Perception of Synthetic Vowels by Monolingual Canadian-English, Mexican-Spanish, and Peninsular-Spanish Listeners
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Monolingual-Western-Canadian-English listeners, monolingual-Mexican-Spanish listeners, and monolingual-Peninsular-Spanish listeners classified stimuli from a synthetic vowel continuum which allowed for English /i/, //, /e/, //, and Spanish /i/, /ei/, and /e / responses. The continuum varied systematically in initial formant values, vowel inherent spectral change, and vowel duration. The portion of the stimulus space for which the English listeners ’ modal response was English /i / was identified as Spanish /i / by both groups of Spanish listeners. Three quarters of the portion of the stimulus space for which the English listeners ’ modal response was English / / was identified as Spanish /i / and one-quarter as Spanish /e / by Mexican-Spanish listeners, but almost all of this portion of the stimulus space was identified as Spanish /e / by Peninsular-Spanish listeners. Spanish dialect may therefore have a substantial effect on first-language-Spanish listeners ’ learning of the Western-Canadian-English /i/–/ / contrast. RÉSUMÉ Des auditeurs monolingues de l’anglais canadien de l’ouest, de l’espagnol du Mexique, et de l’espagnol péninsulaire ont identifié des stimuli qui comportaient un continuum de voyelles synthétiques, les choix de réponse étant le /i/, //, /e/, / / de l’anglais, et le /i/, /ei/, et /e / de l’espagnol. Les voyelles sur le continuum
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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 | 0.000 | 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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