ACOUSTIC AND ARTICULATORY ANALYSIS ON CHINESE AND JAPANESE VOWELS IN EMOTIONAL SPEECH

来源 :中国语音学报 | 被引量 : 0次 | 上传用户:zhangduanhua0505
下载到本地 , 更方便阅读
声明 : 本文档内容版权归属内容提供方 , 如果您对本文有版权争议 , 可与客服联系进行内容授权或下架
论文部分内容阅读
This research investigated the articulatory and acoustic cues of the emotional vowels from production/coding perspectives Chinese and Japanese emotional speech and EMA data were recorded.The acoustic and articulatory spaces of isolated vowels across different emotions were analyzed to understand the coding scheme in cross-cultural emotion production.The results suggest that,on the one hand,those two languages share some common features:(1) Significant differences of the acoustic space exist across emotions;(2) “Sad” and “Angry” vowels raise tongue position higher than other emotions;(3)The lip’s protrusion feature is shared by both “Angry” and “Sad” emotions,except[a]or[A].We suggested that the exception is caused by the increase of the mouth opening.The mouth opening and the degree of lip protrusion are a pair of complementary features.On the other hand,differences also exist between those two languages;(l)In Chinese,the acoustic space moves downwards with the increasing of emotion intensity;in Japanese,however, “Angry” is characterized by a horizontally compressed acoustic space,and “Sad” by a vertically compressed acoustic space.(2)In Chinese,emotional factors only cause tongue raising movement;in Japanese,emotional factors cause both tongue raising and significant tongue retraction,which can be enhanced by “Angry” and “Sad” emotions. This research investigated the articulatory and acoustic cues of the emotional vowels from production / coding perspectives Chinese and Japanese emotional speech and EMA data were recorded. The acoustic and articulatory spaces of isolated vowels across different emotions were analyzed to understand the coding scheme in cross-cultural emotion production.The results suggest that, on the one hand, those two languages ​​share some common features: (1) Significant differences of the acoustic space exist across emotions; (2) “Sad ” and “Angry ” vowels raise tongue position higher than other emotions; (3) The lip’s protrusion feature is shared by both “Angry ” and “Sad ” emotions, except [a] or [A] .We suggested that the exception is caused by the increase of the mouth opening. the mouth opening and the degree of lip protrusion are a pair of complementary features. On the other hand, differences also exist between those two languages; (l) In Chinese, the acoustic space moves downwards with the increasing of em otion intensity; in Japanese, however, “Angry” is characterized by a horizontally compressed acoustic space, and “Sad ” by a vertically compressed acoustic space. (2) In Chinese, emotional factors only cause tongue raising movement; in Japanese, emotional factors cause both tongue raising and significant tongue retraction, which can be enhanced by “Angry ” and “Sad ” emotions.
其他文献
北电网络Passport 15000是多业务网络核心交换机,交换容量为57G,它支持包括帧中继,IP,ATM和电路仿真在内的所有网络综合业务,端口速率可以从E3到2.5G的STM-16.用Passport 150
研制出一台高性能的30KV、10KA的充气四电极开关,已经在1Hz下连续运行数分钟。这个四电极开关实际上是由一个主开关和一个削波开关组成。主开关和削波开关的工作电压分别在3~30
亚洲是“互联网数据中心”(Internet Data Center,简称IDC)发展的重点市场.根据权威信息技术研究机构Gartner集团预测,韩国和日本的IDC业务目前在亚洲处于领先地位,其年均增
明季遗老桐城钱饮光(澄之)序楚人潘介丘《印法参考》曰:“盖极其精思,摹刻秦、汉古章暨近代名家诸作,汇成一帙,而又探索篆籀隶楷及八法之源流,一以许氏《说文》为宗.其间分别
何为小组学习?教师根据学生的水平将其平均地分成若干个综合实力均衡的小组,小组成员在组内互帮互助。这种方式颠覆了以往教师在课堂上满堂灌的教学模式,采用以学生为核心,以组内学习为重点的新型模式。这种模式要求学生积极地参与到组内的讨论中去,并且鼓励学生大胆交流,创新思考。小组成员共同协作完成老师布置的任务,获得更加扎实的英语基础。这种教学方式使学生摇身一变成为课堂的主角,能有效增强学生的责任感和团队意识