To investigate the neural network of overt speech production, event-related fMRI was performed in 9 young healthy adult volunteers. A clustered image acquisition technique was chosen to minimize speech-related movement artifacts. Functional images were acquired during the production of oral movements and of speech of increasing complexity (isolated vowel as well as monosyllabic and trisyllabic utterances). This imaging technique and behavioral task enabled depiction of the articulo-phonologic network of speech production from the supplementary motor area at the cranial end to the red nucleus at the caudal end. Speaking a single vowel and performing simple oral movements involved very similar activation of the cortical and subcortical motor systems. More complex, polysyllabic utterances were associated with additional activation in the bilateral cerebellum, reflecting increased demand on speech motor control, and additional activation in the bilateral temporal cortex, reflecting the stronger involvement of phonologic processing.
most text to speech is awkward, this web app is really natural sounding and lets you make recordings, save them and embed them on your website. Really cool. Recommended
This paper analyses the contribution of student agency and teacher contingency in the construction of classroom discourse in adult English for speakers of other languages (ESOL) classes for refugees and asylum seekers, for whom the identity of student itself can constitute a stable point in a highly unstable and potentially threatening lifeworld. In contrast to accepted ideas of the prevalence of teacher-initiated initiation–response–feedback (IRF) sequences in whole group teacher-fronted activity, characteristic student- initiated moves for bringing the outside into classroom discourse are identified. These are discussed in terms of the student agency and teacher contingency involved, drawing on the Bakhtinian notion of “answerability.”: teacher and students are robustly claiming interactive space in classroom talk, bringing the outside into discussion. This data, drawn from narrative and classroom data in case studies of Adult ESOL classrooms, points to less docile more agentive and open-ended models of classroom discourse than have typically been evidenced in the literature.
Y. Lin, G. Martin, and S. Collo. Developmental Disabilities Bulletin, 23 (2):
1-15(1995 1995)PO: Human; AG: Adulthood (18-yrs-and-older); MD: Empirical-Study.