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      Linking gestural representations to syllable count judgments: A cross-language test

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      Laboratory Phonology
      Open Library of the Humanities

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          Abstract

          A special class of English words with tense vowel/diphthong nuclei and liquid codas receive variable syllable count judgments (one or over-one syllables). Tilsen and Cohn (2016) showed that differences in judgments correlate with differences in production, supporting their hypothesis that metaphonological judgments and speech motor control share a common representation. In the present study, we further propose that syllable count judgments are related to subsegmental representations in the rime, and are independent of acoustic duration. We test the hypothesis by comparing English and German, chosen for their similar word structure and vowel length contrast, and their crucial difference in the gestural specification of coda liquids. In English, coda liquids have an earlier vocalic gesture relative to the consonantal one, while in German, both gestures are simultaneous. We stipulated that sesquisyllabic (over-one) judgments are related to the count of sequentially-timed vocalic gestures in the rime. The difference in the coda liquid composition between the two languages predicts that sesquisyllables should not emerge in German. Our predictions were confirmed by the results of parallel production (acoustic) and syllable count judgment experiments in English and German. We propose a model accounting for these results and we discuss its typological implications and its limitations.

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          Fitting Linear Mixed-Effects Models Usinglme4

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              Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

              The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across languages leave developmental "footprints" in the adult lexicon. The lexical organization and processing strategies that are characteristic of skilled reading in different orthographies are affected by different developmental constraints in different writing systems. The authors develop a novel theoretical framework to explain these cross-language data, which they label a psycholinguistic grain size theory of reading and its development. Copyright (c) 2005 APA, all rights reserved.
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                Author and article information

                Journal
                Laboratory Phonology
                Open Library of the Humanities
                1868-6354
                February 9 2022
                October 11 2022
                : 13
                : 1
                Affiliations
                [1 ]University of Potsdam
                [2 ]Université de Paris
                Article
                10.16995/labphon.7681
                3b8d0c21-0918-478d-bbe3-f1568b9c761c
                © 2022

                https://creativecommons.org/licenses/by/4.0

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