/r/ Place: palatal Articulatory phonetics Acoustics

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Presentation transcript:

/r/ Place: palatal Articulatory phonetics Acoustics Variable tongue positions “bunched” “retroflexed” Allophonic Variations Some suggest “dark” (CV) –very low F3 “light” (VC) –F3 not as low Acoustics Hallmark of /r/ is a low F3 F1 ~ 350 Hz F2 ~ 1050 Hz F3 ~ 1550 Hz Vowels have F3 above 2200 Hz Vowels around /r/ are colored or F3 values lower than usual

/r/ Freq (Hz) 3000 F3 2000 F2 1000 F1 V r V

Role of F3 transition in /w/ vs. /r/ perception

/r/ “coloring” of vowels // //

Articulatory Variability and /r/

Point parameterized representation Bunched

Point parameterized representation Retroflexed

Between-speaker variation “row” “row” JW39 tp004 JW45 tp004 Very common

Within-speaker variation: different context “row” “dorm” JW37 tp009 JW37 tp099 Common

Within-speaker variation: same context “right” “right” JW37 tp009 JW37 tp099 Not common, but possible!

N=53 normal speakers Not just two different configurations, but a whole family of possible configuration From Westbury et al. (1998)

How can these vastly different tongue configurations lead to similar acoustic/perceptual consequences?

Summary There is a wide distribution of articulatory configurations for /r/ Different articulatory configurations of /r/ are indistinguishable acoustically and perceptually Different tongue configurations can produce equivalent area functions Some parts of the area function are more critical than others for determining key acoustic/perceptual effects

Clinical Digression Clinically, /r/ is a difficult sound for children to learn. Is there anything from our discussion that might suggest why this might be the case?