Displaying 1 - 36 of 36
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Alispahic, S., Pellicano, E., Cutler, A., & Antoniou, M. (2022). Auditory perceptual learning in autistic adults. Autism Research, 15(8), 1495-1507. doi:10.1002/aur.2778.
Abstract
The automatic retuning of phoneme categories to better adapt to the speech of a novel talker has been extensively documented across various (neurotypical) populations, including both adults and children. However, no studies have examined auditory perceptual learning effects in populations atypical in perceptual, social, and language processing for communication, such as populations with autism. Employing a classic lexically-guided perceptual learning paradigm, the present study investigated perceptual learning effects in Australian English autistic and non-autistic adults. The findings revealed that automatic attunement to existing phoneme categories was not activated in the autistic group in the same manner as for non-autistic control subjects. Specifically, autistic adults were able to both successfully discern lexical items and to categorize speech sounds; however, they did not show effects of perceptual retuning to talkers. These findings may have implications for the application of current sensory theories (e.g., Bayesian decision theory) to speech and language processing by autistic individuals.
Lay Summary
Lexically guided perceptual learning assists in the disambiguation of speech from a novel talker. The present study established that while Australian English autistic adult listeners were able to successfully discern lexical items and categorize speech sounds in their native language, perceptual flexibility in updating speaker-specific phonemic knowledge when exposed to a novel talker was not available. Implications for speech and language processing by autistic individuals as well as current sensory theories are discussed.
Additional information
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Cutler, A., Ernestus, M., Warner, N., & Weber, A. (2022). Managing speech perception data sets. In B. McDonnell, E. Koller, & L. B. Collister (
Eds. ), The Open Handbook of Linguistic Data Management (pp. 565-573). Cambrdige, MA, USA: MIT Press. doi:10.7551/mitpress/12200.003.0055. -
Ip, M. H. K., & Cutler, A. (2022). Juncture prosody across languages: Similar production but dissimilar perception. Laboratory Phonology, 13(1): 5. doi:10.16995/labphon.6464.
Abstract
How do speakers of languages with different intonation systems produce and perceive prosodic junctures in sentences with identical structural ambiguity? Native speakers of English and of Mandarin produced potentially ambiguous sentences with a prosodic juncture either earlier in the utterance (e.g., “He gave her # dog biscuits,” “他给她#狗饼干 ”), or later (e.g., “He gave her dog # biscuits,” “他给她狗 #饼干 ”). These productiondata showed that prosodic disambiguation is realised very similarly in the two languages, despite some differences in the degree to which individual juncture cues (e.g., pausing) were favoured. In perception experiments with a new disambiguation task, requiring speeded responses to select the correct meaning for structurally ambiguous sentences, language differences in disambiguation response time appeared: Mandarin speakers correctly disambiguated sentences with earlier juncture faster than those with later juncture, while English speakers showed the reverse. Mandarin-speakers with L2 English did not show their native-language response time pattern when they heard the English ambiguous sentences. Thus even with identical structural ambiguity and identically cued production, prosodic juncture perception across languages can differ.Additional information
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Liu, L., Yuan, C., Ong, J. H., Tuninetti, A., Antoniou, M., Cutler, A., & Escudero, P. (2022). Learning to perceive non-native tones via distributional training: Effects of task and acoustic cue weighting. Brain Sciences, 12(5): 559. doi:10.3390/brainsci12050559.
Abstract
As many distributional learning (DL) studies have shown, adult listeners can achieve discrimination of a difficult non-native contrast after a short repetitive exposure to tokens falling at the extremes of that contrast. Such studies have shown using behavioural methods that a short distributional training can induce perceptual learning of vowel and consonant contrasts. However, much less is known about the neurological correlates of DL, and few studies have examined non-native lexical tone contrasts. Here, Australian-English speakers underwent DL training on a Mandarin tone contrast using behavioural (discrimination, identification) and neural (oddball-EEG) tasks, with listeners hearing either a bimodal or a unimodal distribution. Behavioural results show that listeners learned to discriminate tones after both unimodal and bimodal training; while EEG responses revealed more learning for listeners exposed to the bimodal distribution. Thus, perceptual learning through exposure to brief sound distributions (a) extends to non-native tonal contrasts, and (b) is sensitive to task, phonetic distance, and acoustic cue-weighting. Our findings have implications for models of how auditory and phonetic constraints influence speech learning.Additional information
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Choi, J., Cutler, A., & Broersma, M. (2017). Early development of abstract language knowledge: Evidence from perception-production transfer of birth-language memory. Royal Society Open Science, 4: 160660. doi:10.1098/rsos.160660.
Abstract
Children adopted early in life into another linguistic community typically forget their birth language but retain, unaware, relevant linguistic knowledge that may facilitate (re)learning of birth-language patterns. Understanding the nature of this knowledge can shed light on how language is acquired. Here, international adoptees from Korea with Dutch as their current language, and matched Dutch-native controls, provided speech production data on a Korean consonantal distinction unlike any Dutch distinctions, at the outset and end of an intensive perceptual training. The productions, elicited in a repetition task, were identified and rated by Korean listeners. Adoptees' production scores improved significantly more across the training period than control participants' scores, and, for adoptees only, relative production success correlated significantly with the rate of learning in perception (which had, as predicted, also surpassed that of the controls). Of the adoptee group, half had been adopted at 17 months or older (when talking would have begun), while half had been prelinguistic (under six months). The former group, with production experience, showed no advantage over the group without. Thus the adoptees' retained knowledge of Korean transferred from perception to production and appears to be abstract in nature rather than dependent on the amount of experience.Additional information
Supplementary material from Early development of abstract language knowledge: e… -
Choi, J., Broersma, M., & Cutler, A. (2017). Early phonology revealed by international adoptees' birth language retention. Proceedings of the National Academy of Sciences of the United States of America, 114(28), 7307-7312. doi:10.1073/pnas.1706405114.
Abstract
Until at least 6 mo of age, infants show good discrimination for familiar phonetic contrasts (i.e., those heard in the environmental language) and contrasts that are unfamiliar. Adult-like discrimination (significantly worse for nonnative than for native contrasts) appears only later, by 9–10 mo. This has been interpreted as indicating that infants have no knowledge of phonology until vocabulary development begins, after 6 mo of age. Recently, however, word recognition has been observed before age 6 mo, apparently decoupling the vocabulary and phonology acquisition processes. Here we show that phonological acquisition is also in progress before 6 mo of age. The evidence comes from retention of birth-language knowledge in international adoptees. In the largest ever such study, we recruited 29 adult Dutch speakers who had been adopted from Korea when young and had no conscious knowledge of Korean language at all. Half were adopted at age 3–5 mo (before native-specific discrimination develops) and half at 17 mo or older (after word learning has begun). In a short intensive training program, we observe that adoptees (compared with 29 matched controls) more rapidly learn tripartite Korean consonant distinctions without counterparts in their later-acquired Dutch, suggesting that the adoptees retained phonological knowledge about the Korean distinction. The advantage is equivalent for the younger-adopted and the older-adopted groups, and both groups not only acquire the tripartite distinction for the trained consonants but also generalize it to untrained consonants. Although infants younger than 6 mo can still discriminate unfamiliar phonetic distinctions, this finding indicates that native-language phonological knowledge is nonetheless being acquired at that age. -
Goudbeek, M., Smits, R., Cutler, A., & Swingley, D. (2017). Auditory and phonetic category formation. In H. Cohen, & C. Lefebvre (
Eds. ), Handbook of categorization in cognitive science (2nd revised ed.) (pp. 687-708). Amsterdam: Elsevier. -
Warner, N., & Cutler, A. (2017). Stress effects in vowel perception as a function of language-specific vocabulary patterns. Phonetica, 74, 81-106. doi:10.1159/000447428.
Abstract
Background/Aims: Evidence from spoken word recognition suggests that for English listeners, distinguishing full versus reduced vowels is important, but discerning stress differences involving the same full vowel (as in mu- from music or museum) is not. In Dutch, in contrast, the latter distinction is important. This difference arises from the relative frequency of unstressed full vowels in the two vocabularies. The goal of this paper is to determine how this difference in the lexicon influences the perception of stressed versus unstressed vowels. Methods: All possible sequences of two segments (diphones) in Dutch and in English were presented to native listeners in gated fragments. We recorded identification performance over time throughout the speech signal. The data were here analysed specifically for patterns in perception of stressed versus unstressed vowels. Results: The data reveal significantly larger stress effects (whereby unstressed vowels are harder to identify than stressed vowels) in English than in Dutch. Both language-specific and shared patterns appear regarding which vowels show stress effects. Conclusion: We explain the larger stress effect in English as reflecting the processing demands caused by the difference in use of unstressed vowels in the lexicon. The larger stress effect in English is due to relative inexperience with processing unstressed full vowels -
Murty, L., Otake, T., & Cutler, A. (2007). Perceptual tests of rhythmic similarity: I. Mora Rhythm. Language and Speech, 50(1), 77-99. doi:10.1177/00238309070500010401.
Abstract
Listeners rely on native-language rhythm in segmenting speech; in different languages, stress-, syllable- or mora-based rhythm is exploited. The rhythmic similarity hypothesis holds that where two languages have similar rhythm, listeners of each language should segment their own and the other language similarly. Such similarity in listening was previously observed only for related languages (English-Dutch; French-Spanish). We now report three experiments in which speakers of Telugu, a Dravidian language unrelated to Japanese but similar to it in crucial aspects of rhythmic structure, heard speech in Japanese and in their own language, and Japanese listeners heard Telugu. For the Telugu listeners, detection of target sequences in Japanese speech was harder when target boundaries mismatched mora boundaries, exactly the pattern that Japanese listeners earlier exhibited with Japanese and other languages. The same results appeared when Japanese listeners heard Telugu speech containing only codas permissible in Japanese. Telugu listeners' results with Telugu speech were mixed, but the overall pattern revealed correspondences between the response patterns of the two listener groups, as predicted by the rhythmic similarity hypothesis. Telugu and Japanese listeners appear to command similar procedures for speech segmentation, further bolstering the proposal that aspects of language phonological structure affect listeners' speech segmentation. -
Snijders, T. M., Kooijman, V., Cutler, A., & Hagoort, P. (2007). Neurophysiological evidence of delayed segmentation in a foreign language. Brain Research, 1178, 106-113. doi:10.1016/j.brainres.2007.07.080.
Abstract
Previous studies have shown that segmentation skills are language-specific, making it difficult to segment continuous speech in an unfamiliar language into its component words. Here we present the first study capturing the delay in segmentation and recognition in the foreign listener using ERPs. We compared the ability of Dutch adults and of English adults without knowledge of Dutch (‘foreign listeners’) to segment familiarized words from continuous Dutch speech. We used the known effect of repetition on the event-related potential (ERP) as an index of recognition of words in continuous speech. Our results show that word repetitions in isolation are recognized with equivalent facility by native and foreign listeners, but word repetitions in continuous speech are not. First, words familiarized in isolation are recognized faster by native than by foreign listeners when they are repeated in continuous speech. Second, when words that have previously been heard only in a continuous-speech context re-occur in continuous speech, the repetition is detected by native listeners, but is not detected by foreign listeners. A preceding speech context facilitates word recognition for native listeners, but delays or even inhibits word recognition for foreign listeners. We propose that the apparent difference in segmentation rate between native and foreign listeners is grounded in the difference in language-specific skills available to the listeners. -
Akker, E., & Cutler, A. (2003). Prosodic cues to semantic structure in native and nonnative listening. Bilingualism: Language and Cognition, 6(2), 81-96. doi:10.1017/S1366728903001056.
Abstract
Listeners efficiently exploit sentence prosody to direct attention to words bearing sentence accent. This effect has been explained as a search for focus, furthering rapid apprehension of semantic structure. A first experiment supported this explanation: English listeners detected phoneme targets in sentences more rapidly when the target-bearing words were in accented position or in focussed position, but the two effects interacted, consistent with the claim that the effects serve a common cause. In a second experiment a similar asymmetry was observed with Dutch listeners and Dutch sentences. In a third and a fourth experiment, proficient Dutch users of English heard English sentences; here, however, the two effects did not interact. The results suggest that less efficient mapping of prosody to semantics may be one way in which nonnative listening fails to equal native listening. -
Blumstein, S., & Cutler, A. (2003). Speech perception: Phonetic aspects. In W. Frawley (
Ed. ), International encyclopaedia of linguistics (pp. 151-154). Oxford: Oxford University Press. -
Cutler, A., & Butterfield, S. (2003). Rhythmic cues to speech segmentation: Evidence from juncture misperception. In J. Field (
Ed. ), Psycholinguistics: A resource book for students. (pp. 185-189). London: Routledge. -
Cutler, A. (2003). The perception of speech: Psycholinguistic aspects. In W. Frawley (
Ed. ), International encyclopaedia of linguistics (pp. 154-157). Oxford: Oxford University Press. -
Johnson, E. K., Jusczyk, P. W., Cutler, A., & Norris, D. (2003). Lexical viability constraints on speech segmentation by infants. Cognitive Psychology, 46(1), 65-97. doi:10.1016/S0010-0285(02)00507-8.
Abstract
The Possible Word Constraint limits the number of lexical candidates considered in speech recognition by stipulating that input should be parsed into a string of lexically viable chunks. For instance, an isolated single consonant is not a feasible word candidate. Any segmentation containing such a chunk is disfavored. Five experiments using the head-turn preference procedure investigated whether, like adults, 12-month-olds observe this constraint in word recognition. In Experiments 1 and 2, infants were familiarized with target words (e.g., rush), then tested on lists of nonsense items containing these words in “possible” (e.g., “niprush” [nip + rush]) or “impossible” positions (e.g., “prush” [p + rush]). The infants listened significantly longer to targets in “possible” versus “impossible” contexts when targets occurred at the end of nonsense items (rush in “prush”), but not when they occurred at the beginning (tan in “tance”). In Experiments 3 and 4, 12-month-olds were similarly familiarized with target words, but test items were real words in sentential contexts (win in “wind” versus “window”). The infants listened significantly longer to words in the “possible” condition regardless of target location. Experiment 5 with targets at the beginning of isolated real words (e.g., win in “wind”) replicated Experiment 2 in showing no evidence of viability effects in beginning position. Taken together, the findings suggest that, in situations in which 12-month-olds are required to rely on their word segmentation abilities, they give evidence of observing lexical viability constraints in the way that they parse fluent speech. -
McQueen, J. M., Dahan, D., & Cutler, A. (2003). Continuity and gradedness in speech processing. In N. O. Schiller, & A. S. Meyer (
Eds. ), Phonetics and phonology in language comprehension and production: Differences and similarities (pp. 39-78). Berlin: Mouton de Gruyter. -
McQueen, J. M., Cutler, A., & Norris, D. (2003). Flow of information in the spoken word recognition system. Speech Communication, 41(1), 257-270. doi:10.1016/S0167-6393(02)00108-5.
Abstract
Spoken word recognition consists of two major component processes. First, at the prelexical stage, an abstract description of the utterance is generated from the information in the speech signal. Second, at the lexical stage, this description is used to activate all the words stored in the mental lexicon which match the input. These multiple candidate words then compete with each other. We review evidence which suggests that positive (match) and negative (mismatch) information of both a segmental and a suprasegmental nature is used to constrain this activation and competition process. We then ask whether, in addition to the necessary influence of the prelexical stage on the lexical stage, there is also feedback from the lexicon to the prelexical level. In two phonetic categorization experiments, Dutch listeners were asked to label both syllable-initial and syllable-final ambiguous fricatives (e.g., sounds ranging from [f] to [s]) in the word–nonword series maf–mas, and the nonword–word series jaf–jas. They tended to label the sounds in a lexically consistent manner (i.e., consistent with the word endpoints of the series). These lexical effects became smaller in listeners’ slower responses, even when the listeners were put under pressure to respond as fast as possible. Our results challenge models of spoken word recognition in which feedback modulates the prelexical analysis of the component sounds of a word whenever that word is heard -
Norris, D., McQueen, J. M., & Cutler, A. (2003). Perceptual learning in speech. Cognitive Psychology, 47(2), 204-238. doi:10.1016/S0010-0285(03)00006-9.
Abstract
This study demonstrates that listeners use lexical knowledge in perceptual learning of speech sounds. Dutch listeners first made lexical decisions on Dutch words and nonwords. The final fricative of 20 critical words had been replaced by an ambiguous sound, between [f] and [s]. One group of listeners heard ambiguous [f]-final words (e.g., [WI tlo?], from witlof, chicory) and unambiguous [s]-final words (e.g., naaldbos, pine forest). Another group heard the reverse (e.g., ambiguous [na:ldbo?], unambiguous witlof). Listeners who had heard [?] in [f]-final words were subsequently more likely to categorize ambiguous sounds on an [f]–[s] continuum as [f] than those who heard [?] in [s]-final words. Control conditions ruled out alternative explanations based on selective adaptation and contrast. Lexical information can thus be used to train categorization of speech. This use of lexical information differs from the on-line lexical feedback embodied in interactive models of speech perception. In contrast to on-line feedback, lexical feedback for learning is of benefit to spoken word recognition (e.g., in adapting to a newly encountered dialect). -
Otake, T., & Cutler, A. (2003). Evidence against "units of perception". In S. Shohov (
Ed. ), Advances in psychology research (pp. 57-82). Hauppauge, NY: Nova Science. -
Smits, R., Warner, N., McQueen, J. M., & Cutler, A. (2003). Unfolding of phonetic information over time: A database of Dutch diphone perception. Journal of the Acoustical Society of America, 113(1), 563-574. doi:10.1121/1.1525287.
Abstract
We present the results of a large-scale study on speech perception, assessing the number and type of perceptual hypotheses which listeners entertain about possible phoneme sequences in their language. Dutch listeners were asked to identify gated fragments of all 1179 diphones of Dutch, providing a total of 488 520 phoneme categorizations. The results manifest orderly uptake of acoustic information in the signal. Differences across phonemes in the rate at which fully correct recognition was achieved arose as a result of whether or not potential confusions could occur with other phonemes of the language ~long with short vowels, affricates with their initial components, etc.!. These data can be used to improve models of how acoustic phonetic information is mapped onto the mental lexicon during speech comprehension.Additional information
https://www.mpi.nl/world/dcsp/diphones/index.html -
Spinelli, E., McQueen, J. M., & Cutler, A. (2003). Processing resyllabified words in French. Journal of Memory and Language, 48(2), 233-254. doi:10.1016/S0749-596X(02)00513-2.
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Weber, A., & Cutler, A. (2003). Perceptual similarity co-existing with lexical dissimilarity [Abstract]. Abstracts of the 146th Meeting of the Acoustical Society of America. Journal of the Acoustical Society of America, 114(4 Pt. 2), 2422. doi:10.1121/1.1601094.
Abstract
The extreme case of perceptual similarity is indiscriminability, as when two second‐language phonemes map to a single native category. An example is the English had‐head vowel contrast for Dutch listeners; Dutch has just one such central vowel, transcribed [E]. We examine whether the failure to discriminate in phonetic categorization implies indiscriminability in other—e.g., lexical—processing. Eyetracking experiments show that Dutch‐native listeners instructed in English to ‘‘click on the panda’’ look (significantly more than native listeners) at a pictured pencil, suggesting that pan‐ activates their lexical representation of pencil. The reverse, however, is not the case: ‘‘click on the pencil’’ does not induce looks to a panda, suggesting that pen‐ does not activate panda in the lexicon. Thus prelexically undiscriminated second‐language distinctions can nevertheless be maintained in stored lexical representations. The problem of mapping a resulting unitary input to two distinct categories in lexical representations is solved by allowing input to activate only one second‐language category. For Dutch listeners to English, this is English [E], as a result of which no vowels in the signal ever map to words containing [ae]. We suggest that the choice of category is here motivated by a more abstract, phonemic, metric of similarity. -
Cutler, A. (1992). Cross-linguistic differences in speech segmentation. MRC News, 56, 8-9.
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Cutler, A., & Norris, D. (1992). Detection of vowels and consonants with minimal acoustic variation. Speech Communication, 11, 101-108. doi:10.1016/0167-6393(92)90004-Q.
Abstract
Previous research has shown that, in a phoneme detection task, vowels produce longer reaction times than consonants, suggesting that they are harder to perceive. One possible explanation for this difference is based upon their respective acoustic/articulatory characteristics. Another way of accounting for the findings would be to relate them to the differential functioning of vowels and consonants in the syllabic structure of words. In this experiment, we examined the second possibility. Targets were two pairs of phonemes, each containing a vowel and a consonant with similar phonetic characteristics. Subjects heard lists of English words had to press a response key upon detecting the occurrence of a pre-specified target. This time, the phonemes which functioned as vowels in syllabic structure yielded shorter reaction times than those which functioned as consonants. This rules out an explanation for response time difference between vowels and consonants in terms of function in syllable structure. Instead, we propose that consonantal and vocalic segments differ with respect to variability of tokens, both in the acoustic realisation of targets and in the representation of targets by listeners. -
Cutler, A. (1992). Proceedings with confidence. New Scientist, (1825), 54.
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Cutler, A. (1992). Processing constraints of the native phonological repertoire on the native language. In Y. Tohkura, E. Vatikiotis-Bateson, & Y. Sagisaka (
Eds. ), Speech perception, production and linguistic structure (pp. 275-278). Tokyo: Ohmsha. -
Cutler, A. (1992). Psychology and the segment. In G. Docherty, & D. Ladd (
Eds. ), Papers in laboratory phonology II: Gesture, segment, prosody (pp. 290-295). Cambridge: Cambridge University Press. -
Cutler, A., & Butterfield, S. (1992). Rhythmic cues to speech segmentation: Evidence from juncture misperception. Journal of Memory and Language, 31, 218-236. doi:10.1016/0749-596X(92)90012-M.
Abstract
Segmentation of continuous speech into its component words is a nontrivial task for listeners. Previous work has suggested that listeners develop heuristic segmentation procedures based on experience with the structure of their language; for English, the heuristic is that strong syllables (containing full vowels) are most likely to be the initial syllables of lexical words, whereas weak syllables (containing central, or reduced, vowels) are nonword-initial, or, if word-initial, are grammatical words. This hypothesis is here tested against natural and laboratory-induced missegmentations of continuous speech. Precisely the expected pattern is found: listeners erroneously insert boundaries before strong syllables but delete them before weak syllables; boundaries inserted before strong syllables produce lexical words, while boundaries inserted before weak syllables produce grammatical words. -
Cutler, A. (1992). The perception of speech: Psycholinguistic aspects. In W. Bright (
Ed. ), International encyclopedia of language: Vol. 3 (pp. 181-183). New York: Oxford University Press. -
Cutler, A. (1992). The production and perception of word boundaries. In Y. Tohkura, E. Vatikiotis-Bateson, & Y. Sagisaka (
Eds. ), Speech perception, production and linguistic structure (pp. 419-425). Tokyo: Ohsma. -
Cutler, A., Mehler, J., Norris, D., & Segui, J. (1992). The monolingual nature of speech segmentation by bilinguals. Cognitive Psychology, 24, 381-410.
Abstract
Monolingual French speakers employ a syllable-based procedure in speech segmentation; monolingual English speakers use a stress-based segmentation procedure and do not use the syllable-based procedure. In the present study French-English bilinguals participated in segmentation experiments with English and French materials. Their results as a group did not simply mimic the performance of English monolinguals with English language materials and of French monolinguals with French language materials. Instead, the bilinguals formed two groups, defined by forced choice of a dominant language. Only the French-dominant group showed syllabic segmentation and only with French language materials. The English-dominant group showed no syllabic segmentation in either language. However, the English-dominant group showed stress-based segmentation with English language materials; the French-dominant group did not. We argue that rhythmically based segmentation procedures are mutually exclusive, as a consequence of which speech segmentation by bilinguals is, in one respect at least, functionally monolingual. -
Cutler, A. (1992). Why not abolish psycholinguistics? In W. Dressler, H. Luschützky, O. Pfeiffer, & J. Rennison (
Eds. ), Phonologica 1988 (pp. 77-87). Cambridge: Cambridge University Press. -
Beattie, G. W., Cutler, A., & Pearson, M. (1982). Why is Mrs Thatcher interrupted so often? [Letters to Nature]. Nature, 300, 744-747. doi:10.1038/300744a0.
Abstract
If a conversation is to proceed smoothly, the participants have to take turns to speak. Studies of conversation have shown that there are signals which speakers give to inform listeners that they are willing to hand over the conversational turn1−4. Some of these signals are part of the text (for example, completion of syntactic segments), some are non-verbal (such as completion of a gesture), but most are carried by the pitch, timing and intensity pattern of the speech; for example, both pitch and loudness tend to drop particularly low at the end of a speaker's turn. When one speaker interrupts another, the two can be said to be disputing who has the turn. Interruptions can occur because one participant tries to dominate or disrupt the conversation. But it could also be the case that mistakes occur in the way these subtle turn-yielding signals are transmitted and received. We demonstrate here that many interruptions in an interview with Mrs Margaret Thatcher, the British Prime Minister, occur at points where independent judges agree that her turn appears to have finished. It is suggested that she is unconsciously displaying turn-yielding cues at certain inappropriate points. The turn-yielding cues responsible are identified. -
Cutler, A. (1982). Idioms: the older the colder. Linguistic Inquiry, 13(2), 317-320. Retrieved from http://www.jstor.org/stable/4178278?origin=JSTOR-pdf.
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Cutler, A., & Fay, D. A. (1982). One mental lexicon, phonologically arranged: Comments on Hurford’s comments. Linguistic Inquiry, 13, 107-113. Retrieved from http://www.jstor.org/stable/4178262.
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Cutler, A. (1982). Prosody and sentence perception in English. In J. Mehler, E. C. Walker, & M. Garrett (
Eds. ), Perspectives on mental representation: Experimental and theoretical studies of cognitive processes and capacities (pp. 201-216). Hillsdale, N.J: Erlbaum.
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