Anne Cutler

Publications

Displaying 1 - 4 of 4
  • Choi, J., Broersma, M., & Cutler, A. (2015). Enhanced processing of a lost language: Linguistic knowledge or linguistic skill? In Proceedings of Interspeech 2015: 16th Annual Conference of the International Speech Communication Association (pp. 3110-3114).

    Abstract

    Same-different discrimination judgments for pairs of Korean stop consonants, or of Japanese syllables differing in phonetic segment length, were made by adult Korean adoptees in the Netherlands, by matched Dutch controls, and Korean controls. The adoptees did not outdo either control group on either task, although the same individuals had performed significantly better than matched controls on an identification learning task. This suggests that early exposure to multiple phonetic systems does not specifically improve acoustic-phonetic skills; rather, enhanced performance suggests retained language knowledge.
  • Cutler, A., & Bruggeman, L. (2013). Vocabulary structure and spoken-word recognition: Evidence from French reveals the source of embedding asymmetry. In Proceedings of INTERSPEECH: 14th Annual Conference of the International Speech Communication Association (pp. 2812-2816).

    Abstract

    Vocabularies contain hundreds of thousands of words built from only a handful of phonemes, so that inevitably longer words tend to contain shorter ones. In many languages (but not all) such embedded words occur more often word-initially than word-finally, and this asymmetry, if present, has farreaching consequences for spoken-word recognition. Prior research had ascribed the asymmetry to suffixing or to effects of stress (in particular, final syllables containing the vowel schwa). Analyses of the standard French vocabulary here reveal an effect of suffixing, as predicted by this account, and further analyses of an artificial variety of French reveal that extensive final schwa has an independent and additive effect in promoting the embedding asymmetry.
  • Cutler, A., Murty, L., & Otake, T. (2003). Rhythmic similarity effects in non-native listening? In Proceedings of the 15th International Congress of Phonetic Sciences (PCPhS 2003) (pp. 329-332). Adelaide: Causal Productions.

    Abstract

    Listeners rely on native-language rhythm in segmenting speech; in different languages, stress-, syllable- or mora-based rhythm is exploited. This language-specificity affects listening to non- native speech, if native procedures are applied even though inefficient for the non-native language. However, speakers of two languages with similar rhythmic interpretation should segment their own and the other language similarly. This was observed to date only for related languages (English-Dutch; French-Spanish). We now report experiments in which Japanese listeners heard Telugu, a Dravidian language unrelated to Japanese, and Telugu listeners heard Japanese. In both cases detection of target sequences in speech was harder when target boundaries mismatched mora boundaries, exactly the pattern that Japanese listeners earlier exhibited with Japanese and other languages. These results suggest that Telugu and Japanese listeners use similar procedures in segmenting speech, and support the idea that languages fall into rhythmic classes, with aspects of phonological structure affecting listeners' speech segmentation.
  • Shi, R., Werker, J., & Cutler, A. (2003). Function words in early speech perception. In Proceedings of the 15th International Congress of Phonetic Sciences (pp. 3009-3012).

    Abstract

    Three experiments examined whether infants recognise functors in phrases, and whether their representations of functors are phonetically well specified. Eight- and 13- month-old English infants heard monosyllabic lexical words preceded by real functors (e.g., the, his) versus nonsense functors (e.g., kuh); the latter were minimally modified segmentally (but not prosodically) from real functors. Lexical words were constant across conditions; thus recognition of functors would appear as longer listening time to sequences with real functors. Eightmonth- olds' listening times to sequences with real versus nonsense functors did not significantly differ, suggesting that they did not recognise real functors, or functor representations lacked phonetic specification. However, 13-month-olds listened significantly longer to sequences with real functors. Thus, somewhere between 8 and 13 months of age infants learn familiar functors and represent them with segmental detail. We propose that accumulated frequency of functors in input in general passes a critical threshold during this time.

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