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A importância dos estímulos visuais em crianças com atraso fonológico

Pedro, Cassandra Ferreira
Fonte: Universidade de Aveiro Publicador: Universidade de Aveiro
Tipo: Dissertação de Mestrado
POR
Relevância na Pesquisa
26.29%
O presente trabalho teve como principal objetivo o estudo da influência dos estímulos visuais em crianças com atraso fonológico. Neste sentido, procedeu-se ao desenvolvimento e à validação de conteúdo de materiais de avaliação/intervenção em Terapia da Fala, especificamente, uma Prova de Avaliação de Competências de Pré-Literacia e um conjunto de 50 cartões com estímulos visuais (cartões L&S). A Prova de Avaliação de Competências de Pré-Literacia possibilita a avaliação da identificação/nomeação do nome/som dos grafemas. Os cartões L&S estimulam o desenvolvimento das correspondências grafema-fonema e a melhoria da produção dos sons da fala. Um painel de peritos constituído por 6 terapeutas da fala realizou a avalição dos materiais supracitados com base num conjunto de critérios previamente definidos. A Prova de Avaliação de Competências de Pré-Literacia foi analisada com base nos critérios de clareza, simplicidade, precisão e relevância. Os cartões L&S foram analisados com base nos critérios de clareza e pertinência prática. Em ambos os casos, o método gráfico de Bland- Altman modificado permitiu concluir que existiu boa concordância entre os avaliadores, uma vez que a maioria dos valores correspondentes aos vários itens analisados se encontrava dentro dos limites esperados de concordância e a grandeza do limite superior não era muito elevada. A Prova de Avaliação de Competências de Pré-Literacia foi ainda sujeita a um estudo piloto realizado com 64 crianças em idade pré-escolar com idades compreendidas entre os 5;0 e os 6;3 e com desenvolvimento típico ao nível da fala e da linguagem. Tendencialmente...

Applications of computer-based instruction: using specialized software to aid letter-name and letter-sound recognition.

Connell, James E; Witt, Joseph C
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2004 EN
Relevância na Pesquisa
35.95%
We evaluated computerized training and testing programs with children who were having difficulties learning prereading skills. The programs were derived from equivalence research and were written in authoring software designed for educators. After learning to match uppercase and lowercase printed letters to the corresponding letter names (Tasks 1 and 2), the children matched the letters to one another (Tasks 4 and 5). Then, after learning to match uppercase letters to sounds (Task 3), they also matched lowercase letters to sounds (Task 6) and matched printed to spoken words (Tasks 7 and 8). The results recommend equivalence-based protocols and user-friendly software in further development of prereading instruction.

Learning to Label Letters by Sounds or Names: A Comparison of England and the United States

Ellefson, Michelle R.; Treiman, Rebecca; Kessler, Brett
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /03/2009 EN
Relevância na Pesquisa
26.15%
Learning about letters is an important foundation for literacy development. Should children be taught to label letters by conventional names, such as /bi/ for b, or by sounds, such as /bə/? We queried parents and teachers, finding those in the U.S. stress letter names with young children whereas those in England begin with sounds. Looking at 5- to 7-year-old children in the two countries, we found that U.S. children were better at providing the names of letters than English children. English children outperformed U.S. children on letter-sound tasks, and differences between children in the two countries declined with age. We further found that children use the first-learned set of labels to inform the learning of the second set. As a result, English and U.S. children made different types of errors in letter-name and letter-sound tasks. The children’s invented spellings also differed in ways reflecting the labels they used for letters.

Exploring the Role of Low Level Visual Processing in Letter–Speech Sound Integration: A Visual MMN Study

Froyen, Dries; van Atteveldt, Nienke; Blomert, Leo
Fonte: Frontiers Research Foundation Publicador: Frontiers Research Foundation
Tipo: Artigo de Revista Científica
Publicado em 13/04/2010 EN
Relevância na Pesquisa
26.4%
In contrast with for example audiovisual speech, the relation between visual and auditory properties of letters and speech sounds is artificial and learned only by explicit instruction. The arbitrariness of the audiovisual link together with the widespread usage of letter–speech sound pairs in alphabetic languages makes those audiovisual objects a unique subject for crossmodal research. Brain imaging evidence has indicated that heteromodal areas in superior temporal, as well as modality-specific auditory cortex are involved in letter–speech sound processing. The role of low level visual areas, however, remains unclear. In this study the visual counterpart of the auditory mismatch negativity (MMN) is used to investigate the influences of speech sounds on letter processing. Letter and non-letter deviants were infrequently presented in a train of standard letters, either in isolation or simultaneously with speech sounds. Although previous findings showed that letters systematically modulate speech sound processing (reflected by auditory MMN amplitude modulation), the reverse does not seem to hold: our results did not show evidence for an automatic influence of speech sounds on letter processing (no visual MMN amplitude modulation). This apparent asymmetric recruitment of low level sensory cortices during letter–speech sound processing...

Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches

Piasta, Shayne B.; Purpura, David J.; Wagner, Richard K.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 01/07/2010 EN
Relevância na Pesquisa
26.34%
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter-word identification, emergent reading, and developmental spelling measures. Results suggest benefits of combined letter name and sound instruction in promoting children’s letter sound acquisition. Benefits did not generalize to other emergent literacy skills.

Multisensory conflict modulates the spread of visual attention across a multisensory object

Zimmer, Ulrike; Roberts, Kenneth C.; Harshbarger, Todd B.; Woldorff, Marty G.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
26.2%
Spatial attention to a visual stimulus that occurs synchronously with a task-irrelevant sound from a different location can lead to increased activity not only in visual cortex, but also auditory cortex, apparently reflecting the object-related spreading of attention across both space and modality (Busse et al., 2005). The processing of stimulus conflict, including multisensory stimulus conflict, is known to activate the anterior cingulate cortex (ACC), but the interactive influence on the sensory cortices remains relatively unexamined. Here we used fMRI to examine whether the multisensory spread of visual attention across the sensory cortices previously observed will be modulated by whether there is conceptual or object-related conflict between the relevant visual and irrelevant auditory inputs. Subjects visually attended to one of two lateralized visual letter streams while synchronously occurring, task-irrelevant, letter sounds were presented centrally, which could be either congruent or incongruent with the visual letters. We observed significant enhancements for incongruent versus congruent letter-sound combinations in the ACC and in the contralateral visual cortex when the visual component was attended, presumably reflecting the conflict detection and the need for boosted attention to the visual stimulus during incongruent trials. In the auditory cortices...

Learning Letter Names and Sounds: Effects of Instruction, Letter Type, and Phonological Processing Skill

Piasta, Shayne B.; Wagner, Richard K.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
26.23%
Preschool-aged children (n = 58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children’s phonological processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds, regardless of phonological processing skills. Only children with higher phonological skills showed a similar effect in the control condition. Practical implications are discussed.

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children

Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /09/2011 EN
Relevância na Pesquisa
36.26%
The purpose of this study was to examine which emergent literacy skills contribute to preschool children’s emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4–5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children’s letter-writing skills may be a better indicator of children’s emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills...

Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies

Caravolas, Markéta; Lervåg, Arne; Mousikou, Petroula; Efrim, Corina; Litavský, Miroslav; Onochie-Quintanilla, Eduardo; Salas, Naymé; Schöffelová, Miroslava; Defior, Sylvia; Mikulajová, Marína; Seidlová-Málková, Gabriela; Hulme, Charles
Fonte: SAGE Publications Publicador: SAGE Publications
Tipo: Artigo de Revista Científica
Publicado em /06/2012 EN
Relevância na Pesquisa
26.2%
Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal literacy instruction in four languages (English, Spanish, Slovak, and Czech). Longitudinal path analyses showed that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction were reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion that in all alphabetic orthographies, phoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read.

Color improves “visual” acuity via sound

Levy-Tzedek, Shelly; Riemer, Dar; Amedi, Amir
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 11/11/2014 EN
Relevância na Pesquisa
26.2%
Visual-to-auditory sensory substitution devices (SSDs) convey visual information via sound, with the primary goal of making visual information accessible to blind and visually impaired individuals. We developed the EyeMusic SSD, which transforms shape, location, and color information into musical notes. We tested the “visual” acuity of 23 individuals (13 blind and 10 blindfolded sighted) on the Snellen tumbling-E test, with the EyeMusic. Participants were asked to determine the orientation of the letter “E.” The test was repeated twice: in one test, the letter “E” was drawn with a single color (white), and in the other test, with two colors (red and white). In the latter case, the vertical line in the letter, when upright, was drawn in red, with the three horizontal lines drawn in white. We found no significant differences in performance between the blind and the sighted groups. We found a significant effect of the added color on the “visual” acuity. The highest acuity participants reached in the monochromatic test was 20/800, whereas with the added color, acuity doubled to 20/400. We conclude that color improves “visual” acuity via sound.

Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children

Puranik, Cynthia S.; Petscher, Yaacov; Lonigan, Christopher J.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /12/2013 EN
Relevância na Pesquisa
36.08%
The primary purpose of this study was to examine the dimensionality and reliability of letter writing skills in preschool children with the aim of determining whether a sequence existed in how children learn to write the letters of the alphabet. Additionally, we examined gender differences in the development of letter writing skills. 471 children aged 3 to 5 years old completed a letter writing task. Results from factor analyses indicated that letter writing represented a unidimensional skill. Similar to research findings that the development of letter-names and letter-sound knowledge varies in acquisition, our findings indicate that the ability to write some letters is acquired earlier than the ability to write other letters. Although there appears to be an approximate sequence for the easiest and most difficult letters, there appears to be a less clear sequence for letters in the middle stages of development. Overall, girls had higher letter writing scores compared to boys. Gender differences regarding difficulty writing specific letters was less conclusive; however, results indicated that when controlling for ability level, girls had a higher probability of writing a letter correctly than boys. Implications of these findings for the assessment and instruction of letter writing are discussed.

Les stratégies de compréhension lors de lectures à voix haute : accompagnement parental auprès d’enfants de cinq ans

Provencher, Julie
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
26.2%
Le rôle du parent est important dans le développement de la compétence en lecture de jeunes enfants et lire à son enfant est une pratique de littératie familiale fortement encouragée par la société. Cette étude a pour objectif de décrire cet accompagnement parental notamment en lien avec les stratégies de compréhension utilisées entre un parent et son enfant lors de la lecture à voix haute. Nous avons observé 10 parents lire un abécédaire, un texte narratif avec intrigue, un texte narratif sans intrigue et un texte informatif à leur enfant de cinq ans. Il s’avère que les stratégies utilisées par les parents et leurs enfants diffèrent selon le genre de texte. Les élèves ayant de faibles résultats (reconnaissance des lettres et de leurs sons, rappel du texte, compréhension du vocabulaire réceptif et de la morphosyntaxe) utilisent également moins de stratégies de compréhension lors de la lecture à voix haute que les enfants présentant de meilleurs résultats. Nous avons également vérifié l’étayage offert par les parents d’enfants présentant de bonnes et de faibles compétences en lecture. Ces deux groupes de parents se distinguent par la qualité et la fréquence de l’utilisation des stratégies de compréhension. En effet...

Issues facing Navy contracting organizations in implementing OFPP Policy Letter 92-4

Keller, Joseph A.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado Formato: 166 p.
EN_US
Relevância na Pesquisa
35.99%
Approved for public release; distribution is unlimited.; This thesis investigates the challenges faced by Navy contracting organizations as they attempt to comply with OFPP Policy Letter 92-4 (Procurement of Environmentally-Sound and Energy-Efficient Products and Services) which mandates that all Federal agencies give special attention to energy and environmental factors in all phases of agency operations, including procurement. The primary impact of the Policy Letter will be on contracting officers': review of specifications and source selection criteria; debriefs to unsuccessful offerors and handling of protests; and evaluation of a contractor's compliance with a contract. Impediments hindering compliance include: lack of a feeling of responsibility; lack of expertise; and lack of incentives. Recommendations to overcome these impediments include: communicating responsibility to both requirements personnel and contracting personnel; establishing and administering training courses; and providing positive organizational and personal incentives to contracting personnel.; Lieutenant, United States Navy

Instrução transmissiva ou construtivista nos programas de escrita inventada? Impacto na qualidade das escritas inventadas de crianças em idade pré-escolar

Almeida, Tiago Alexandre Fernandes
Fonte: ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida Publicador: ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida
Tipo: Tese de Doutorado
Publicado em //2014 POR
Relevância na Pesquisa
36.51%
Tese submetida como requisito parcial para obtenção do grau de Doutoramento em Psicologia - Área de especialidade Psicologia da Saúde; O presente estudo tem como objectivos especificar a eficácia de dois tipos de instrução (transmissiva vs. construtivista) distintas nos programas de intervenção em escrita, manipulando as palavras facilitadoras e o tipo de orientação dado para analisar e refletir sobre as palavras escritas. Pretende-se verificar, por um lado, o impacto dos dois tipos de instrução nas conceptualizações infantis, número de fonetizações e consciência fonológica. Por outro, em cada um dos tipos de instrução, como é que a manipulação das variáveis palavra facilitadora e orientação para analisar as palavras influencia os processos de fonetização, o desenvolvimento das conceptualizações e da consciência fonológica. Participaram 107 crianças entre os 5 e os 6 anos de idade que foram distribuídas por 7 grupos (6 experimentais e 1 de controlo). Todos os participantes eram estatisticamente equivalentes no pré-teste quanto ao nível conceptual, idade, inteligência, conhecimento das letras, consciência fonológica e nível académico dos pais. Nos pré e pós-testes, as escritas inventadas das crianças foram avaliadas através de 40 palavras que nunca foram trabalhadas ao longo das 6 sessões de intervenção que cada participantes realizou individualmente. Na intervenção o tipo de instrução variava em função do grupo (construtivista ou transmissiva). Em cada sessão escreveram-se 10 palavras (2 facilitadoras por sessão) com as letras P e T. A natureza das palavras facilitadoras era diferente consoante o grupo (palavra facilitadora com o nome da primeira letra ou palavra facilitadora que se aproximava do som a primeira letra). Depois de cada palavra escrita as crianças foram confrontadas com uma produção escrita hipotética de nível silábico duma criança hipotética. Nessa confrontação era dado uma orientação especifica para analisarem as palavras (centrados no nome ou no som). O conjugação da instrução x palavra facilitadora x orientação foi a seguinte: G1 (instrução transmissiva x palavras facilitadoras cuja sílaba inicial coincidia com o nome da letra x identificação do nome da letra; G2 (instrução transmissiva x palavras facilitadoras cuja sílaba inicial coincidia com o som da letra x identificação do nome da letra); G3 (instrução transmissiva x palavras facilitadoras cuja sílaba coincidia com o som da letra x identificação do som da letra; G4 (instrução construtivista x palavras facilitadoras cuja sílaba inicial coincidia com o nome da letra x orientações para uma reflexão centrada no nome da letra); G5 (instrução construtivista x palavras facilitadoras cuja sílaba inicial coincidia com o som da letra x orientações para uma reflexão centrada no nome da letra); G6 (instrução construtivista x palavras facilitadoras cuja sílaba coincidia com o som da letra x orientações para uma reflexão centrada no som da letra) e Grupo de controlo (desenhos livres com base nas palavras ditadas nos grupos experimentais). Os objectivos específicos foram comparar entre os participantes dos 6 grupos experimentais e de controlo: os progressos nas conceptualizações sobre a escrita; as diferenças no número total de fonetizações; as diferenças no número de fonetizações da consoante inicial; as diferenças no número de fonetizações da vogal da primeira sílaba; as diferenças no desempenho nas provas de classificação silábica e análise silábica; e...

A phonologically congruent sound boosts a visual target into perceptual awareness

Adam, Ruth; Noppeney, Uta
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 11/09/2014 EN
Relevância na Pesquisa
26.18%
Capacity limitations of attentional resources allow only a fraction of sensory inputs to enter our awareness. Most prominently, in the attentional blink the observer often fails to detect the second of two rapidly successive targets that are presented in a sequence of distractor items. To investigate how auditory inputs enable a visual target to escape the attentional blink, this study presented the visual letter targets T1 and T2 together with phonologically congruent or incongruent spoken letter names. First, a congruent relative to an incongruent sound at T2 rendered visual T2 more visible. Second, this T2 congruency effect was amplified when the sound was congruent at T1 as indicated by a T1 congruency × T2 congruency interaction. Critically, these effects were observed both when the sounds were presented in synchrony with and prior to the visual target letters suggesting that the sounds may increase visual target identification via multiple mechanisms such as audiovisual priming or decisional interactions. Our results demonstrate that a sound around the time of T2 increases subjects' awareness of the visual target as a function of T1 and T2 congruency. Consistent with Bayesian causal inference, the brain may thus combine (1) prior congruency expectations based on T1 congruency and (2) phonological congruency cues provided by the audiovisual inputs at T2 to infer whether auditory and visual signals emanate from a common source and should hence be integrated for perceptual decisions.

Assessment of narghile (shisha, hookah) smokers' actual exposure to toxic chemicals requires further sound studies

Chaouachi, Kamal
Fonte: CoAction Publishing Publicador: CoAction Publishing
Tipo: Artigo de Revista Científica
Publicado em 11/05/2011 EN
Relevância na Pesquisa
35.92%
Tobacco smoking is hazardous for health. However, not all forms of tobacco use entail the same risks and the latter should be studied and compared in a sound realistic way. Smoking machines for cigarettes (which are consumed in a few minutes) were early designed as a tool to evaluate the actual intake of toxic substances (‘toxicants’) by smokers. However, the yields (tar, nicotine, CO, etc.) provided by such machines poorly reflect the actual human smoking behaviour known to depend on numerous factors (anxiety, emotions, anthropological situation, etc.). In the case of narghile smoking, the problems are even more complex, particularly because of the much longer duration of a session. A recent study from the US-American University of Beirut was based on a field smoking topography and claimed consistency with a laboratory smoking machine. We offer a point by point critical analysis of such methods on which most of the ‘waterpipe’ antismoking literature since 2002 is based.

Which Children Benefit from Letter Names in Learning Letter Sounds?

Treiman, Rebecca; Pennington, Bruce F.; Shriberg, Lawrence D.; Boada, Richard
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.33%
Typical U.S. children use their knowledge of letters' names to help learn the letters' sounds. They perform better on letter sound tests with letters that have their sounds at the beginnings of their names, such as v, than with letters that have their sounds at the ends of their names, such as m, and letters that do not have their sounds in their names, such as h. We found this same pattern among children with speech sound disorders, children with language impairments as well as speech sound disorders, and children who later developed serious reading problems. Even children who scored at chance on rhyming and sound matching tasks performed better on the letter sound task with letters such as v than with letters such as m and h. Our results suggest that a wide range of children use the names of letters to help learn the sounds and that phonological awareness, as conventionally measured, is not required in order to do so.

A Randomized Controlled Trial on The Beneficial Effects of Training Letter-Speech Sound Integration on Reading Fluency in Children with Dyslexia

Fraga González, Gorka; Žarić, Gojko; Tijms, Jurgen; Bonte, Milene; Blomert, Leo; van der Molen, Maurits W.
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 02/12/2015 EN
Relevância na Pesquisa
26.29%
A recent account of dyslexia assumes that a failure to develop automated letter-speech sound integration might be responsible for the observed lack of reading fluency. This study uses a pre-test-training-post-test design to evaluate the effects of a training program based on letter-speech sound associations with a special focus on gains in reading fluency. A sample of 44 children with dyslexia and 23 typical readers, aged 8 to 9, was recruited. Children with dyslexia were randomly allocated to either the training program group (n = 23) or a waiting-list control group (n = 21). The training intensively focused on letter-speech sound mapping and consisted of 34 individual sessions of 45 minutes over a five month period. The children with dyslexia showed substantial reading gains for the main word reading and spelling measures after training, improving at a faster rate than typical readers and waiting-list controls. The results are interpreted within the conceptual framework assuming a multisensory integration deficit as the most proximal cause of dysfluent reading in dyslexia.

A model for the temporal evolution of the spatial coherence in decaying reverberant sound fields

Nees, Sam; Schwarz, Andreas; Kellermann, Walter
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 27/07/2015
Relevância na Pesquisa
36.12%
Reverberant sound fields are often modeled as isotropic. However, it has been observed that spatial properties change during the decay of the sound field energy, due to non-isotropic attenuation in non-ideal rooms. In this letter, a model for the spatial coherence between two sensors in a decaying reverberant sound field is developed for rectangular rooms. The modeled coherence function depends on room dimensions, surface reflectivity and orientation of the sensor pair, but is independent of the position of source and sensors in the room. The model includes the spherically isotropic (diffuse) and cylindrically isotropic sound field models as special cases.; Comment: Accepted for JASA Express Letters

Speech Recognition of the letter 'zha' in Tamil Language using HMM

Srinivasan, A.; Rao, K. Srinivasa; Kannan, K.; Narasimhan, D.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 23/01/2010
Relevância na Pesquisa
35.89%
Speech signals of the letter 'zha' in Tamil language of 3 males and 3 females were coded using an improved version of Linear Predictive Coding (LPC). The sampling frequency was at 16 kHz and the bit rate was at 15450 bits per second, where the original bit rate was at 128000 bits per second with the help of wave surfer audio tool. The output LPC cepstrum is implemented in first order three state Hidden Markov Model(HMM) chain.; Comment: 6 Pages