Speech 1 Sept 11, 2017 – DAY 6 Brain & Language LING 4110-4890-5110-7960 NSCI 4110-4891-6110 Harry Howard Tulane University

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Course organization http://www.tulane.edu/~h0Ward/BrLg/ Fun with https://www.facebook.com/BrLg17/ I'm slowly getting everyone enrolled.

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Computer hygiene I edit the online book constantly, so you should refresh your browser every now and then. Restart your computer every now and then!!!

Change in organization 09/11/17 Brain & Language - Harry Howard - Tulane University Change in organization Old New Background Introduction to the course The fields of linguistics The macrostructure of the brain Speech Sound Speech sounds and their articulation Auditory transduction Subcortical audition The auditory cortex The superior temporal sulcus Wernicke’s aphasia Leftovers The microstructure of the brain Methodologies Background Introduction to the course My philosophy of teaching The fields of linguistics Sound Speech sounds and their articulation The extended ascending auditory pathway Perception Auditory transduction The microstructure of the brain (neurons) Subcortical audition The macrostructure of the brain (cortex) The auditory cortex The superior temporal sulcus Wernicke’s aphasia

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Review The quiz was the review.

Speech sounds and their articulation 09/11/17 Brain & Language - Harry Howard - Tulane University Speech sounds and their articulation

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University vowels

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Vowel inventory How many vowels are there in (American) English? If you said five, i.e. ‘i, e, a, o, u’, I invite you pronounce the following words: ‘beat, bit, bait, bet, bat, but, cot, bought, boat, book, boot’ Now how many vowels do you think there are in (American) English?

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Tongue height Put your hand under your jaw and say the vowel of ‘beat, bit, bait, bet, bat, cot’. What does your jaw do? Now try the sequence in reverse. Put your hand under your jaw and say the vowel of ‘cot, bat, bet, bait, bit, beat’. What does your jaw do? Put your hand under your jaw and say the vowel of ‘boot, book, boat, bought, cot’. What does your jaw do? Now try the sequence in reverse. Put your hand under your jaw and say the vowel of ‘cot, bought, boat, book, boot’. What does your jaw do?

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Vowel articulation Tongue height: high, mid, low Tongue advancement: front, central, back Lip configuration: retracted, neutral, rounded

(American) English vowel space 09/11/17 Brain & Language - Harry Howard - Tulane University (American) English vowel space [i] 'beet' [ɪ] 'bit' [e] 'bait' [ɛ] 'bet' [æ] 'bat' [a] 'cot' [ʌ] 'but' [ə] 'comma' [ɔ] 'bought' [o] 'boat' [ʊ] 'book' [u] 'boot' Front Central Back High i ɪ u ʊ Mid e ɛ ʌ, ə o ɔ Low æ a Retracted Neutral Rounded use Lucida Grande font

The three buccal cavities, articulating [i] and [a] 09/11/17 Brain & Language - Harry Howard - Tulane University The three buccal cavities, articulating [i] and [a]

Vowels of English in [b__d] [i, ɪ, eɪ, ɛ, æ] F2 corresponds to advancement F1 corresponds inversely to height http://home.cc.umanitoba.ca/~robh/howto.html bigvs.jpg [ɑ, ɔ, o, ʊ, u] 09/13/17 Brain & Language - Harry Howard - Tulane University

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Formants This difference produces a marked contrast in the frequencies that resonate in these cavities, as shown by the schematic plots of frequency over time in the next figure. Such enhanced frequencies, known as formants, carry the acoustic information that allows us to distinguish [i] from [a], as well as most other speech sounds. Roughly speaking, the resonance of all three cavities together produces the lowest or first formant, the resonance of the pharyngeal & oral cavities produces the second format, and the resonance of the labiodental cavity produces the third formant (Loritz 1999:96). We hedge with “roughly” because the pharyngeal cavity can take on special resonance properties, and the labiodental cavity can combine with the oral cavity; see Ladefoged (1996:123ff) for more detailed discussion.

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Schematic spectrograms of the lowest three resonant frequencies (formants) of [i] and [a]

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University consonants

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Consonants What is a consonant? A consonant is described by its articulatory features Place of articulation Manner of articulation Voicing Two-port model of consonant articulation (Fig. 5.1)

Place of articulation From front to back 09/11/17 Brain & Language - Harry Howard - Tulane University Place of articulation From front to back Bilabial Labiodental Interdental /dental Alveolar Palatal Velar Glottal

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Place of articulation

Manner of articulation Organized in terms of decreasing constriction 09/11/17 Brain & Language - Harry Howard - Tulane University Manner of articulation Organized in terms of decreasing constriction Stop Nasal Affricate Liquid Fricative Glide/semi-vowel

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University Voicing Minimal pairs

(American) English consonants paired by voicing: voiceless ~ voiced Place/ Manner Bilabial Labio-dental Inter-dental Alveolar Palatal Velar Glottal Stop p b t d k g ʔ Nasal m n ŋ Affricate ʧ ʤ Fricative f v θ ð s z ʃ ʒ h Liquid l,ɹ Glide w j 09/11/17 Brain & Language - Harry Howard - Tulane University

Spectrograms of the fricatives in [u_a] Top row, left to right: f, θ, s, ʃ Bottom row, left to right: v, ð, z, ʒ 09/11/17 Brain & Language - Harry Howard - Tulane University

Articulation vs. acoustics 09/11/17 Brain & Language - Harry Howard - Tulane University Articulation vs. acoustics [s] and [ʃ] They are by far the loudest fricatives. The darkest part of [s] noise is off the top of the spectrograms, even though these spectrograms have a greater frequency range than the others on this page. [s] is centered (darkest) above 8000 Hz. [ʃ], while almost as dark, has most of its energy concentrated in the F3-F4 range. Often, [s] will have noise at all frequencies, where, as here, the noise for [ʃ] seems to drop off drastically below the peak (i.e. there's sometimes no noise below 1500 or 2000 Hz.) [z] and [ʒ] are distinguished from their voiceless counterparts by a) lesser amplitude of frication, b) shorter duration of frication and c) a voicing bar across the bottom. http://home.cc.umanitoba.ca/~robh/howto.html#frics

Brain & Language - Harry Howard - Tulane University 09/11/17 Brain & Language - Harry Howard - Tulane University NEXT TIME Finish up "Speech"