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Laryngeal Features Are Phonetically Abstract: Mismatch Negativity Evidence from Arabic, English, and Russian

Overview of attention for article published in Frontiers in Psychology, May 2017
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Title
Laryngeal Features Are Phonetically Abstract: Mismatch Negativity Evidence from Arabic, English, and Russian
Published in
Frontiers in Psychology, May 2017
DOI 10.3389/fpsyg.2017.00746
Pubmed ID
Authors

Kevin T. Schluter, Stephen Politzer-Ahles, Meera Al Kaabi, Diogo Almeida

Abstract

Many theories of phonology assume that the sound structure of language is made up of distinctive features, but there is considerable debate about how much articulatory detail distinctive features encode in long-term memory. Laryngeal features such as voicing provide a unique window into this question: while many languages have two-way contrasts that can be given a simple binary feature account [±VOICE], the precise articulatory details underlying these contrasts can vary significantly across languages. Here, we investigate a series of two-way voicing contrasts in English, Arabic, and Russian, three languages that implement their voicing contrasts very differently at the articulatory-phonetic level. In three event-related potential experiments contrasting English, Arabic, and Russian fricatives along with Russian stops, we observe a consistent pattern of asymmetric mismatch negativity (MMN) effects that is compatible with an articulatorily abstract and cross-linguistically uniform way of marking two-way voicing contrasts, as opposed to an articulatorily precise and cross-linguistically diverse way of encoding them. Regardless of whether a language is theorized to encode [VOICE] over [SPREAD GLOTTIS], the data is consistent with a universal marking of the [SPREAD GLOTTIS] feature.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 37 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Germany 1 3%
Unknown 36 97%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 9 24%
Student > Doctoral Student 5 14%
Lecturer 4 11%
Student > Master 3 8%
Professor > Associate Professor 3 8%
Other 8 22%
Unknown 5 14%
Readers by discipline Count As %
Linguistics 18 49%
Arts and Humanities 3 8%
Psychology 3 8%
Neuroscience 2 5%
Nursing and Health Professions 1 3%
Other 2 5%
Unknown 8 22%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 15 May 2017.
All research outputs
#14,059,145
of 22,965,074 outputs
Outputs from Frontiers in Psychology
#14,256
of 30,126 outputs
Outputs of similar age
#167,311
of 309,963 outputs
Outputs of similar age from Frontiers in Psychology
#366
of 604 outputs
Altmetric has tracked 22,965,074 research outputs across all sources so far. This one is in the 37th percentile – i.e., 37% of other outputs scored the same or lower than it.
So far Altmetric has tracked 30,126 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.5. This one has gotten more attention than average, scoring higher than 50% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 309,963 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 44th percentile – i.e., 44% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 604 others from the same source and published within six weeks on either side of this one. This one is in the 36th percentile – i.e., 36% of its contemporaries scored the same or lower than it.