Speech Science Primer: Physiology, Acoustics, and Perception of Speech 6th Edition, (Ebook PDF) full chapter instant download

Speech Science Primer: Physiology,
Acoustics, and Perception of Speech

6th Edition, (Ebook PDF)
Visit to download the full and correct content document:
https://ebookmass.com/product/speech-science-primer-physiology-acoustics-and-per
ception-of-speech-6th-edition-ebook-pdf/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Anatomy and Physiology of Speech and Hearing 1st

Edition, (Ebook PDF)
https://ebookmass.com/product/anatomy-and-physiology-of-speech-
and-hearing-1st-edition-ebook-pdf/
Anatomy & Physiology for Speech, Language, and Hearing

5th Edition, (Ebook PDF)
https://ebookmass.com/product/anatomy-physiology-for-speech-
language-and-hearing-5th-edition-ebook-pdf/
Anatomy & Physiology for Speech, Language, and Hearing,

5th
language-and-hearing-5th/
Applied Anatomy and Physiology for Speech Language

Pathology and Audiology 1st Edition, (Ebook PDF)
https://ebookmass.com/product/applied-anatomy-and-physiology-for-
speech-language-pathology-and-audiology-1st-edition-ebook-pdf/
Ontology and Phenomenology of Speech: An Existential
Theory of Speech Marklen E. Konurbaev
https://ebookmass.com/product/ontology-and-phenomenology-of-
speech-an-existential-theory-of-speech-marklen-e-konurbaev/
Anatomy & Physiology for Speech, Language, and Hearing,

7th Edition J. Anthony Seikel
language-and-hearing-7th-edition-j-anthony-seikel/
The Reign of Speech
https://ebookmass.com/product/the-reign-of-speech/
Speech Sound Disorders First Edition – Ebook PDF

Version
https://ebookmass.com/product/speech-sound-disorders-first-
edition-ebook-pdf-version/
The Handbook of Language and Speech Disorders 2nd

Edition Jack S. Damico
https://ebookmass.com/product/the-handbook-of-language-and-
speech-disorders-2nd-edition-jack-s-damico/
P1: OSO/OVY P2: OSO/OVY QC: OSO/OVY T1: OSO Printer: gbgts1c
LWBK740-FM LWBK740-Raphael-v1.cls December 22, 2010 20:2
i
Speech Science Primer

Physiology, Acoustics, and Perception of Speech
SIXTH EDITION
Lawrence J. Raphael, Ph.D.

Department of Communication Sciences and Disorders
Adelphi University
Emeritus, Department of Speech and Theatre
Lehman College, City University of New York
Bronx, New York
Emeritus, The Graduate School, City University of New York
New York, New York
Gloria J. Borden, Ph.D.

Emerita, Department of Speech
Temple University
Philadelphia, Pennsylvania
Katherine S. Harris, Ph.D.

Emerita, Ph.D. Program in Speech-Language-Hearing Sciences
The Graduate Center, City University of New York
New York, New York
Haskins Laboratories
New Haven, Connecticut
i
Acquisitions Editor: Peter Sabatini

Managing Editors: Tiffany Piper, Kristin Royer
Marketing Manager: Allison M. Noplock
Designer: Terry Mallon
Compositor: Aptara, Inc.
Printer: C&C Offset Printing
Copyright © 2011 Lippincott Williams & Wilkins
351 West Camden Street

Baltimore, MD 21201
Two Commerce Square

2001 Market Street
Philadelphia, PA 19103
All rights reserved. This book is protected by copyright. No part of this book may be reproduced in any form or
by any means, including photocopying, or utilized by any information storage and retrieval system without
written permission from the copyright owner.
The publisher is not responsible (as a matter of product liability, negligence, or otherwise) for any injury resulting
from any material contained herein. This publication contains information relating to general principles of medical
care that should not be construed as specific instructions for individual patients. Manufacturers’ product
information and package inserts should be reviewed for current information, including contraindications, dosages,
and precautions.
Printed in the United States of America
First Edition, 1980

Second Edition, 1984
Third Edition, 1994
Fourth Edition, 2003
Fifth Edition, 2007
Library of Congress Cataloging-in-Publication Data
Raphael, Lawrence J.
Speech science primer : physiology, acoustics, and perception of
speech / Lawrence J. Raphael, Gloria J. Borden, Katherine S. Harris. – 6th ed.
p. ; cm.
Includes bibliographical references and index.
ISBN 978-1-60831-357-0
1. Speech. I. Borden, Gloria J. II. Harris, Katherine S. III. Title.
[DNLM: 1. Speech–physiology. 2. Speech Acoustics. 3. Speech
Perception. WV 501]
P95.B65 2011
612.7 8–dc22 2010041933
The publishers have made every effort to trace the copyright holders for borrowed material. If they have
inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first opportunity.
To purchase additional copies of this book, call our customer service department at (800) 638-3030 or fax orders
to (301) 223-2320. International customers should call (301) 223-2300.
Visit Lippincott Williams & Wilkins on the Internet: http://www.LWW.com. Lippincott

Williams & Wilkins customer service representatives are available from 8:30 am to 6:00 pm,
EST.
1 2 3 4 5 6 7 8 9 10
ii
To our students, past, present, and future.
iii
Preface
Ttheconstant
he purpose of this primer has remained they must be extremely receptive to changes
through six editions: to satisfy that make the text more interesting and eas-
need for a comprehensive but elemen- ier to read for beginning students. Thus, the
tary book on speech science that is easy to reader will find that many sections of the text
understand and that integrates material on have been rewritten for clarity. The reader
the production, acoustics, and perception of who is familiar with the earlier editions of the
speech. We hope that the popularity of the book will undoubtedly notice that the cur-
first five editions and the demand for a sixth rent edition contains a new, separate chap-
is an indication that we have been successful ter on the prosody, a topic which has been,
in meeting that need. perhaps, too long underemphasized in this
A primer in any discipline is, by nature, and other basic books dealing with speech
resistant to certain types of change. Because science.
it is intended to explicate fundamental con- As in the design of the previous edition,
cepts, it will not be likely to discuss either in- we have continued to present subject matter
formation that is too advanced for the begin- in shorter segments to allow readers to iden-
ning student or untested hypotheses, no mat- tify coherent units of information that were
ter how interesting or potentially influential not as evident when they were included in
such information or theories may be. More- longer chapters.
over, the resistance to change is dictated by Students will find information about nor-
the stability of the fundamental concepts and mal communication processes that will serve
data that the primer contains. Basic informa- as a basis for comparison with the disorders
tion concerning acoustics, the acoustic anal- that they will soon be treating in the clinic.
ysis of speech, speech anatomy and physi- Each chapter of the present edition includes
ology, and speech perception, although not a section on some potential clinical applica-
immutable, changes very slowly over time. tions of the material presented. These “Clin-
ical Notes’’ are not intended to be exhaus-
NEW TO THIS EDITION tive. Rather, we hope that they may stimu-
late readers to think about other ways that
Although primers may be resistant to the information in any chapter might be put
changes in basic information, by their nature to work in a clinical setting. The need for
iv
Preface v
such information and the role of speech sci- discussion of instrumentation. Although we
ence in providing it will be made amply clear have placed most of the emphasis on the in-
throughout the text. struments and techniques that may be gener-
ally available to students in most college and
university laboratories, we also describe the
ORGANIZATION instruments and techniques that are found
in larger speech science laboratories as well,
Throughout the text we have tried to retain so that students will be familiar with them
the style of those sections that faculty and stu- when they study the research literature.
dents have found to be clear and easy to read, As we have suggested above, because this
and we have tried to improve the style of sec- book is a primer and serves as an introduc-
tions that some students and instructors have tion to a large body of information, we do
found to be less clear. We continue to pre- not presume to have covered every topic of
serve many of the classic illustrations from importance or to have dealt with the topics
the research literature in their original form included in depth. An updated selected bib-
because we think their presence increases the liography concludes each chapter, however,
value of the book. to encourage the student to pursue each sub-
With one exception, the organization of ject further and to fill in the necessary gaps.
the book remains as it was in previous edi- In an undergraduate course, the text may
tions. Section I now contains only one chap- be used as presented; in a graduate course,
ter, intended to set speech in the larger frame- many of the references might be added as
work of language and thought. The chapter required readings.
on the Pioneers in Speech Science, formerly
in Section I, has been relocated. It is now the
first chapter of Section V, the section that ANCILLARIES
treats instrumentation. Because many of the
accomplishments of the pioneers described We have revised and expanded the selection
in the chapter centered on the development of audio illustrations that can be accessed
and innovative use of instruments for the through the World Wide Web. These audio
study of speech, we feel that it provides a illustrations are referenced in the text: wher-
useful introduction to the description and use ever the reader sees the marker in the mar-
of modern instrumentation in the final two gin, he or she will be able to hear the sounds
chapters of the book. . being described by going online to the book’s
Section II (Chapter 2) contains a discus- Web site. We trust that the updated version
sion of basic acoustics, the foundation on of the audio illustrations will make the book
which the structure of speech science is built. substantially more useful and informative.
Section III (Chapters 3 through 8) deals with Words about sounds are severely limited in
speech acoustics and speech production. The how much they can convey. Technology has
new chapter on prosody is in this section. allowed us to move beyond printed words
We have attempted to integrate physiology so that the Speech Science Primer is no longer
and acoustics, as we have found that the analogous to a book about art history that
physiology of speech production is better un- contains no illustrations of the art being dis-
derstood and remembered when the sound- cussed.
producing mechanisms and processes are Instructors can also access PowerPoint
closely associated with the acoustic output. slides and chapter outlines as aids to the
Section IV (Chapters 9 to 11) treats speech planning and presentation of the material in-
perception, including material on hearing, cluded in the book.
acoustic cues, and models of speech percep- The primary audience to whom this
tion. Section V, as noted above, contains our text is addressed consists of students of
vi Preface
speech and language pathology and audiol- although many of its components have been
ogy. The book will also be of interest to stu- studied for centuries. Acoustics has long
dents of medicine, psychology, education, been an aspect of physics and engineering,
and linguistics, as each of these disciplines speech physiology a part of biology, speech
includes some aspects of the material that perception an outgrowth of both biology and
we have presented. Moreover, the text pro- sensory psychology, and speech in its rela-
vides an opportunity for students in other tion to language in general has long been
disciplines to obtain a comprehensive view of included in the study of phonetics and lin-
speech science. Although this book is clearly guistics. This book embraces each of these
introductory, it can also serve as a gradu- components and attempts to integrate them
ate text for students who never had a sur- into a unified treatment.
vey course in speech science as undergradu-
ates. Lawrence J. Raphael
It is only relatively recently that speech Gloria J. Borden
science has emerged as a unified discipline, Katherine S. Harris
Acknowledgments
Tmerous
he comments and suggestions made by speech perception are viewed as natural com-
many colleagues and students (too nu- plements of one another.
to mention here) who have used this Several people have been of great as-
book in class have been most helpful in its sistance in locating and supplying sound
revision. There is no greater corrective to recordings for use on the Web site that ac-
the mistaken idea that one has written a sen- companies this book. We thank Fredericka
tence or a paragraph as clearly as possible Bell-Berti of St. Johns University, New York;
than the puzzled question of a student who Winifred Strange and James Jenkins, for-
asks what that sentence or paragraph might merly of the Graduate Center of the City
mean. University of New York; Valeriy Shafiro of
The glossary remains largely the work Rush University Medical Center, Chicago;
of Jolie Bookspan, whose efforts in compil- and Alice Faber of Haskins Laboratories,
ing it continue to enrich the text for future New Haven. Without their help, our inven-
students. Throughout the process of revis- tory of audio samples would be far less ex-
ing the text for the fifth and sixth editions, tensive.
the first author received support from Adel- Thank you also to those who helped
phi University in the form of the access to us create the PowerPoint slides: Laura L.
laboratory and computing facilities and from Koenig, Ph.D., Long Island University and
the encouragement and interest of the fac- Senior Scientist at Haskins Laboratories, and
ulty of the Department of Communication Nassima Abdelli-Beruh, Ph.D., C. W. Post
Sciences and Disorders of the School of Ed- Campus of Long Island University.
ucation. We also thank the Ph.D. Program We are grateful to our spouses, chil-
in Speech-Language-Hearing Science of the dren, and grandchildren for cheering us on:
City University of New York for the use of to John, Becky, Julie, Tom, and Sam Bor-
its facilities. We probably would not have den; to George, Maud (White), and Louise
written the text in its present form had we Harris; and to Carolyn Raphael, Melissa,
not had the common experience of work- Frank, Andrew, and Gabriel Zinzi, David,
ing at Haskins Laboratories in New Haven, Nina, and Nathan Raphael. Finally, our
where researches in speech production and many questions have been answered with
vii
viii Acknowledgments
patience by the editor for the first edition, plied for the third, fourth, fifth, and sixth
Ruby Richardson, the editor for the second editions by our managing editors, Linda Na-
edition, William R. Hensyl, the editor for pora and Andrea Klingler, Tiffany Piper,
the third edition, John P. Butler, the editors and Kristin Royer were of value beyond
for the fourth edition, John Butler and Tim measure. We thank them all.
Julet, the editors for the fifth edition, Pamela
Lappies and Peter Sabatini, and, finally, the Lawrence J. Raphael
editor for this edition, Peter Sabatini. The Gloria J. Borden
guidance, advice, and encouragement sup- Katherine S. Harris
Contents
SEC T I O N I Introduction 1
CHAPTER 1 Speech, Language, and Thought 2
SEC T I O N I I Acoustics 16
CHAPTER 2 Acoustics 17
SEC T I O N I I I Speech Production 41

CHAPTER 3 The Raw Materials—Neurology and Respiration 42
CHAPTER 4 The Raw Materials—Phonation 69
CHAPTER 5 The Articulation and Acoustics of Vowels 88
CHAPTER 6 The Articulation and Acoustics of Consonants 114
CHAPTER 7 The Acoustics of Prosody 144
CHAPTER 8 Feedback Mechanisms and Models of Speech Production 155
SEC T I O N I V Speech Perception 186

CHAPTER 9 Hearing: The Gateway to Speech Perception 187
ix
x Contents
CHAPTER 10 The Acoustic Cues 199
CHAPTER 11 Strategies and Models 222
SEC T I O N V Instrumentation 258

CHAPTER 12 Pioneers in Speech Science 259
CHAPTER 13 Research Tools for the Study of Acoustic Analysis and Speech Perception 270
CHAPTER 14 Research Tools in Speech Science for the Study of Speech Physiology 287
APPENDIX A The Phonetic Alphabet for American English: Based on the

International Phonetic Alphabet 306
APPENDIX B Nerves Important for Speech and Hearing: Cranial and Spinal 308
GLOSSARY 309
INDEX 326
LWBK740-01 LWBK740-Raphael-v1.cls October 20, 2010 11:15
SECTION I Introduction
1
Speech, Language, and Thought

1
O chestnut tree, great rooted blossomer,
Are you the leaf, the blossom or the bole?
O body swayed to music, O brightening glance,
How can we know the dancer from the dance?
—W. B. Yeats, “Among School Children,” 1928
This book is about speech. It is about spoken various conditions within and across species.
English in particular. It is not about language For instance, a dog will growl and bare its
or thought. But before we isolate speech and teeth to keep an intruder from entering its ter-
consider it separately from thought and lan- ritory. Or a female ape will assume a sexually
guage, we need to recognize that speech is submissive and presumably inviting posture
the most common way in which we express to indicate that she is willing to mate with
our thoughts and that when we do so, we a male ape. Presumably, communications of
organize our speech by using the rules of this sort reflect thought, but the thoughts are
language. If we were to study wine grapes not expressed in speech and the forms of the
without mentioning vineyards, it would be a messages are not determined by the rules of
little like the study of speech with no recog- language.
nition of its origins in thought and language. Humans also use many other methods
We also need to recognize that speech is of communication that are not classified
only one of the ways in which humans com- as speech. We signal to others by wav-
municate with each other. It is unique to ing flags, by sending messages in Morse
humans. Code, by raising an eyebrow, by sending
The animal kingdom offer many exam- e-mail and text messages, by writing blogs,
ples of nonlinguistic signs that communicate by playing musical instruments, by putting
2
our hands on our hips, by painting pictures, SPEECH

by sticking out our tongues, by kissing, by
blushing, and by dancing. But mostly, we If you have ever been to a foreign country
speak. and heard everyone around you speaking
There are many reasons humans use a language that you do not understand, es-
speech as their primary mode of communica- pecially a language unrelated to your own,
tion. Most of those reasons relate to the fact you are likely to have had three impressions.
that speech was selectively advantageous in The first is that the spoken language seems
the evolution of our species. First, the vocal– like a long stream of complex and constantly
auditory channel of speech permitted com- changing sounds without separations. You
munication under conditions in which a dif- have no way of knowing when one word
ferent channel, such as the gestural–visual, ends and the next begins. The second im-
would fail. Using speech, messages could be pression is that this strange language sounds
sent in the dark, around corners, or when vis- extremely complex. The third impression is
ibility was limited for other reasons. Second, that the speakers, even the young children,
using speech allowed communication to oc- seem to talk much faster than speakers of
cur at the same time that manual tasks, such your language.
as tool making or food gathering, were being These impressions of a foreign language
performed. Third, as we shall see, because are more accurate as a description of speech
of the way speech is produced by the human in general than they are as a description of
vocal tract, it is both efficient and redundant. our own speech. We take our own speech
The efficiency of speech allows conveyance for granted. It seems simple to us, but the
of information more quickly than with other sounds change just as quickly as those spo-
channels of communication; the redundancy ken in a foreign language and require com-
of the speech signal allows listeners to un- plex articulatory gymnastics on the part of
derstand messages even when they are not the speaker. Despite this complexity, chil-
completely heard, because of either external dren are quite good at learning to speak, and
interference or momentary lapses of atten- by 3 or 4 years of age, they have mastered
tion. Fourth, there is evidence that human most of the difficulties of producing speech
beings are genetically equipped to respond in their native language. Although some chil-
to the speech signal. dren eventually encounter problems learn-
The use of speech as a means of convey- ing to read or write, all normal children learn
ing thought and language is thus not acci- to speak and to understand speech. They
dental or arbitrary, and it is not surprising do this with virtually no formal instruction,
that we use speech naturally and with great acquiring speech simply by hearing those
frequency. We speak in our homes, at work, around them speak. And of course, at the
at school, and at play. We speak to our ba- same time, they acquire language.
bies, to our pets, and to ourselves. But what
is speech and how does it relate to language
and to thought? If you have ever known an LANGUAGE
adult with brain damage sufficient to impair
speech, you have probably observed that the The reason we fail to understand the strange
speech impairment is accompanied by some speech of an unknown language is that we
effects on language and on some aspects of do not know the words, the sounds, or the
thought. Speech, language, and thought are rules of that language. Any language is a rule-
closely related, but we can consider them governed communication system composed
separately because they are qualitatively of meaningful elements that can be combined
different. in many ways to produce sentences, many of
4 SPEECH SCIENCE PRIMER
which have never been uttered by a speaker It is our knowledge of a creative communi-
or heard by a listener. Our knowledge of En- cation system, and that knowledge is in our
glish permits us to say and understand some- minds. How is language related to speech?
thing as prosaic as, “I have a headache.” This Noam Chomsky has called this knowledge
sentence has undoubtedly been said many of language linguistic competence to distinguish it
times, but our language also permits us to say from the use of language, linguistic performance.
and understand something completely new, Speech, then, is one of the ways in which
something we have never heard said before, we use language; it is the conversion of lan-
such as the following passage. guage to sound. There are, however, other
Speech–language pathologists and audi- modes of communication into which we can
ologists are trained to provide therapy for convert language. American Sign Language
people who have communication disorders. (Ameslan or ASL), used by the deaf, is an
Sometimes these disorders prevent people example of gestural language.
from producing speech normally; sometimes The syntactic rules of ASL differ from
the problems prevent listeners from under- those of English. Word order is often de-
standing hearing a spoken message. Provid- termined by the chronology of events or by
ing therapy for either type of disorder re- emphasized words. For example, in ASL one
quires professional training in more than one would sign “Sun this morning. I saw. Beau-
specialty and, on occasion, may demand the tiful.” rather than “It was a beautiful sun
services of more than one type of therapist. I saw this morning.” If the word “movies”
Whether we hear these sentences read should have the greatest emphasis in “I like
aloud or read them from the printed page, the movies,” an Ameslan user indicates that
we can understand them, even though have by signing “Movies I like,” with the most
never heard them before, because we share stressed word appearing at the end of the
with the author the knowledge of the rules sentence.
of English. The rules of semantics enable us The semantic rules are also different
to associate words or phrases with mean- from those of English because the ASL user
ings. We and the author have a common associates meanings with signs made by the
understanding of words such as “therapy” hands, face, and arms. The shape of hands
and “disorder.” The rules of syntax enable us making the sign, their movements or how the
to have common expectations of word or- movements change, and their position rela-
der. When we read “Speech language pathol- tive to the rest of the body are all meaningful.
ogists and audiologists,” we realize recog- Again, in the case of ASL, one’s competence
nize the phrase as the potential subject of (knowledge of the system) can be called lan-
the first sentence and so expect a verb to guage, in contrast to the use of it—the physi-
follow. When the verb “are” appeared af- cal production of gestures or signs—which is
ter the end of the phrase, we also expected called performance.
that “train,” the verb immediately after “are” As with speech, performance usually
would have an “-ed” ending to mark it as a falls short of the user’s competence. Signs
past participle. The author and readers know are sometimes indicated quickly and incom-
the same rules; they share a language, as we pletely. Mistakes are made, but the user’s
have seen, they can create and understand competence remains. When we speak, we
sentences never read or heard before. often use fragments of sentences rather than
Speech, as you probably realize, is a phys- complete ones. We think of something else
ical event. As you will discover in follow- in midsentence and start a new sentence be-
ing chapters, we can analyze speech as an fore we have completed the first. Yet when a
acoustic signal and specify its components in teacher says, “Put your answer in a complete
terms of frequencies, amplitudes, and dura- sentence,” the student knows how to do it.
tions. Language, unlike speech, is intangible. He or she knows the language, even though
C LINICAL NOTE
T he distinction between speech and language that we have been drawing is one that is basic
to the classificatio of disorders of communication. Although it is true that certain disorders
are characterized by features that belong to the categories of both language and speech, there is
a generally accepted view that speech disorders are those that affect articulation (the formation
of speech sounds), phonation (the production of voice by the vibrations of the vocal folds),
and fluenc (the smooth sequencing and rhythm of speech sounds). Language disorders, on
the other hand, affect the ability to express thoughts in spoken or written language and the
ability to comprehend the thoughts expressed by other people, either in speech or in writing.
Because this book is about speech, most of what you will read here about normal speech
production will provide insights about what can go wrong with the process. You should be
able, with the aid of your instructor, to make the connections between normal and disordered
speech production. Remember that without accurate descriptions of normal processes, it will
be impossible to describe disorders accurately and to plan strategies for their remediation.
that knowledge may be inconsistently re- which seem to serve as elements in thought are
flected in speech. How does this linguistic certain signs and more or less clear images
knowledge relate to thought? which can be “voluntarily” reproduced and
combined . . . . But taken from a psychological
viewpoint, this combinatory play seems to be the
THOUGHT essential feature in productive thought—before
there is any connection with logical construction
Thought may be defined as an internal or
in words or other kinds of signs which can be
mental representation of experience. Jerome
communicated to others. The above mentioned
Bruner has suggested that the representation
elements are, in my case, of visual and some of
can be in the form of images, action, or lan-
muscular type.
guage. We presumably use all available rep-
—Quoted in Ghiselin, B., The Creative Process.
resentations of our experiences, but some
New York: Mentor Books, 1955, p. 43.
people report the use of some forms more
than others. We may think via internal im- Representation of thought in language
ages, vaguely visual, when we are solving seems to be important in the mental activ-
a problem such as how many suitcases we ities of language users. Although it is appar-
think we can fit into the trunk of a car. Archi- ent that we can think without any formal
tects and artists often think in visual images. language, it is equally apparent that those
Thought can also be represented by inter- who do know a language use it to aid their
nal action or muscle imagery. In solving the thinking. But what if a thinking individual
problem of the direction and force needed to does not have access to a language? Let us
place a tennis shot out of reach of an oppo- consider the ramifications of thought with-
nent, we think in terms of action. Choreog- out language before going on to discuss the
raphers, athletes, and some physicists think more usual situation, thought with language.
this way. Albert Einstein, describing his un-
derstanding of how he thought, wrote:
Thought Without Language
The words of the language, as they are written We have all had an idea that was difficult
or spoken, do not seem to play any role in my to put into words. Indeed, words often seem
mechanism of thought. The psychical entities inadequate. Our ideas, as we express them,
sometimes seem to be only a rough sketch Thought and Language

of our thoughts. People with aphasia (lan-
Vygotsky’s great contribution was his idea
guage impairment caused by brain damage)
of “inner speech.” Although he viewed early
demonstrate that thought is independent of
language as being essentially externally com-
language. Often an aphasic person seems to
municative, he maintained that some early
have an idea to express but lacks the linguis-
language use was egocentric. That is, chil-
tic ability to express the thought.
dren talk to themselves. From approximately
Some deaf children who have not been
3 to 7 years of age, the vocal egocentric
exposed to sign language are quite delayed
speech gradually becomes subvocal inner
in learning the language of their community
speech, a way of talking to oneself. Such a
because of the difficulties they encounter in
process, which obviously involves language,
learning oral speech. Hans Furth has shown,
lies somewhere between thought and speech
however, that the cognitive abilities of these
but is not quite either. When we think by
children develop almost normally. Helen
using language, we think in linguistic frag-
Keller, who was blind and deaf from the age
ments, in abbreviated phrases, the words fad-
of 18 months, wrote that she did not under-
ing quickly or only partly formed.
stand the first important concept of language
Piaget agreed with Vygotsky’s descrip-
learning, that symbols stand for elements of
tion of inner speech, having observed its be-
our experience, until she was 9 years old.
ginnings in the egocentric speech of the chil-
As her teacher, Annie Sullivan, was com-
dren in his studies. Preschool children echo
municating the word “water” by having the
words and phrases they hear around them
child feel her lips and face with one hand
(echolalia) and incorporate them into their
as she spoke the word and having her feel
own monologues. They talk about what they
the water with the other hand, the child
are doing, the toys they are playing with,
suddenly made the association. Keller soon
the pictures they are painting. A roomful of
learned the names of everything in her envi-
kindergarten children can be talking, some-
ronment. Language learning had begun, yet
times taking turns as in conversation, but
Keller surely was not an unthinking child
each one is talking about his or her own
before that experience. Her thoughts must
experiences in a collective monologue. Piaget’s
have been represented by images.
point was that this use of language reflected
The Swiss psychologist Jean Piaget con-
a stage of thinking in which children seldom
cluded from his observations of normal chil-
include the point of view of others. They see
dren that cognition develops on its own.
things primarily from their own viewpoint,
Language interacts with it and certainly re-
hence the egocentric speech. The frequency of
flects the child’s thinking, but language does
the egocentric speech gradually decreases as
not determine the thinking. According to his
the frequency of socialized speech increases.
view, it does no good to train a child in lan-
If in some sense we “speak” to ourselves as
guage to develop cognition. Rather, he held,
well to others, does this inner speech aid in
stages of cognitive development are reflected
thinking?
in the child’s use of language.
Lev Vygotsky, a Russian psychologist,
also observed evidence of nonverbal thought
Language and Speech as Carriers
in children. Infants demonstrate their under-
for Thought
standing of relationships and their problem-
solving abilities independently of their use Thoughts are not always formed in orderly
of language, even while they make speech- sequences. Sometimes a thought is formed
like babbling sounds that seem to lack intel- as a set of associations internally “seen” as
lectual content. Later in the child’s develop- a whole. We necessarily distort it when we
ment, speech and thought unite. string it out on the timeline of language
and speech. Despite this distortion, there are differ from those of another—which explains
many advantages in using language to repre- the differences in vocabulary.
sent thought. For one thing, language helps Instead of comparing languages, one can
make an idea or an experience available. Ex- look at a particular language and observe dif-
pressing a thought verbally allows it to be ferences based on social group membership.
recorded in various forms for analysis. Then, Basil Bernstein, a sociolinguist, used cultural
too, language also aids thinking by provid- differences as an explanation of linguistic dif-
ing a frame to hold information in memory. ferences he observed between middle-class
It enables us to communicate ideas about and working-class children in Great Britain.
people, places, activities, qualities, or things When children were asked to describe a pic-
when they are not present. ture, for example, the typical middle-class
Throughout this discussion, we have child would be fairly explicit, using many
viewed language as a means of expressing nouns. One would not need to see the pic-
thought and as a reflection of thought but ture to imagine it. The typical working-class
not as something that determines thought. child, in describing the same picture, would
The linguists Edward Sapir and his student use far fewer nouns, substituting such words
Benjamin Whorf proposed the theory of lin- as “he,” “it,” or “they,” so that it would be
guistic determinism (also called the Sapir– difficult to imagine the picture from the de-
Whorf hypothesis), which proposes that the scription alone. Bernstein attributed this dif-
way human beings think about their world ference to cultural differences: the hierarchy
is determined, in part, by the particular lan- of relationships in a working-class family in
guage that they speak. In its strongest version England has an authoritarian structure, so
the hypothesis maintains that language deter- that children are expected not to express
mines thinking. It was based on the notion themselves creatively but to listen to the head
that when languages differ in the number of of the family, whereas the middle-class fam-
terms available for categories such as “color” ily is less authoritarian and each member has
and “snow,” the speakers of languages with a say. In addition, the working-class family
more words available to describe such cate- member usually talks about shared experi-
gories will think differently about colors or ences, so the context is understood, whereas
types of snow than people speaking a lan- the middle-class family member is more apt
guage with fewer words for snow and color. to talk about experiences of his or her own
The reasoning was that people who know and not to assume so much knowledge on
many words for “snow” actually perceive the part of the listener. Bernstein’s choice of
distinctions that people with fewer words fail terms, restricted code (in the working-class case)
to perceive. Analogously, people who speak and elaborated code (in the middle-class case)
a language with no color term for “gray” is unfortunate, as it has been used to support
or “blue” will not be able to perceive those the notion that members of the working class
colors. This strong version of the hypothe- suffer from cognitive deficits, an idea that has
sis is not generally accepted today. Steven been generally discredited by more recent re-
Pinker maintains that “. . . there is no sci- search and that Bernstein himself eventually
entific evidence that languages dramatically rejected. His studies, do, however, point out
shape their speakers’ ways of thinking.” A the influence of cultural habits, if not differ-
weaker, less controversial version of linguis- ences in thinking, on language.
tic determinism holds that it may be easier Despite small differences in the use of
for an Eskimo to talk about snow than it is language by different people who share a
for a Guatemalan but that there is no sig- language and despite the larger differences
nificant difference between their abilities to among languages in their structure and vo-
perceive or think about snow. The interests cabularies, there may be some universal fea-
and needs of one language group may simply tures of human languages. To the extent
that this is true, one ought to be able to second birthday, they may be putting two
learn something about the human mind, as words together for rudimentary telegraphic
Chomsky suggests, by studying the rules of sentences, and by the fourth, they have mas-
human language. tered the basic rules of the language of their
elders.
There are any number of questions that might The rapidity and apparent ease with
lead one to undertake a study of language. which children learn language is a phe-
Personally, I am primarily intrigued by the nomenon of childhood that cannot be
possibility of learning something, from the study repeated with such ease by adults. Adults,
of language, that will bring to light inherent especially those who already know several
properties of the human mind. languages, can learn new ones, but the age
—Chomsky, N., Language and Mind of puberty seems to be the dividing line be-
(enlarged edition). New York: Harcourt tween the ability to acquire a new language
Brace Jovanovich, 1972, p. 103. with relative ease and learning a new lan-
guage with more difficulty. In fact, some
If we define language as a set of rules that researchers reserve the term “language ac-
speakers apply to generate an infinite num- quisition” to refer to the critical time period
ber of sentences, using a set of words that during which language is learned easily and
constantly expands to cover all the concepts without formal instruction; they use the term
they may choose to express, then humans “language learning” refer to the methods and
are the only creatures known to have a com- techniques, including formal instruction, that
mand of language. In addition, the ability to speakers must employ if they want to add a
talk about language also seems to be unique second language to their repertoire. There
to humans. Humans may well be the only is, however, considerable controversy about
creatures on Earth who use their brains in the seriousness of the limitations imposed on
an attempt to understand brains and use lan- the language learner who is beyond the so-
guage in an attempt to understand languages. called critical period. Lenneberg and others
The interaction of thinking, language, and who base their arguments on neurobiologic
speech may seem clearer if we look further data suggest that natural language acquisi-
at language development in normal children. tion abilities cease to exist after the “criti-
cal period.” Others, including those who ob-
served Genie, a child who did not begin to
DEVELOPMENT OF LANGUAGE acquire language until after puberty, argue
AND SPEECH that the native ability to learn language is
never completely extinguished.
At birth, normal children have the potential What children universally accomplish
to walk and talk, although as babies, they can with spontaneity and speed, speech scien-
do neither. They are genetically endowed tists, linguists, and psychologists have labo-
with the appropriate neurophysical systems, riously analyzed with only partial success.
but time is needed for these systems to de- The question they ask is, how do children ac-
velop and mature. Their brains are approx- quire language? Theorists on this subject can
imately 40% of the size they will be when be generally divided into two groups. One
they are fully grown; peripheral areas such group of theorists analyzes language devel-
as the vocal tract and the legs must still un- opment in terms of learning principles. The
dergo anatomic change and the development other group analyzes language development
of motor–sensory associations appropriate in terms of an innate ability to acquire lan-
to talking and walking. At 6 months, chil- guage. Perhaps the most popular view is that
dren sit up and babble in meaningless vocal the details or individual items of a particular
play. By the first birthday, they may have language are learned, whereas the rule-
started to walk and name things. By the building abilities that underlie the structure
Another random document with
no related content on Scribd:
Then he looked at the boy, and asked:
“Did you ever see the man before?”
“No, sir,” the boy answered.
“You may go.”
When the messenger was out of the room, Carter turned to Mr.
Wright, and said:
“This note shows that the woman suspected a trap.”
“No doubt,” Mr. Wright rejoined. “Read the note to me. I just glanced
at it.”
“‘Mr. Peter Wright.
“‘Dear Sir: I cannot call on you to-day. I thought you were
a gentleman, but I have discovered that I cannot trust you.
After I left you yesterday I learned that you held a
conference with Nicholas Carter, the detective, and he
commenced to make inquiries about me. That man had
better beware of how he meddles with my affairs. I know
that you have that package in your possession, and if you
turn it over to that detective, you will live to regret it. Yours
very respectfully,
“‘Isabella Porter.’”
“Humph!” Mr. Wright ejaculated, when the detective finished reading.
“That for her threat!” and the old man snapped his fingers together,
while defiance shone in his eyes.
“One thing is certain,” Carter remarked.
“What is that?”
“We’re watched.”
“By whom?”
“Probably by the man who gave the note to the messenger boy.”
“What are you going to do?”
“I am going to call on the cashier of the safe deposit company.”
Half an hour later the detective was in the office of the safe deposit
company. He and the cashier visited the vault, and, after some
hesitation, the latter opened Lawrence’s box.
It was empty.
When this discovery was made, Carter uttered an exclamation of
chagrin.
“Who could have removed the contents?” the cashier ejaculated.
“Lawrence told me positively that he had valuable papers in this
box.”
“They have been removed, but whether recently; or years ago, we
cannot tell,” the detective said.
“It is annoying.”
Carter left the vault and started uptown.
So far, he considered that he had made very little progress with the
investigation.
He reached the Humberland House, and entered the café.
It was four o’clock in the afternoon, and quite a number of men were
in the place. He thought that there might be a chance of learning
something here, and that was the reason why he had stopped.
The man who had given Isabella Porter’s note to the messenger he
thought might come into the place. He sat down at one of the tables,
and proceeded to inspect the men around him.
His attention was attracted toward a tall man who was seated at the
next table, with a short, stout man.
The man was well dressed.
There was something about his manner the detective did not like,
and he looked at him more closely than he otherwise would have
done.
All of a sudden it came to him that this man answered the description
of the man who had given the messenger boy Isabella Porter’s note.
Carter acted cautiously, so that the man would not notice that he was
watching him.
They spoke in low tones, and it was some time before the detective
was able to catch a word they said.
He leaned back in his chair and listened.
The men were drinking.
After a time they commenced to talk louder, and the detective was
able to hear.
A man of less experience would have started, and perhaps betrayed
himself when he heard the stout man address his companion as
Rich.
Not so Carter. He did not move in his chair, or show any sign that he
had heard a word.
His eyes were fixed on a painting on the opposite wall, and
apparently he was examining it.
“Well, Rich,” the detective heard the stout man ejaculate, “I think you
made a mistake.”
For a while this was all he heard, for the man spoke in low tones
again.
But this was sufficient to make Carter more deeply interested in
those two men.
“Can this be Simeon Rich who conspired against Lawrence?” he
asked himself.
There was a chance that the man was in no way related to the
murdered man.
After a time the detective heard the man Rich remark:
“Isabella made a mistake.”
“I don’t know about that,” the stout man rejoined, and at the same
time he lighted a fresh cigar, while he leaned back in his chair and
blew the smoke up in the air over his head.
“Darwin,” replied Rich, in a low, clear, deep voice, “I think you are
unnecessarily alarmed.”
“I am not. I have heard a great deal of that man’s ability.”
“All such men are overestimated. When they are brought face to face
with shrewd men they fail.”
“Make no mistake. That man has circumvented shrewder men than
we.”
“Bosh!”
“Even at this moment he may be in possession of important
evidence.”
“How could he secure it?”
“I do not know, and yet I do not feel safe.”
“I tell you, we have nothing to fear.”
“You should never have had that letter of Isabella’s delivered.”
“The old fool will never dare to show it.”
“That man has already been to Bellevue and examined the records.”
“How do you know that?”
“I made inquiries.”
“When?”
“This afternoon.”
“Humph!”
“It was well I had him watched.”
“In one way it was.”
“Yes, in many ways.”
The men rested back in their chairs, and were silent.
Carter had heard every word, and he was sure that the two men had
referred to him, although they had not mentioned any names.
His heart beat violently, in spite of his stoicism.
Outwardly he was composed, but inwardly he was excited.
“Am I on the right trail at last?” he asked himself.
“Have these men had anything to do with the mysterious murder at
the Red Dragon Inn? Ought I to suspect them?”
Darwin arose from the table, paid the cashier for what they had had,
and then the two men strolled out of the café into the corridor of the
hotel, when they halted near the newspaper stand.
Carter followed them openly but unobtrusively, and stood within a
few feet of them.
The lobby was crowded with people, and it was easy to keep them
under surveillance without the fear of attracting their attention.
“Well, Rich, what are you going to do?” Carter heard Darwin ask,
after they had stood silent for some time near the door.
“I am going uptown,” Rich replied evasively.
“To see Isabella?”
“Yes.”
“Try and induce her to take a trip to Philadelphia, and remain there
until things quiet down.”
“She won’t listen to that.”
“Confound these women, anyway! If you had let me manage that
affair, and kept her out of it, there would have been nothing to worry
about. As it is, you went ahead without asking my advice, and the
result may be that you have furnished that man with a clew which will
lead up to our downfall.”
“Always croaking, Dick!”
“No, I am not.”
“What are you going to do?”
“I am going to take a trip down to Lem Samson’s joint, and see if
Brockey Gann has any report to make.”
“What time to-morrow will you meet me?”
“Eleven o’clock.”
“Where?”
“Here,” said Darwin.
“If anything of importance has occurred, I will send you word.”
“Then, good night.”
They had walked out into the street, and now they separated, one
starting uptown and the other walking down to the corner of Twenty-
fourth Street, where he halted to wait for a car.
For a moment or so Carter was in doubt about which one he ought to
follow.
Richard Darwin had mentioned that he was going downtown to a
place kept by a man named Lem Samson.
The detective was familiar with the place, which was one of the worst
crooks’ resorts on Houston Street, near Macdougal Street.
He also knew that Brockey Gann was the leader of a gang of thugs.
He had arrested Brockey several times, and once he succeeded in
sending him to State’s prison for a short term.
Carter saw Darwin start out toward the center of the street as a
downtown car came along.
In an instant his mind was made up.
He ran out into the street and jumped aboard the car ahead of
Darwin.
On the way downtown the detective made a close study of the man.
He did not remember that he had ever seen him before.
Darwin had the appearance of a man in prosperous circumstances.
That he had been in the habit of associating with sporting men was
quite evident from certain phrases which Carter had heard him utter.
At Houston Street Darwin jumped off the car.
CHAPTER VII.
EAVESDROPPING.
Carter did not act hastily. He waited until Darwin had turned the
corner before he alighted from the car. Then he started after his
quarry, whom he soon caught sight of hurrying along on the south
side of Houston Street.
The detective kept on the north side of the street.
As he walked along, he made a few changes in his disguise, so that
if he and Darwin were brought face to face again the man would not
recognize him as the same person who had stood on the platform of
the car with him.
Darwin entered the crooks’ resort.
Carter followed him inside.
A number of men were leaning up against the bar.
Lem Samson, a tall, burly, broad-shouldered, red-faced man, with an
ugly scar over his left temple, was serving out the drinks.
Darwin stepped up to the bar and spoke to Samson.
Carter got near them, and heard what was said.
“Have you seen Brockey?” Darwin asked.
“He hasn’t been in this evening,” Samson replied. “Did you expect to
meet him to-night?”
“I did.”
“Go into the back room and wait.”
“Is any one in there?”
“No.”
Carter sat down in a chair near the door of that room, and feigned
intoxication.
No one paid any attention to him.
The minutes passed.
Then the door of the room opened, and a man entered. He was
dressed in black. His coat was tightly buttoned up, so as nearly to
hide the white handkerchief that encompassed his scrawny throat.
His hair—and it was not very luxuriant—was of a foxy color, and
combed straight down, giving the observer the idea that it had been
operated on by the prison barber. Pitted pockmarks covered his
colorless, lean face.
At a glance the detective recognized Brockey Gann.
The rascal cast his restless eyes around the room, as if he were in
fear of some danger, and, thus shuffling up to the bar, he asked of
Samson, in a hoarse tone of voice:
“Have you seen him?”
“He’s waiting inside,” Samson replied, pointing toward the back room
with his thumb.
Brockey, as he passed Carter, looked at him.
The detective’s head was bending forward, and, apparently, he was
asleep.
“Jaggy,” Brockey muttered as he passed into the room.
“I’m glad you have come at last, Brockey,” the detective heard
Darwin exclaim. “Sit down. Help yourself to the rosy.”
“Thank you,” Brockey replied, and he seated himself at the table,
pouring out a glassful of liquor and swallowing it at a gulp.
Darwin handed him a cigar, which he lighted and proceeded to
smoke.
“That’s the stuff!” he ejaculated.
“What did you discover this afternoon?” Darwin asked, after a pause.
“Nothing much.”
“Tell me what you did learn.”
“Well, the cove left the hotel and went downtown to the Manhattan
Safe Deposit Company.
“Then he returned to the house.
“I laid around the place for several hours, thinking he would come
out. He did not put in an appearance, and I proceeded to make
inquiries.
“Then I discovered that he was not in his room, and I knew he had
left the hotel.
“I haven’t been able to get on his trail.”
“The deuce!”
“That cove is like an eel.”
For a time the men were silent.
Carter realized that Brockey had been tracking him, and saw that in
the future he would have to be more cautious.
It was only by a mere stroke of good luck that he had slipped out of
the hotel unrecognized.
Finally, Darwin looked across the table at his companion, and said:
“I think I can trust you, Brockey.”
“Think you can!” Brockey ejaculated. “You have done so, and never
found me unworthy of the trust. You remember——”
The blood left Darwin’s face when thus addressed, for a moment,
and a paleness usurped its place.
“Why, Mr. Darwin, I was in hopes——”
“I think you are misunderstanding me. I know you—I can trust you,
and it is not everybody I would; let that suffice. I shall want you to do
something more for me.”
“What is that?”
“Carter must be put out of the way.”
“I begin to comprehend. That man has been the bitterest enemy that
I ever had.”
“You don’t love him?”
“No.”
“Then you will undertake the job?”
“For a consideration—yes.”
“Oh, I don’t expect you to do it for nothing. I will pay you liberally.
But, remember, there must be no failure.”
“I’ll do my best.”
“Your best!”
“That’s what I said,” retorted Brockey.
“You must not fail.”
“There is a chance that I may.”
“You must not.”
“See here, Darwin, that cove is one of the worst terrors in the
business.”
“I am aware of that——”
“Well—it——”
“Well——”
The men were sitting with their elbows leaning upon the table, and
they stared into each other’s eyes for some time in silence.
“Say, Darwin,” Brockey finally blurted out, “I don’t like to be spoken to
in that way. You talk as if you had a hold on me.”
“I have a hold on you!” Darwin fairly hissed, and his face darkened,
while his eyes shone like two coals of fire.
“So you think. But I have also a hold on you, my bully boy, and don’t
you forget it!”
Again a silence fell on them.
Darwin scowled.
Brockey smiled, showing a hideous gold tooth.
“We won’t quarrel,” Darwin at last remarked.
“I guess not,” Brockey replied, with a chuckle.
“Will you do the work?”
“I told you I would.”
“Then start out to-night to run him down.”
“The exchequer is very low.”
“How much will you need?”
“Five hundred down and five thousand when the cove is out of the
way.”
“That is too much.”
“Don’t talk in that way. You know it is not too much. You and that
other chap are going to pull out a big stake.”
“I am no fool, Darwin.”
“One word from me, and——”
“Hush! We are in a public barroom, and you ought to be more
cautious.”
“Are you going to come to time?”
“I’ll give you three hundred to-night, and to-morrow we will talk about
the balance.”
“Fork out the three hundred.”
Darwin took a roll of bills out of his pocket, counted out the amount,
and passed it over to Brockey, who smiled again and shoved the
money into his trousers pocket.
“How will you proceed?” Darwin asked.
“I’ll make up my mind later,” Brockey replied.
“To-morrow I shall expect to hear——”
“Don’t count on hearing to-morrow.”
“Why not?”
“I may not be able to find him to-night.”
“All right.”
“I’ll meet you here to-morrow afternoon at four o’clock. Are you
going?”
“Yes.”
“I guess I’ll go with you.”
Darwin and Brockey left the room.
They passed the detective, and Darwin said:
“Did you notice that fellow?” pointing to Carter.
“Certainly,” Brockey answered. “He’s got a jag on.”
They halted in the center of the room, and looked back at the
detective, who did not stir.
“Suppose he should be shamming?” Darwin remarked, in an
undertone.
“G’way,” Brockey retorted.
“He may have heard what we were talking about.”
“Not much.”
“I have a sort of feeling that he is a spy.”
Brockey gazed intently at Carter.
Without uttering a word, he strode across the room and clutched
hold of the detective by the shoulder, shaking him vigorously.
“Wosh de ma-asher!” Carter growled, making no attempt to resist.
“Wosh de ma-asher,” he mumbled, a second time, in a maudlin tone.
“Lesh a fel’ alone.”
“Get up out of here!” Brockey exclaimed, and he jerked the detective
out of the chair.
Carter struggled from side to side, and his acting was perfect.
No one in the place paid any attention to him and Brockey except
Darwin.
“Shay, ain’t chue a-goin’ t’ lea’ up?” Carter mumbled, and he caught
hold of Brockey by the arms, to steady himself.
“Where do you live?” Brockey asked.
“Nowhere.”
The rascal was entirely deceived. He firmly believed that the
detective was nothing more than a drunken “bum.” He let go his hold
on him, and, with a grunt of well-feigned disgust, Carter staggered
out of the den.
Brockey and Darwin followed.
The detective disappeared around the corner.
The instant he was out of sight he straightened up and darted into
the doorway of a house, where he made a change in his disguise.
He was anxious not to lose sight of Darwin, and he hastened back
around into Houston Street again.
He almost ran into Brockey, who had separated from Darwin, who
was hurrying off up the street in the direction of Broadway.
Brockey did not recognize the detective, and, with an oath, he
passed around the corner.
Carter started after Darwin. He reached Broadway a few seconds
later than he, and by a lucky chance he was able to get on the same
car with him.
Carter was sure that he had struck the right trail. Indeed, he was
firmly convinced now that Darwin and Rich were implicated in the
murder, that they had formed together some dastardly plot.
The detective did not make any effort to surmise what that plot was.
It was too early yet to start to theorize.
By the detective’s side on the platform of the car Darwin stood,
entirely unconscious that the man whom he had paid Brockey to kill
was near him.
When the car reached Thirty-first Street, Darwin jumped off, lighted a
cigar, and strolled leisurely down the block, turning into Sixth
Avenue.
Carter was not far behind him.
“I’m going to find out more about you, my lad,” the detective thought,
as he followed Darwin into a crowded dance hall.
It was nearly midnight, and the place was filled with men and
women. A band was playing a popular waltz, and the floor was
crowded with dancers. Loud laughter and shouts of maudlin mirth
were heard on all sides.
Darwin halted near the entrance, and cast his eyes over the dancers.
“He’s looking for some one,” Carter mentally commented, as he
noted his every action.
Darwin, at that moment, started up the stairway leading to the
gallery.
The detective followed close behind him.
In the gallery, ranged along the railing, were small tables, at which
merry parties of men about town and tenderloiners were seated,
drinking.
The women were flashily and expensively dressed, and many of
them were adorned with valuable jewelry.
Darwin, as soon as he reached the gallery, looked searchingly
around.
Suddenly he started across the rear, and reached a table at the
opposite side of which a young woman was sitting alone. The
woman looked at him, and nodded coldly as he drew up a chair
beside her.
Carter had also crossed the gallery, and he stood within a few feet of
the table.
“What is the matter with you, Dora?” asked Richard Darwin, as he
sat down and ordered a waiter to fetch a bottle of champagne.
“You know well enough what is the matter,” Dora snappishly replied.
“What’s the use of you trying to feign ignorance?”
“You look real sweet when you talk in that way.”
“How dare you!”
Dora’s fine eyes flashed. She turned around in her chair, faced
Darwin, and glared at him.
One could see that she was not in an amiable mood. She was angry
about something. Her face was flushed, and she raised her hand, as
if she would have liked to have struck her companion in the face.
“Here’s the wine,” Darwin exclaimed, with a forced laugh, as the
waiter placed the bottle and glasses on the table. “Drink some, and
see if it won’t put you in a good humor.”
“I want none of your wine,” Dora retorted. “Keep it for your——”
“Yes, you do.”
“I won’t touch it. You and I are quits from this night forth.”
“Phew!”
“Probably you think I don’t mean it?”
“You don’t mean it, my dear girl. Drink your wine.”
“I want no wine that you have paid for. I want nothing from a man
who will deceive me.”
“I haven’t deceived you, Dora. Indeed, I haven’t. I don’t understand
what you mean.”
“You scoundrel!”
The conversation was carried on in low tones, but it was exciting and
intense.
Dora leaned back in her chair, as she called Darwin a scoundrel, and
she looked him squarely in the eyes.
Carter, who had heard all that was said, was deeply interested.
CHAPTER VIII.
A WOMAN SCORNED.
Dora kept her eyes fastened on Darwin.

There was a peculiar glitter in them.
At first Darwin returned her gaze without flinching, but soon he
commenced to move about uneasily.
For some time neither spoke.
A cynical smile played around the corners of Dora’s lips.
“You are contemptible,” she sneered. “Really, I should feel sorry for
you if I did not despise you so intensely!”
“Really, Dora, I don’t understand you,” Darwin replied.
“You don’t understand me? How can you sit there and say that?
Where were you to-day at eleven o’clock?”
“Why—I—I——”
“Don’t lie to me. Where were you?”
“I was in O’Rourke’s restaurant.”
“With whom?”
“Sally Rich.”
“What were you doing in her company?”
“I met her by chance.”
“You had an appointment with her.”
“I did not.”
“I was in O’Rourke’s at the time, and I saw both of you.”
“Spying on me?”
Darwin’s face darkened, and he bit the ends of his mustache.
“I was not spying on you,” Dora ejaculated. “I wouldn’t spy on any
one. But I am glad I’ve discovered your duplicity.”
“You are jealous of Sally Rich,” Darwin retorted.
“I am not! But I do hate her.”
“I am aware of that. She hates you.”
“She is a low——”
“Hush!”
“I will not hush! This is the third time that I have caught you with her.”
“You don’t understand. I have business with her brother——”
“Do you expect me to believe that? Not much! I’m not green. As long
as you prefer that woman’s society to mine, you may go with her,
and I never want you to speak to me again.”
“But, Dora——”
“Dick Darwin, my mind is made up.”
“Do listen to reason, Dora.”
“Good night.”
Dora arose from the table, cast a contemptuous glance at Darwin,
and walked into a side room.
“Confound that woman!” Darwin muttered, as he gazed after her. “If
she turns against me, she may ruin me. I wish I hadn’t met Sally
Rich—at least, not for the present.”
Carter heard what Darwin muttered, and he saw that the man was
greatly disturbed.
“He’s afraid of Dora, for some reason,” the detective cogitated. “If I
could get her out of here, unseen by Darwin, while she is in her
present mood, I might be able to worm some information out of her.
Shall I make the attempt?”
Carter looked into the next room, where he saw Dora putting on her
cloak. He glanced at Darwin, who was leaning back in his chair in a
brown study.
“Shall I try?” the detective thought, and he gazed after Dora, who
was starting for the stairway. He saw that Darwin did not move, and
he was still thinking.
In an instant his mind was made up, and he started after Dora.
She went out into the street.
Then the detective spoke to her.
“You are a stranger to me,” she said coldly, with an air of affronted
dignity.
“I am not such a stranger as you think, Miss Ferris. We have met
several times,” Carter rejoined.
“I don’t seem to remember you.”
“Perhaps not, in this rig. Will you come up to Sherton’s with me and
have some supper? I want to talk with you.”
“Who are you?”
“My name is Nicholas Carter.”
“Why, I——”
“You need not be afraid.”
“I am not afraid.”
“Will you accompany me?”
“I don’t understand.”
“I will explain when we get to Sherton’s. There we can secure a
secluded table, and no one will see us.”
“It isn’t that——”
“You will not regret it.”
“I will go with you.”
The detective and Dora had little to say until after the repast at
Sherton’s was placed upon the table, and they were alone.
“Now we can talk,” the detective said, as soon as the waiter had left
the room.
“You said you desired to secure some information from me?” Dora
remarked.
“I do.”
“I can’t imagine what it is about.”
“You have been friendly with a man named Dick Darwin?”
Dora started. She laid down her knife and fork, and looked at the
detective, with amazement depicted upon every line of her
handsome face.
“You heard what passed between us a while ago?” she ejaculated.
“I did,” Carter calmly replied, and he smiled.
“Then you know that I have thrown him over?”
“Yes.”
“I do not intend to have anything more to do with him.”
“Do you really mean that?”
“I do. I am serious. I have made many sacrifices for that man, and he
has treated me brutally.”
“To-morrow you will change your mind.”
“Mr. Carter, my mind is made up. Nothing will make me change it. I
possess my father’s nature. You were a friend of his, and you know
how bitter he could be against any one for whom he formed a dislike.
It is the same way with me.”
“Then you will not hesitate to tell me all you know about Darwin?”
“Has he committed a crime?” asked Dora.
“Do you think he has?”
“I do not know.”

Speech Science Primer: Physiology, Acoustics, and Perception of Speech 6th Edition, (Ebook PDF) full chapter instant download

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Speech Science Primer: Physiology, Acoustics, and Perception of Speech 6th Edition, (Ebook PDF) full chapter instant download

Uploaded by

Copyright:

Available Formats

Speech Science Primer: Physiology,

Acoustics, and Perception of Speech

Anatomy and Physiology of Speech and Hearing 1st

Anatomy & Physiology for Speech, Language, and Hearing

Anatomy & Physiology for Speech, Language, and Hearing,

Applied Anatomy and Physiology for Speech Language

Anatomy & Physiology for Speech, Language, and Hearing,

The Reign of Speech

Speech Sound Disorders First Edition – Ebook PDF

The Handbook of Language and Speech Disorders 2nd

Speech Science Primer

Lawrence J. Raphael, Ph.D.

Gloria J. Borden, Ph.D.

Katherine S. Harris, Ph.D.

Acquisitions Editor: Peter Sabatini

Copyright © 2011 Lippincott Williams & Wilkins

351 West Camden Street

Two Commerce Square

Printed in the United States of America

First Edition, 1980

Library of Congress Cataloging-in-Publication Data

Visit Lippincott Williams & Wilkins on the Internet: http://www.LWW.com. Lippincott

To our students, past, present, and future.

SEC T I O N I I I Speech Production 41

CHAPTER 4 The Raw Materials—Phonation 69

CHAPTER 5 The Articulation and Acoustics of Vowels 88

CHAPTER 6 The Articulation and Acoustics of Consonants 114

CHAPTER 7 The Acoustics of Prosody 144

CHAPTER 8 Feedback Mechanisms and Models of Speech Production 155

SEC T I O N I V Speech Perception 186

CHAPTER 10 The Acoustic Cues 199

CHAPTER 11 Strategies and Models 222

SEC T I O N V Instrumentation 258

APPENDIX A The Phonetic Alphabet for American English: Based on the

Speech, Language, and Thought

CHAPTER 1 Speech, Language, and Thought 3

our hands on our hips, by painting pictures, SPEECH

4 SPEECH SCIENCE PRIMER

CHAPTER 1 Speech, Language, and Thought 5

6 SPEECH SCIENCE PRIMER

sometimes seem to be only a rough sketch Thought and Language

CHAPTER 1 Speech, Language, and Thought 7

8 SPEECH SCIENCE PRIMER

Dora kept her eyes fastened on Darwin.

You might also like