps of 30ms, /a/=63ms, /u/=90ms EEG recording

• 32 Electrodes + mastoid • All stimuli presented 297 times each, mixed sequence • Participants: watching a self-selected silent movie

Auditory ERPs

P1 75-80 ms N1 100 ms P2 180 ms N2 220-240 ms

P1

P2

N1

N2

+

- time

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Auditory Change Complex (ACC)

P1-N1-P2 is sensitive to changes in auditory stimuli e.g. phonemic boundaries Ostroff et al. (1998)

©&Williams&&&Wilkins&1998.&&All&Rights&Reserved.&&Published&by&LippincoP&Williams&&&Wilkins,&Inc.& 4&

Figure&3&Cor,cal*Evoked*Response*To*Acous,c*Change*Within*A*Syllable.*Ostroff,&Jodi;&Mar>n,&BreP;&Boothroyd,&Arthur&&Ear&&&Hearing.&<strong>19</strong>(<strong>4</strong>):290`297,&August&1998.&&

Figure&3&.&Group&mean&waveforms&from&electrode&site&Cz&are&displayed&for&each&of&the&three&speech&s>muli.&The&speech&s>mulus&used&to&evoke&each&of&the&responses&is&located&in&the&insets.&Note&that&the&N1`P2&is&present&for&each&of&the&three&s>mulus&condi>ons.&

ERPs Predicted peak timing (ms)

!! Duration)of)/s/)(ms))!! 60! 90! 120! 150! 180! 210! 240!

/a/)P1! 80!N1! 100!P2! 180!

/s/)P1! 143!N1! 163!P2! 243!

/u/)P1! 203! 233! 263! 293! 323! 353! 383!N1! 223! 253! 283! 313! 343! 373! 403!P2! 303! 333! 363! 393! 423! 453! 483!

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Comparison of ERP responses elicited by /asu/ JP vs. EN

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 240ms

P1 N1 P2 N2P1 N1 P2 N2

P1 N1 P2 N2

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 60ms

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 150ms

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 240ms

P1 N1 P2 N2

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 150ms

P1 N1 P2 N2

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 60ms

P1 N1 P2 N2

Comparison of ERP responses elicited by /asu/ JP vs. EN

Cross-group effect: N1 of EN higher than that of JP JP: P2 higher than P1 N1 EN: P1-N1-P2 peaks not significantly different

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JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 240ms

P1 N1 P2 N2P1 N1 P2 N2

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 150ms

P1 N1 P2 N2P1 N1 P2 N2

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 60ms

P1 N1 P2 N2P1 N1 P2 N2

Comparison of ERP responses elicited by /asu/ JP vs. EN

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 240ms

P1 N1 P2 N2P1 N1 P2 N2

P1 N1 P2 N2

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 150ms

P1 N1 P2 N2P1 N1 P2 N2

P1 N1 P2 N2

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 60ms

P1 N1 P2 N2P1 N1 P2 N2

P1 N1 P2 N2

Comparison of ERP responses elicited by /asu/ JP vs. EN

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Summary •  Japanese and English ERPs showed significant amplitude

differences, especially at the time point where P1- N1-P2 complex associated with /a/ was expected (80-180ms)

•  What is underlying this difference?

•  Could this be related with response to /s/?

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 240ms

P1 N1 P2 N2

JP

EN

0 100 200 300 400 500 ms

6

4

2

0

-2

6

4

2

0

-2

Ampli

tude

s (uV

)

S = 240ms

P1 N1 P2 N2P1 N1 P2 N2

Step 2 (De)composing ERPs to /assu/ from individual ERPs to /a/ + /s/ + /u/

Special thanks to Loukianos Spyrou

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Auditory ERPs

P1 75-80 ms N1 100 ms P2 180 ms N2 220-240 ms

P1

P2

N1

N2

+

- time

/a/

× wa

/s/

× ws

/u/

× wu

/asu/

+

+

timeAm

plitu

des

+

-

Estimated ERPs Goodness of FitEstimated ERPs - Actual ERPs

Composition approach

Dependent Variables: GOF & W

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Predictions

•  ERP group differences may (partly) be explained by different degrees of responses to /s/

•  According to the SOS effect on the geminates consonants •  Japanese " part of long frication is perceptually similar

to silence " smaller weights to /s/ • English " frication is perceived as frication " greater

weights to /s/

•  Weights for /s/ may be different for two groups on geminate conditions (EN > JP)

Additional stimuli •  /asu/ with different durations of /s/, ranging from 60-240ms with

steps of 30ms, /a/=63ms, /u/=90ms Additional stimuli

•  /a/=63ms, /s/=60, 150 and 240ms, and /u/=90ms •  /asu/ with louder /s/ (+7.5dB/+15dB, /s/=240ms) •  /asu/ with long /a/ (93ms, /s/=240ms, /u/=90ms) •  /akku/ (/a/=63ms, silent = 200ms, /k/=40ms, and /u/=90ms)

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ERP to /a/, /s/ and /u/

0 0.2 0.4 0.6

-2

0

2

4

6

0 0.2 0.4 0.6

-2

0

2

4

6

0 0.2 0.4 0.6

-2

0

2

4

6

0 0.2 0.4 0.6

-2

0

2

4

6

0 0.2 0.4 0.6

-2

0

2

4

6

0 0.2 0.4 0.6

-2

0

2

4

6

JP

EN

Amplit

udes (u

V)

aRed - s60Green - s150Blue - s240

u

Comparison Real vs. Composed ERP

The goodness of fit: medium was better than the other two No group difference (accuracy of composition was equivalent)

JP EN

Short (s60) Medium (150) Long (240)

0 0.5

4

2

0

-20 0.5

4

2

0

-20 0.5

4

2

0

-2

S=60 S=150 S=240

JP

EN

0 0.5

4

2

0

-20 0.5

4

2

0

-20 0.5

4

2

0

-2

Actual

A+S+U

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00.10.20.30.40.50.60.70.80.91

1.11.21.31.41.5

Mean(Weights)

Weights

Weights for s=240 (geminates) was significantly lower for JP than EN*

s = 60 ms s=150 ms s=240 ms

00.10.20.30.40.50.60.70.80.91

1.11.21.31.41.5

Mean(Weights)

00.10.20.30.40.50.60.70.80.91

1.11.21.31.41.5

Mean(Weights)

Overview weights difference

A S U

60 ms

150 ms

240 ms JP < EN*

240 ms (middle) JP < EN*

240 ms (loud)

Long a (93ms) + s (240 ms) JP < EN*

Silence

Less trace of ACC associated /s/ in Japanese, only for GEMINATES (=long s) condition Corresponds with the hypothesized Japanese representation: ss = silence + /s/

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Summary of findings

•  Combining individual ACCs predicted the real ERPs to some extent

•  Goodnewss of Fit did not differ between groups •  Weights of /s/ in the critical fricative geminate conditions

differed between groups (expected direction according to the SOS effect, EN > JP)

Summary •  Behavioural

•  Japanese adults tended not to distinguish /ss/ from /_s/ while non Japanese adults did

• This specific Japanese tendency seems to develop together with learning to write Japanese characters

" Influence of orthography on perception of fricative geminate consonants

•  EEG

•  Japanese and English ERPs to a range of /asu/ stimuli showed significant amplitude differences

• This may partly be explained by the degree of response to /s/ especially in “long s” conditions