This is the class log, updated after every class meeting. It includes topics, assignments, announcements, Web links, and audio demonstrations from class.

Topics: The "poverty-of-the-stimulus" argument. Pullum & Scholz 2002 vs. Lidz et al. 2003.

Class:

• Discussion of Pullum & Scholz 2002, Lidz et al. 2003 (handout).
• Robin project

• Proceed with robin project

Topics: Innateness and learning. Applicability of animal studies to human language.

Class:

• Finish up from last time: Vocal learning in non-human primates.
• Two kinds of evidence for innateness in animals
  • Direct: Effect of genes when experience is held constant
  • Indirect: Genes not manipulated, but species-typical features develop despite apparently insufficient or misleading experience
• For what features does such evidence exist?
• Human language
  • Fortuitous genetic manipulation (e.g., FOXP2 mutation)
  • Learning without negative evidence ("subset problem")
  • Learning that could be done from positive evidence, but it isn't there
• Applicability of animal results to humans: How big is the gap?

• Robin project
• Read Pullum & Scholz 2002, Sections 1, 3, 4.3, and 5 only (Blackboard)

Topics: Vocal learning in primates. Info on class presentations.

Class:

• Primate vocal development (Hauser 1996, Seyfarth & Cheney 1990, 1997)
  • Production
    • Vervet alarms and grunts
    • Squirrel monkeys: "Roman arch" vs. "Gothic arch"
    • Chimpanzee pant-hoots (Crockford et al. 2004, on handout)
  • Usage (producing what and when an adult would)
    • Vervet alarm triggers (on handout)
    • Cross-fostering experiments with Japanese and rhesus macaques
  • Recognition
    • Vervet alarm responses (on handout)
    • Cross-fostered Japanese and rhesus macaques
• Info about class presentations on robin project

• Continue working on project

Topics: Genetic influences on birdsong learning.

Class:

• "Learned" vs. "innate" (Marler 1999)
• Review song-learning model in Catchpole & Slater 1995, Ch. 3.
• Effects of experience vs. genes in song learning by Song Sparrows and Swamp Sparrows (Marler 1991, 1999)

• Read Hauser 1996:310-318 (Blackboard)
• Keep going on robins

Topics: Sensitive periods in human language acquisition. Testing hypotheses about robin song.

Class:

• Evidence for sensitive (or "critical") periods in birdsong learning
• Ditto, for human language (Newport 2002)
• Handout: Johnson & Newport 1989, Newport 1990
• Testing hypotheses about robin song (Handout #4)

• Read Marler 1991 (Blackboard) on innately constrained learning
• Proceed with robin project

Topics: Song learning and sensitive periods.

Class:

• "Closed-ended" vs. "open-ended" learners
• Stages of vocal production in a closed-ended learner
  • Subsong
  • Plastic song
  • Crystallized song
• Examples: Zebra Finch (Nottebohm 1999), Bengalese Finch (Okanoya 2004), Bewick's Wren (Kroodsma 2005:13-22, Tracks 10 and 11).
• Model of song acquisition in closed-ended learners (Catchpole & Slater 1995, Chapter 3)
• The sensitive period for vocal learning (Marler 1991, Nelson 1997).

• Read Newport 2002 on sensitive periods in human language acquisition.
• Continue with robin project

Topics: Song dialects and song learning. Robin project: segmentation.

Class:

• Causes of song dialects. Example: Song sparrows (Burt et al. 2001, Kroodsma 2005).
• Robin project: Segmentation

• Forge ahead on robin project
• Read Catchpole & Slater 1995:45-54, on song learning.

Topics: Natural evidence for learning: Song dialects

Class:

• Robin project: Recording and digitization.
• Finish off discussion of gibbons from last time
• Song dialects (Catchpole & Slater 1995, Ch. 9)
  • Geographical scale: neighbors -- microgeography -- macrogeography
  • Degrees of sharing
  • Dialect features
  • Sharpness of dialect boundaries
• Causes of song dialects?
  • Example: Song Sparrows (Burt et al. 2001, Kroodsma 2005)

• First recordings due Friday

Topics: Unlearned songs

Class:

• Tyrant flycatchers (Kroodsma 2005:79-89)
  • Tape-tutoring experiments
  • Deafened birds
• Gibbons (Geissmann 1993, 2000)
  • Handout on gibbon song
  • Watch videos here (T. Geissmann lab)
  • Song of inter-species hybrids (Geissmann 1993)

• Record robin song. Due by Friday.

Topics: Midterm 2. Context for the learning unit.

bClass:

• Go over Midterm 2.
• Why would linguists care about vocal learning in other species?
• Opposing views
  • Language learning is special, constrained by "Universal Grammar". E.g.,
    • Chomsky 1965:47-59
    • Pinker 1994 (the whole book)
  • Language learning is not special; it uses pattern-recognition and problem-solving abilities that humans use in other domains. E.g.,
    • Bates et al. 1998
• Animal studies allow both environment and genes to be varied.
• Plan for rest of semester.

• For Monday, April 3: Read Kroodsma 2005:79-89 on tyrant flycatchers (Blackboard).
• For Wednesday, April 5: Have one robin recorded.

Topics: Field recording.

Class:

• Robin project handout #1, general outline of project
• Robin project handout #2, field recording
• Practice with equipment

• For Friday, March 31: Review midterm
• For Wednesday, April 5: Each group should bring in a recording of at least one robin. I will digitize them, and we will discuss in class.

MIDTERM 2

Topics: Inadequacy of context-free phrase-structure grammars for human language.

Class:

• Pumping lemma for context-free languages
• Practice pumping English
• Discussion of Culy (1985) on Bambara "vocabulary"
• Another example: Shieber (1985) on Swiss German verb agreement
• Questions about midterm

Topics: Inadequacy of finite-state machines for human syntax. Context-free phrase structure grammars and context-free languages.

Class:

• Discuss Chomsky 1957 reading
  • Use Pumping Lemma for regular languages on Chomsky's examples in (10).
  • English analogues of (10): "The House that Noam Built" (ref?)
• Context-free phrase-structure grammars
  • Formal definition
  • Application to examples in Chomsky's (10 i, ii)
  • Sketch of Pumping Lemma, application to Chomsky's (10 iii) (handout from Sipser 1998)

• Read Culy 1985 on a non-context-free phenomenon in Bambara. (Blackboard)

Topics: HW 5: Finite-state aspects of human language. The Pumping Lemma for regular languages. Midterm syllabus.

Class:

• Real-language examples:
  • Unbounded stress systems from HW 5: leftmost, leftmost heavy else leftmost, rightmost heavy else leftmost.
  • Other examples from human phonology: CV syllable structure, syllable phonotactics, Mandarin 3rd-tone sandhi.
• Theoretical frameworks:
  • SPE phonology is finite-state (Karttunen 1993).
  • So is OT phonology under certain assumptions (Frank & Satta 1998).
• Pumping Lemma for regular languages (handout from Sipser 1998).
• Examples of non-regular (formal) languages.
• Syllabus for Midterm 2

• Read Chomsky 1957:18-25, on why English syntax is not finite-state. Think about his examples in (10) on p. 21. (Blackboard)

Topics: Combinatorial syntax and compositional semantics in Cebus olivaceus?

Class:

• Robinson 1984 on syntax and semantics in wedge-capped capuchins
  • Semantics of uncompounded calls
  • Syntax of compounds
  • Semantics of compounds
• Syntax-semantics interface in C. olivaceus and H. sapiens

Topics: Combinatorial syntax and compositional semantics

Class:

• Review of compositionality of meaning in human language, and its relation to combinatorial syntax.
• What have we seen as regards ...
  • Combinatorial syntax in non-humans?
  • Compositional semantics in non-humans?
  • Relation between the two?
• Robinson 1984 on syntax and semantics in wedge-capped capuchins Assignment for Friday, March 10:
  • Finish up HW 5 (finite-state properties of human language).
  References:
  • Crockford, Catherine, and Cristophe Bosch. 2005. Call combinations in wild chimpanzees. Behaviour 142:397-421.
  • Robinson, John G. 1979. An analysis of the organization of vocal communication in the titi monkey Callicebus moloch. Zeitschrift fuer Tierpsychologie 49:381-405.
  • Robinson, John G. 1984. Syntactic structures in the vocalizations of wedge-capped capuchin monkeys, Cebus olivaceus. Behaviour 90:46-79.
  • Zuberbuehler, Klaus. 2002. A syntactic rule in forest monkey communication. Animal Behaviour 63:293-299.

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  2006 March 6 (M)

  Topics: Combinatorial structure of primate vocalizations, as exemplified by the titi monkey Callicebus moloch (Robinson 1979).

  Class:

  • Duetting in primates and birds (see Catchpole & Slater 1995, Ch. 8).
  • Levels of structure in titi-monkey vocalizations.
  • Finite-state syntax vs. "hierarchical organization" (e.g., phrase structure)
  Assignments:
  • For Wednesday, March 8: Read Robinson 1984 on possible combinatorial syntax with semantics in capuchin monkeys. Skip pp. 51-58. (Blackboard)
  • For Friday, March 10: Do HW 5 (finite-state phenomena in human language: unbounded stress systems).
  References:
  • Catchpole, C. K., and P. J. B. Slater. 1995. Bird song: biological themes and variations. Cambridge University Press.
  • Robinson, John G. 1979. An analysis of the organization of vocal communication in the Titi Monkey Callicebus moloch. Zeitschrift fuer Tierpsychologie 49:381-405.
  • Robinson, John G. 1984. Syntactic structures in the vocalizations of wedge-capped capuchini monkeys, Cebus olivaceus. Behaviour 90:46-79.

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  2006 March 3 (F)

  Topics: HW 4 (finite-state syntax in Flammulated Attila and American Robin). Johnson & Sutherland 2006.

  Class:

  • Finite-state machine for simulated Flammulated Attila song (Leger 2005).
  • Transitions between syllables in American Robin song (Kroodsma 2005: Track 13).
  • What is known at present about American Robin song syntax? (Johnson & Sutherland 2006).
  Assignment for Monday, March 6:
  • Read Robinson (1979) on Titi Monkey vocalizations (Blackboard).
  References:
  • Johnson, Steven L. In press 2006. Do American Robins acquire songs by both imitating and inventing? To appear in: Wilson Bulletin.
  • Johnson, Steven L., and Mike Sutherland. 2006. What comes next? The non-random order of American Robin song sequences. MS, Department of Biology, University of Massachusetts, Amherst.
  • Kroodsma, Donald. 2005. The singing life of birds. Boston: Houghton Mifflin.
  • Leger, Daniel W. 2005. First documentation of combinatorial song syntax in a suboscine passerine species. Condor 107:765-774
  • Robinson, John G. 1979. An analysis of the organization of vocal communication in the Titi Monkey Callicebus moloch. Zeitschrift fuer Tierpsychologie 49:381-405.

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  2006 March 1 (W)

  Topics: First-order Markov processes. Intersection property of regular languages (time permitting).

  Class:

  • Transition matrices and first-order Markov processes
  • Usually, what's interesting is when it's not Markovian
  • Example: Black-Capped Chickadee calls (Hailman et al. 1987)
  • Example: Hermit Thrush song bout (Kroodsma 2005:255-267)
  • Intersection property of regular languages
  Assignment: HW 4 due Friday, March 3.

  References:

  • Clucas, Barbara A., Todd M. Freeberg, and Jeffrey R. Lucas. 2004. Chick-a-dee call syntax, social context, and season affect vocal responses of Carolina chickadees (Poecile carolinensis). Behavior, Ecology, and Sociobiology 57:187-196.
  • Hailman, Jack P., Millicent S. Ficken, and Robert W. Ficken. 1987. Constraints on the structure of combinatorial "chick-a-dee" calls. Ethology 75:62-80.
  • Sipser, Michael. 1996. Introduction to the theory of computation. Boston: Thompson Brooks/Cole.
  • Templeton, Christopher N., Erick Greene, and Kate Davis. 2005. Allometry of alarm calls: black-capped chickadees encode information about predator size. Science 308:1934-1937.

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  2006 February 26 (M)

  Topics: Finite-state syntax in birdsong. In-class problems using JFLAP.

  Class:

  • (Nondeterministic) finite-state machines. Moore vs. Mealy machines.
  • Implementing finite-state machines using JFLAP
  • Exercise: Constructing a finite-state recognizer for the simulated Black-Capped Chickadee corpus (based on Hailman et al. 1987). Hear an example here (Journey North).
  Assignment: None!

  References:

  • Clucas, Barbara A., Todd M. Freeberg, and Jeffrey R. Lucas. 2004. Chick-a-dee call syntax, social context, and season affect vocal responses of Carolina chickadees (Poecile carolinensis). Behavior, Ecology, and Sociobiology 57:187-196.
  • Grinstead, Charles M., and J. Laurie Snell. 1998. Introduction to probability. [pdf]
  • Hailman, Jack P., Millicent S. Ficken, and Robert W. Ficken. 1987. Constraints on the structure of combinatorial "chick-a-dee" calls. Ethology 75:62-80.
  • Sipser, Michael. 1996. Introduction to the theory of computation. Boston: Thompson Brooks/Cole.
  • Templeton, Christopher N., Erick Greene, and Kate Davis. 2005. Allometry of alarm calls: black-capped chickadees encode information about predator size. Science 308:1934-1937.

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  2006 February 24 (F)

  Topics: Finite-state syntax in birdsong. Discussion of Honda & Okanoya 1999 reading. In-class problems using Praat.

  Class:

  • Finish up discussion of combinatorial structure in Song Sparrow song (from last time).
  • From raw data to labelled corpus, using Praat's "label and segment" feature and the Bengalese Finch .wav file (on Blackboard; courtesy of K. Okanoya)
  • From labelled corpus to transition diagram ("Moore machine")
  Assignments:
  • For Monday, February 27: Read Kroodsma 2005:255-267 (song syntax in the Hermit Thrush), and listen to the accompanying sound file (Blackboard).
  • For Friday, March 3: Do HW 4 (reminder: you should do this with your partner(s))
  Reference:
  • Honda, Eri, and Kazuo Okanoya. 1999. Acoustical and syntactical comparisons between songs of the White-Backed Munia (Lonchura striata) and its domesticated strain, the Bengalese Finch (Lonchura striata var. domestica). Zoological Science 16:319-326.
  • Kroodsma, Donald. 2005. The singing life of birds. Boston: Houghton Mifflin.
  • Okanoya, Kazuo. 2004. Song syntax in Bengalese Finches: proximate and ultimate analyses. Advances in the Study of Behavior 34:297-346.

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  2006 February 22 (W)

  Topics: Birdsong. Discussion of Catchpole & Slater 1995 reading.

  Class:
  • Songs and calls. Examples from Black-Capped Chickadees (Parus atracapillus) (Journey North)
  • Song types
  • The song repertoire of a Song Sparrow (Melospiza melodia) (Kroodsma 2005:59-60, Track 17). Structure and communicative function.
  Assignment for Friday, February 24:
  • Read Honda & Okanoya 1999, and listen to the accompanying sound files (courtesy of K. Okanoya).
  • Install the JFLAP state-machine simulator, and check that you can run it.
  References:
  • Burt, J. M., S. E. Campbell, and M. D. Beecher. 2001. Song type matching as threat: a test using interactive playback. Animal Behaviour 62:1163-1170.
  • Catchpole, C. K., and P. J. B. Slater. 1995. Bird song: biological themes and variations. Cambridge University Press.
  • Honda, Eri, and Kazuo Okanoya. 1999. Acoustical and syntactical comparisons between songs of the White-Backed Munia (Lonchura striata) and its domesticated strain, the Bengalese Finch (Lonchura striata var. domestica). Zoological Science 16:319-326.
  • Kroodsma, Donald. 2005. The singing life of birds. Boston: Houghton Mifflin.

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  2006 February 20 (M)

  Topics: Midterm 1. Discussion of Hockett 1960, comparative structure of communication systems.

  Class

  • Go over MT 1.
  • Discussion of Hockett (1960) article
    • "Language in a nutshell" handout
    • Vocal repertoire of the Western Meadowlark ( Birds of North America site, Cornell University)
    • Semanticity and arbitrariness
    • Combinatorial structure: discreteness and duality of patterning
  Assignment for Wednesday, February 22:
  • Read Catchpole & Slater 1995, Chapter 8, Sections 1-3 (pp. 163-173) (Blackboard)
  References:
  • Catchpole, C. K., and P. J. B. Slater. 1995. Bird song: biological themes and variations. Cambridge University Press.
  • Hockett, Charles F. 1960. The origin of speech. In: William S.-Y. Wang (ed.), Human communication: language and its psychobiological bases, 4-12. San Francisco: W. H. Freeman.

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  2006 February 17 (F)

  Topics: Midterm 1, on acoustics, anatomy, and physiology of vocal production in primates and oscines.

  Class:

  • Take midterm.
  Assignment for Monday, February 20:
  • Read Hockett 1960 article (Blackboard).
  References:
  • Hockett, Charles F. 1960. The origin of speech. In: William S.-Y. Wang (ed.), Human communication: language and its psychobiological bases, 4-12. San Francisco: W. H. Freeman.

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  2006 February 15 (W)

  Topics: Songbird vocal anatomy and physiology.

  Class:

  • Source
    • Oscine syrinx (Suthers 1999). Images here (G. Ritichison).
      • Uni- and bilateral phonation (Suthers 1999): unilateral, sequential, alternating, independent
      • Amplitude modulation by
        • Slower pulsing by respiratory muscles
        • Beating btween nearby L and R fundamentals
        • Rapid pulsing of R syrinx
        • Other possibilities (Nowicki & Capranica 1986)
  • Filter: Suprasyringeal vocal tract
    • Trachea (Daley & Goller 2004)
    • Larynx (Bock 1978)
    • Mouth, tongue, and beak (Hoese et al. 2000; Nelson et al. 2005)
  • Review questions for Midterm 1
  References:
  • Bock, Walter J. 1978. Morphology of the larynx of Corvus brachyrhynchos (passeriformes: corvidae). Wilson Bulletin 90 (4):553-565.
  • Daley, M. and F. Goller. 2004: Tracheal length changes during zebra finch song and their possible role in upper vocal tract filtering. Journal of Neurobiology 59:319-330.
  • Hoese, W.J., J. Podos, N.C. Boetticher & S. Nowicki. 2000. Vocal tract function in birdsong production: experimental manipulation of beak movements. Journal of Experimental Biology 203: 1845-1855.
  • Nelson, Brian S., Gabriel J. L. Beckers, and Roderick A. Suthers. 2005. Vocal tract filtering and sound radiation in a songbird. Journal of experimental biology 208:297-308.
  • Nowicki, Stephen, and Robert R. Capranica. 1986. Bilateral syringeal coupling during phonation in a songbird. Journal of Neuroscience 6(12):3595-3610.
  • Suthers, Roderick A. 1999. The motor basis of vocal performance in songbirds. In: Marc D. Hauser and Mark Konishi (eds.), The design of animal communication, 37-62. Cambridge: MIT Press.

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  2006 February 13 (M)

  Topics: HW 3. Songbird vocal anatomy and physiology.

  Class:

  • Discussion of HW 3
    • Human language and non-human primate vocal tracts
    • Bilateral phonation in the song of the American Robin
  • Oscine vocal anatomy and physiology C
    • Lungs and air sacs (G. Ritchison, Eastern Kentucky University)
    • Oscine syrinx (Suthers 1999). Images here (G. Ritichison).
    • Suprasyringeal VT: trachea, larynx (Bock 1978), mouth, tongue, beak.
  • Birdsong examples to accompany Suthers 1999:
    • Waterslager canaries (Song Breed Canaries Resource Page)
    • Brown Thrasher, Gray Catbird, Northern Cardinal, Brown-Headed Cowbird (J. W. Hardy, Florida Museum of Natural History)
    • More Northern Cardinal vocalizations, more like what you hear around here (On Naturesongs.com page).
  Reminder: UNDERLING social meeting Monday, February 13, 6:00 p.m., at Bandido's on Franklin St. "It will be the most awesome thing you do all semester!!!" -- Kate Cowan, Social Chair.

  References:

  • Suthers, Roderick A. 1999. The motor basis of vocal performance in songbirds. In: Marc D. Hauser and Mark Konishi (eds.), The design of animal communication, 37-62. Cambridge: MIT Press.

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  2006 February 10 (F)

  Topics: Human vocal-tract evolution. Discussion of Boe et al. 2002. Midterm syllabus. Preview of Suthers 1999. b

  Class:

  • The genus Homo.
  • The "human revolution" and the speech hypothesis.
  • Discussion of Boe et al. 2002 on the Neanderthal vowel space. A picture of La Ferrassie I (Wikipedia).
  • Syllabus for Midterm 1 (next Friday).
  • Preview of Suthers 1999 on oscine syrinx.

  Assignment for Monday, February 13:

  • Read Suthers 1999.
  • Continue working on HW 3.
  • Look over the midterm syllabus, come prepared with questions.
  References:
  • Boe, L. J., J. L. Heim, K. Honda, and S. Maeda. 2002. The potential Neanderthal vowel space was as large as that of modern humans. Journal of Phonetics 30:465-484.
  • Boyd, Robert, and Joan B. Silk. 2000. How humans evolved, 2nd edition. New York: Norton.
  • Frayer, David W., and Chris Nicolay. 2000. Fossil evidence for the origin of speech sounds. In: Nils L. Wallin, Bjo6rn Merker, and Steven Brown (eds.), The origins of music, 217-234. Cambridge: MIT Press.
  • Suthers, Roderick A. 1999. The motor basis of vocal performance in songbirds. In: Marc D. Hauser and Mark Konishi (eds.), The design of animal communication, 37-62. Cambridge: MIT Press.

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  2006 February 8 (W)

  Topics: Comparative primate vocal anatomy and physiology: the filter. Relation to vocal communication. Discussion of Hauser 1996 reading.

  Class:

  • Control of filtering effect of supralaryngeal vocal tract
    • Tongue
    • Lips
  • Case study: chacma baboons (Papio cynecephalus ursinus) (Owren et al. 1997) (Handout).
  • Return and discuss HW 2.
  • Distribute and discuss HW 3.
  • Preview for Boe et al. 2002 reading. An anatomical reference for the human skull can be found here (J. C. Hager, DataFace)
  Assignment:
  • Finish reading Boe et al. 2002 article for Friday.
  • HW 3 is due on Monday the 13th.
  • Read Suthers 1999 article for Monday the 13th (Blackboard).
  Announcement: UNDERLING social meeting Monday, February 13, 6:00 p.m., at Bandido's on Franklin St. "It will be the most awesome thing you do all semester!!!" -- Kate Cowan, Social Chair.

  References

  • Boe, L. J., J. L. Heim, K. Honda, and S. Maeda. 2002. The potential Neanderthal vowel space was as large as that of modern humans. Journal of Phonetics 30:465-484.
  • Hauser, Marc D. 1996. The evolution of communication. Cambridge: MIT Press.
  • Owren, Michael J., Robert M. Seyfarth, and Dorothy L. Cheney. 1997. The acoustic features of vowel-like grunt calls in chacma baboons (Papio cynecephalus ursinus): implications for production processes and functions. Journal of the Acoustical Society of America 101:2951-2963.
  • Suthers, Roderick A. 1999. The motor basis of vocal performance in songbirds. In: Marc D. Hauser and Mark Konishi (eds.), The design of animal communication, 37-62. Cambridge: MIT Press.

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  2006 February 6 (M)

  Topics: Comparative primate vocal anatomy and physiology: the laryngeal source . Relation to structure of vocal communication system. Discussion of Hauser 1996 reading. C

  Class:

  • Why do linguists care about non-human primates (NHPs)?
  • Comparative primate vocal anatomy
    • Handout: sectioned primate heads (Lenneberg 1967:40-43).
    • Source (larynx)
      • Human-like phonation in NHPs
      • Other modes (noise, sinusoids, chirps; ingressive airstream). Rhesus-macaque examples can be heard here (M. Hauser). (Handout)
    • Filter
      • Laryngeal air sacs (NHPs only)
      • (Other filter parameters left for Wednesday)
  • Phonetic potential of NHP vs. human vocal tract?
  Assignment:
  • Begin reading the Boe et al. 2002 article for Friday, February 10 (Blackboard). This is a moderately difficult article; I recommend an early start.
  References:
  • Boe, L. J., J. L. Heim, K. Honda, and S. Maeda. 2002. The potential Neanderthal vowel space was as large as that of modern humans. Journal of Phonetics 30:465-484.
  • Hauser, Marc D. 1996. The evolution of communication. Cambridge: MIT Press.
  • Lenneberg, Eric H. 1967. Biological foundations of language. New York: Wiley.
  • Marler, Peter, and Richard Tenaza. 1977. Signaling behavior of apes with special reference to vocalization. In: Thomas A. Sebeok (ed.), How animals communicate, 965-1033. Bloomington: Indiana University Press.
  • Schoen Ybarra, M. 1995. A comparative approach to the nonhuman primate implications for sound production. In: E. Zimmerman, J. D. Newman, and U. Juergens (eds.), Current topics in primate vocal communication, 185-198. New York: Plenum.

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  2006 February 3 (F)

  Topics:Vowel feature backness. Perturbation theory and the backness-F2 relation. Vowel space. HW2. Preview of Hauser 1996 reading.

  Class:

  • Backness and F2
    • Synthetic demo of F2 being varied:
      • With F1 low (high vowels).
      • With F1 middling (mid vowels).
      • With F1 high (low vowels).
  • Human vowel space
    • Constrained by anatomy
    • Explore with this formant synthesis demo (J. Beskow, KTH Stockholm)
  • Homework 2
  Assignment for Monday, February 6:
  • Read Hauser 1996:175-186 (Blackboard).
  • Consult this overview of the primates to situate the species he discusses in the family tree (D. O'Neil).
  • Points to think about (be prepared for class discussion):
    • H. says non-human primates have a source/filter vocal system. What is the evidence for this? What else could it be?
    • You might expect that the more different the anatomy, the more different the use. Which differs more between humans and other primates, the source or the filter? Does this line up with differences in use?
    • Humans have three main anatomical degrees of freedom in the filter: height, backness, and rounding. How does this compare with the other vocal tracts H. discusses?
    • Do you see formant structure in any of the vocalization on p. 181?
  • Audio examples of vocalizations of some of the species:
    • Vervets, rhesus macaques, and chimpanzees can be heard here (M. Hauser).
    • A Hapalemur griseus call can be heard here (Duke Primate Center).

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  2006 February 1 (W)

  Topics: Vowel feature height. Perturbation theory and the height-F1 relation.

  Audio:

  • Pinching the tube near the open end raises F1; pinching it near the closed end lowers F1.
  • Perceived height changes when F1 is changed.
    • F1 varying through schwa.
    • F1 varying through [i].
  CWeb:
  • Didier Demolin's vowel articulations (Ladefoged)

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  2006 January 30 (M)

  Topics: Perturbation theory. Effect of rounding.

  Class:

  • Nodes and antinodes.
  • Demonstration and simulation (W. Fendt).
  • Some low-tech ways of observing your articulators
  • Vowel features
  • Rounding
    • Effect of rounding on vowel formants
      • Lowering schwa formants by 20%.
      • Lowering [i] formants by 20%.
  Assignment:
  • Bring a hand mirror to class next time.
  • Keep working on HW2.

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  2006 January 27 (F)

  Topics: Fitch & Reby 2001. Recording speech.

  Class:

  • Discussion of Fitch & Reby 2001
    • Audio of red-deer roar (Reby)
    • Anatomical basis
    • Sexual dimorphism of vocal tract and of formants
      • In red deer (Fitch & Reby 2001)
      • In humans (Fitch & Giedd 1999; Gonzalez 2004)
    • Why adaptive?
  • Recording speech with Praat
    • A helpful handout.
    • Sign up here to use the soundproof booth in Dey 103.
  Assignment:
  • For Monday, January 30: Read Johnson 2003, Chapter 6, Section 2, and Ladefoged 2003, Chapter 11 (Blackboard).
  • For Monday, January 30: Bring a hand mirror to class.
  • For Friday, February 3: Do Homework 2 with your partner(s).

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  2006 January 25 (W)

  Topics: Schwa formants and vocal-tract length. Descended larynx in humans and others.

  Class:

  • Schwa formants and their relation to vocal-tract length.
  • About how long is this speaker's vocal tract?
  • The descended larynx
    • Positions of the larynx in dogs, pigs, goats, and monkeys (cotton-top tamarins), shown in Fitch 2000 (on Blackboard).
    • Position of the larynx in adult humans, shown in Fitch 2002, Figures 1 and 2 (here).
    • Position of the larynx in human infants.
    • Advantages and disadvantages.
  Announcement: Next time (Friday the 27th), we'll meet in my office, Dey 326.

  Assignment for Friday, January 27:

  • Read Fitch & Reby 2001 (here).
    • Points to concentrate on (not an assignment to turn in):
      • Why to F&R care where the larynx is in deer?
      • Where is it, and how do they know?
      • Why do they think larynx height communicates something? What might it communicate?
      • Larynx location is sexually dimorphic, i.e., different in male and female deer. Why might that be?
      • What, if anything, is the connection between deer and people?
    • Things not to worry about: Details of methodology and statistical tests. Details of anatomy (muscles and so on).
  • Hear a red deer roar here. If you want to view it in Praat, try the following spectrogram settings: View Range 0 to 2000 Hz, Window Length 0.05s.
  • See it here.
  References:
  • Fitch, W. Tecumseh. 2000. The phonetic potential of nonhuman vocal tracts: comparative cineradiographic observations of vocalizing animals. Phonetica 57(2-4):205-218.
  • Fitch, W. Tecumseh, and David Reby. 2001. The descended larynx is not uniquely human. Proceedings of the Royal Society of London (B), 268:1669-1675.
  • Fitch, W. Tecumseh. 2002. Comparative vocal production and the evolution of speech: reinterpreting the descent of the larynx. In: A. Wray (ed.), The transition to language. Oxford: OUP.

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  2006 January 23 (M)

  Topics: Resonances of half-open uniform tube: Where do they come from?

  Class:

  • Reprise: Source/filter when the filter is a half-open uniform tube.
  • Demonstrations of reflection (from open and closed end) and inversion (when reflected from open end):
    • Slinky
    • Long hose (how long?)
  • Result: Resonance at certain frequences (as discovered last time).
  • Calculating these frequencies.
  Announcements:
  • First UNDERLING meeting of the semester, Tuesday the 24th (tomorrow), 7 p.m., Dey 304. "In this meeting will be discussed our plans for the semester followed by some socializing and including some food."
  • First meeting of UNC Spectrogram Lunch, Friday the 27th, noon, Dey 310-A.

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  2006 January 20 (F)

  Topics: Source/filter theory. Resonances of half-open uniform tube (i.e., schwa).

  Class:

  • Source/filter reprise
  • Demonstration of acoustic filtering by half-open tube
  • Spectrum of schwa
    • Glottal waveform, F0 = 100 Hz (similar to Johnson Figures 5.1 and 5.2)
    • Synthetic schwa made from that glottal wave.
    • Glottal wave heard through a 17.7-cm uniform tube (as done in class).
    • Schwa glissando: Fundamental and harmonics change, formants stay the same.
    • Diphthong: Formants change, fundamental and harmonics stay the same.
    • Low-tech source-filter synthesis: Buzzing lips, then buzzing lips into 17.7-cm tube.
• Harmonics and formants

• Read Johnson 2003, Chapter 5, Section 4 (explains why schwa has these particular resonances).
• This simulation may be helpful (W. Fendt).

Topics: HW 1. Preview of source/filter theory. The larynx and phonation. Partners!

Class:

• Go over HW 1.
  • Bonus tracks if necessary: 3 and 4.
  • Thomas Geissmann's gibbon lab, with audio and pictures.
• Where do vowels come from? Source/filter model.
• Source: The larynx (vocal-fold vibration)
  • Anatomy
    • Larynx atop trachea
    • Larynx in throat and an explanation of phonation
    • Phonation in slow motion (Ladefoged)
    • Phonation at different frequencies (Ladefoged)
  • Acoustics
    • Glottal waveform, F0 = 100 Hz (similar to Johnson Figures 5.1 and 5.2)
      • Schwa made from that glottal wave.
      • [i] made from that glottal wave.
    • Glottal glissando

• Read Johnson 2003, Chapter 1, Section 4, and Chapter 5, Sections 1 and 3 (skip 2).
  • p. 79: "1 second/0.0066 seconds" should be "1 cycle/0.0066 seconds".
  • "Power spectrum" means "spectral slice".

Topics: Sound.

Class:

• Types of sound wave (example)
• Simple periodic waves
  • Simple physics (simple harmonic motion)
  • Simple psychophysics
  • Elementary (Fourier)
• Praat:
  • Using the Edit function to listen and look (helpful handout from Jen Smith is here).
  • Measuring frequency and period; calculating wavelength
  • Spectrogram basics (like reading music).
  • Spectral slice
  • Use of Spectrum:Spectrogram settings... to change
    • Analysis window: wide-band (0.005 s) and narrow-band (0.05 s)
    • Frequency display range
• Complex periodic waves
  • Adding two sine waves
  • Fundamental and harmonics
  • Illustration of Johnson's Figure 1.6.
  • Illustration of Fourier analysis
• Aperiodic waves
• Questionnaire

• Do HW 1. Sound files for Questions 1 and 2 are on Blackboard; sound file for Question 3 is here (Geissmann gibbon lab site).
• Read Denes & Pinson, Chapter 4, pp. 47-64 (overview of human vocal-tract anatomy and phonation) (Blackboard).

Topics: Course organization. Praat. Intro to sound.

Class:

• Go over syllabus.
• Installing Praat (Jen Smith).
• How to download and open sound files in Praat (example).
• More Praat resources (Jen Smith).
• Sound waves.
• How microphones work.
• Reading the Praat waveform display.

• Read Johnson 2003, Chapter 1, pp. 3-14 (Blackboard).
• Install Praat on your computer and check that it runs.
• Download this audio file.
• Bring laptops to class on Friday with Praat installed!