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Nakagawa (1996) describes the extended clicks in Gǀwi as consonant clusters, sequences equivalent to English st or pl, whereas Miller (2011) analyses similar sounds in several languages as click–non-click contours, where a click transitions into a pulmonic or ejective articulation within a single segment, analogous to how English ch and j ...
Within the chart “close”, “open”, “mid”, “front”, “central”, and “back” refer to the placement of the sound within the mouth. [3] At points where two sounds share an intersection, the left is unrounded, and the right is rounded which refers to the shape of the lips while making the sound. [4]
The following are the non-pulmonic consonants.They are sounds whose airflow is not dependent on the lungs. These include clicks (found in the Khoisan languages and some neighboring Bantu languages of Africa), implosives (found in languages such as Sindhi, Hausa, Swahili and Vietnamese), and ejectives (found in many Amerindian and Caucasian languages).
Of course, the reason why children need to learn the sound distinctions of their language is because then they also have to learn the meaning associated with those different sounds. Young children have a remarkable ability to learn meanings for the words they extract from the speech they are exposed to, i.e., to map meaning onto the sounds.
A distinct use of the term sound from its use in physics is that in physiology and psychology, where the term refers to the subject of perception by the brain. The field of psychoacoustics is dedicated to such studies. Webster's dictionary defined sound as: "1. The sensation of hearing, that which is heard; specif.: a. Psychophysics.
This set of sounds contrasts with the obstruents (stops, affricates and fricatives). [1] For some authors, only the term resonant is used with this broader meaning, while sonorant is restricted to the consonantal subset—that is, nasals and liquids only, not vocoids (vowels and semivowels). [2]
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