This study investigates whether downstep in Japanese is directly triggered by accents. When the pitch height of a word X is lower after an accented word (A) than after an unaccented word (U), X is diagnosed as downstepped. However, this diagnosis involves two confounding factors: the already lowered F0 before X and phonological phrasing. To control these factors, this study contrasts genitive and nominative case markers and adjusts measurement points. Eight native speakers of Tokyo Japanese participated in a production experiment. The results show six key findings. First, a structure-dependent F0 downtrend was observed in UX. Second, higher F0 peaks with larger initial lowering were observed after accents with a nominative case marker compared to those with a genitive case marker, suggesting a boosting effect by boundaries. Third, larger initial lowering was observed in AX compared to UX, contradicting the notion that X is more compressed in AX due to downstep. Fourth, the paradigmatic difference in F0 height between AX and UX decreases when F0 of X is increased, supporting that boundaries trigger downstep. Fifth, downstep is not physiologically constrained but is phonologically controlled. Finally, the blocking of initial lowering in heavy syllables is not phonological but rather an articulatory phenomenon.

The Kam language has experienced historical tonal splits, resulting in the development of a complex tonal system. However, there is still limited knowledge regarding the acoustic characteristics associated with aspiration-based tone splitting. This study aims to investigate the acoustic cues related to the tonal registers and laryngeal configurations in Donglei Kam, a dialect of Southern Kam. Sixteen native speakers of Donglei Kam participated, producing lexical tones. Statistical analyses were conducted to examine the acoustic distinctions between tonal registers, using measurements of voice onset time, spectral tilt, noise, and energy. The results indicated that Donglei Kam retained a two-way contrast of aspiration, albeit with a trend toward gradual loss. Additionally, a breathy voice was detected in the Ciyin tonal register, characterized by elevated spectral tilt values and spectral noise throughout the vowels. Moreover, machine learning classifiers effectively identified tonal registers using voice-quality data, suggesting that the phonation contrast between breathy and modal voice could contribute to the tonal split alongside pitch contrast. In summary, these findings enhance our understanding of the acoustic implementation of breathiness in Kam and offer valuable insights into the role of laryngeal contrast in tonal splits.

UNASSIGNED: We examined the neurocognitive bases of lexical morphology in children of varied reading abilities to understand the role of meaning-based skills in learning to read with dyslexia.
UNASSIGNED: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined the relation between lexical morphology and phonological processes in typically developing readers (Study 1, N = 66, Mage = 8.39), followed by a more focal inquiry into lexical morphology processes in dyslexia (Study 2, N = 50, Mage = 8.62).
UNASSIGNED: Typical readers exhibited stronger engagement of language neurocircuitry during the morphology task relative to the phonology task, suggesting that morphological analyses involve synthesizing multiple components of sublexical processing. This effect was stronger for more analytically complex derivational affixes (like + ly) than more semantically transparent free base morphemes (snow + man). In contrast, children with dyslexia exhibited stronger activation during the free base condition relative to derivational affix condition. Taken together, the findings suggest that although children with dyslexia may struggle with derivational morphology, they may also use free base morphemes\' semantic information to boost word recognition.
UNASSIGNED: This study informs literacy theories by identifying an interaction between reading ability, word structure, and how the developing brain learns to recognize words in speech and print.
UNASSIGNED: https://doi.org/10.23641/asha.25944949.

Previous research has demonstrated cognate translation priming effects in masked priming lexical decision tasks (LDTs) even when a bilingual\'s two languages have different scripts. Because those effect sizes are normally larger than with noncognates, the effects have been partially attributed to the impact of prime-target phonological similarity. The present research extended that work by examining priming effects when using triple different-script cognates, i.e., /ka1 feɪ1/-coffee-コーヒー/KoRhiR/. Specifically, masked cognate priming effects were examined in six different priming directions (i.e., L1↔L2, L1↔L3, and L2↔L3) for Chinese-English-Japanese trilinguals using LDTs. Significant priming effects were observed only when the primes were from the stronger language. This asymmetric pattern suggests that the phonological similarity of cognate primes only facilitates the processing of different-script triple cognates to the extent that the processing of the prime is robust enough to make phonology available before target processing is finished.

The quality of speech input influences the efficiency of L1 and L2 acquisition. This study examined modifications in infant-directed speech (IDS) and foreigner-directed speech (FDS) in Standard Mandarin-a tonal language-and explored how IDS and FDS features were manifested in disyllabic words and a longer discourse. The study aimed to determine which characteristics of IDS and FDS were enhanced in comparison with adult-directed speech (ADS), and how IDS and FDS differed when measured in a common set of acoustic parameters. For words, it was found that tone-bearing vowel duration, mean and range of fundamental frequency (F0), and the lexical tone contours were enhanced in IDS and FDS relative to ADS, except for the dipping Tone 3 that exhibited an unexpected lowering in FDS, but no modification in IDS when compared with ADS. For the discourse, different aspects of temporal and F0 enhancements were emphasized in IDS and FDS: the mean F0 was higher in IDS whereas the total discourse duration was greater in FDS. These findings add to the growing literature on L1 and L2 speech input characteristics and their role in language acquisition.

Reading acquisition is a prolonged learning process relying on language development starting in utero. Behavioral longitudinal studies reveal prospective associations between infant language abilities and preschool/kindergarten phonological development that relates to subsequent reading performance. While recent pediatric neuroimaging work has begun to characterize the neural network underlying language development in infants, how this neural network scaffolds long-term language and reading acquisition remains unknown. We addressed this question in a 7-year longitudinal study from infancy to school-age. Seventy-six infants completed resting-state fMRI scanning, and underwent standardized language assessments in kindergarten. Of this larger cohort, forty-one were further assessed on their emergent word reading abilities after receiving formal reading instructions. Hierarchical clustering analyses identified a modular infant language network in which functional connectivity (FC) of the inferior frontal module prospectively correlated with kindergarten-age phonological skills and emergent word reading abilities. These correlations were obtained when controlling for infant age at scan, nonverbal IQ and parental education. Furthermore, kindergarten-age phonological skills mediated the relationship between infant FC and school-age reading abilities, implying a critical mid-way milestone for long-term reading development from infancy. Overall, our findings illuminate the neurobiological mechanisms by which infant language capacities could scaffold long-term reading acquisition.

Connected speech processes (CSPs) occur randomly in everyday conversations of native speakers; however, such phonological variations can bring about challenges for non-native listeners. Looking at CSP literature, there seems to be very few studies that involved young foreign language learners. Therefore, the present study aimed to explore the development of connected speech perception skills by focusing on 201 9- to 12-year-old Chinese EFL children. It also incorporated systematic error analysis to further probe into the specific perceptual difficulties. The results indicate that: (1) Despite a significantly ascending trend for the overall growth of perception skills, no significant differences were found between 11 and 12 year olds in elision and contraction, which suggests that the developmental trend varied depending on different CSP types; (2) Although random errors decreased with age, the number of lexicon and syntax errors gradually increased, and the distribution of perceptual errors shifted from the level of words and syllables to that of phonemes; (3) The primary types of errors resulting in the perception difficulties for elision and contraction were consonant errors, grammatical errors and morphology errors. Ergo, this study enhances the understanding of connected speech perception among EFL children and provides some implications for EFL/ESL listening instructions.

UNASSIGNED: Previous studies have reported the success of distributional learning for adult speakers across segmental and suprasegmental categories immediately after training. On the other hand, second language (L2) perception models posit that the ease with which learners perceive a nonnative speech contrast depends on the perceptual mapping between the contrast and learners\' first language (L1) categories. This study examined whether a difference in perceptual mapping patterns for different L2-Mandarin tonal contrasts might result in a difference in distributional learning effectiveness for tonal speakers and whether an interval of sleep enhanced the knowledge through consolidation.
UNASSIGNED: Following a pretest-training-posttest design, 66 L1-Cantonese participants with fewer than 9 years of Mandarin training were assigned to either the bimodal or unimodal distribution conditions. The participants of each group were asked to discriminate Mandarin level-falling (T1-T4) and level-rising (T1-T2) tone pairs on novel syllables in a within-subject design. All participants were trained in the evening, tested after training, and returned after 12 hr for overnight consolidation assessment.
UNASSIGNED: A significant distributional learning effect was observed for Mandarin T1-T4, but only after sleep. No significant distributional learning effect was observed for Mandarin T1-T2, either after training or after sleep.
UNASSIGNED: The findings may imply that distributional learning is contingent on perceptual mapping patterns of the target contrasts and that sleep may play a role in the consolidation of knowledge in an implicit statistical learning paradigm.
UNASSIGNED: https://doi.org/10.23641/asha.25970008.

It is not clear whether the brain can detect changes in native and non-native speech sounds in both unattended and attended conditions, but this information would be important to understand the nature of potential native language advantage in speech perception. We recorded event-related potentials (ERPs) for changes in duration and in Chinese lexical tone in a repeated vowel /a/ in native speakers of Finnish and Chinese in passive and active listening conditions. ERP amplitudes reflecting deviance detection (mismatch negativity; MMN and N2b) and attentional shifts towards changes in speech sounds (P3a and P3b) were investigated. In the passive listening condition, duration changes elicited increased amplitude in the MMN latency window for both standard and deviant sounds in the Finnish speakers compared to the Chinese speakers, but no group differences were observed for P3a. In passive listening to lexical tones, P3a was increased in amplitude for both standard and deviant stimuli in Chinese speakers compared to Finnish speakers, but the groups did not differ in MMN. In active listening, both tone and duration changes elicited N2b and P3b, but the groups differed only in pattern of results for the deviant type. The results thus suggest an overall increased sensitivity to native speech sounds, especially in passive listening, while the mechanisms of change detection and attentional shifting seem to work well for both native and non-native speech sounds in the attentive mode.

This study investigates the impact of segmental accuracy and nucleus placement on the comprehensibility of English as an International Language (EIL), with the aim of informing phonological norms and teaching models. Speech samples from 59 EIL speakers with varying levels of segmental accuracy were collected during a reading task, involving reading a passage in three different versions of speech, each version lasting approximately 30 to 40 s. To directly compare the impact of nuclear stress placement on comprehensibility, based on these samples, two versions of stimuli were created, each differing only in their placement of nuclear stress - either correct or incorrect. The correctness of placements was determined by seven native speakers of English. Eight native English speakers, aged 19-24, and eight EIL speakers, aged 20-24 with an upper-intermediate to advanced proficiency level, rated the comprehensibility of the two versions of speech. Results suggest that while correct nucleus placement enhances comprehensibility for native English listeners, it has little influence on EIL listeners. Segmental accuracy in EIL speech impacts comprehensibility substantially more than nucleus placement on both native and EIL listeners, indicating that English language teaching should focus on minimizing segmental errors to improve comprehensibility for EIL speakers, despite the benefits of correct nucleus placement.