• Phonetics and Speech Sciences
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• v.8 no.1
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• pp.71-80
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• 2016

The phonemic awareness tasks (phonemic synthesis, phonemic elision, phonemic segmentation) by auditory presentation and visual presentation were conducted to 40 children who are 5 and 6 years old. The scores and error types in the sub-tasks by two presentations were compared to each other. Also, the correlation between the performances of phonemic awareness sub-tasks in two presentation conditions were examined. As a result, 6-year-old group showed significantly higher phonemic awareness scores than 5-year-old group. Both group showed significantly higher scores in visual presentation than auditory presentation. While the performance under the visual presentation was significantly lower especially in the segmentation than the other two tasks, there was no significant difference among sub-tasks under the auditory presentation. 5-year-old group showed significantly more 'no response' errors than 6-year-old group and 6-year-old group showed significantly more 'phoneme substitution' and 'phoneme omission' errors than 5-year-old group. Significantly more 'phoneme omission' errors were observed in the segmentation than the elision task, and significantly more 'phoneme addition' errors were observed in elision than the synthesis task. Lastly, there are positive correlations in auditory and visual synthesis tasks, auditory and visual elision tasks, and auditory and visual segmentation tasks. Summarizing the results, children tend to depend on orthographic knowledge when acquiring the initial phonemic awareness. Therefore, the result of this research would support the position that the orthographic knowledge affects the improvement of phonemic awareness.

• The Journal of the Acoustical Society of Korea
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• v.23 no.4E
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• pp.134-139
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• 2004

It is generally known that accurate segmentation is very necessary for both an individual word and continuous utterances in speech recognition. It is also commonly known that techniques are now being developed to classify the voiced and the unvoiced, also classifying the plosives and the fricatives. The method for accurate recognition of the phonemes isn't yet scientifically established. Therefore, in this study we analyze the Korean language, using the classification of 'Hunminjeongeum' and contemporary phonetics, with the frequency band, Mel band and Mel Cepstrum, we extract notable features of the phonemes from Korean speech and segment speech by the unit of the phonemes to normalize them. Finally, through the analysis and verification, we intend to set up Phonemic Segmentation System that will make us able to adapt it to both an individual word and continuous utterances.

• The Journal of the Acoustical Society of Korea
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• v.10 no.4
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• pp.5-11
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• 1991

This paper suggests a segmentation method of speech signal into phonemic units. The suggested segmentation system is speaker-independent and performed without anyprior information of speech signal. In segmentation process, we first divide input speech signal into purevoiced region and not pure voiced speech regions. After then we apply the second algorithm which segments each region into the detailed phonemic units by using the voiced detection parameters, i.e., the time variation of 0th LPC cepstrum coefficient parameter and the ZCR parameter. Types of speech, used to prove the availability of segmentation algorithm suggested in this paper, are the vocabulary composed of isolated words and continuous words. According to the experiments, the successful segmentation rate for 507 phonemic units involved in the total vocabulary is 91.7%.

• Proceedings of the KIEE Conference
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• 1988.07a
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• pp.20-24
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• 1988

This paper proposed the phonemic segmentation method that employed two types of Likelihood Ratio that measures the change of spectral structure. By this method, isolated digits and words of VCV form are segmented into phoneme-unit and especially, first-burst part in an aspirated bilabial plosive is divided.

• Proceedings of the KIEE Conference
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• 1988.07a
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• pp.33-36
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• 1988

In this paper, the starting point of affricate is detected from the first predictor coefficient of a 12-pole linear predictive coding (LPC) analysis and phonemic segmentation is done through measuring short time energy and zero crossing rate. By this segmentation method, the duration of an aspirate can be mearsured in order to detect an aspirate or not.

• The Journal of the Acoustical Society of Korea
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• v.19 no.5
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• pp.13-19
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• 2000

The blind segmentation method, which segments input speech data into recognition unit without any prior knowledge, plays an important role in continuous speech recognition system and corpus generation. As no prior knowledge is required, this method is rather simple to implement, but in general, it suffers from bad performance when compared to the knowledge-based segmentation method. In this paper, we introduce a method to improve the performance of a blind segmentation of Korean continuous speech by postprocessing the segment boundaries obtained from the blind segmentation. In the preprocessing stage, the candidate boundaries are extracted by a clustering technique based on the GLR(generalized likelihood ratio) distance measure. In the postprocessing stage, the final phoneme boundaries are selected from the candidates by utilizing a simple a priori knowledge on the syllabic structure of Korean, i.e., the maximum number of phonemes between any consecutive nuclei is limited. The experimental result was rather promising : the proposed method yields 25% reduction of insertion error rate compared that of the blind segmentation alone.

• Annual Conference on Human and Language Technology
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• 1995.10a
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• pp.30-34
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• 1995

신경망을 이용하는 연속 음성 인식에서 학습이라 함은 인위적으로 분할된 음성 데이타를 토대로 진행되는 것이 지배적이었다. 그러나 분할된 음성데이타를 마련하기 위해서는 많은 시간과 노력, 숙련 등을 요구할 뿐만아니라 그 자체가 인식도메인의 변화나 확장을 어렵게 하는 하나의 요인 되기도 한다. 그래서 분할된 음성데이타의 사용을 가급적 피하고 그러면서도 성능을 떨어뜨리지 않는 신경망 학습법들이 나타나고 있다. 본 논문에서는 학습된 인식기를 이용하여 자동으로 한국어 음성데이타를 분할한 후 그 분할된 데이타를 이용하여 다시 인식기를 재학습시켜나가는 반복 과정을 소개하고자 한다. 여기에는 TDNN이 인식기로 사용되며 인식단위는 음소이다. 학습은 cross-validation 기법을 이용하여 제어된다.

• Lingua Humanitatis
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• v.2 no.1
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• pp.287-301
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• 2002

Either in music or in language, sound plays its role by taking up the fixed multi-spaces in one's consciousness. Music space differs from auditory space whose aim Is to perceive the positions and identities of the outer things. While auditory space is based on the interests of the outer things, music space is based on the indifference. We discuss the notion of space because it is where symbols reside. Categorial perception about the phonemic restoration describes the ability of a listener how to use his own intelligence to acknowledge and fill the missing points; however, musical perception can be explained as a positive regression to avoid colloquial logic and danger of segmentation in the course of auditory experience and phonation acquisition by an infant. About the question on the difference of the listening to the language sound and other sound, auditory mechanism proceeds language sound the same as other types of sound. But there are another theories which claim that brain proceeds the farmer differently from the latter. The function of music has not been discovered as clear as that of language; music has much more meanings in comparison with language.

• Speech Sciences
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• v.13 no.2
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• pp.35-46
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• 2006

This study investigated whether there are differences between Korean-English bilingual and Korean monolingual children on phonological awareness skills. Participants were 11 Korean-English bilingual children and 12 Korean monolingual children. The children's ages ranged between 6 and 7 years. The results were as follows. First, the bilingual children significantly outperformed monolingual children on overall phonological awareness tasks. The bilinguals performed significantly higher than monolinguals on all three types of phonological awareness tasks (segmentation, deletion, and blending). Second, there was a significant difference between the groups with respect to phonological units of the tasks. The bilinguals performed significantly better than monolinguals on the phonemic unit tasks, but two groups did not differ significantly on syllabic unit tasks. There was an interaction effect between unit size(syllables and phonemes) and group (bilinguals and monolinguals). Third, there were correlations for both bilingual and monolingual children between overall phonological awareness skills and word recognition skills.