Podcasts about phonemes

I want to share with you essential building blocks that can help your students move from letters to reading CVC words.  Before we begin, let's start with some vocabulary we'll use during these show notes today. Phonemic awareness - the ability to blend, segment, and manipulate phonemes.  This is oral and doesn't involve letters or print. Phonemes - our smallest units of sound. Alphabetic principle - taking the sounds and connecting it to written letters.   The Checklist That Students Need Before Reading CVC Words These foundational skills must be in place if we want to support our students efficiently. Letter name knowledge - They have to be able to look at the letter and know the name and sound of that letter. Automaticity - Simply knowing their sounds isn't enough.  Students must be able to say their letter sounds automatically, which is what will help them blend and decode words. Phonemic awareness - blending and segmenting is critical for our students. FULL SHOW NOTES HERE

This episode concludes our reading of Chapter Five of Abhinavagupta's Tantrasāra. Here, we learn about The Rite of the Phonemes, or varṇa-uccāra (also known as varṇa-vidhi) in Sanskrit, exploring teachings on two of the most significant bīja mantras of the Trika lineage, the seed syllables of dissolution and creation. These mantras are uniquely powerful by virtue of their inherent vibrational potency which doesn't require their conceptual understanding. They are divinely revealed vibrations, the innate vibrancy of awareness itself, that transcend the need for conceptual representation by the mind.You can read the text in the related blog post here.Discover a treasure trove of guided meditations, teachings, and courses at tantrailluminated.org. Hosted on Acast. See acast.com/privacy for more information.

Send us a Text Message. Please Support Our Show❤️https://www.paypal.com/donate/?hosted_button_id=88DP4YMVETHFQAdvertise with us:https://theliteracyview.com/contact/Join our Facebook Group✅https://www.facebook.com/share/g/msdoTSwSiQvbtUW9/?mibextid=qtnXGeEmail us: FaithandJudy@gmail.comThe One About…Dr. Mark Seidenberg's latest blogs on Phonemic AwarenessLive Conversation with Faith and JudyPractitioners need clarity.  Articles:On the Phonemes in “Phonemic Awareness” https://seidenbergreading.net/2024/08/06/on-the-phonemes-in-phonemic-awareness/ More on Teaching Phonemes https://seidenbergreading.net/2024/08/10/more-on-teaching-phonemes/ Support the Show.The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Lipreading has been in the news this month, thanks to gossip-stoking mouth movements at the Golden Globes that the amateur lipreaders of The Internet rushed to interpret. But lipreading tutor Helen Barrow describes how reading lips really works - the confusable consonants, the importance of context and body language - and gossip maven Lainey Lui explains why these regularly occurring lipreading gossip stories are unworthy of a second or even first glance. Get the transcript of this episode, and find links to the guests and more information about the topics therein, at theallusionist.org/lipread. Content note: this episode contains three Category B swears. This episode was produced by me, Helen Zaltzman. The music is by Martin Austwick of palebirdmusic.com. Become a member of the Allusioverse at theallusionist.org/donate and as well as keeping this independent podcast going, you get regular livestreams, insight into the making of this show, and watchalong parties (lately, weekly gatherings to watch Great Pottery Throwdown) - AND to hang out with your fellow Allusionauts in our delightful Discord community, where I am posting all my best/worst portmanteaus and portmantNOs. The Allusionist's online home is theallusionist.org. Stay in touch via facebook.com/allusionistshow, instagram.com/allusionistshow, youtube.com/allusionistshow, twitter.com/allusionistshow etc. Our ad partner is Multitude. If you want me to talk lovingly and winningly about your product or thing on the show in 2024, sponsor an episode: contact Multitude at multitude.productions/ads. This episode is sponsored by: • Kitsch, fun and useful skincare, haircare and accessories and styling tools. Get 30% off your entire order at MyKitsch.com/allusionist.• Bombas, whose mission is to make the comfiest clothes ever, and match every item sold with an equal item donated. Go to bombas.com/allusionist to get 20% off your first purchase. • Squarespace, your one-stop shop for building and running your online empire. Go to squarespace.com/allusionist for a free 2-week trial, and get 10 percent off your first purchase of a website or domain with the code allusionist. Support the show: http://patreon.com/allusionistSee omnystudio.com/listener for privacy information.

You cut a nick into a stick to mark a moment. Then, at the end of the time being measured, you make another nick.To do a thing at the last possible moment is to do it within that second nick, “in the nick of time.”Millions of us have been using this phrase since the year 1580, but very few know the story behind it. You are now one of the chosen few who possess the arcane knowledge of the nick on a stick.But why do we say, “nick of time” instead of “notch of time”? If nick and notch mean the same thing, why haven't we been saying for 443 years, “This money arrived in the notch of time.”We say nick because “nick” ends with a sharper, cleaner sound than “notch.” Say it out loud. “nick-nick-nick.” “notch-notch-notch.” “nick-nick-nick.” “notch-notch-notch.”“Nick” sounds like a sharp, narrow cut, shaped like a V, narrow and specific. But “notch” sounds softer and wider, with an indistinct bottom shaped like the letter U, a bite taken out of an apple.But nick doesn't have a V in it, and notch doesn't have a U. So what's going on?The letters V and U are graphemes, visual letters in the alphabet. But the meaning of a word is not determined by the look of its letters, but by the sounds they make within the word. Those sounds are called phonemes.When describing a phoneme, don't say the name of the letter. Make only the sound represented by the letter. The letter is a grapheme. The sound it makes is a phoneme.The sound of a word has a lot to do with how it makes us feel, even when we are reading silently.This is incredibly important when choosing names for products and services and companies. It is also important when writing messages that you hope will persuade.Ad writers, song writers, speech writers, and poets, are you listening?Phonemes with abrupt, clean sounds are “p” “b” “t” “d” “ck” and “g”. The visual graphemes that visually represent those phonemes are P, B, T, D, K, and G. “p” “b” “t” “d” “ck” and “g” are known as the stops, or plosives. This is because all the air is stopped, then released with a plosion: “Kate kicked a kite. nick-nick-nick.” The grapheme is called a K, but the final phoneme in “nick” is “ck”.The “tch” sound in “notch” is an affricate, a sound that begins as a stop and releases as a fricative, a sound that will hiss, hush, or buzz, like “f” “v” “s” “th” “z” “sh” “j” and “h”. The indistinct ending of the sound is what causes us to hear something less sharply defined than we hear in “nick.”We could go on for at least 30 more minutes describing the 44 sounds that make up the English language and discussing the conceptual ideas we unconsciously associate with each of those 44 sounds, but right now my interest is elsewhere.I want you to return with me to the title of today's Monday Morning Memo, “Living in the Nick of Time.”Do you remember the Monday Morning Memo from 8 weeks ago, July 17, 2023? Today's Monday Morning Memo is a callback to that memo. A callback is a powerful tool in storytelling because it deepens the understanding of the audience by giving them a new context to consider.When you end with a callback to the beginning, this is called “going full circle.”In the words of T.S. Eliot,“We shall not cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time.”Here is what I told you on July 17th:“You cannot suffer the past or future because they do not exist. What you are suffering is your memory and your imagination.”You cut a nick on a stick to mark a moment. At the end of the time being measured, you make another nick. To do a thing at the last possible moment is to do it inside that second nick, “in the...

Episode: 2800 Two information revolutions: 2800 years ago, and surrounding the 2800th Episode.  Today, 2800 years ago.

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HERB AND LORNA moved in the next day, but, while they were unpacking, Herb began to feel that he'd been unfair, that he'd forced Lorna to share, or at least to try to share, his enthusiasm for the apartment. He began to feel that he should have left the apartment hunting to her, that she should have been the one to choose the place where she would live, and that, if she had been the one to choose, she would never have chosen a place like this, would certainly never have chosen any place where she had to walk through her landlords' home and home life to get to her own.     “I know it isn't as private as you'd like,” said Herb.     “It doesn't matter,” said Lorna. “I love it here.”     “It's going to be awkward walking through their place every time we come and go,” said Herb.     “I don't mind,” said Lorna.     “It isn't too late to change our minds,” said Herb. He came to her and took her face in his hands. “I'll tell them that we really have to have a larger place, and that I talked you into taking this place, and it wasn't fair to you — ”     “Dut, dut, dut,” said Lorna. She wrapped herself around Herb and kissed him quiet. “Ignite me, please,” she whispered.     When they got back to unpacking, Herb watched with amusement and surprise while Lorna unpacked with great care a lurid papier-mâché duck and tried placing it in several locations around the room before settling on a window sill in the kitchen as just the right spot for it.     “Lorna,” said Herb, “where did you get — ”     “Don't say anything nasty about it,” said Lorna. “I know it's not beautiful, but it's important to me.” She held the duck in front of her with both hands, elevated it, rotated it, examined it. “I've had it since I was a little girl.” She paused. “A very little girl,” she added distractedly, struck by an appreciation of all the time, so much time, that had passed since she'd thought that the duck was beautiful and that it stood for Uncle Luther's love. How much more it meant now. And yet, how much uglier and smaller it seemed, now, here, removed from childhood and Chacallit, distant in time, space, and understanding. “This,” she said, meaning all that, “is a very old duck.”THEIR STAY in the one-room apartment at the Mikszaths' would, Herb and Lorna agreed, be temporary, and it would do just fine for a while, till they found something bigger, something better, while they were learning their way around Babbington, while Herb was establishing himself. It would be just fine until they found someplace that they really liked.     They stayed for five years. During those five years, Mr. Mikszath, who had been the victim of a stroke, never said anything but “Dut, dut, dut.” Herb and Lorna learned to interpret his pointing, his sketching in the air, his twisted facial expressions, and the various emphases he put on his “duts,” and they made his vocabulary of “duts,” grimaces, and gestures a part of theirs. Mrs. Mikszath's affection for them grew and grew, but she also developed a romantic interest in Herb. She began wearing makeup, elaborate costume jewelry, and gauzy, nearly transparent, blouses. Her remarks took on the style of double-entendres, even when they were not so intended, so warmly burned the fire in her heart. Once a week, at least, she would come to their door in the evening, soon after Herb had returned home, with a tray on which she'd laid out dinner for two, insisting, always, that she'd made too much for Miklos and herself, or that this was a dish she'd eaten as girl — full of memories, they had to try it — or that Miklos couldn't eat because his stomach was “stormy.” Whatever she brought was provided in his-and-hers sizes: a large plate for Herb, almost a platter, and coffee in a mug; a small plate for Lorna, and coffee in a tiny cup, an heirloom, a precious cup of the thinnest, finest china, offered as an apology for the way she felt about Herb, an acknowledgment of Lorna's femininity, and a reminder of her own.In Topical Guide 303, Mark Dorset considers Language: Idiolect; Language: Structure (Morphemes, Phonemes, Syllables, Monosyllables); Language: Words Meaningful and Meaningless; Word Play; Semantic Satiation; and Scatting from this episode.Have you missed an episode or two or several?You can begin reading at the beginning or you can catch up by visiting the archive or consulting the index to the Topical Guide.You can listen to the episodes on the Personal History podcast. Begin at the beginning or scroll through the episodes to find what you've missed.You can ensure that you never miss a future issue by getting a free subscription. (You can help support the work by choosing a paid subscription instead.)At Apple Books you can download free eBooks of “My Mother Takes a Tumble,” “Do Clams Bite?,” “Life on the Bolotomy,” “The Static of the Spheres,” “The Fox and the Clam,” “The Girl with the White Fur Muff,” “Take the Long Way Home,” “Call Me Larry,” and “The Young Tars,” the nine novellas in Little Follies, and Little Follies itself, which will give you all the novellas in one handy package.You'll find overviews of the entire work in  An Introduction to The Personal History, Adventures, Experiences & Observations of Peter Leroy (a pdf document) and at Encyclopedia.com. Get full access to The Personal History, Adventures, Experiences & Observations of Peter Leroy at peterleroy.substack.com/subscribe

Huberman Lab Podcast Notes “Learning how to produce speech is a more complex learning ability than say learning how to walk or do tricks and jumps that dogs do.” – Dr. Erich JarvisOnly vocal-learning (ability to imitate sounds) species can learn how to danceHumans have a striking similarity to songbirds in terms of function, structure, and genome of languageHumans use our voices for semantic, abstract communication but we use learned to dance for effective emotional bonding communicationWhen you write something out, you're speaking it to yourself in low currentsThe evolution of spoken language evolved for singing and emotional mate attraction first, then was used for abstract communication; so, it can be easier to do things with singing as opposed to speakingRemedies for stutter: behavioral therapy, learning to speak slower, tapping out a rhythm – basically, sensory-motor integration tools – controlling what you hear with outputGoing from thought to language to motor action (e.g., writing) takes four brain pathways working in coordinationSpeech and movement pathways are adjacent – dancing/exercising/jogging/moving can help you think and stay cognitively intactRead the full notes @ podcastnotes.orgMy guest this episode is Dr. Erich Jarvis, PhD—Professor and the Head of the Laboratory of Neurogenetics of Language at Rockefeller University and Investigator with the Howard Hughes Medical Institute (HHMI). Dr. Jarvis' research spans the molecular and genetic mechanisms of vocal communication, comparative genomics of speech and language across species and the relationship between speech, language and movement. We discuss the unique ability of humans (and certain animal species) to learn and communicate using complex language, including verbal speech production and the ability to interpret both written and spoken language. We also discuss the connections between language, singing and dance and why song may have evolved before language. Dr. Jarvis also explains some of the underlying biological and genetic components of stutter/speech disorders, non-verbal communication, why it's easiest to learn a language as a child and how individuals can learn multiple languages at any age. This episode ought to be of interest to everyone interested in the origins of human speech, language, music and culture and how newer technology, such as social media and texting, change our brains.  Thank you to our sponsors AG1 (Athletic Greens): https://athleticgreens.com/huberman InsideTracker: https://insidetracker.com/huberman ROKA: https://roka.com/huberman LMNT: https://drinklmnt.com/huberman Supplements from Momentous https://www.livemomentous.com/huberman For the full show notes, visit hubermanlab.com Timestamps (00:00:00) Dr. Erich Jarvis & Vocal Communication (00:03:43) Momentous Supplements  (00:04:36) InsideTracker, ROKA, LMNT  (00:08:01) Speech vs. Language, Is There a Difference?   (00:10:55) Animal Communication, Hand Gestures & Language  (00:15:25) Vocalization & Innate Language, Evolution of Modern Language     (00:21:10) Humans & Songbirds, Critical Periods, Genetics, Speech Disorders  (00:27:11) Innate Predisposition to Learn Language, Cultural Hybridization (00:31:34) Genes for Speech & Language (00:35:49) Learning New or Multiple Languages, Critical Periods, Phonemes  (00:41:39) AG1 (Athletic Greens)  (00:42:52) Semantic vs. Effective Communication, Emotion, Singing (00:47:32) Singing, Link Between Dancing & Vocal Learning  (00:52:55) Motor Theory of Vocal Learning, Dance  (00:55:03) Music & Dance, Emotional Bonding, Genetic Predispositions (01:04:11) Facial Expressions & Language, Innate Expressions (01:09:35) Reading & Writing  (01:15:13) Writing by Hand vs. Typing, Thoughts & Writing (01:20:58) Stutter, Neurogenetics, Overcome Stutter, Conversations (01:26:58) Modern Language Evolution: Texting, Social Media & the Future (01:36:26) Movement: The Link to Cognitive Growth  (01:40:21) Comparative Genomics, Earth Biogenome Project, Genome Ark, Conservation (01:48:24) Evolution of Skin & Fur Color (01:51:22) Dr. Erich Jarvis, Zero-Cost Support, YouTube Feedback, Spotify & Apple Reviews, Momentous Supplements, AG1 (Athletic Greens), Instagram, Twitter Neural Network Newsletter, Huberman Lab Clips Title Card Photo Credit: Mike Blabac Disclaimer

Huberman Lab: Read the notes at at podcastnotes.org. Don't forget to subscribe for free to our newsletter, the top 10 ideas of the week, every Monday --------- My guest this episode is Dr. Erich Jarvis, PhD—Professor and the Head of the Laboratory of Neurogenetics of Language at Rockefeller University and Investigator with the Howard Hughes Medical Institute (HHMI). Dr. Jarvis' research spans the molecular and genetic mechanisms of vocal communication, comparative genomics of speech and language across species and the relationship between speech, language and movement. We discuss the unique ability of humans (and certain animal species) to learn and communicate using complex language, including verbal speech production and the ability to interpret both written and spoken language. We also discuss the connections between language, singing and dance and why song may have evolved before language. Dr. Jarvis also explains some of the underlying biological and genetic components of stutter/speech disorders, non-verbal communication, why it's easiest to learn a language as a child and how individuals can learn multiple languages at any age. This episode ought to be of interest to everyone interested in the origins of human speech, language, music and culture and how newer technology, such as social media and texting, change our brains.  Thank you to our sponsors AG1 (Athletic Greens): https://athleticgreens.com/huberman InsideTracker: https://insidetracker.com/huberman ROKA: https://roka.com/huberman LMNT: https://drinklmnt.com/huberman Supplements from Momentous https://www.livemomentous.com/huberman For the full show notes, visit hubermanlab.com Timestamps (00:00:00) Dr. Erich Jarvis & Vocal Communication (00:03:43) Momentous Supplements  (00:04:36) InsideTracker, ROKA, LMNT  (00:08:01) Speech vs. Language, Is There a Difference?   (00:10:55) Animal Communication, Hand Gestures & Language  (00:15:25) Vocalization & Innate Language, Evolution of Modern Language     (00:21:10) Humans & Songbirds, Critical Periods, Genetics, Speech Disorders  (00:27:11) Innate Predisposition to Learn Language, Cultural Hybridization (00:31:34) Genes for Speech & Language (00:35:49) Learning New or Multiple Languages, Critical Periods, Phonemes  (00:41:39) AG1 (Athletic Greens)  (00:42:52) Semantic vs. Effective Communication, Emotion, Singing (00:47:32) Singing, Link Between Dancing & Vocal Learning  (00:52:55) Motor Theory of Vocal Learning, Dance  (00:55:03) Music & Dance, Emotional Bonding, Genetic Predispositions (01:04:11) Facial Expressions & Language, Innate Expressions (01:09:35) Reading & Writing  (01:15:13) Writing by Hand vs. Typing, Thoughts & Writing (01:20:58) Stutter, Neurogenetics, Overcome Stutter, Conversations (01:26:58) Modern Language Evolution: Texting, Social Media & the Future (01:36:26) Movement: The Link to Cognitive Growth  (01:40:21) Comparative Genomics, Earth Biogenome Project, Genome Ark, Conservation (01:48:24) Evolution of Skin & Fur Color (01:51:22) Dr. Erich Jarvis, Zero-Cost Support, YouTube Feedback, Spotify & Apple Reviews, Momentous Supplements, AG1 (Athletic Greens), Instagram, Twitter Neural Network Newsletter, Huberman Lab Clips Title Card Photo Credit: Mike Blabac Disclaimer

My guest this episode is Dr. Erich Jarvis, PhD—Professor and the Head of the Laboratory of Neurogenetics of Language at Rockefeller University and Investigator with the Howard Hughes Medical Institute (HHMI). Dr. Jarvis' research spans the molecular and genetic mechanisms of vocal communication, comparative genomics of speech and language across species and the relationship between speech, language and movement. We discuss the unique ability of humans (and certain animal species) to learn and communicate using complex language, including verbal speech production and the ability to interpret both written and spoken language. We also discuss the connections between language, singing and dance and why song may have evolved before language. Dr. Jarvis also explains some of the underlying biological and genetic components of stutter/speech disorders, non-verbal communication, why it's easiest to learn a language as a child and how individuals can learn multiple languages at any age. This episode ought to be of interest to everyone interested in the origins of human speech, language, music and culture and how newer technology, such as social media and texting, change our brains.  Thank you to our sponsors AG1 (Athletic Greens): https://athleticgreens.com/huberman InsideTracker: https://insidetracker.com/huberman ROKA: https://roka.com/huberman LMNT: https://drinklmnt.com/huberman Supplements from Momentous https://www.livemomentous.com/huberman For the full show notes, visit hubermanlab.com Timestamps (00:00:00) Dr. Erich Jarvis & Vocal Communication (00:03:43) Momentous Supplements  (00:04:36) InsideTracker, ROKA, LMNT  (00:08:01) Speech vs. Language, Is There a Difference?   (00:10:55) Animal Communication, Hand Gestures & Language  (00:15:25) Vocalization & Innate Language, Evolution of Modern Language     (00:21:10) Humans & Songbirds, Critical Periods, Genetics, Speech Disorders  (00:27:11) Innate Predisposition to Learn Language, Cultural Hybridization (00:31:34) Genes for Speech & Language (00:35:49) Learning New or Multiple Languages, Critical Periods, Phonemes  (00:41:39) AG1 (Athletic Greens)  (00:42:52) Semantic vs. Effective Communication, Emotion, Singing (00:47:32) Singing, Link Between Dancing & Vocal Learning  (00:52:55) Motor Theory of Vocal Learning, Dance  (00:55:03) Music & Dance, Emotional Bonding, Genetic Predispositions (01:04:11) Facial Expressions & Language, Innate Expressions (01:09:35) Reading & Writing  (01:15:13) Writing by Hand vs. Typing, Thoughts & Writing (01:20:58) Stutter, Neurogenetics, Overcome Stutter, Conversations (01:26:58) Modern Language Evolution: Texting, Social Media & the Future (01:36:26) Movement: The Link to Cognitive Growth  (01:40:21) Comparative Genomics, Earth Biogenome Project, Genome Ark, Conservation (01:48:24) Evolution of Skin & Fur Color (01:51:22) Dr. Erich Jarvis, Zero-Cost Support, YouTube Feedback, Spotify & Apple Reviews, Momentous Supplements, AG1 (Athletic Greens), Instagram, Twitter Neural Network Newsletter, Huberman Lab Clips Title Card Photo Credit: Mike Blabac Disclaimer

If you are interested in learning about Science of Reading you will like this video.  Today I go through the process of teaching phoneme mapping to 5 to 7 year olds.  It's great for kindergarten, first grade, and second grade. I explain why I like to teach it near the beginning of the school year. Here are some highlights from the video0:27  What are Phonemes?0:46 Phoneme Mapping1:45 Elkonin Boxes4:08 Simon Says Phonemic Mapping4:50 Phoneme Hopscotch5:37 Break It Down GameJoin my FB group: https://www.facebook.com/savvyteachin...If you happen to use any of these ideas at home or in your classroom, leave a comment below and let me know how they go! :) Also, if you share any of the games from Savvy Teaching Tips, please tag me on Instagram @savvyteachingtips so I can see!! You can also use the hashtag: #savvyteachingtips*SIGN UP FOR MY EMAIL LIST FOR THE LATEST UPDATES, TIPS, and FREEBIES!* https://deft-trader-9847.ck.page/27ca...Be sure to subscribe and click the bell to see all my future videos.MY BLOG: http://savvyteachingtips.net/MY STORE: https://www.teacherspayteachers.com/S...MY INSTAGRAM: https://www.instagram.com/savvyteachi...MY TIKTOK: https://www.tiktok.com/

Shannon and Mary chat with Christina Edmondson (@literacywithmrs.e) about implementing Sound Walls into your literacy classrooms.  Christina shares how Sound Walls compare to traditional word walls and provides ideas for using them with students in reading and writing.  She describes exactly how to set up your own Sound Wall and start using with your readers.Episode Resources:Transitioning from Word Walls to Sound Walls (Reading Rockets)Understanding the How and Why of Sound Walls (Tools4Reading)Implementing a Sound WallSound Wall Instruction and Template (Louisiana Literacy)Timothy Shanahan: Should We Build a Word Wall or Not?Sound Walls video (Pattan)Putting Sound Walls to PracticeWord Walls, Sound Walls, What's the Difference?Setting up a sound wall (Edutopia)Uncovering the Logic of English (*Amazon affiliate link)Christina's Instagram @literacywithmrs.eChristina's TpT storeHot Logic Mini Oven https://amzn.to/3jO2C4l (*Amazon affiliate link)Daily Harvest (Get $35 off your first box when you use this link)COME JOIN THE CONVERSATION!Our Website   Facebook   Instagram   ClubhouseShannon's TpT StoreSupport the show (https://www.patreon.com/readingteacherslounge)

There are four kinds of thought.Verbal Thought is hearing a voice in your mind. Analytical Thought is deductive reasoning that seeks to forecast a result. Abstract Thought embraces fantasy and all things intangible. Symbolic Thought relates the unknown to the known. The pattern-recognition power of the right brain connects new ideas [abstract thought] with known information [analytical thought] in the deductive reasoning left brain. Symbolic Thought allows you to communicate the abstract by pointing to something familiar that shares an essential attribute with the abstraction you are trying to describe. This is the essence of all similes and metaphors. “This is the forest primeval. The murmuring pines and the hemlocks, bearded with moss, and in garments green, indistinct in the twilight, stand like Druids of old, with voices sad and prophetic…” – Henry Wadsworth Longfellow, Evangeline “murmuring…” “bearded…” “garments…” “Druids of old, with voices sad and prophetic…” We're talking about trees, remember? Symbols are a language of the mind. But that observation is just the beginning. I have no proof of what I am about to tell you. So if you continue to read, please understand that I will be sharing nothing more than a deeply held pet theory of mine. I can reference no sources other than 25 years of experimentation and my conversations with Indy. I believe the 4 types of thought are composed of 12 essential languages. Think of these 12 languages as the Operating System of the mind. I believe Numbers are a language of the mind. There are things that can be said in the language of Numbers that can be said in no other language. It is easier to learn mathematics when you think of Numbers as a language and the order of operations in math as the grammar and syntax of that language. I believe Color is a language. Red and pink say different things. Likewise, Shape is a language. A curve says something different than an angle. Arranging colors and shapes so they speak to us is the essence of composition in photos, paintings and illustrations. It is the basis of architecture, Feng Shui, and industrial design (cars, jewelry, furniture, etc.) In fact, it underlies every type of visual communication that causes people to think and feel a certain way. The human mind is given wings by its unique ability to attach complex meanings to sounds.When you use words, you are rapidly choosing which of the 44 Phonemes of the English language shares an essential attribute with the fractional abstraction you are trying to describe. Yes, the entirety of the English language is composed of just 44 sounds. This is not a pet theory of mine. This is settled science among the linguists of the world. When you speak or write, you are connecting Phonemes together in rapid succession to create words – sounds – that represent what you are trying to communicate. Did you know the written word has no meaning until it has been translated into the spoken word it represents? Graphemes, the letters of the alphabet and certain combinations of those letters like ch, sh, and th, merely represent the sounds – the phonemes – to which we attach deep meaning. Look again at ch, sh, and th. Don't say the names of the letters in your mind. Make the sounds that each of those two-letter combinations represent, “ch,” “sh,” “th” Did it occur to you that “th” has two different sounds? Voiced “th” is the sound we hear in “the”. Unvoiced “th” is the sound we hear in “with”. It is my belief that a basic understanding of the 12 Languages of the Mind will make you a better communicator. Indy Beagle gave you a glimpse of one of the Languages – Symbol – before he got carried away in today's illustration. And I gave you a glimpse of 4 of them: Number, Color, Shape, and Phoneme. Perhaps one day, if you are interested, we'll tell you about the other seven. Roy H. Williams

This is an excerpt from my book: Johnson, A. (2016). 10 essential instructional elements for students with reading difficulties: A brain-friendly approach. Phonemes are the smallest units of sound within spoken words. English has 41-44 phonemes. Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. Phonemic awareness is one part of the whole literacy learning system. But not all children benefit from phonemic awareness activities. The rule of thumb is that phonemic awareness activities should generally be discontinued once children are reading comfortably at the 1st-grade level. Some students with severe reading difficulties in later grades benefit from having phonemic awareness activities that are part of their total reading program.

Four internet friends talk linguistics, support, kissy friends, and road trips. Two brothers were colocated!Timecodes0m Colocation Intro3m Gameboy Pocket5m Staying With Us For A Few Days7m Language Lab13m One Thing from the Road16m Do You Feel Loved & Supported22m Matters of the Heart30m Kissy Friend33m Road Trip Music Devils37m Time Travel! (Fall, Y'all)46m Roll Down I-9450m Timely Audio, Spectral Audio55m Treat Outro (Thanks, Boys! ❤️❤️❤️)Show NotesGhost LifestyleDevil Went Down to GeorgiaDevil Wears a Suit and TieDream VacationMusicFor the Benefit of Mr Kite snippet from the bizarre Across The Universe, sung by Eddie Izzard.Faster Does It by Kevin MacLeod Link: https://incompetech.filmmusic.io/song/3741-faster-does-it Samba Isobel by Kevin MacLeod Link: https://incompetech.filmmusic.io/song/4316-samba-isobel Hot Swing by Kevin MacLeod Link: https://incompetech.filmmusic.io/song/3885-hot-swing Shades of Spring by Kevin MacLeod Link: https://incompetech.filmmusic.io/song/4342-shades-of-spring License: http://creativecommons.org/licenses/by/4.0/

Kindergarten and first grade teachers know the pain with this skill set. If you aren't a lower grades teacher, just know that one of the skills that these teachers have to teach is asking students to take a word and change a particular sound in the word to make a different word. The processing that this takes is huge...and struggling learners can really struggle with this skill! Today, we are going to talk about how this skill impacts more advanced skills, and what we can do to help this not be a nightmare skill to teach!Subscribe & Review in iTunesAre you subscribed to my podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. I'm adding a bunch of bonus episodes to the mix and if you're not subscribed there's a good chance you'll miss out on those. Click here for iTunes. Now if you're feeling extra loving, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other people find my podcast and they're also fun for me to go in and read. Click here to leave a review, select “Ratings and Reviews” and “Write a Review” and let me know what your favorite part of the podcast is. Thank you!Links Mentioned in the Show:https://teachingstrugglinglearners.com/

A few months ago, this student was unable to sound out words. He was completely reliant on a word bank to communicate through writing anything other than basic sight words he had memorized. But not now! We've been working on segmenting phonemes in words, and it has made a world of difference for him and his ability to write! It really is the little things that make teaching fun, isn't it?On the podcast this week, we are keeping on with the phonemic awareness series, and you guessed it, we are talking about segmenting phonemes. This skill is super helpful in a lot of ways, and I'm excited to share some ideas to teach it today! Subscribe & Review in iTunesAre you subscribed to my podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. I'm adding a bunch of bonus episodes to the mix and if you're not subscribed there's a good chance you'll miss out on those. Click here for iTunes. Now if you're feeling extra loving, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other people find my podcast and they're also fun for me to go in and read. Click here to leave a review, select “Ratings and Reviews” and “Write a Review” and let me know what your favorite part of the podcast is. Thank you!Links Mentioned in the Show:https://teachingstrugglinglearners.com/Phonemic Awareness Growing Bundle

Two years ago, I sat in an MTSS meeting with a wonderful kindergarten teacher who was working her tail off to teach her students how to read. Her class overall was pretty low coming into kindergarten, and a small group of these students, even after months of work, just could not seem to blend the letter sounds to make words. This poor teacher was in tears trying to figure out what else to do.Have you ever had students who just seemed to struggle forever on a seemingly basic phonics skill? I know that I have. It seems like you're beating your head against the wall every time that group of students comes around.But, what if we are looking at the wrong skill? Do your students have difficulty blending sounds in words? We know that a lot of students struggle with phonemic awareness, but what do we do about this? This week on the Reaching Struggling Learners Podcast, we are going to talk about blending sounds to form words, and how this skill impacts reading in a big way!Subscribe & Review in iTunesAre you subscribed to my podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. I'm adding a bunch of bonus episodes to the mix and if you're not subscribed there's a good chance you'll miss out on those. Click here for iTunes. Now if you're feeling extra loving, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other people find my podcast and they're also fun for me to go in and read. Click here to leave a review, select “Ratings and Reviews” and “Write a Review” and let me know what your favorite part of the podcast is. Thank you!Links Mentioned in the Show:https://teachingstrugglinglearners.com/

In this episode, I'm sharing simple explanations for phonemes and graphemes, as well as potential difficulties that you might see in your students.I also share why GRAPHEMES can be difficult for your students!Links Mentioned in this Episode:Spelling Freebie: You can download five weeks of spelling lists to try with your students.Email Address: theprimarygal@gmail.com Email me if you have any questions that you'd like answered in the Q&A episode. :)Blog Post: This week's podcast is also recorded in blog post form.

Professor Quentin Atkinson of the University of Auckland joins me to discuss his work on the origins of language and the evolution of culture. Professor Atkinson gained widespread recognition for his 2011 paper in the journal Science in which he used modeling techniques from evolutionary biology to show how human language can be traced to its origins on the west coast of Africa. I discussed this briefly in the last episode Language V - The Great Leap.In our conversation we discuss this work and how understanding the core elements of languages can tell us about the movements and histories of human populations, how cultures are shaped by folktales and stories, the importance of connecting the past with the present as we attempt to understand ancient cultures and how the big questions in science can benefit from an interdisciplinary approach which applies diverse problem solving techniques to problems both old and new. The Here and Now Podcast Language Serieshttps://www.quentinatkinson.com/Phonemic diversity supports a serial founder effect model of language expansion from Africa. Q. Atkinson (2011).Pagel, M., Atkinson, Q. D., Calude, A., & Meade (2013). Ultraconserved words point to deep language ancestry across Eurasia. Proceedings of the National Academy of Sciences, USA, 110(21):8471–8476. DOI: 10.1073/pnas.1218726110Ross, R. M. & Atkinson, Q. D. (2016). Folktale transmission in the Arctic provides evidence for high bandwidth social learning among hunter-gatherer groups. Evolution and Human Behavior, 37(1):47-53. DOI: 10.1016/j.evolhumbehav.2015.08.001The Here and Now Podcast on FacebookThe Here and Now Podcast on TwitterSend me an emailSupport the show (https://www.patreon.com/thehereandnowpodcast)

It has come to my attention that there is some confusion regarding how the letters "B" and "V" are pronounced in Standard Spanish (both European and Latin American Spanish). Closely describing the accurate phonemes, I address the mistakes commonly made by non-native speakers. To end the episode, I explain the origin of the Spanish language's unique treatment of the "B" and "V".

Patrick and Bob compare and contrast episode 20 of Gundam Wing and G Gundam to learn what works and does not about each of them.  Patrick rehearses for his role of Venice in 'Merchant of Venice.' Lev spies on him to figure out what that would entail. Bob is jealous he didn't get the role. What role did Bob get instead? Find out on this week's episode of Zaku Talk! 'David Lynch Swerves' by Martha P Nochimson available at: https://www.amazon.com/David-Lynch-Swerves-Uncertainty-Highway/dp/0292762062 Heart, the City Beneath RPG available at: https://rowanrookanddecard.com/product/heart-the-city-beneath-rpg/ Opening song - Erupting Burning Finger by Kohei Tanaka Ending song - Just Communication by Two-Mix Artwork by Kiley Mantis zaku, talk, gundam, skeyhill, quixotic, wing, g, skerry, communication, erupting, burning, finger, twenty, 20

If you've ever wondered how in the world to get out of the crisis we're in, individually or collectively, then do we have the How We Can Build a Better World show for you. Today I will be talking with one of my all-time favourite guests and human beings, Dr. Ervin László. Winner of numerous peace prices, two times Nobel Peace Prize nominee, the discoverer of the Akashic Field, and the author of many of my favourite books and treatises including How We Can Build a Better World: The Worldshift Manual and Science and the Akashic Field: An Integral Theory of Everything! That is just what I want to talk with him about today, about how we can positively survive, thrive, and plug in, to shift our lives, shift the planet, and leave a sustainable home for countless generations to come. Plus, we will talk about Genomes and Phonemes, a sacred dance, the Akashic Field, coherence, and oneness, and what in the world using The Force has to do with anything! To find out more visit: https://laszloinstitute.com/ Additional Resources:  www.automaticwriting.com The Most Revolutionary, life-changing tool to help you tap into your inner-wisdom www.inspirenationuniversity.com ……. Michael and Jessica have kickstarted their RV trip! Follow their exciting journey and get even more great tools, tips, and behind-the-scenes access. Go to https://www.patreon.com/inspirenation For free meditations, weekly tips, stories, and similar shows visit: https://inspirenationshow.com/   Follow Inspire Nation, and the lives of Michael and Jessica, on Instagram - https://www.instagram.com/InspireNationLive/  Find us on TikTok - https://www.tiktok.com/@inspirenationshow

A conlang, or constructed language, is a language invented to be used as a complete form of communication in real-world or fictional situations. The most recognizable real world conlang would likely be Esperanto, while fictional conlangs include Klingon, Elvish, and then some. Since there’s a lot of creative work to be done in the building […]

On Day 1, John gives a lesson on the different writing systems and how they are utilized. He also covers the phonemes of spoken Japanese and provides free resources to help you learn.

On Day 1, John gives a lesson on the different writing systems and how they are utilized. He also covers the phonemes of spoken Japanese and provides free resources to help you learn.

Today’s we’ll be speaking with Terrie Noland about the importance of teaching Reading Skills Phonemes and Phonemic Awareness.Terrie’s greatest strengths lie in the ability to motivate, inspire, and create enthusiasm in others to be passionate educators that support the diverse needs of students. Terrie serves as the Vice-President of Educator Initiatives for Learning Ally where she works to develop engagement programs, professional learning services and communities for educators. Her passion is working with educators to create dynamic classrooms and recognizing educators in their tremendous efforts. She has more than 25 years of experience as both a motivational leader and developer of content for educators and administrators. Terrie’s focus for the past six years has been on the pedagogical practices needed to create effective environments for struggling readers and students with dyslexia. She has the opportunity to lead and facilitate groups numbering in the thousands helping to build better understanding of working with struggling readers and students with dyslexia. Terrie is certified as an Academic Language Practitioner and is currently working towards a Ph.D. in Literacy, with an emphasis in Educational Leadership from St. John’s University.This show is sponsored in part by: Learning Ally: www.learningally.org Impact Dyslexia: www.Impactdyslexia.org 3 Dudes Design: https://3dudesdesign.com/Learning Ally Demohttps://learningally.org/Solutions-for-School/Schedule-DemoTexas Education Association Partnershiphttps://learningally.org/Solutions-for-School/school-grants/Texas Support the show (https://www.patreon.com/Empowerdyslexia)

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2020.06.30.180935v1?rss=1 Authors: Wilson, G. H., Stavisky, S. D., Willett, F. R., Avansino, D. T., Kelemen, J. N., Hochberg, L. R., Henderson, J. M., Druckmann, S., Shenoy, K. V. Abstract: To evaluate the potential of intracortical electrode array signals for brain-computer interfaces (BCIs) to restore lost speech, we measured the performance of classifiers trained to discriminate a comprehensive basis set for speech: 39 English phonemes. We classified neural correlates of spoken-out-loud words in the "hand knob" area of precentral gyrus, which we view as a step towards the eventual goal of decoding attempted speech from ventral speech areas in patients who are unable to speak. Neural and audio data were recorded while two BrainGate2 pilot clinical trial participants, each with two chronically-implanted 96-electrode arrays, spoke 420 different words that broadly sampled English phonemes. Phoneme onsets were identified from audio recordings, and their identities were then classified from neural features consisting of each electrode's binned action potential counts or high-frequency local field potential power. We also examined two potential confounds specific to decoding overt speech: acoustic contamination of neural signals and systematic differences in labeling different phonemes' onset times. A linear decoder achieved up to 29.3% classification accuracy (chance = 6%) across 39 phonemes, while a recurrent neural network classifier achieved 33.9% accuracy. Parameter sweeps indicated that performance did not saturate when adding more electrodes or more training data, and that accuracy improved when utilizing time-varying structure in the data. Microphonic contamination and phoneme onset differences modestly increased decoding accuracy, but could be mitigated by acoustic artifact subtraction and using a neural speech onset marker, respectively. The ability to decode a comprehensive set of phonemes using intracortical electrode array signals from a nontraditional speech area suggests that placing electrode arrays in ventral speech areas is a promising direction for speech BCIs. Copy rights belong to original authors. Visit the link for more info

Lately, we've been researching electrodes. Nano, micro, tiny, made of fine silver and gold. For this biodata recording, we used needle-fine silver electrodes. The electrodes, like hypodermic needles, were placed within the roots of our Crassula portulacea (Shrek plant!). As well as experimenting with various electrodes we have started to work with Phonemes. Soon: Fungi (non-human intelligence) and AI triggered speech.

(3:00) The back story of Dr. Melody started with living in Taiwan and then in San Antonio, TX, where she was exposed to other languages.   (6:25) When Dr. Melody took voice lessons in high school, she really was inspired by her own voice teachers. “All I wanted to do was do what they did…and help other people.”   (10:35) She tells how she really had a respect for both musical theater and opera.   (13:45) IPA is the International Phonetic Alphabet—an alphabet of symbols that equal a sound. One symbol equals one sound.   Orthographs = symbols that are letters      Phonemes = symbols that equal one sound and one sound only   (15:15) In 1886, British and French teachers formed a group and put out the first version of the IPA chart for any language.   (17:15) The symbols are suggestive of the sounds they represent.  closed o = [ o ] open o = [ ɔ ]   (20:15) IPA can give singers a real sense of clarity in how to pronounce lyrics for singing.   (21:29) IPA allows for quick notation of lyrics.   (23:55) Dr. Melody wanted to sound true to a language so teaching IPA was a natural fit for her.   (25:50) Dr. Melody recommends that voice teachers should learn IPA to be able to offer their students the ability to sing in languages that they themselves don't know.   (28:43) You can get a subscription to IPAsource.com  (This includes spelling of words, the IPA transcription and the word for word translation)   (31:50) The YouTube sources for IPA can be good. Dr. Melody encourages people to find a voice similar in quality and pitch to your own for pronunciation of IPA.   (32:25) Using flashcards for IPA can be super helpful—especially ones that you create yourself.   If you would like to get ahold of Dr. Melody Rich, feel free to Facebook her: Melody Rich or you can email her at: mxr151@shsu.edu   Her website will be up in November 2019 and you can find her there at www.melodyrich.com     If you want to be a part of a community that talks all things vocal, pop over to The Engaging Voice Singers (Facebook). Here is the link: https://www.facebook.com/groups/275720043147345/ You can find this and other episodes on theengingvoice.com and at Stitcher, Google Play, Spotify, iHeart radio, iTunes and radio.com   For a free PDF of Ways to Practice the Voice Consistently, please click here and grab your download: https://mailchi.mp/16a4bd648eac/getfreevoiceinfo

Every form of communication is composed of 12 basic ideas and each of these ideas, held singularly, is a separate channel of communication in the mind.Like a jet lifting off the runway, these 12 concepts will accelerate and elevate your creative expression: speaking, writing, drawing, painting, persuading, acting, photography, sculpting, selling, singing, landscaping, interior decorating, inventing, filmmaking, engineering, and making music. If I left out your favorite form of expression, just add it to the bottom of the list as you point the nose of your jet toward the sky. Everything can be explained using these 12 languages of the mind, and each of the 12 can be expounded and expanded by the others. Let us begin by defining a couple of terms. Perception: a conscious awareness of a sensation and interpretation of sensations. Communication: a successful transfer of perceptions to another person. The impact of your communication is determined by your mastery of these 12 languages:1. Numbers are a language of the mind. Math is easier to learn when you think of it as a language. There are things that can be communicated in the language of numbers that can be said in no other language. 2. Color is a language of the mind. Look at a color wheel. Pink and burgundy agree with red, but that entire family of color is contradicted by green. Add white to a color and you get a tint. Add black and you get a shade. Add grey and you get a tone. Colors, tints, shades, and tones communicate moods and attitudes. Color can be saturated to intensify – or desaturated to drain – a feeling. 3. Phonemes are a language of the mind. Every spoken language is made of a specific number of sounds, and alphabets are constructed to represent those sounds. English is composed of 44 phonemes. The vowels of a language are its musical notes.1  The “stops” in English are the sounds represented by p, b, d, t, k, g. (Make those sounds in your mind; not the names of the letters, but the sounds the letters represent.) There are also labial, dental, fricative, and palatal phonemes. Obstruent phonemes give words a hard-edged, angular feel, like “taketa.” Sonorant phonemes give words a softer, feminine feel, like “naluma.” 4. Radiance is a language of the mind. Outward radiance is energy expanding. Inward radiance is energy contracting. Hot and cold. Love and indifference. Dark and light. Dim light and shadows are sonorant. Bright light is obstruent. Likewise, pianissimo-soft is sonorant. Forte-loud is obstruent. 5. Shape is a language of the mind. Angles are the obstruent phonemes of shape. Curves are sonorant. 6. Proximity is a language of the mind. It speaks of the relationship of one thing to another. Large and small. Here and there. Left and right. Up and down. High and low. Near and far. Ahead or behind. Backward or forward. Absent or present. Complete or incomplete. Perspective, or angle of view, is another expression of proximity. Brother, sister, father, mother, cousin, co-worker and boss are words that describe relationship, a proximity measured in a “distance” that cannot be expressed in inches, feet, or miles.2 7. Motion is a language of the mind. Fast and slow. Curved or angular (shapes of motion). Coming or going (proximity of motion.) 8. Taste is a language of the mind. As a biological tool for identifying chemicals dissolved in liquids, the perceptions of the tongue give us a vocabulary that can easily be assigned to non-chemical perceptions, allowing flavor to be used as a metaphor for a wondrous number of other things. “She is a sweet girl, but her father is a bitter old man.” 9. Smell is a language of the mind. Smell is a tool for identifying chemicals dissolved in air, so the perceptions of the nose provide us with another vocabulary that can easily be assigned to non-chemical perceptions. “The judge's ruling in that case stinks like 9...

This week we start off talking about how we taught a visual poetry workshop at NOCCA and how that went, but as we talk about teaching, what we learned, and how best to present poetry, we spiral off into some interesting linguistic features of speech and how that relates to poetry and visual poetry.

Why does it always sound slightly off when someone tries to imitate your accent? Why do tiny children learning your second language already sound better than you, even though you’ve been learning it longer than they’ve been alive? What does it mean for there to be sounds you can’t hear? In Episode 12 of Lingthusiasm, your hosts Lauren Gawne and Gretchen McCulloch explore the fundamental linguistic insight at the heart of all these questions: the phoneme. We also talk about how to bore babies (for science!), how sounds appear and disappear in a language, and how to retain our sense of wonder when the /t/ you hear doesn’t match up with the /t/ I hear. LIVESHOW: Exciting news! We held our first liveshow on Saturday, September 23rd in Montreal, at Argo Bookshop. It was great to meet so many lingthusiasts at this sold out show. We’re looking forward to bringing the liveshow experience to more people, once we hit our Patreon goal. This month’s Patreon bonus was about linguistic research, and how to become the go-to person among your friends for linguistics questions when you don’t have a university or a research budget, as nominated and voted on by our patrons. You can get access to it and previous bonuses about language games, hypercorrection, swearing, teaching yourself linguistics, and explaining linguistics to employers by supporting Lingthusiasm on Patreon. http://patreon.com/lingthusiasm For the links mentioned in this episode, check out our shownotes page at: http://lingthusiasm.com/post/165591628291/lingthusiasm-episode-12-sounds-you-cant-hear

According to all the cognitive neuroscientists, the essential gift of the human race is our ability to attach complex meanings to sounds. Here's a shocker for you: the written language was developed only to make the spoken language permanent. In fact, the written word has no meaning until it has been translated into the spoken word it represents. This is why it takes the average reader 38 percent longer to understand the written word than to understand the same word when spoken. Think about it. Do babies learn to speak first, or to read first? You're lying in bed, reading a book. It dawns on you that you've been scanning the same paragraph over and over but you have no idea what it says. This is because the part of your brain connected to your eyes is still receiving the visual symbols we call the written word, but you are no longer hearing those words in your mind. Stay with me. An understanding of this stuff will make your ads musical, memorable, and persuasive even when they're being read silently off a computer screen or from a printed page. The English language is composed of only 43 sounds.*These sounds are called phonemes and they are the parts and pieces of words. Be careful not to think of them as letters of the alphabet. Not every letter of the alphabet has its own sound. The letter “c” usually indicates the “k” sound, but we give it the “s” sound when it is followed by an “i”. A single phoneme can be represented by different combinations of letters. The phoneme we hear as “sh” can be heard in the word fish, but we also hear it in fictitious, where it is created by a “t” followed by an “i.” Fictitious fish.Don't focus on the spelling of the word in question; it is the sound of the word we're after. Phonemes are important to ad writers because they carry unconscious, symbolic meanings of their own. The black-and-white definition of a word is softly colored by its sound.  A great ad writer would never call a diamond “small.” Because small is dull. Small, at best, would glow, like a pearl. But Diamonds fling jagged shards of light.This is why we write, “tiny little diamonds twinkling, glitt'ring and sparkling in the sun.” The sharp-edged “t” and “k” sounds are what we're after. In the musical fabric of language, every sound is important. What distinguishes large and small from big and little is the difference in their musics. Phonemes within a language are like the instruments in an orchestra. Just as the drums make a different kind of music than do the woodwinds, and the woodwinds make a different kind music than does the brass, so also do the drum-like stops – like p,b,t,d,k, and g – (don't read that list as letters of the alphabet; make the sounds the letters represent,) make a different music than do the woodwind-like fricatives, the sounds that hiss or hush or buzz – like f, v, s, z, sh, th. And the fricatives make a different music than the brassy nasal velars, like the “ng” sound in song, tongue, string and bring. Phonemes are either obstruent or sonorant.Obstruents are perceived as harder and more masculine; sonorants as softer and more feminine. Big and little are obstruent, perfect for diamonds that fling jagged shards of light. Large and small are sonorant, just right for clothing made of soft fabric. Now are you ready for the really trippy part? Deborah Ross, Jonathan Choi, and Dale Purves at Duke University recently discovered that the musical scale of a culture is determined by the harmonic frequencies of the vowels they speak. Words, then, are literally music.Ed Yong, writing for National...

Steven Kado is a Toronto-based musician and a co-founder of the Blocks Recording Club label in Toronto. Founded in 2003, the Blocks slogan “Don’t try, do!” led them to put out 70 releases by then-fledgling artists like Owen Pallett, the Barcelona Pavillion, Katie Stelmanis, Ninja High School, Matias, Bob Wiseman, the Phonemes, Les Mouches, Hank, […]

Evocative Words Work Wonders Give a mundane product an evocative name and you will dramatically increase its appeal. Humans are uniquely gifted to attach complex meanings to sounds. Some of these sounds are musical; pitch, key, tempo, rhythm, interval and contour. But much more specific in their meanings are phonemes, the building blocks of words. Cat and Kite begin with the same sound. Ignore, for a moment, that C and K are different letters. The phoneme is the sound, not the letter. The sound represented by the letters “ch” in chirp, cherry and cheerful is another phoneme. There are only 40 phonemes in the English language. If you want to get fussy, you can count the unvoiced “th” sound in with as a different phoneme than the voiced “th” in the. If you continue down that road, you can find as many as 44 different phonemes. But that's all. Forty-four sounds allow you and I to know each other's thoughts. The Bible opens and closes with stories about the importance of names. Genesis tells us that Adam's first task was to name all the animals. In the Revelation of John we read, “I will also give that person a white stone with a new name written on it, known only to the one who receives it.” Names are important. This is a fact known to every cognitive neuroscientist. Nouns originate and are interpreted in a region of the brain just behind your left ear known as Wernicke's area, connected by the arcuate fasciculus – a high-bandwidth bundle of nerves – to another region slightly forward of your left ear known as Broca's area, where we attach the sounds we call “verbs” to the actions we need to name. Broca's area then coordinates the diaphragm, larynx, lips and tongue so that we can form the rapid succession of phonemes in that positively human display called speech. Information gathered by the eyes, muscles and skin is routed through Broca's area on its way to the dorsolateral prefrontal association area, the home of the visuospatial sketchpad*, the mind's eye, where we “see” things in our imaginations. All of this is connected to the ear. Yes, humans are uniquely gifted to attach complex meanings to sounds. And we are uniquely gifted to make those sounds, as well. All of this is well documented. Shape and Color are visual languages. Phonemes and Music are auditory languages. Painters use paint and brush. Fashion designers use cloth and scissors. Jewelers use metals and gemstones. Visual artists, gifted in the languages of Shape and Color, often expect their work to “speak for itself.” But it can't. If you will add to these visual languages an evocative name, the listener – your customer – will craft their own unconscious bond to the thing you have named. A well-chosen name focuses and accelerates the talent of the visual artist and gives that talent greater impact. A designer and a poet holding hands can reshape the world. Here's a 60-second radio ad built upon the evocative naming of visual products. SARAH: Christmas is coming! SEAN: And what could be better SARAH: than designer diamond earrings! SEAN: You've never seen ANYTHING like these. SARAH: From diamond Hugs and Kisses SEAN: two-hundred-ninety-nine dollars SARAH: to the fabulous hoops of the Renaissance Queen. SEAN: Twenty-five-hundred-thirty-nine dollars. SARAH: See them on our website. SEAN: The Diamond-Studded SUPERSTAR. SARAH: The Summer of Love. SEAN: Cinnamon Roll earrings! SARAH: Fairy Tale hoops. SEAN: Forever THIN. SARAH: Sparkling Springtime! SEAN: Pink CHAMPAGNE hoops SARAH: and Captured Hearts SEAN: Buried TREASURE hoops SARAH: [sexy] and the Diamond Negligee. SEAN: The Ocean Journey SARAH: and the Embassy Ball. SEAN: We have Splish-Splash earrings SARAH: and Drop-Drops! SEAN: Diamond Sunflowers SARAH: and The Four Seasons of Vivaldi. SEAN: Did you mention Snuggles and the Colors of Light? SARAH: No, you did. SEAN: When?...

The Greek root word phon means “sound.” This word root is the word origin of a number of English vocabulary words, including microphone, phone, and saxophone. An easy way to remember that phon means “sound” is through the word symphony, which is many instruments making a “sound” together.Like this? Build a competent vocabulary with Membean.

This episode discusses phonemes, morphemes, and allophones.

Human communication is vastly more complex than that of any other species we know about. It is so complex that linguists are only just beginning to identify the processes in the brain that are related to understanding language. This unit looks at how language is understood by taking an interdisciplinary approach. This study unit is just one of many that can be found on LearningSpace, part of OpenLearn, a collection of open educational resources from The Open University. Published in ePub 2.0.1 format, some feature such as audio, video and linked PDF are not supported by all ePub readers.

Word! Shut. Up. This week, Phil and Eric explore the mid-central vowel space, including [ɘ, ɵ, ə, ɜ, ɞ, ɐ] and even discuss the (completely theoretical at this point) new symbol [a]. Yes, we do explore the strut and nurse lexical sets, too.Show Notes:Phonemes are “the idea of a sound”, the building blocks we have in our minds that help us construct words. One can say they are the smallest segment of sound employed to form meaningful contrasts between words. Phones, on the other hand, is the physical and acoustic realization of that phoneme, “what comes out your mouth.” Different accents can have different phones to represent the same phoneme. Allophones are variants of a phoneme, based on the context where the phoneme occurs. So there are different allophones of /t/ initially or following /s/: initial /t/ is aspirated [tʰ], while /t/ following /s/ is unaspirated [st=].Examples of unstressed vs. stressed mid-vowels: about vs. love, probably [əˈbaʊt] vs. [lʌv], depending on your accent.Vowel quality: “The articulatory features that distinguish different vowel sounds are said to determine the vowel's quality. Daniel Jones developed the cardinal vowel system to describe vowels in terms of the common features height (vertical dimension), backness (horizontal dimension) and roundedness (lip position). There are however still more possible features of vowel quality, such as the velum position (nasality), type of vocal fold vibration (phonation), and tongue root position.”—WikipediaDaniel Jones’ map of the Cardinal Vowels, compared to his realization of his RP vowels, marked in red.The official IPA Vowel Chart, showing the central vowels down the centre line. The newly recommended symbol, small cap A would be placed in the middle between [a] and [ɑ].Phil’s journey of the central vowels:ə → ɨɘ → ɤEric’s close-mid exploration (Front-central-back): e → ɘ → ɤə → ɜPhil’s open-mid exploration (Front-central-back): ɛ → ɜ → ʌPhil’s unrounding of the open-mid vowel (staying back): ɔ → ʌPhil’s comparison of the open-mid unrounded vowel with and without tongue root retraction: ʌ → ʌ̙ →ʌ →ʌ̙[ Phil and Eric then get confused, or at least Eric confuses matters because he thinks Phil is discussing /ɐ/, while Phil means to discuss /a/. ]Eric thinks that a (aka “type A” for Eric, “print A” for Phil) looks like a typewriter. The top part of it, the hook, looks like the carriage return, while the bowl of the glyph looks like the body of the character. Phil described the hook as like a partridge’s crest. ( I think he was think of the bird, not Danny...)He thinks ɐ (aka “turned type/print A”) looks like an italic e with a little hook or crest on the upper left. ə → ɜ → ɐEric thinks of how to find ɐ as a backed version of ææ → ɐAnother variable: lip rounding.Unrounded vs. Rounded (barred i) ɨ - ʉ (barred u) (reversed e) ɘ - ɵ (Brigitte barred-O) (schwa) ə - ə̹ (schwa with lip rounding) ɜ - ɞ (“the sideways butt”) (turned type A) ɐ - ɐ̹ (turned type A with lip rounding)Discussion of the proposed vowel [a], as an open central vowel. Phil: “The tension between the phonetic reality and the phonemic reality is a very fraught one.”From Wikipedia: In quantum mechanics, the Heisenberg uncertainty principle states that certain pairs of physical properties, like position and momentum, cannot both be known to arbitrary precision. That is, the more precisely one property is known, the less precisely the other can be known.comma and strutn.b. We’re focusing on the non-rhotic (r-less) version of the lexical sets at this point.nurse and strut“Winnie ther Pooh” vs. “Winnie thuh Pooh”, i.e. probably perceived as a nurse vowel rather than as a strut vowel, as Phil might imagine “the” as when in stressed form.strut Spelling conventions: cup, cut, suck, much, snuff, fuss, rush,rub, bud, jug, budge, buzz,hum, run, lung, dull,pulse, bulge, punch, lump, hunt, trunk,butter, study, punish, number, mustn't, Guthrie,…;done, come, love, mother, stomach,monk, tongue, onion, money, front,…;touch, enough, young, double, southern, country,…;blood, flood. —J.C. Wells’ Lexical Sets from Accents of English, vol. 1, Ch. 2“oo” and “ou” would have been more /u/ or /ʊ/-like, similar to what we get in the Midlands of the UK today.Phil calls the symbol ʌ, turned-v, while Eric calls it hut. nurse Spelling conventions: Typical Spellings: -ur, -or, -ir, -er, -earCusurp, hurt, lurk, church, turf, pursecurb, curd, urge, curve, furze,turn, curl, spur, occurred,burnt, burst, murder, further,shirt, irk, birch, birth, bird, dirgefirm, girl, fir, stirred, first, circus, virtue,…;myrrh, myrtle, Byrne;twerp, assert, jerk, perch, serf, berth, terse,verb, erg, emerge, nerve,term, stern, deter, err,' preferredcertain, person, immersion, emergency, kernelEarp, earth, dearth, hearse, rehearse, searchheard1 earn, yearn, earl, pearl,rehearsal, early, earnest;wort, work, worth, worse, word, worm, whorl,worst, Worthing, worthy, whortleberry;scourge, adjourn, courteous,2 journal, journalist, journey;attorney, colonel, liqueur, masseur, connoisseur. —J.C. Wells’ Lexical Sets from Accents of English, vol. 1, Ch. 2Discussion of [ʌ] for strut and other options.This chart is something Eric whipped up for a class showing possible ranges where his (Canadian) students might expect to find their own realization of the vowels. You can see how the [ʌ] takes up more “turf” on the chart than any other symbol, hence it is the largest state in the contiguous united states of the Glossonomia.Phil’s joke re Oklahoma didn’t elicit much laughter from Eric because his knowledge of US geography sucks. This picture did draw forth a smile as he finally got what Phil was talking about...Then we go on to listen to a sample collected by Peter Trudgill, comparing putt and bird, which are good examples of strut and nurse. Phil keeps referring to the Phonetic Symbol Guide by William A. Ladusaw and Geoffrey K. Pullum. He also mentioned the famed phoneticians Daniel Jones and Henry Sweet at other points in the show.Eric whips out his copy of Speak with Distinction and lists off information about how Edith Skinner described /ɜ / as higher than both schwa and /ʌ /.Eric and Phil discuss the cognitive dissonance that arises from students rejecting the IPA when it isn't neat and easy. It's a good thing when it happens with students, figuring stuff out in class; it's not so much good when working with clients on a show!Variations/Realizations in Various Accents:strut: Phil takes us through a few variations from [stɹʊt stɹɒt stɹət stɹɘt stɹat]Phil discusses Phonology & Orthoepy by Albert Salisbury, and how he guided pronunciations for the strut and nurse sets (scans at right taken from Google Books).We then go on to talk about other variations of the nurse set, to talk about the New York and Louisiana sound of [ɒɪ ʌɪ].Eric talks about nurse in African Englishes trading phones with dress lexical set.Phil mentions that nurse keeps its rhoticity in "otherwise completely rhotic" accents, such as many Southern US accents, NYC and Boston, and Eric brings up New England English, with its non-rhotic nurse vowel, a la Mayor Quimby. Our email: glossonomia@gmail.com

It’s the “Schwapisode” this week! Hosts Phil Thompson and Eric Armstrong get right into the middle of things (or at least, into the middle of the vowel space) to talk about the mid-central vowel, the most popular vowel in the English language.Show Notes:Schwa, the term: http://en.wikipedia.org/wiki/Schwa#The_term " The word schwa is from the Hebrew word shva (שְׁוָא shewa’, /ʃəˈwa/, modern pronunciation: shva /ʃva/), which designates the Hebrew niqqud vowel sign shva,” “that in modern Hebrew indicates either the phoneme /e/ or the complete absence of a vowel. Also the Hebrew shva is sometimes represented by the upside-down e symbol for Schwa, a misleading transliteration, since the Schwa vowel is not representative of modern Hebrew pronunciation of shva and is not characteristic of earlier pronunciations either (see Tiberian vocalization → Mobile Shwa = Shwa na'). The spelling "schwa" is German in origin."From the online etymology dictionary: lit. "emptiness."Schwa is [uh] the [uh] sound that many [uh] English speakers use as a [uh] filler sound. (In other cases, North American speakers use something in the range of [ʌ] or [ɐ]).SPELLING:Can be represented by every vowel in the English alphabet. • like the in about • like the in taken • like the in pencil • like the in eloquent • like the in supply • like the in sibylScadoosh and the case of the Schwa—the story of the word used by Jack Black in Kung Fu Panda— by Benjamin Zimmer on Language Log http://languagelog.ldc.upenn.edu/nll/?p=288 (How do we spell this new word? Skidoosh, skudoosh, skedoosh, skadoosh?)*Digression: Rhotic vs. Non-rhotic accents"rhotic schwa" aka "schwer" or "flying schwa"In non-rhotic accents, letter and comma share the vowel schwa on sounds spelled as • -er in letter • -or in actor • -o(u)r in colo(u)r • -yr in martyr • -ure in figureCONTRAST "stressed schwa" (in some accents NURSE, in others STRUT) with "unstressed schwa"Schwa in "centering diphthongs"* When the schwa is at the end of a diphthong near, square, cure, [ north/force, start ]*Digression: smoothing of square, (near), north/force, start* Strong forms and weak formsto before vowels.Can, from, of, what, want tophotographySyllabic Consonants -tion -dlLenin/LenonRosa's rosesFrom Fleming & Johnson's Rosa’s roses: reduced vowels in American English in JIPA Journal of the International Phonetic Association (April 2007), 37 (1), pg. 83-9Ultimately: word-final schwa is much more mid-central, while reduced vowels are generally high.Jack Windsor Lewis http://www.yek.me.uk/spellings.html English Spellings vis a vis Phonemes has loads of examples of schwa in different contexts, including the exceptions that aren’t schwa. For example (these should be said with schwa on the -man ending):barman, chairman, churchman, clergyman, dairyman, dustman, fireman, foreman, Frenchman, freshman, frogman, gentleman, horseman, henchman, infantryman, madman, milkman, penman, ploughman, policeman, salesman, seaman, spokesman, statesman, tradesman, Walkman, woodmanExceptions with /ӕ/: caveman, chessman, conman, gasman, handyman, jazzman, Kingsman, middleman, snowman, superman, whitemanSchwa epenthesis : inserting a schwa where there “isn’t one” in the orthography. Examples: fillum for film were-unt [wɝ.ɹənt] for weren't Growen [ˈɡɹoʊ.ən] for grown, knowen [ˈnoʊ.ən] for knownFrom wikipedia: An example in an English song is "The Umbrella Man", where the meter requires "umbrella" to be pronounced with four syllables, um-buh-rel-laOther Examples: Dwight [dəˈwaɪt] realtor [ˈɹilətɚ] Yogi Bear says "pic-a-nic basket" for "picnic basket." ath-e-lete [ˈæθəˌlit] triath-a-lon [tɹaɪˈæθəˌlɒn]VARIATIONS: • final schwa more "hut" like [ʌ] in North America • in New Zealand, KIT is schwa "fush and chups" • "New Zealand Sucks" vs. "Australia Sivern" • final -ow in "window, tomato, potato, fellow" as schwa

I write today with some hesitation, the same hesitation I felt 2 weeks ago when I wrote about http://mondaymemo.wpengine.com/newsletters/how-to-make-your-store-interesting (the romance of shadows and the piercing of horizontal planes.) You may recall that I asked, “Was this stuff interesting for you or did it go over your head?” Three hundred and ninety-one responded with variations of “More! More!” and only 2 said they didn't quite get it. If the 391 spoke for the 42,712 subscribers they would statistically represent, you're going to enjoy today's memo. If by some sad chance of luck or fate those 391 represented only themselves, I offer you this apology in advance: “What crazies we writers areour heads full of language like buckets of minnowsstanding in the moonlight on a dock.”– from Ray, by Hayden CarruthThere is an objective reality but we are ill equipped to experience it. You and I live in private, perceptual realities. “Our perception does not identify the outside world as it really is, but the way that we are allowed to recognize it, as a consequence of transformations performed by our senses. We experience electromagnetic waves, not as waves, but as images and colors. We experience vibrating objects, not as vibrations, but as sounds. We experience chemical compounds dissolved in air or water, not as chemicals, but as specific smells and tastes. Colors, sounds, smells and tastes are products of our minds, built from sensory experiences. They do not exist, as such, outside our brain. Actually, the universe is colorless, odorless, insipid and silent. Although you and I share the same biological architecture and function, perhaps what I perceive as a distinct color and smell is not exactly equal to the color and smell you perceive. We may give the same name to similar perceptions, but we cannot know how they relate to the reality of the outside world. Perhaps we never will.”– Dr. Jorge Martins de OliveiraA http://mondaymemo.wpengine.com/?ShowMe=Multisensorial (yarmulke) covers the http://mondaymemo.wpengine.com/?ShowMe=BrainMap_500 (sensory association area), that part of the brain that gathers and tabulates sensory data collected from the sensory receptors in the ears, eyes, muscles and skin. Associative memories are added to this information equation as it flows toward Broca's area of the brain where the predictable information is subtracted. Information that's new, surprising or different flows beyond Broca's area into conscious awareness – imagination – where the central executive of Working Memory searches for relevance. Only after the central executive gives the information the thumbs up is it forwarded to the prefrontal cortex – located just behind your forehead – for a decision about whether or not to take action. No, I didn't make any of this up. I read it in the writings of Alan Baddeley, Susan Gathercole, Ricardo Gattass, Silvia Helena Cardoso, Burkhard Maess, Steven Pinker and Jorge Martins de Oliveira, cognitive neuroscientists, all. This next part, however, is all mine and yes I might be crazy or just plain wrong. But I don't think so. There are 12 languages of the mind that supply the constituent components of concrete, analytical thought. It is these 12 languages that enable our perceptual realities. A signal received in one language of the mind can reinforce, or contradict, a signal received in another. Signal reinforcement deepens perception. Signal contradiction elevates interest.  1. Shape – angles send a different message than curves.  2. Numbers – a language of relativity. Many or few?  3. Phonemes – sounds represented by letters of the alphabet.  4. Color – often combined with shape and radiance.  5. Proximity – near/far, large/small, left/right, up/down, etc.  6. Music – any sound that isn't a phoneme.  7. Radiance – energy sent outward or...