Earlier research has suggested that left embedded words (e.g. cat in catalog) present a problem for spoken word recognition since it is potentially unclear whether there is a word boundary at the offset of cat. Models of spoken word recognition have incorporated processes of competition so that the identification of embedded words can be delayed until longer interpretations have been ruled out....

Smiling while talking can be perceived not only visually but also audibly. Several acoustic-phonetic properties have been found to cue smiling in the acoustic signal. The aim of this study was to validate properties associated with smiled speech using a natural video corpus. The realisations of monophthongs of the same words spoken with and without a visible smile were compared. The results sho...

Spoken language is an important form of human communication. The capacity to learn new spoken words is a basic brain function for any individual during the life span. With exponential growth of information exchange, people encounter a large amount of novel words, such as neologism (e.g., Google), jargon (e.g., app), and terminology (e.g., optogenetics). In experimental contexts, word-like pseud...

Two visual-world experiments evaluated the time course and use of orthographic information in spoken-word recognition using printed words as referents. Participants saw 4 words on a computer screen and listened to spoken sentences instructing them to click on one of the words (e.g., Click on the word bead). The printed words appeared 200 ms before the onset of the spoken target word. In Experim...

Children with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning ...

This study investigated the impact of interaction and output modality on vocabulary learning and retention of EFL learners. To investigate the impact of Interaction, solitary (n =69) and collaborative (n =62) groups served as experimental and No Interaction No Output (n =26) as control group. To address the effect of modality, spoken (n =39) and written (n =31) modalities served as experimental...

This study investigated the impact of interaction and output modality on vocabulary learning and retention of EFL learners. To investigate the impact of Interaction, solitary (n =69) and collaborative (n =62) groups served as experimental and No Interaction No Output (n =26) as control group. To address the effect of modality, spoken (n =39) and written (n =31) modalities served as experimental...

Most empirical work in spoken word recognition has focused on monosyllabic words, and most theories and models are limited to monosyllables either in scope or in practice (in that the theories' predictions for polysyllabic words have largely been unexplored). We add to the small number of studies to date explicitly comparing recognition of monoand polysyllabic words with a study examining time ...