CASL
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/22
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Item English (Scottish) speech development(Oxford University Press, 2026) Scobbie, James M.; Cleland, Joanne; Lawson, Eleanor; Schaeffler, Sonja; McLeod, SharynneScottish English is primarily spoken in Scotland, U.K. It is a national quasi-standard variety of English with a range of social and geographical variants. It can be characterized as a highly distinctive accent (or accent group) of English, mainly due to its relationship to Scots. Its strongly distinct character may be more phonetic, prosodic and lexical than strictly phonemic and phonological, so for practical reasons it can be assumed that its inventory and consonant phonotactics overlap sufficiently with other varieties for many “British English” clinical resources to be applicable. Scottish English is, however, rhotic in its prestige varieties, which makes it markedly different from non-rhotic Southern Standard British English and other non-rhotic varieties. There are few specific studies of children’s acquisition of Scottish English, though Scottish children are often incorporated in larger studies in the U.K. Research on Scottish English has focused on social variation, speech production, and remediation techniques augmented with real time visual biofeedback, involving children with speech sound disorders and cleft palate. Commonly-used speech assessments and interventions have not been developed specifically for this variety of English.Item Perception of pitch in glottalizations of varying duration by German listeners(University of Glasgow: Glasgow, 2015-08) Bissiri, Maria Paola; Zellers, M.Previous studies have shown that glottalization is not necessarily perceived as lower pitch but that pitch perception in glottalization can be influenced by the different size of prosodic domains relevant in the native language of the listener. Speakers of intonation languages were influenced by the preceding pitch context when judging the pitch of longer creaky voice stretches, while speakers of pitch-accent or tone languages were not. The current study investigates pitch perception by German listeners in glottalized stretches of speech whose duration varied along a 10-step continuum. We found that the duration of the glottalized stretches affected the categorization of the stimuli, and that the German listeners were not influenced by the preceding pitch context, unlike in a previous study on longer stretches of glottalization of constant duration. Possibly shorter stretches of glottalization are interpreted as segmental word-boundary phenomena rather than as intonation.Item The Relationship between Form and Function Level Receptive Prosodic Abilities in Autism(Springer Science & Business Media B.V., 2008) Järvinen-Pasley, Anna; Peppé, Sue JE; King-Smth, G.; Heaton, P.Prosody can be conceived as having form (auditory-perceptual characteristics) and function (pragmatic/linguistic meaning). No known studies have examined the relationship between form- and function-level prosodic skills in relation to the effects of stimulus length and/or complexity upon such abilities in autism. Research in this area is both insubstantial and inconclusive. Children with autism and controls completed the receptive tasks of the Profiling Elements of Prosodic Systems in Children (PEPS-C) test, which examines both form- and function-level skills, and a sentence-level task assessing the understanding of intonation. While children with autism were unimpaired in both form and function tasks at the single-word level, they showed significantly poorer performance in the corresponding sentence-level tasks than controls. Implications for future research are discussed.