Articulatory Distinctiveness of Vowels and Consonants: A Data-Driven Approach
Why this work is in the frame
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Bibliographic record
Abstract
PURPOSE: To quantify the articulatory distinctiveness of 8 major English vowels and 11 English consonants based on tongue and lip movement time series data using a data-driven approach. METHOD: Tongue and lip movements of 8 vowels and 11 consonants from 10 healthy talkers were collected. First, classification accuracies were obtained using 2 complementary approaches: (a) Procrustes analysis and (b) a support vector machine. Procrustes distance was then used to measure the articulatory distinctiveness among vowels and consonants. Finally, the distance (distinctiveness) matrices of different vowel pairs and consonant pairs were used to derive articulatory vowel and consonant spaces using multidimensional scaling. RESULTS: Vowel classification accuracies of 91.67% and 89.05% and consonant classification accuracies of 91.37% and 88.94% were obtained using Procrustes analysis and a support vector machine, respectively. Articulatory vowel and consonant spaces were derived based on the pairwise Procrustes distances. CONCLUSIONS: The articulatory vowel space derived in this study resembled the long-standing descriptive articulatory vowel space defined by tongue height and advancement. The articulatory consonant space was consistent with feature-based classification of English consonants. The derived articulatory vowel and consonant spaces may have clinical implications, including serving as an objective measure of the severity of articulatory impairment.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it