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Stop Marking Guidelines (already)

Stop Marking Guidelines (already). By Blake Rodgers For Wisconsin Englishes Project With Kelly Abrams, Libby Siebrecht, Tom Purnell, Eric Raimy and Joe Salmons. Overview & Goals. Goal Reliably measure stops in initial and final position Overview What is a stop gesture?

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Stop Marking Guidelines (already)

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  1. Stop Marking Guidelines (already) By Blake Rodgers For Wisconsin Englishes Project With Kelly Abrams, Libby Siebrecht, Tom Purnell, Eric Raimy and Joe Salmons

  2. Overview & Goals • Goal • Reliably measure stops in initial and final position • Overview • What is a stop gesture? • Determine the boundary conditions of a stop • How can we identify boundaries using energy? • Can we do this in Praat? • What are the special cases?

  3. STOP GESTURES

  4. Review of Stop Gestures • Conventional thinking • Closing • Occlusion • Opening • Asymmetry • Initials • Finals (coda)

  5. silence closing articulators opening articulators Conventional Stops • def.: • a speech sound characterized by a complete obstruction of the vocal tract; usually followed by an abrupt release of air that produces a burst noise

  6. Placement of Pellets

  7. Initial voiceless stops • First pass, examine the tongue gesture compared to the formant and overall energy structure in the spectrogram. • Second, look at the energy structure in an intensity plot over time. • Key visuals: low + high energy > rises, falls and knees (somewhat rapid changes in the intensity profile)

  8. /k/ in <cot>

  9. Velocities of Pellets over time C V Transition between C and V states

  10. Energy valley prior to large rise Location of Energy Peak Slight Energy rise after release (“aspiration”) Stability of F1 and F2 Highest F1 in first third of vowel

  11. Final voiceless stops • First look at the tongue gesture compared to the formant and overall energy structure in the spectrogram. • Second, look at the energy structure in an intensity plot over time. • Key visuals: low + high energy > rises, falls and knees (somewhat rapid changes in the intensity profile)

  12. /t/ in <cot>

  13. Velocities of Pellets over time C V Transition between C and V states

  14. “knee” Gradual decline

  15. “knee” Gradual decline

  16. “knee” Gradual decline

  17. “knee” Gradual decline

  18. Compare to #/ɡ/ and /d/# • [ɡʊd] • Show the RMS plot along with pellets and spectrogram • Initial /ɡ/ • Then, final /d/

  19. /ɡ/ in <good>

  20. Velocities of Pellets over time V C Transition between C and V states

  21. Final voiced stop

  22. Energy doesn’t fall entirely in gap “knee”

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