EFFECTS OF SELECTED PHONETIC ASPECTS IN 'HIE TRANSMISSION OF THE SPANISH LANGUAGE

DISSERTATIONPresentod in Partial Fulfillment of tho Requirement*

for tho Dogroe Doctor of Philosophy in tho Graduate School of The Ohio State

University

Dy

CRUZ AURELIA CANCEL FERRER HARDIGREE, D.A., M.S.

Tho Ohio State University 1957

Approved by:

7 Adviser/ Department of Speech

TABLE OF CONTENTS

CHAPTER PAGEI. INTRODUCTION............... 1

The Spanish Language in America ................ 1General Characteristics and Minor VariationsAmong Spanish-Americans.............. . . . . 0General Characteristics . . ................ 9

Seseo................................. gYefsmo.............................. 10

Minor Variations . . . . ....... . . . . . . 12Orthographio ®> [s] .................... 12Ceceo . . . 12Orthographic x> C3 3, Cs3, Cg*3» Cko3 . . . 13Orthographic r and rr> [r3 [ r ] ......... 14Orthographic d>[d3.......,........... 15Vowels......... 16

Orthographic-Phonetic Sound System ............. 17Orthographio-Phonetic Units ................ 17

Consonants . . . . . . . . . . . 17Vowels............................... 20Diphthongs........................... 22

Summary.................................... 23II. PURPOSE AND RATIONALE............................ 25III. REVIEW OF JEHEILITERATURE.......................... 28

Tests Developed to Evaluate Equipment ........... 29Bell Telephone Tests . . . . . . . . . . . 29Harvard (Psycho-Acoustic Laboratory) Tests. 30Spanish Test for Hearing Aids........... 32

Tests Developed to Evaluate Speakers andListeners ................ . . . . . . . . . . 33

Jones Enunciation Test . . . . . . . . . . 33Voice Communication Laboratory (Waco)Write-Down Lists . . . . . . . . . . . . 33

Multiple-Choice Tests . . . . . ......... 34Spanish Speech Reception Test ......... 35

Tests Developed to Study the Message........... 36Intelligibility of Sounds ......... 36Intelligibility of English Words ....... 37Intelligibility of Spanish Words ....... 38Familiarity upon Intelligibility . . . . . 39Phonetic Contrast of Words 39

Dialectal Differences ........................ * 40Differences Among American-EnglishDialeots • . . . . . . . . . . . . . . . 40

ii

TABLE OF CONTENTS

CHAPTER PAGEIII.(Continued)

Differences Among English, Spanish, andFrench Dialects ...................... 42

Differences Among American; ..v ,British, and French Talkers andListeners . . ................ 43

Alternate Pronunciations Among Americansand Foreign Nations.................. 43

Differences Among Spanish-Americans . . . . 44Summary ............................... 45

XV. EXPERIMENTAL PROCEDURE........................... 47Selection of the Stimulus W o r d ................. 47

Source of the Stimulus Word......... 47fype of Stimulus Word.................. 48Preliminary Grouping of Words . . . . . . . 48The Stimulus Items ................ 49

Speakers . . . . . . . . . . . . 49Listeners............ '................ 50Testing Procedure ............................. 51

Recording of the Stimuli . . . . . . . . . 51Responding to the Stimuli.............. 53

Scoring Procedure 54Types of Errors....................... 54Intelligibility Values of Listeners andSpeakers (Confounded), and Lists . . . . 54

intelligibility Value of the StimulusItems....................... . . . • • 55

Orthographic-Phonetic Contribution toIntelligibility ...................... 55

Preservation-in-Error Values . . . . . . . 55Systematic Substitutions of Orthographic-Phonetic U n i t s ............ 56

Error-Response Words .............. 57Reliability of the Scoring............ 57Reliability of Tabulating 57Statistical Procedure 58Summary • . ............................... 58

V. RESULTS AND DISCUSSION.................... . . . . 60Results . . . . . . .................... . . . 60

iii

TABLE OP CONTENTS

CHAPTER PAGEV.

(Continued)Factors that Relate to the Stability of aSample ......... 61The Relation Between the Relative Intellig­ibility of Words in Noise and in Quiet • 61

The Relative Intelligibility of Spanish- American Speaker-Listening PanelCombinations ........................ 63

The Relative Intelligibility of 50-WordLists........................... . * 63

Factors that Contribute to the Intelligibilityof the Spanish "Grave" Words ....... 66Phonetic Length of Word ........... 68Order and Position of Phonemes...... 70The Contribution to Intelligibility ofSpecific Orthographic-Phonetic Units . • 71

Preservation-in-Error .......... 73Comparison of Orthographic-Phonetic Intel­ligibility and Preservation-in-ErrorValues............ 75

The Influence of Accent on Relative VowelIntelligibility ...................... 76

Substitutions of Sounds • • • • • • . . . • 77Confusion or "Decoy" Words • • . . • • • • 79

Discussion . . • • • • . . . . . . . . . 98Factors that Relate to the Stability of aSample .............. 98Intelligibility in Quiet and Noise . . . . 98The Spanish-American Speaker-ListeningCombination in Quiet and in Noise . . . . 98

Intelligibility of 50-Word Lists ........ 99Factors that Contribute to the Intelligibilityof Spanish Words 99Phonetic Length of the Word • • • • . • • • 99Comparison of Orthographic-Phonetic Units . 104and Preservation-in-Error Values . . . . 104

The Influence of Accent Upon Vowel Intel­ligibility .............. 105

Substitutions of Sounds • . • •• . . • •• 105'Summary • • • • • • • • • • • • • • . • • • • • • 106

VI- SUMMARY . . ......... 107

iv

TABLE OP CONTENTS

PAGEI-

BIBLIOGRAPHY.......................................... IllAPPENDIX A LISTS OF SPANISH BISYLLABIC "GRAVE WORDS

SELECTED FROM NEWSPAPERS OF 19 SPANISH- AMERICAN COUNTRIES AND THE COUNTRIES OF THE NEWSPAPERS IN WHICH THE WORDS WERE FOUND......... 115

APPENDIX B INTELLIGIBILITY VALUES OF 1,000 SPANISH"GRAVE" WORDS IN QUIET AND IN NOISE IN RANK ORDER OF VALUES OBTAINED IN THE NOISE CONDITION . . . . . . . 152

APPENDIX C THE EFFECT OF INDIVIDUAL ORTHOGRAPHIC-PHONEMES UPON THE INTELLIGIBILITY OF THE SPANISH BISYLLABIC "GRAVE" WORDS ............... 165

APPENDIX D RANK-ORDER CORRELATION OF PRESERVATION-IN-ERROR VALUES OF PHONETIC UNITS AND INTELLIGIBILITY VALUES OF WORDS CONTAINING THOSE PHONETIC UNITS................ . . . 168

APPENDIX E DISTRIBUTION OF SUBSTITUTIONS FOR VOICELESSAND VOICED SOUNDS IN THE 100-ITEM LIST . . 170

APPENDIX F DISTRIBUTION OF INTELLIGIBILITY SCORES OF65 LISTENERS IN QUIET AND NOISE CONDITIONS . 175

AUTOBIOGRAPHY . . . . . . . . . . . 177

Vv

LISTS OP TABLES

TABLE PAGE

1* Orthographic-Phonetic Sound System of the Spanish-American Language........................... 18

2* Description of the Consonantal and Vowel Soundsof Spanish in Latin America. ............. 21

3* Distribution of Sounds in Each of Egan's 50-WordPhonetically Balanced Lists of EnglishMonosyllables. . . . . . . . . . 31

4. Nationalities of Listeners and Speakers and theNumber from Each Country.................... 52

5. Distribution of Intelligibility Values of 1,000and 100 Spanish "Grave" Words in Quiet andNoise Conditions . * 62

6. Summary of Analysis of Variance of the Intelligi­bility Values of Ten Speaker-Listening PanelCombinations Responding to 100 Spanish-AmericanWords in Quiet .......... 64

7. Summary of Two Analyses of Variance of theIntelligibility Values of 50-Word Lists ofSpanish-American Words Under Two TestingConditions................................. 65

8. Summary of an Analysis of Variance Among 20 Listsof Spanish-American "Grave" Words, 10 Speaker-Listening Panel Combinations, and ListeningConditions.................. 67

9. Summary of Analysis of Variance of the Intellig-bility Values of 100 Spanish-American "Grave"Words with Three and Pour, Five, and Six andSeven Sounds .......... • 69

10. Orthographic-Phonetic Units that ApparentlyIncrease or Decrease the Intelligibility of the Spanish Words in the Noise Condition......... 72

11. Preservation-in-Error Value Analysis in 100Spanish Words in the Noise Condition • • • • • • 74

vi

LIST OF TABLES (Continued)

12. A Contingency Table Showing Voiced-VoicelessSubstitutions for Voiced-Voiceless Stimuli inthe Responses of 65 Listeners to 100 Vords . • 78

13. One Thousand Bisyllabic Spanish "Grave" Words,An Index to the Organization of the TestLists, and the Three Most frequent Error-Responses in the Noise Condition........ . • 80

14* Distribution of the Intelligibility Values and the Types of Errors Per Speaker-Listening Panel in Quiet and in Noise of 1,000 Spanish- American "Grave" Words ............... 100

15. Distribution of Errors, Correct Responses, and Intelligibility Values of Twenty Lists of Spanish-American Words Under Conditions of Quiet and Noise.......................... 101

vii

LIST OF MAPS

MAP PAGEI. GEOGRAPHICAL VARIATIONS OF THE SPANISH-

AMERICAN LANGUAGE ............................... 6

▼ill

CHAPTER I

THE SPANISH LANGUAGE IN AMERICA

Spanish is the normal medium of communication among the peoples of Spain and most of the countries of Spanish-Amerioa, and among groups of people in a number of other countries, such as The Republic of the Philippines and Turkey* It is mutually intelligible among the peoples of these countries although it presents a number of differences in dialect among the various geographic areas where it is spoken, among different social levels, and in different social situations* Castilian is a pronunciation dialect characteristic of Castile, Spain* Two of the features of Castilian are the contrasts (1) between the c and g, and g and g, and (2) between £ and 11* Most of theother pronunciation dialects of the Spanish language do not

1.2 / make these distinctions* ’ However, Navarro Tomas and Espinosadescribe the "correct" or "standard" Spanish pronunciation asthe one heard among the educated people of Old and New Castileand, in a wider sense, the pronunciation of educated Spaniards

Or* Robert Lado, Associate Professor of English and Director of The English Language Institute at the University of Michigan, informal consents*

oThese geographical areas are described on pages S and 9 and on Maps 1*

2of all Spain and many parts of Spanish-America.3'4

tho present research involves varieties of the language as spoken in Spanish-Amerioa* The Spanish spoken in America has dialectal differences, both of vocabulary and of pronunciation,in the various regions where it is spoken*0

/Navarro Tomas believes that phonetic influences of all regions of Spain are manifested in the Spanish spoken in Amerioa but that the exaot date, the place, and the circumstances of those influenoos are quite unoertain. For example, he writes that there is similarity between the pronunciation of Spanish by residents of the province of Anduluols in Spain and the pronunciation of residents of Mexico, Chile, Argentina, and the Antilles* This view is shared, in part, by Sapon who believes that the language was brought to Amerioa as a dialeot from Andaluo^a*7

3Although Castilian is considered by some people to be the standard or oorrect form of the Spanish language and may be used as na synonym for Spanish* it is oonsidered by other writers to be one pronunciation dialeot of the Spanish language. The topio is irrelevant to the present study*

4 / /Tomas Navarro Tomas and Aurello Espinosa, 4 Primer oftSpanish Pronunciation (New Yorki Benj. H* Sanborn and Co.,192ol, p. v*

°Amado Alonso* Estudios Lingu^sticos (Madridt Editorial Qredos, 1953), p* 14*

0Tomas Navarro Tomas. Manual & Kwpms.iwlsk (New Yorkt Hafner Publishing Co., 1950), p* 7.

7hr. Stanley Sapon, Associate Professor of Romance Languages at The Ohio State University, informal comments.

Other Spanish philologists and phoneticians take divergentpositions* Alonso statos that the evolution of the Spanishlanguage in Amerioa has resulted, not from repetition of theAndalusian modality, or from the Aragonese or Castilian influenoeof the settlers of these provinces, but as an expression of thenew sooial conditions the Spanish settlers and their childrenfound in Amerioa. The lack of uniformity in the Spanish ofAmerioa, he suggests, may have resulted from regional, geographloand sooial -differences among the settlers* He reoognlses theAndulusisn influenoe only in the Antilles and in those regionsof the Caribbean whioh ooinolde with Andalusian in respeotsother than y i m o and seseo.8

Cuervo believes that the Spanish language represents, ingeneral, an autochthonous evolution from the Latin, together

owith some evolutions of dialeots. The dialeots may have been brought to Amerioa by settlers from different regions of Spain, but Indian dialeots sueh as Arauoanion, Kechuan, guarani, and Nohqtsl affooted these dialeots importantly in Chile, Paraguay, Bolivia, and some of the Central American oountries*

Rosenblat adds as another influenoe on the Spanish spoken in Amerioa, the great number of Italians who have emigrated to

8Alonso, 051. pit*. p. 128*a t , tRufino Cuervo* 1}1 Castellano ££ Amerioa (Bogota, Colombia!;

Editorial Minerva, 19387, p* 67*

Argentina, and the North American influonco in the Philippines,

Veneauela. The Amorioan-English influenoe in Puerto Rico differsfrom a similar influence in other regions suoh as The Republicof the Philippines. In Puerto Rico, whioh is a commonwealth ofthe United States, English has affeotod the vocabulary and thesyntax of the language. The "eduoated olassos" have maintainedthe integrity of tho language, the Spanish tradition beingstronger than the Amorioan-Engllsh Influence. In like viewRosenblat oonoludes that the "educated people" of Argentina andthe rest of Spanish-Amerioa are attempting to ohange the oollo-quial usage of tho language in the direction of the usages ofthe "educated people" of Spain; and that the language is about thesame among the cultured speakers in all of these countries.*®

Castro notes that Argentina has preserved old Spanish toa greater degree than have the other Spanish-American countries.This,he observes, may account for the fact that to other speakersof the Spanish-American language the residents of Argentina appear

11to use many arohaio expressions* Tato, $£ jgl., however, showed differences between the aooustio characteristics of the Rioplatense

*°Angel Rosenblat. Lg Lengua v £g CjaiteB &Tendencies Actuales (Paris* Librairie des Editions Espagnoles, 1981), pp. 7, 20.

X h. jhmbmmhmm ’ - - - —Losada, 1941), p. 148." .

Mexioo, tho Antilles, Central Amerioa (especially Panama'), and

La Peculiarldad Limuistlca Rioplatenseintrico Cftitro

12and tli© Spanish spoken in other aroaa.Henrlquos Urona divides the regions of the Spanish-American

language into five goographioal sones. These, as shown in Map 1,are (1) Rioplatense (tho littoral and northern part of Argentina,

/Uruguay, Old Cuyo, and Ancient Tuouman); (2) Paraguayan, where Spanish is ovorshadowed by tho Guarani influence; (3) Andean (Chile and places where thero is Incu influenoe, such as Northern Argentina, Bolivia, Peru, Ecuador, part of Colombia, and Ven- esuela); (4) Mexican (Mexico and Central Amerioa); and (0) Car­ibbean (the three Antilles} Cuba, Puorto Rico, and Santo Domingo,

13and parts of Venezuela and the coast of Colombia)*This geographical classification both ooincidos with and

varies from the writor's tentative sones of the Spanish-Amerioan language shown also in Map li (1) Rioplatense (littoral parts of Argentina and Uruguay); (2) Andean (Ecuador, Peru, Bolivia, Paraguay, the northern part of Argontlna and Chile); (3) Costeno (the ooaat of Colombia, Venosuela, and to some extent the Antilles and Panama); (4) Mexican; and (6) Central American. This classi­fication represents principally differences in pronunciation dialeots, not language dialects, and is based upon visits to moot of these regions, disoussions with residents of these regions, a study of variations presonted by philologists in

*2J. M. Tato, L. Sanjurjo, J. A. Bello, and J. Tato (h), "Caracterlstioas Aeustieas de Nuestro Idioma,” Otolarlpgologioa.I, No. 1 (1946), p. 303.

*®Pedro Henr^ques Urdfia. El Bspanol en Santo Domingo (Buenos Aires, Argentina! Editorial Coni, 1940), p. 29.

MAP I

GEOGRAPHICAL VARIATIONS OF THE SPANISH LANGUAGE SPOKEN IN AMERICA

Tho Overlay

1. The geographical variations as close:rihod by Ilonriquez Urona:

2. Tho geographical variations as doscribed by Cancel Hardigrco:

fci

The Basic Map

1. Variations reported by Spanish philologists and phoneticians and referred to in this paper are indicuted by symbols in the margin.

2. The^varia^tions of Yeismo are represented by S?', z, z, S', s, y, y, J (Not all of those symbols are included in Table 1).

3. Tho omissions of d in the final position is indicated by the following symbol: / d (-).

v6

25

3SL- M ek icAM

4.Mex\can

S.Cen^ lA m e r \c a m

3.C o » t e K o (AJJSO VMMl,

COA6TOF CCA. V]/C M E ?)

wm£H

f R opiatekjse 1 .■ till &S

^ 1 '*'-__ ^ •«-______ ^ ____ fUlS____^ ___£_CL*___ C»»

C3e O S R A P H I CAL V a r i a t i o m sOF THBT

S p a n i s h L a m g o a g e »n* A m &p v c /s

• Uyvr»l

■ /d<-)

Urf’lI*h

this field, and phonetic transcriptions and spectographie analyses of recorded samples of the speech of people from Spanish-Amer­ican countries*

GENERAL CHARACTERISTICS AND MINOR VARIATIONS AMONG SPANISH-AMERICANS

Most of the authorities on the Spanish-American language agree that the two main characteristics that differentiate this Spanish from Castilian are ye£smo and seseo. and that many of the Spanish-American speakers show (1) aspiration of the s,(2). ceceo. (3) inconsistency in the articulation of x, (4) con­fusion and inconsistency in the use of r and 1, (5) variations in the articulation of r and rr, (6) omission and weakening of d, and (7) some interchanging of the vowels. These character­istics are unevenly present among the dialects of the Spanish- American countries.

GENERAL CHARACTERISTICS

Seseo* Seseo is a characteristic common to Spanish-American speakers and is heard in some regions of Spain such as Andalucfa and Canarias, and among the "masses" of Valencia, Mayorca, Cataluna, and Vasconia.14 It consists of the substitutions of [sT for 03 when the word contains the letter c before e or i or when the word contains z before any vowel* Thus, cerca is

14Navarro Tomas, op. cit*. pp* 93-4.

10/ isspoken by Spanish-Americans as [serka]. Rosenblat states that

the pronunciation of s, referring to seseo. not only differen­tiates the Spanish spoken in Spain from the Spanish spoken inAmerica, but also gives a specific modality (pronunciation

16characteristic) to each region*Ye^smo* The pronunciation of [1] as [yj or [y3 is called

ye^smo as in the case of caballo > Ckabayo]*17 Navarro Tomasstates that this is not as common in Spain as it is thought tobe and is found primarily in Extremadura, Andaluc^a, Murcia, and

18Canarias; and that even in Spanish-America there are someregions where a difference between 11 and £ is established, incertain provinces of Argentina, Chile, Peru, Colombia, and

19Ecuador* However, Alonso states that the regions of Central America, Ecuador, the Antilles, Mexico, New Mexico, and most parts of Argentina do not make the distinctions between 11 and £

^Henceforth, an illustration such as the present will be written thus: cerca > [serkaj* The Castilian pronunciation of s, referring to seseo, is assumed to be orthographic, and the Spanish-American pronunciation is indicated in the symbols of column 2, Table 1* The pronunciation of Castilian is shown in column 7, Table 1* The accent is a character placed over a syllable to mark the modulation of the voice* This accent is over the stressed vowels of the words*

16Rosenblat, op. cit*, p* 13*/NavarTo Tomas, op* cit., p* 134*

18It may be presumed that the omission of the following regions of Spain by the writers quoted above indicates the absence.or relative unimportance of yeismo: Valencia, Leon, Galicia, Cataluia, Castilla (both Old and New)*

IQ / ' 'Navarro Tomas, 0£* cit*, pp* 133-6*

and that ye^amo 1b the norm. Nevertheless he differentiates between Argentinian yelsmo and Mexican yeismo, and designates the former zeiamo. He found the pronunciation of 11 and as Cz3 present in the littoral of Argentina and Uruguay with the emphatic variations of [z3 and [s] used occasionally.2® He also observed the [z3 in some parts of Ecuador and in Orizaba, Mexico. In general, he concluded that yelsmo is Spanish-American in origin and is not the result of an evolution from Andalusian. However, he states that there is homogeneity in the yefemo of the regions of the north coast of Peru, Ecuador, the Atlantic and Pacific coasts of Colombia, Central America, Mexico, Ven­ezuela, and the Antilles. It was observed that the 11> [1]was preserved in some parts of Argentina that lie near these

21areas and in Bolivia, except in the region of Tarija. Rosen­blat states that even in the regions where yejfsmo predominates(which is also frequent in Spain, including Madrid), the pro-

22 23nunciation of the 11 as C13 is the norm. '

The symbols C$3 C*3 C?3 C&3 C»3 are used by phoneticians with regard to the distinctions between 11 and j in certain - regions of Spanish-America. These symbols are included in Map I, but not in Table 1«

^Alonso, 0£. cit., pp. 231—33, 237, 240, 252—53, 258.22Rosenblat, op. cit.. p. 13.^The writer has observed another variation of the Jit}

and Car3 which consists of the glide [j3 as in lleva ~> Cjeba] and sallow [s^Jo3 among the people of San Salvador and Guatemala.

12MINOR VARIATIONS

Orthographic s> [s]. Alonso considers the aspiration of theAi

s a variation common to all Spanish-Americans* Lenz lists thisas the distinctive feature of the Spanish-American language among

/•the Chileans; for example, in m o s c a [mohka] and in las tres s [lahtreh], the aspirated s becomes an h. Alonso, however, states that the aspiration of the s occurs in Argentina, Uruguay, Peru, Ecuador, Colombia, Venezuela, Central America, the An­tilles, and the meridian coast of Mexico and New Mexico to a

26greater extent than in Chile* Matluck observed the preser­vation of the final s as well as several other Spanish consonants in the Valley of Mexico*2^’28

Ceceo* Ceceo consists of the pronunciation of the c and z with the fricative sound of [6] as in solo > CQolo]« or peso y[pe&o]* This variation is considered to be an affectation and

20is common only among a minority of the population* Navarro

24Alonso, oj>. cit*, p. 351*05 *Rodolfo Lenz* El Espanol en Chile (Buenos Aires, Argen­

tina: Imprenta Universidad, 1940), p* 252*26Alonso, op* cit*« p* 351*27 / M‘ Joseph Matluck* Lg Pronunciacion en el Espanol del Valle

de Mexico (Mexico: Imprenta Morales, 1951), p* xviii.28The writer has observed the preservation of s in the final

position of syllable and word among the people of Guatemala*29 /Navarro Tomas, o p * cit*« p* 109*

13Tomas observed It in regions of Yauco and Ponce, Puerto Rico. Hebelieves that ceceo is an orthologic defect, and that it relates

30to a spelling error. Rosenblat has found ceceo to be preferredspeech in the cultural theatre of Mexico, in scholarly leoturesin Caracas, Venezuela, and in declamatory contests of Puerto Rico.He writes with regard to the Spanish in Puerto Rico that eventhough this country has been under the influence of American-English for more than 50 years the Spanish tradition is pro-

31 /served and the use of CO] is preferred in the theatre. Florez✓found ceceo in Bogota and in regions along the Atlantic coast of

32Colombia. Sapon considers ceceo to be a speech defect.Orthographic x s C.13 [s] tgs] [ks]. According to Navarro

Tomas, variations of the x occur in four situations: it is(1) [s] before a consonant as in extrano vCestranol. (2) [g«3 between vowels as in examen> [egsamen], (3) [o] in slang, be­tween vowels, as in examen s. Cesemen3; and (4) [s] between vowels

/ 33 /a* in exacto>Cesakto]. Florez presents three situations in

30Tomas Navarro Tomas. El Espanol do Puerto Rico (Rio Piedras, Puerto Rieor Universidad do Puerto Rico, 1948), p. 70.

31Rosenblat, oj>. cit.. p. 13.32 / / w /Luis Florez. Lg Pronunciaoion del Espanol en Bogota

(Bogota, Colombia: Ministerio do Educacioii Nacional, 1951), p. 9.33 / / ' -Navarro Tomas. Manual do Pronunciaoion. p. 104-41.

14which the 35 varies: (1) O] when the £ la before a consonant asin texto \ Ctesto3: (2) 0gs3 between vowels as In oxlstir i CogsistlrUt (3) [ks] when the £ is between vowels and before a consonant as in exacto S [eks^kto]* He found the first one to

Jbe common in Mexico, New Mexioo, Santo Domingo, Chile, and Argentina, and the seoond in Guatemala*

Orthographic £ and rr > [r] [f]. The following variations have been observed in the production of r or rr among Spanish- Americans: (1) substitutions of £>[1] in the final positionof syllable and wordj (2) aspiration of £ when it occurs in the medial positlpni (3) slbilance in the initial positions and (4) velar quality* The substitution of £> [1] was noted by Alonso among the "uneducated" people of Santo Domingo, Cuba, and

t / /Puerto Rico as in tho words calor > [kalol], doctor > [dotol]* InPanama/the £ was found to be confused in the final position of

/ SB SB >the syllable as in dulce > [durse]. * Henriquez Urena observedthe aspiration of the £ in the medial position of words as in

^ 37earns [kahne]* The C?3 which occurs in the initial position of the syllable was found to be sibilant in Chile, Guatemala,

3*Plorea. op* cit* * pp. 168-69*^Alonso, ojj* CjLt., pp* 283, 286—88*36The writer has noted the substitution of £ >C13 in the

medial as well as in the final position of words in the collo­quial speech of "educated" JPuerto Ricans as in the word poroue > [pulque], or ca£ga£ >[kalgal].

Henriouea Urena. op. cit*. P* 228*

10Colombia, Ecuador, Uruguay, Argentina, Paraguay, Bolivia, and Mexico, aa in tha word roaa > C»(oaa3.38 Lana attributaa thia oharaateriatio, in tha oaae of South-Amerioane, to the influanoa of tha Indian diaiaota QuarandC and Keohuan that do not have tha phoneme [rj.30 Hanrdtquaa Urena atatea that tha velar Cr3 ia rare among Span!ah-Americana but ha agreaa that it ia widely uaad in Puerto Rioo.40

Orthoirraphio 4>Cd]. Tha in tho final poaition ia weak­ened and relaxed at the end of the worda* Thia la common in both oolloqulal and formal epeeoh. Navarro Tomaa uaea the phonet- io aymbol [I] for thia weakened jj|. The weakening of the aound extenda to an omiaalon of the final £• Henr/quea Urena reported the aound to be omitted in the final poaition only in uatod > [uate3t otherwiae, the aound ia only weakened.»43»** *43

®®Lena, op. cit., p. 228*SOThe writer haa obaervod a different variation of

among apeakera from Cordoba, Argentina, where the aound approx- imatea the Bngliah Qr3 aomewhat between C/3 and Cd/3 aa in rooa > [J*o1ca3.

48Henriquea Uremia, op. oit., p. 139#41Navarro Tomaa. Manual dj P* 103 •^Conatantlno Snarea. Vooabularlo Cubano (La Habana, Cuba*

Llbreria Cervantee, 1919), p# 28#^Ploroa. op. oit.. p. 147^Henrifquea Urena, op. oit#. p. 148#*®The writer haa obaerved the omiaaion of the d in tho

final poaition aaong people from San Salvador and Puerto Rico, aa in libertadV Cliberth].

10In the medial poaition the <J ia an interdental oontinuant aimilar to the English [*8] aa in thlsf*

Vowels. The vowola in Spaniah-Amerioan do not aeem to exhibit ao rauoh variability aa the oonaonantai at leaat varia­bility in the pronunciation of the vowela haa not provoked ao rauoh diaouaalon aa haa the variability among conaonanta. Navarro found, for example, that the aooented [a] with aomewhat palatal timbre waa common in Puerto Rico, Cuba, Vonosuela, and Chile|and leaa common, but preaent, among Mexioana and the people of

47Santo Domingo# dagIni obaerved additionally that the peopleAftof Coata Rica produoe a oloaed vowel Co], Matluok found among

the people of the Valley of Mexloo (parta of the atate of Mexico, Hidalgo, and Tlaxoala and the Federal Diatrlct) the tendenoy to make both the open and oloaed unaooented vowola aa medial onea,•• in amigo > Cmtigo], enoro \ [n:ero], j Manda uated? > [ma'ndaate'].49

In aummary, dialectal dlfferencea of pronunciation among Spaniah-Amerioan oountriea have been reported by moat of tho philologiata and phonetlolana who have made extenaive atudiea of the Spaniah-Amerioan language# Theae dlfferencea are moatly of the phonetio type# The major variations, however, those whioh

IA /Navarro Tomas and A# Espinosa, o£. cit#, p# 42#47Navarro Tomas. El Bspaaol fa £SMUES£ PP* 41-2.^Carlos Oaglni* Dicclenario if <8an

Jose, Costa RLoat; Imprenta Naclonal, 1919)., p. 8#49Hatluck. on. cit.. pp. ill, xvii-xviii,18#

17generally differentiate the Spanioli-American language from Caatillan, are ye^emo and seaoo.

ORTHOGRAPHIC-PHONETIC SOUND SYSTEM

An orthographlo-phonetlo eyetem haa been developed, syn- theeiaed from the major trends reported above, to be uaed through­out the present study. This appears in Table 1. The equivalent symbols of the International Phonetio Association, the diaorit- i°al markings of international Dictionary, the equiva­lent sounds of the Spanish of Latin Amerioa as presented by Lado, and Tomas Navarro Tomas' sound system for the transcription of Spanish are also presented in Table 1 to show the oharaoterlstios of the sound system that is deemed adequate for this study* (The present analysis is made from a phonetio interpretation of writ­ten words that are responses to eaoh oral stimulus.) An illus­trative word for eaoh sound in Spanish and one that approximates the sound in English are presented in the table.

ORTHOGRAPHIC-PHONETIC UNITS

The orthographio-phonetie units lnelude (1) consonants,(2)" vowels, and (3) diphthongs.

Consonants. The 24 consonant letters in the Spanish language

**>•* i t £i k * A * V I * il« a« a* a* a* at act a*It Xt It Xt 1* These are treated here as the equivalent of 18"broad" sounds. Certain features aret (1) &, jg, £ (before

i t o, £>:> Ck]| (a) a, at o>(before £, i)> (3) a, X> CMl

TABLE 1

ORTHOGRAPHIC-PHONETIC SOUND SYSTEM OF THE SPANISH-AMERICAN LANGUAGE

TAble 1 presents the sound system used in this study and the systems used by others as indicated by the column headings. The individual sounds are represented by letters of the Spanish alphabet, symbols, anti illustrative Spanish word, and an approx­imate English word.

The diphthongs followed by an asterisk were not used in this study because they were not represented in the sample of words.

18

TABLE 1O R T H O G R A P H 1 C - P H O N E T I C S O U N D S Y S T E M O F T H E S P A N I S H A M E R I C A N L A N G U A G E

S v tT tn l la io im thi Pw m n t Study O t HIR S'flTEMS Other irwM

" V O W E L S <u<t> P\PhThOn1GSVU n a s > » « » i

CIJ s

C O N S O N A N T S

OtreQ to n o I N »ido

fmoM a PM* J

lisrliX-‘W ' W M E . ' S f mtpadr*

d pdta -fatter a S • ">ol r « o r tn io r

n n m o n o n e w n nn m m - r n o ' t o * 0 « " “ Q O n c o

e e h e e h o t h e r e &

i e

il

l«

«k

N

e

r r H o r o t t o r y r r r h o r o r

A c o l o r (i i t o l a p o l i c e e I

I r « l a j e c n t i l

I P * 1"*

V

i i ( u n o l u n a r 1 11 I m | t l u r | 4 « a U a

o o o b r a o b e y & oe o o r t i9 o m * r0 a f c m r

o

d d d o d o t h l * 4 r dd w n O e • t m a t e , o

J S C * *

0 u u v o p o o l S b uu p u r e^ C u l p a U C Q u M 0 T i tu lo

u

t t t o l o t o o t tt t o n e r + J h . d e x a i o i r e I c e S i 4 i d l

c g k k

q u e a o

C O Mk i l o

c o r e k k k ko u c a u e o h o w o u a y - a vi

m m i i ■■<■■■ m d l h e r . m mm o m e r M I p C M l t a . m t e e *

e l r e l n a t h e yA

*3 e i e i

r Pp a r k

P P P P

0

e u n e u t r o - i < 5 b e u e u

b v bb o t e

v o c a■ b o d y b b

b t a n k a bl a

J *s e r l a A u a M i a y < j

j # j a i d

9 9g l o r i a g l o r y

9 9q 9 U 1*

3 V U g .i e

j *t l e n e - d* j e j e J c

I I , y

*

l l a n o

j a r f a a - ' • y

yy

l o t d l l l o £ ,

y mayo 0 $ c ittty U J* J

l oj °

r a d i o r a d i o d 8 j ° J ° J °f f

f o e ) I f a l k o r f f f ff u

J “t r i u r i f o y o u y6b

J “ j u

r rr ( w h i r

p S & J v r f

C a r r o

r o t a - r r *t*

o l? i o i g o o l 1

A

° y ? V O L

ig C M j .

Xj i m

g e n i e k a t h X X Xu a m e a g u o — u a w e W d w a

f lf 0 a n # 0 9 1 ) ^ 9 1R

nV

o J 1 u e u j e h u e v o u > e o t u ) £ w e u ) C U )C

c hAc m e d i o

* —c h c £ t f u i u j I r u i d o u j e o k W 4 W i w v U J I

- * k s e e x t a tea k » w » V o u * o u b o u b e l o w & ° y o u o u

19

(4) 11, i>Cy3 or [y3, (5) [ks3, added, and (6) h, eliminated* The phonetic symbols are included in Table 1* These are

ordered in keeping with the frequency with which they occur as/ R(\calculated from Navarro Tomas' and Tato's findings* The place

of articulation and character of the sound as described by Reed,SiLado, and Shen are shown in Table 2*

Vowels. There are five vowel letters: a, e, i, o, u. Inbroad phonetic transcriptions these are represented by five symbols. The vowel i is sometimes a semivowel i> [JL] in diph­thongs ai, ei, oi as in bails > [baile] or ay>Tai3* It is a semiconsonant i > Cd 3 when it occurs in the initial position ofa triphthong or diphthong as in labio >[laT5jo]; and it is a

52consonant at the beginning of a syllable i> [y]. The £ is sometimes a semivowel and sometimes a semiconsonant* Navarro Tomas presents four instances in which these changes occur:(1) £ between two consonants is a vowel £>[i3 arboles £ pa.iaros [arboles i paxaros3{ (2) £ between consonant and vowel is a semiconsonant £ > Cj3 as in hablan £ escriben> [ablan j eskr/ben3(3) £ between vowel and consonant is a semivowel as in bianco •

®°Cruz A. Cancel Ferrer, "Pruebas Auditivas para Personas de Habla Bspanola." Otolaringologica. III. No. 1 (1952), pp. 40-70*

5*David V. Reed, Robert Lado, and Yao Shen, "The Importance of the Native Language in Foreign Language Learning," Language Learning. I (January, 1948), p* 18*

^2Navarro Tomas* Manual de Pronunciacion* pp. 48-9*

TABLE 2

DESCRIPTION OF TI1E CONSONANTAL AND VOWEL SOUNDS OF SPANISH IN LATIN AMERICA*

labial denial Dental Patei VelarStops (voiceless) P t Vc kStops ofFricatives (voiced) b d y S

Fricatives (voiceless) f a X

Nasals (voiced) m n nLateral (voiced) 1Trill (voiced) rFlap (voiced) r

front cen- badk tral

High i uVowels Mid < e o

Low a

* Reed, Lado, and Shen, op. cit. , p. 18.

21

22/ '

£ ne^gw ;> Cblankoj.negro]; and (4) £ between vowels is a consonant/ ‘ 53£ Cy] as in oyen Coyen]. Saporta suggests the following

symbols for the £: _i is Cy3 in the initial position of asyllable« but [y] in a syllable in the medial or final position.^

55 56Diphthongs. There are thirteen diphthongs: * ai, au, ei,eu. ia. ie, io, iu, oi, ua, ue, ui, ou. The diphthong ou, listed

57in Table 1, occurred in no word in the present sample. Jones states in regard to the diphthong ui in English that in anunstressed position it may be either disyllabic or monosyllabic

58as in the English word valuing. In the present instance such diphthongs were treated as being monosyllabic.

The diphthongs were separated from the vowels for this study for two reasons: (1) since the words used here are bisyllabic,the division of words into syllables occurs after the diphthong if the latter is present in the first syllable; and (2) the goal of this analysis is to discover the effect of the individual

53 / /Navarro Tomas. Manual de Pronunciacion. pp. 48-50.54Sol Saporta, ”A Note on Spanish Semivowels,” Language.

XXXII (April-June, 1956), p. 288.••55 / /Navarro Tomas. Manual de Pronunciacion. pp. 152-60.

Eduardo Benot. Breves Apuntes Sobre los Casos £ Las Oraciones (Cadiz, Espana: Imprenta de la Revista Mtfdica, 1865), p. 50.

57The diphthong ou is present in the word bou which is a common word in Spain but is not a common word in Spanish- America*

58Daniel Jones, "Falling and Rising Diphthongs in Southern English,” Miscellanea Phonetica. II (1954), p. 3.

23units of speech upon the intelligibility of the Spanish words*

SUMMARY

In summary, this chapter has treated the principal dialectal differences of pronunciation among the Spanish-American countries* The major variations are yefsmo and seseo* Some minor ones are unevenly present among the Spanish-American countries. The following variations were reported in regard to ye^smo:(1) [z] in Ecuador, Orizaba, Mexico, and Santiago del Estero en

0 VArgentina; (2) £z] and Cs] used only in emphatic pronunciation, and only occasionally, after n or 1; (3) [z] in the littoral parts of Argentina and Uruguay; (4) £z] more 'surd' than the others and very seldom used; (5) [1], a distinction between 11 and g, present in some regions of Argentina, Bolivia (except Tarija), and Peru (except Lima); and (6) [j] in Guatemala and San Salvador* The rest of the countries generally produce 11 and g as Cy] or Cy]* Seseo appears to be present in all Spanish- America without noticeable variations. However, ceceo, a minor variation, although considered by some philologists and phone­ticians to be a trait of "uneducated" people and a speech defect,was observed to be present in the theatre, declamatory contests,

/and scholastic lectures in Mexico, Puerto Rico, and Caracas, Venezuela*

The minor variations concerning the consonants were (1) [s]/aspirated in most of the regions except Mexico and Guatemala;

(2) x produced as Cs]» C<*3* u d Ck®]; (3) r confused with 1

mostly In the Antilles and Panama, and in other eases aspirated r^ [h]; (4) rr sibilant [r] > [z] in Chile, Guatemala, Colombia, Ecuador, Mexico, Paraguay, Bolivia, Uruguay, and Argentina, and velar in Puerto Rico; (5) d weakened or totally eliminated in the final position among most of the regions.

Variability among the vowels is seldom discussed on the Spanish-American language, but some variations were reported in the timbre of palatal [a!] and Co], the first mostly in the Antilles and Chile, and the second in Costa Rica.

An orthographic-phonetic system for the Spanish-American language was synthesized from the major trends reported above to be used in the present study. This system consisted of 24 orthographic consonants with 18 corresponding phonetic symbols, five vowels, and 13 diphthongs. Other equivalent sound systems for the Spanish language were also included in Table 1;. Webster's equivalent diacritical markings, Navarro Tomas' 'narrow' trans­cription system, Lado's equivalent Spanish system (Latin America), and the equivalent system of the International Phonetic Association.

CHAPTER II PURPOSE AND RATIONALE

This brief chapter is a transition between n discussion of the Spanish that is spoken in America and a treatment of the present study.

The writer's interest lies in testing hearing and speech, not in the character of the Spanish language per se. Speech recep­tion and intelligibility testing, however, involve language as a tool and this tool in the Spanish-American countries involves a variety of pronunciation dialects of the Spanish language. One approach for the tester would be to seek words that are least influenced by local variations. This would prejudice the selected vocabulary toward some phonemes and away from others; thus, the method is not to be recommended.

There is the further consideration that the many people who work in speech reception and intelligibility testing may follow a variety of procedures. A test is desired that can with­stand considerable latitude in administration.

This background contributes to three characteristics of the present work. (1) There is almost no attempt to minimize variability in the pronunciation and reception of the material.(2) Similarly, the listeners were hot checked for normal hearing acuity beyond a question about the state of their hearing and an impression of normal hearing gained through conversation.

25

1*0

(3) Tho channel wnn not n h I.gh-fJ.«!<»II ty Mynfcom, but: ol’ I,hoapproximate caliber that would be ex|)ected In general iimo. Allof the ho variables would bo expected to odd vorl,ability to theresponses to n single item. The offoct of thin latitude Mhould beto attenuate the Hcoro of n word that could not wlthslnnd thedialectal differences of the SpanlNh-Amorlcun people.

Two-«y I lab I o English word* of alinoHt equal h I comm Imve boonfound to yield a sharp cut-off In testing hearing. They f,ro saidto hnvo n stoop slope (the ogive curve) us n function of soundpressure level. Preliminary work Indicates that when the pattern*of sound pressure of words of this typo are matched, the varianceamong the responses to the items of a tost list is further reduced

1and tho slope is especially stoop.The Spnnish-Amorican language doom not provide trisyllabic

words of patterns of oqunl stress, Tato, howovor, has begun apractice that may bocome general of using blsyllabic words withthe accent on the penultimato syllable, the "grave" or "liana"

2type, for speech reception testing in Argontina. Tho writor views Tato's discussion and practice as fortuitous: (1) they exploit the most common words in general use; (2) they limit tho variability among test itemsj (3) they should provide a vocabulary of higher

"SlcKay Burton, graduate student, informal comments,

2Juan Manuel Tato. Lecciones de Audiomotria (Buenos Aires: El Ateneo, 1949), pp. 303-304.

;’.7

intolllgibl lit.v than Bnglish monosyllables and lower into I..I Jgibil- ity thnn Kngll sh lit #=ty I labic words o I' equal. «( res«, suitable for testing both intoI I IglM 11 t.v and hearing. (This final aspect. (3) is posited under an assumption of near equality of ISngllnh and Spanish stimuli, a dubious assumption.)

Tho purposes of tho prosent study are to assign relative intelligibility values to a stock of common .Span1rh-Arnertcan words) to note some of tho features of tho words that affect their intelli­gibility) to acquire a population of confusion or "decoy" words that might he used in a Spanish multiple-choice intelligibility tost) and to determine the approximate number of items that need be used in testing intelligibility and speech reception.

The render is cautioned that this is not a study of dialects and is phonetic only in a broad sense. Phonetic Interpretations are mado of written materials, both stimulus words and responses. These interpretations are based on the broad oral system of the Spanish- American language, Table 1, Chapter I. This kind of transcription is described as orthogrqphic-nhonetic.

CHAPTER IIIREVIEW OF THE LITERATURE

Tho object of th.la chapter is to provide n background for tho experimental procedures of tho pronont study. Procedures similar to the ones used here havo boon applied principally In studios in the English language and for purposes that hMvo not boon pursued widely by Sponish-Amorlcnn workers In speech and hearing. Since tho present, study points toward the development of a technique of measurement that is In tho tradition of Amorlcan- English rosoarch, principally investigations that lmve boon con­ducted to improve communication in the transmission of the English langungo will bo summarized. Some of tho findings may be applicable to languages other than English. The writer hopes to determine within tho scope of tho topics under investigation whether or not some of tho observations rolative to English testing matorial are directly applicable to the Spanish Inngungo.

Tho technical vocabulary that accompanies the researches discussed in this chapter, similar to that used in the present study, includes intelligibility, listening ability, listening conditions, transmission channels, and, as a goneric name, voice communication. This vocabulary was developed in the context of radio and telephone engineering and has been used especially when a premium has been placed on the highest degree of efficiency in

28

voico transmission, hh An war-timo communication**. Tillh vocabulary has boon applied to, and is becoming more and more Important In audiology. Tho writer, in turn, intends to make similar applica­tions An the assessment of hearing and speaking In tho Spanish langungo.

Tho following types of research are discussed in this chaptorj ; (,l) studios directed toward testing communication equip­ment , (2) studios directed toward measuring tho intelligibility of speakers and .listeners, (3) studios directed toward some of tho phonotic aspects of the mossago, and (4) studios directed toward minor dialocta! differences.

TESTS DEVELOPED TO EVALUATE EQUIPMENTFletcher's dovolopmont of articulation tosts was undortakon

to provide a means for evaluating tolophone oqulpmont. Tho samo techniques, howevor, can bo applied to monsuring speakers and listeners. Whether tho focal interest is oquipment, listeners, or speakors, the response forms can also be studiod from tho viewpoint of the language that is transmitted! the sounds, the syllables, and tho words.

Bell Telephone Tests. The standard articulation tests of the Bell Telephone Laboratories wore comprised of consonant-vowel- consonant monosyllables that included 22 initial consonants, 11 medial vowels, and 22 final consonants. Tho combinations were made through drawing by lot from each pool of sounds until the pool was exhausted, replenishing the pool, and re-drawing. Combinations of

30

sounds that formed English words In themselves wore discarded* Each list includod 66 nonsense syl.lnh.los, each of which was rand, togothor with a carrier phrase, by multiple speakers to pnnols of listeners. The transmission system, known ns an orthotelephonic system, was the electrical equivalent of an air transmission link one yard long in n sound-trented room. Tho scores that wore ob­tained by multiple speakers and listeners were used to describe the efficiency of telephone systems, and pooled sub-scores assigned intelligibility values to grossly classified speech sounds under the conditions of transmission.'1

Harvard (Psycho-Acoustic Laboratory) Tests. Immediately before and during World War II, work was done at tho Psycho- Acoustic Laboratory, Harvard University, directed toward the development of speech tests that could be employed in tho evalua­tion of military communication systems. Hero, Egan developed phonetically balanced (PB) lists. Whereas Fletcher had used the selected phonemes in equal numbers, Egan includod fixed propor­tions of gross classes of sounds. His proportions were based on Godfrey Dewey's frequency analysis of the sounds and syllables of English. The distribution of the types of sounds of each PB list is presented in Table 3. Each of the 20 lists of words included 50 English monosyllables, preponderantly of three sounds. The same words can be used indefinitely with the same listening panel

■^Harvey Fletcher and J. C. Steinberg, "Articulation Testing Methods," Bell System Technical Journal, VIII (1929), pp. 806-54.

TABLE 3

DISTRIBUTION OF SOUNDS IN EACH OF EGAN'S 50-WORD PHONETICALLY BALANCED LISTS OF ENGLISH

MONOSYLLABLES

Sound Initial Medial Final

VovelLong 2 16 2Short 2 20 2

Diphthong 6Consonant

Transitional 5 5Semivowel 9 9Fricative 12 12Voiced Stop 9 9Unvoiced Stop 11 11Total 50 42 50

31

32

by altering the order of the words within tho lists, a feature that had also characterized the lists of Fletcher.

Spanish Test for Hearing Aids. The writer investigated the differential transmission characteristics of three types of hearing aids. The test was somewhat similar to the one discussed above. Spanish words of three frequency patterns were used, viz.,(l) "grave" frequency pattern (those using the vowels u and £ as inmundo, mulo, and uno; (2) medial frequency pattern (those usingthe vowels a and e as in rata, vela, mala); and (3) predominantly "aguda" frequency pattern (those using the vowel :L as in siete, chiche, sinfin). A spectographic analysis was made of the words. The spectograms, analyzed directly from live-voice, did not show the wide spectral distribution which had been expected because vowels of different frequencies had been used. However, when analyzed from the hearing aids, the spectograms showed wide spectral distributions which varied among the instruments and among the various tonal stress patterns of the words. This testis believed to be the first of its kind to use the Spanishlanguage.

2James P. Egan, "Articulation Testing Methods,"Laryngoscope, LVIII No. 9, (September, 1948), pp. 955-91.

3 xCruz A. Cancel Ferrer, "Cambios en la Imagen, AcusticaOriginados por los Aparatos de Amplificacio'n Electronica. para Hipoact/sicos, "Otolaringologica," III No. 2 (1951), pp. 115-37.

4This study was conducted at the request of Professor Juan Manuel Tato, the University of Buenos Aires, Argentina, who suggested the experimental plan and presented the results at the Congress of Societas Latinas, Lausanne, Switzerland, 1950.

33

TESTS DEVELOPED TO EVALUATE SPEAKERS AND LISTENERS

Scores based upon the degree of success in the transmission of words, sentences, or syllables can be used as measures of a speaker's intelligibility. Different types of tests have been developed for investigating the speaker, the listener, or both.

Jones Enunciation Test. The Jones Enunciation Test waspossibly the first verbal test for evaluating the intelligibilityof American-English speakers in a classroom situation. There were220 words in the test, assigned in groups of 20 to 11 lists. Thetest had a phonetically balanced aspect inasmuch as the differentlists included the same phonemes. The round-robin procedure wasused in administering the test to a panel of 11 members, with thelisteners seated 40 feet from, and at right angles to, the speakers.Each member of the panel read one of the 11 lists. Scores were

5based on the written responses of the 10 listeners.Voice Communication Laboratory (Waco) Write-Down Lists.

At approximately the same time the PB lists were being developed, Haagan of the Voice Communication Laboratory, Waco, Texas, con­structed two intelligibility tests. His first test included 22 lists of 24 words each to be administered in a military training program in the manner of the Jones tests. The items were taken from the most frequently used English words as enumerated by

eJean Brady Jones. An Enunciation Test (Iowa City, Iowa:: Bureau of'Educational Research, State University of Iowa, 1934).

34

Thorndike. The words were assigned to lists on the basis of obtained intelligibility scores for each word. The mean intelli­gibility value and the standard deviation of the item values were equated from list to list irrespective of the phonetic composi-

g

tion of the lists.For the purpose of reducing time of administration, Haagan

developed a second similar intelligibility test in which there were only 12 items in each speaker-list. This test was sensitive enough to differentiate individuals who had had a four-hour course in voice communication from ones who had had no such training.^

Multiple-Choice Testso Haagan's multiple-choice tests, Forms A and B, were developed from the error responses of the foregoing write-down tests. The three words that were most fre­quently written in error by panels of listeners when the tests were read were grouped with the stimulus item on a multiple-choice form. Twenty-four such item-groups were assigned to each of 24 lists, half of which were designated Form A and half Form B. The administration time of this test was approximately one minute per speaker. A carrier phrase and a three-word sequence of test items were read as continuous discourse. A principal advantage of the

0C. Hess Haagan, "Intelligibility Measurement: Techniques

and Procedures Used by the Voice Communication Laboratory," OSRD Report No. 3748, the Psychological Corporation (May, 1944).

7C. Hess Haagan, "Intelligibility Measurement: Twelve Word Lists," OSRD Report No. 5414, The Psychological Corporation (August, 1945).

35Qtest was the relative ease with which it was scored.

The multiple-choice tests did not have the advantage of being flexible in thevre-ordering of items. Hence, the tests could not be used over and over with the same listeners. To compensate in part for this, a second set of multiple-choice tests, 24 lists of 27 items each, was constructed. These forms, C and D, yielded

9lower scores than forms A and B under the same testing conditions.Spanish Speech Reception Test. A Spanish speech reception

test (phonetically balanced) was developed by Cancel Ferrer. This test was composed of two lists of bisyllabic Spanish "grave" words common to Spanish-American countries and selected from lists of words presented by Navarro Tomas, Buchanan, Gomez Tejera, and Tato. The criteria for the selection of the stimulus items were (1) familiarity, (2) phonetic dissimilarity from item to item, (3) phonetic balance from list to list, (4) representation of the most frequent Spanish accent pattern, (5) homogeniety of audibility from word to word, and (6) capability of being represented pictorially.

In order to accomplish normal representation of the Spanish sounds, an average was calculated of the frequency of occurrence of each phoneme from the estimates of Tato and Navarro Tomas.

8C. Hess Haagan, "Intelligibility Measurement: Twenty-Four Word Multiple-Choice Lists," OSRD Report No. 5567, The Psycholog­ical Corporation (September, 1945).

9John W. Black, "Multiple-Choice Intelligibility Tests," OSURF and U. S. Naval School of Aviation Medicine, Project NM 001 064 .01,17 (November, 1953).

After preliminary trials the words were cast into two lists of 42 words each. Each list was divided into seven sets of six items each and the sets were recorded at a progressively decreasing

Olevel of 5 db, with a range of 0 to -30 db (re .0002 dyne/cm )• Theresults of the administration of this test to Spanish-Americanlisteners when compared with the results of similar tests inEnglish suggested that the threshold for speech in the Spanish language is lower in sound pressure level than the threshold obtained with English words and American listeners.10

TESTS DEVELOPED TO STUDY THE MESSAGE

Intelligibility of Sounds. Stevens used the response forms to write-down tests at the Voice Communication Laboratory to investigate the phonetic characteristics of a list of 898 one- and two-syllable English words and the relative tendency of speech sounds to be preserved in words incorrectly transmitted. Each word had been spoken by 30-50 persons and heard and written by 300-500 others. The preservation-in-error analysis was based on 150 selected words; this consisted of a tally of the sounds that were correctly understood in misunderstood words. His results, in part, showed that (1) the fricatives were consistently associ­ated with low intelligibility; (2) words in which the articulation involved protrusion of the lips were superior to others in

10Cruz A. Cancel Ferrer, "Pruebas Auditivas para Personas de Habla Espanola," Otolaringolcjgiea, III, No* 1 (1952), pp. 40-70.

37

intelligibility; (3) vowels and diphthongs preserved their phonetic identity more often thnn did consonants; and (4) the values for certain consonants shifted Significantly, depending upon their position relative to tho vowel,^

Intelligibility of English Words. Black further studied the relationship between aspects of tho syllabic pattern, word familiarity, phonetic characteristics, and the rointive intelli­gibility of a sample of English words. The 3,697 words of medium intelligibility that were used in this study were screened from 10,000 words which Thorndike ratod 1-10, The results showed, in part, that (1) there was a significant correlation between scores of words that were heard in quiet and in noise; (2) there was a relationship between intelligibility and the number of sounds in a word; (3) two-syllable words with the accent on the second syllable had an advantage over similar words in which the accent was on the first syllable; (4) the presence of one or more of 18 sounds apparently enhanced the intelligibility of words:

seven sounds apparently deterred intelligibility: [ , ou, p, f, £, h, and i ] ,12

Wilmer E. Stevens, "Study of Phonetic Factors in Relation to Accuracy of Transmission of Words in Airplane Noise," Speech Monographs, XIII, No. 2 (1946), pp. 32-40.

' 12John W. Black, "Accompaniments of Word Intelligibility," Journal of.Speech and Hearing Disorders, XVII (December, 1952), pp. 409-18.

38

l l u d g l mi , t»t a l . , o n n a t r u e t o d n t fpeech r o c e p l I on t e a t ,

Avid I tony Tent #0, known mm the Spondee IImI.m, These wo no mmoi! to determine tho Iomm ol' hearing for Mpoeoh. Tho criteria for tho m o lection of tho tout Horns wore (I) fnmlllnrl. ty, (2) phonetic dl salmi I art ty, (3) no m m I. wunpl I ng of tho ttng l. I ah wounda, nnd (•1) homogeneity with rowpeot to hasio audibility. Toot //() canalst* of two I Isits of <12 liisyUttbio word* of the spomloo stress pattern. Spondee words wore selected because (hoy wore found to hove uni­formly high midihi!.tty, nnd midltory enow from each syllable (from the standpoint of sound pressure) are equally available to the ©nr. The words wore divided into seven groups of six words each, nnd each group was recorded at progressively lower sound prosauro levels.

Intelligibility of Spanish Words. Tato rt al., studied the componenta of Rionlatenso Spanish. Ton thousand words were obtained from selected articles of nowspapors, magazines, and classic and modern novels. Their findings with regard to the syllables nnd letter components of the 10,000 Spanish blsyllabic "grave" words wero summnrisRod as follows: Thoro were 20,534syllables contained 43,952 letters. Thor© wero 2.05 syllables

iand 4.59 letters per word. Twelve phonetically balanced lists of 25 bisyllabic "grave" words wore dovolopod from tho 10,000 words.

13C. V. Hudgins, E. Hawkins, J. E. Karlin, and S. 8.Stevens, "The Development of Recorded Auditory Tests for Measuring Hearing Loss for Speech," Laryngoscope, LVII (January, 1§47), pp. 57-89.

3<i

Tho,no wnrrlfi wero recorded with carrier phrawoH nnd with n throo- socond in larva I. between ench word nnd the next carrier phrase,Tho towt won ndmIn I m to rod to I Iwtoon rs In n f roo room, A recep­tion score of '10 per cent wow considered wnfcl wfnotory for normal» i 14 hearing.

The Effect of Word Faml 11, a r.i ty Upon Intel I igl hi 1.1 ty. Moser reported from work of 1043-44 that, from a,500 recorded trans- miss,tons over military aircraft intercommunication systemst more than 1,500 responses wore requests for a repetition of tho original message. No standardised phraseology*existed for this kind of communication. Stops wero taken to reduce the language of the air­craft Intercommunication systems to routinlaod messages. Those could bo practiced by crewmen with the prospect that Much familiar­ity would enhnnce intelligibility,16

Phonetic Contrasts of Words. Different tests havo been discussed that incorporate special phonetic features. Indeed, this is true of tho Flotcher, Jones, and Cancel Hardlgroe tests discussed above. Others constructed by Travis and Rasmus and by Tempiin servo as tests of articulation skill and speech sound discrimination.16

^Tato, et al.., ntfCaracter/stlcaa Acifsticas de Nuestro Idioma," Otolaringologica. pp. 300-16.

15Henry Moser, "Intelligibility Related to Routinlaed Messages," Speech Monographs, XIII, No. 2 (1946), pp. 47-9.

16Mildred C. Templin, "Norms in a Screening Tost of Articulation For Ages Three Through Eight," Journal of Speech and Hearing Disorders. XVIII (December, 1953), pp. 323-31.

40

A test of .special interest in this regard was employed by Siogenthnler in his work with differential nspocts of normal nnd hnrd-of-hoaring enses. One part of the tost was comprisod of paired lists of words that differed only in the voicing of con­sonants, for example, talk and dog. Another part includod pairs of words that differed only in the pressure patterns of tho con­sonants (plosive, continuant, and affricate), for example, see and tea. The third part included pairs of words that differed only in tho transitional properties that Potter, Kopp, and Green term "influence”, for example, bad, nnd dab, not see, and tea. Since tho initial consonants <1 nnd b are made with different positions of the tongue, tho subsequent glides to vowel formants are not alike.

Experimental subjects described as "normal," "low level audiograms," and "high tone loss audiogram" responded to the tests differentially.'*'^

DIALECTAL DIFFERENCES

Dialects of pronunciation may affect the intelligibility of a message, tho speaker, and the listener.

Differences Among Arnerican-English Dialects. Mason, like Stevens, used the answer forms of the intelligibility tests of the

17Bruce Siegenthaler, "A Study of the Relationship between Measuring Hearing Loss and Intelligibility of Selected Words," Journal of .Speech and Hearing Disorders, XIV (March, 1949),1$. 111-18.

Voico Communication Laboratory to make Incidental Inferences.Ho sorted tho response forms nccordIng to fcho googrnph I cal "region of induction" of tho spoakors nnd tho I I sinners nnd assumed that tho sorvico oommund of induction into ml.ll.tnry service roprosontod tho "rollon of origin" of nn I ndl vidtin l. in tho Uni tod States. Ho roportod thnt undor this assumption tho regional peculiarities of spooch within tho Uni tod Staton dl. fforontl.nl ly affected both spook­ing nnd listening. Tho best listeners nnd speakers wero from tho rogions nonr Chicago, In most comparisons that yielded statisti­cally significant differences a Northern or n Southern service command was involved.*-®

A study similar to that of Stovons was conducted by O'Noill. Multiplo-choico forms A nnd B woro used as test materials for tho first part of tho study. Seven panels of listonors rntod the ex­pected intelligibility of tho speakers on a 7-polnt scnlo. Tho ratings wore compared with scores obtained from tho multiplo-choico tests and indicated (1) that in four of tho fourtoon comparisons there was a significant correlation (rho) between speaker ratings and intelligibility scores, and (2) that when speakers were sortod into dialectal areas (on the basis of the naval district from which the speakers entered military service) the listenors solocted speakers from the 4th and 9th Naval Districts as the most

18Harry Mason, "Understandability of Speech in Noise as Affected by Region of Origin of Speaker and Listener," Speech Monographs, XIII No. 2 (1946), pp. 54-58.

42

intelligible spoakorn. Those districts center nbout Ohio,Pennsylvania, Dolmvnre, .Southern Now Jersey, Michigan, Indiana,Illinois, Wisconsin, Minnesota, North Dakota, South Dakota,

19Nebraska, Kansas, Colorado, nnd Wyoming.Pi fTerences Among English, Spanish, and French Dialects.

Sapon nnd Saul investigated the differential effects of noise on the intelligibility of tho Spanish, French, nnd English languages. They also attempted to assess tho influence of verbal context on the intelligibility of familiar materials of these languages. The language material consisted of isolated words and sentences from lists of proverbs, aphorisms, and common sayings which were con­sidered to be well known to speakers of those languages. Tho tost was given under five signal-to-noiae ratios: / 35, / 4, 0, -2,and -4 db. Those investigators reported that (1) words wore more intelligible in context that in isolation regardless of the lan­guage, (2) intelligibility was better under minimal noise than under a high level of noise for all languages, and (3) Spanish,under most of the listening conditions used, was more intelligible

20than either English or French.

19John O'Neill, ’"Listener Judgment of Speaker Intelligi­bility," Project NM 001 064.01.28 United States School of Aviation Medicine, NAS, Florida (September, 1954).

20Stanley Sapon and Ezrav Saul, "Findings on the Differen­tial Resistance to Noise of French, Spanish, and English," Georgetown University Monograph Series on Language and Linguistics, VI (July, 1954), PP* 61-70.

43

Differences Among American, British, and French Talkers and Listeners* Black and Tolhurst tested the relative intelligi­bility of English as spoken by different language groups, and the effect of the listener's familiarity with a dialect upon the in­telligibility of a group of speakers. The subjects were 12 French, 12 British, and 24 American students. Americans hoard and re­sponded to British and French recordings of a multiple-choice intelligibility test before and after a period of "familiariza­tion" with the talker's dialects (hearing five-minute recordings of the speaker's voice while reading recorded prose passages silently). The three groups of listeners (American, French, and British) responded to talkers from all three groups. The results showed that (1) native-language listeners obtained the higher scores (British and Americans), (2) listeners' scores were improved with familiarity with the dialect of the speaker, and (3) listeners of the same dialect obtained higher scores than listeners of a foreign dialect.*^

Alternate Pronunciations Among Americans and Foreign Nationals. Moser and Dreher investigated the possibility that one pattern of stress or pronunciation was superior to another in intelligibility. The most common variant pronunciations of seven words (Alfa,. Nectar, Oscar, Victor, Quebec, Fox, and Foxtrot) were

John W. Black and G. C. Tolhurst, "The Relative Intelli­gibility of Language Groxips," The Quarterly Journal of Speech, XLI (February, 1955), pp. 57-60.

made into a multiple-choice test, each item being chosen from thecomplete list of seven words each time and presented with itsvariants. The subjects were tested in three groups: (IX 11female .Americans; (2) 26 foreign nationals; and (3) 75 Air ForceR.O.T.C. seniors. The test was administered twice at signal-to-noise ratios of -8db and -12db. Their findings in partindicated that (1) of the alternate pronunciations tested thevariants of Quebec were the only ones which offered enoughdifference among the variants to warrant any recommendations;(2) foreign listeners made no distinctions, accepting equally apyof the pronunciation tested. Moser and Dreher concluded that "anypronunciation or stress within the normal phonetic limits of user

22nations is acceptable for international communication."Differences Among Span!ah-Arnericans. Tato's phonetically

balanced lists of Spanish "grave" words and his lists of monosyl­lables, and Cancel Hardigree*s lists of "grave" words common to Spanish-American countries were compared in a preliminary test of gross dialectal differences of Spanish-Americans. Five Spanish- American speakers read three lists in scrambled order, each reading one list from each of the three sets of tests, a total of 15 lists. Fourteen Spanish-American listeners heard the words in five panels (one panel per speaker) in quiet and in noise. The tests were also

22Henry Moser and John J. Dreher, "Standard Pronunciation of the Modified ICAO Alphabet," BF Project 519. Report Wo. 18. AFCBC-TR 54-89 (December, 1954).

45

heard by different listening panels in two signal-to-noise ratios: -10 and -5 db. In both instances, (l) lists of monosyllables produced lower scores than the ’’grave” words, (2) the speaker from Argentina obtained the highest intelligibility score in the differ­ent listening conditions and with different test items, and (3)the speaker from Mexico obtained the lowest intelligibility scores

23throughout the tests and listening conditions.

SUMMARY

Studies directed toward the improvement of voice communica­tion equipment and the measurement of talkers and listeners have contributed various kinds of intelligibility tests. Most of them have involved an assumption that the phonetic content of the test material is important, the test being constructed to include either all of the phonemes of the language, or a number of phonemes, pro­portional to the phonetic composition of the language. Haagan was an exception. He emphasized the statistics of his lists and ignored the representation of phonemes.

Another principle that has been generally deliberately included or excluded is that of item familiarity. Fletcher used nonsense syllables, which excluded differential familiarity. Jones' items ranged from the familiar to the esoteric. Haagan emphasized

23Cruz A. Cancel Ferrer Hardigree, "The Differential Aspects on the Intelligibility of Three Speech Reception Tests for Spanish People." Unpublished study at The Ohio State University, 1955.

word familiarity.Chapter IV will explain the experimental procedure of

the present research, designed (1) to discover words common to Spanish-American countries in order to assign relative intelligi­bility values to these words; (2) to note some features of these words that affect intelligibility; (3) to develop a list of words that might be used in measuring intelligibility, and (4) to acquire a supply of confusion or "decoy" words that might be used in multiple-choice intelligibility tests in the Spanish language.

CHAPTER IVEXPERIMENTAL PROCEDURE

The present study was not designed to appraise the differ­ential effects of pronunciation dialects upon intelligibility. Rather, within feasible limits, universality was the goal:, the most frequent type of word in the Spanish language was sought for the stimulus items; samples of this type that were common to the several countries were sought; and a cosmopolitan pronunciation of the words and a generalized listening group were employed.

SELECTION OF THE STIMULUS WORD

Source of the Stimulus Words. Newspapers were chosen toprovide familiar samples of Spanish as spoken in America. Literacywas estimated by UNESCO to vary from 20 per cent to 80 per cent in

1,2the 19 countries of Spanish-America. The newspaper was assumed to provide the most common reading material and the vocabulary of newspapers to be the most common written vocabulary among the people who read. Accordingly, 50 newspapers from the 19 countries

■^UNESCO. Progress of Literacy in Various Countries (Paris: UNESCO, 1953).

^UNESCO. World Communications, Press. Radio, Film, Television (Paris: UNESCO, 1956).

47

48

where the Spanish-American language is spoken were examined: Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Ecuador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, San Salvador, Santo Domingo, Uruguay, and Venezuela.

gyp? of Stimulus Words. The lists of words that were selected were comprised of "grave" or "liana" words. This type of word, bisyllabic, such as casa or trisyllabic such as franqueza, represents the most frequent stress or accent pattern in the Spanish language, a language with few monosyllables. The accent falls on the penultimate syllable and is indicated by an accentmark as in arbol only when the word ends in a consonant other than

4n or s. The majority of these words, like other words of the5language, end with £, a, n, s, o. For example, in the sample of

2,862 words obtained from newspapers of the 19 Spanish-American countries, these five letters occurred in the final position in the following proportions: s, 31.8 per cent, a, 24.6 per cent,o, 18.1 per cent, e, 8.6 per cent, and n, 7.1 per cent.

Preliminary Grouping of Words. The 2,862 "grave" words were arranged in 19 columns representing the 19 countries.

3Most of the newspapers were obtained through the Pan American Union and the embassies of these countries in Washington, D. C.

^Webster's International Dictionary (Springfield Massachusetts:, G. and C. Merriam Co., 1955), p. lvii.

5 Juan Manuel Tato. Lecciones de Audiometrjfa (Buenos Aires, Argentina: El Ateneo, 1949), pp. 303-4, 307.

49Each word was tallied to determine the number of countries the newspapers of which contained the word. The result of the count is shown in Appendix A in which the words are listed in alphabet­ical order, together with the number of countries in whose news­papers the word was found. Only 30 words were found in the newspapers of all the countries.

The Stimulus Items. The number of test items was arbitrar­ily set at 1,000. These were to be words that appeared in the newspapers of the greatest number of countries. These restrictions, described above, exhausted the sample of words that appeared in the newspapers of 19, 18, . . . six countries. The 1,000 words were scrambled to eliminate an alphabetical order, and cast into 20 lists of 50 words each. The lists were given letter

Qdesignations, sequentially from A to T. An alphabetical arrange­ment of these 1,000 words is presented in Table 12.

For some of the statistical analyses, 1,000 words was an unnecessarily large number. Accordingly, a sub-sample of 100 words was assembled by selecting every tenth word of the scrambled 1,000-word sample.

SPEAKERS

The purposes, of the study would have been best served by using a wide variety of speakers, randomly chosen from a number of

®The list of 1,000 words was confirmed to be bisyllabie "grave” words by Dr. Stanley Sapon, Associate Professor of Romance Languages, The Ohio State University.

50

rog.1 ons of the Spnn.iMh-Amor.ican countries, Thin ideal was notpossible, Tboro worn two important compromises, Fir,'it, fclio 10male speakers wore from 1.0 Spanish-American countries: Cuba,

/Venezuela, Mexi co, Puerto Rico, Nicaragua, Colombia, Hoi Ivin,7Paraguay, British Honduras , and ArBontina. Second, the speakers

wore from n university population in tho United Staten, Thin latter fact limited tho sample of speakers to a group of men screened on an academic basis and probably an atypical group of individuals who give more than ordinary ’attention to their speech. The varloty among the 10 speakers, however, contributed to tho representativeness of the oral aspects of the selected stimulus words.

LISTENERS

Tho listening panels were comprised of Spanish-American studonts at The Ohio State University, St. Mary's of tho Springs Collego, the University of Dayton, Ohio, Northern University, the Columbus Public Schools, and personnel of Fort Hayes (Columbus). Sixty-five listeners served in panels of six or seven members each. Sixty were univorsity studonts or professors; one was a captain in the Army; two were high school studonts, and two wore olementary school students. The nationalities of the .listeners and sponkors

7British Honduras is a British possession where both the English and the Spanish languages are spoken. The newspapers are published in English.

fil.

n ui l I in* niunhi ' i ' f r o m e a c h c m m l r y u i ’n pi 'BHi ' i i l oi l I n T a b l e -I. I'Nmi

t o o n nC t in* If) Mjmn i w h - A m o r l c a n c o u n t , r i o a a n d I l l ' l l I h Ii H o n d u r a s w«r*B

I'oproMiMil o i l , 1.1 nl o n o r u from Sun .’i n l v n d n r , Kouadnp, U r u g u a y , Shintos

Domingo, mul Panama wo no n o t nvn I I oh I o , mnl <11 r ip r o p o r l I mm to I ,y

l a r g e mimhoi'H onmo room C o lom bia mnl P u e r t o i f ioo ,

TKHTlNd PUOCWDPWi

Ho o ore 11, iik of tho St I mnl I . Tho HO llsta of* 110 words eachwore recorded on tape by each of tho 1.0 Hjimtli»ra• A word was pro-

/ £ oodod by n carrier phrase, "Numoro unn,,,," "Nunioro dna.,.," etc.Rooording was dono by positioning nn Alton 2l-b condenser micro­phone with the long axis along the speaker1* cliook and the button just behind the corner of the mouth. The microphone fed nn Ekotnpe recorder, Model 230, with a tape speed of three and three-quarters inches i>or second. The output of the recording amplifier Included a monitoring circuit that fed a headset worn by the speaker. The speakors wore instructed to read the items at a conversational level and rate and to simulate as much as possible connected dis­course within a single Item, They were reminded to pronounce a and sr before e and 1 as a and to pronounce clearly the final a,Tho monitoring headset contributed to a constant vocal level* The exporlmenter adjusted tho amplifier from speaker to speaker to maintain a relatively constant recorded signal level throughout.The speaker, watching a sweephand timer, paused between items to

TAiilJ*: 4

NATIONALITIES OK LIfciTENEKM ADD SPEAKERS,

AND TDK. ' I Eltt/M LAC 11 COUNTRY

Country Number o I* L1,m l,o norn Number of

Argo nil. nn 2 1,Do ,1. Ivin 3 1.Chile 1 0Colombia 12 1Coata Illcn 1 0Cuba 1 XEcuador 0 0Guatemala 0 0Honduras 1 0Doltish Honduras 1 1Mexico 8 1Nicaragua 3 1Panama’' 0 0Paraguay • 14*4 1Poru 3 0Puerto Rico 10 1San Salvador 0 0Santo Domingo 0 0Uruguay 0 0Venezuela JS JL

Total 05 10

82

2731

53

n ! low n 3-5 flocmitl interval between tho end o I* one item and tho initiation of Mio next carrier phrase. Misread i nga , noted by ei ther the speaker or the experimenter, were corrected bo Toro c o n t i nn I. n g wi t It t ho 11st.

Respond!ng to tho St I.mol 1. Each panel, was comprised ol' six to seven Span!sh-Amorlcan subjects who listened through head­sets (PDR-3 onrphonos) to 20 lists of ''grave" words as recorded by

Oone spoalcor. First, tho speech signal (75 db re .0002 dyne/cm**) was presented with 85 db of noise, generated by tho thermal noise component of a Harvard-typo noiso generater. The noise Level was obtained by measuring voltages across the terminal of tho headsets. Thus, the signal-to-noiso ratio was theoretically -.1.0 db; it was obsorvod to vary from -4 to -12 db as measured by the Rowlett

OPackard vacuum tube voltmeter, Model 400-C.. Second, tho lists wore hoard in a condition of quiet with tho signal level tho same as it had boon in the noiso condition.

The listenor's task in onch instnnco was to write tho stimulus words on a propared answer shoot. Tho listeners wore instructed to write what they thought they hoard. Tho sovoral panels heard the same stimulus items and heard them in tho same order. The speaker differed from one panol to tho next. A recess of 10 minutes was given between each 10 lists of words. The

8The first three listening panels heard a signal-to-noise ratio that was six db more severe.

;*)4

.listening task for a panel lasted approximately two find one-half honrs.

SCORING PROCEDURE

Typos of Errors» The listener#' responses were scored in terms of omitted words and wrong words. Tho latter responses wore further divided into (n) those in which the root of tho response word was corroct but erred in number by the addition of s or n, and (b) other errors. A word was considered correct if it possessed all tho sounds of the stimulus word evon if tho word was mispolled. The method used hero was similar to that used by Moser and Dreher. Tho errors, as explained in tho next chapter,

9were treated separately for some analyses and pooled for others.Intelligibility Values of Listeners and Speakers

(Confounded), and Lists. (l) The intelligibility values assigned by a listener were unique to one speaker, as were the values assigned by a panel of listeners; (2) a speaker's intelligibility value, determined by six or seven listeners, was the same as a listening panel intelligibility value; and (3) the values of the 50-word lists were from the responses of the 65 listeners. The sets of values of importance in the present instance were the intelligibility values for lists. These values wore based upon

9Harry M. Moser and John J. Dreher, "Effects of Training on Listeners in Intelligibility Study," The Journal of the Acoustical Society of America, XXVII (November, 1955), pp. 1213-19.

the total number of crror-responsos and wore computed once for the quiet condition and again for the noise condition. The relative intelligibility values of tho 65 listeners are shown in Appendix F.

Intelligibility Values of the Stimulus Items. Tho two relative intelligibility values for each woi'd wore determined from the 65 responses to the word in each of the two listening conditions. The three tjrpes of errors were pooled. These relative intelligi­bility values are presented in ranlc order (ranked in terms of their intelligibility values in noise) in Appendix B.

Orthographic-Phonetic Contribution to Intelligibility. Tho procedure for determining the orthographic-phonetic intelligibility of each major unit of the sound system of Spanish-American required that the experimenter apply the orthographic-phonetic principles outlined in Chapter I to the 1,000 stimulus words. The words were then divided into two groups: (l) words that contained a particular sound unit or phoneme and (2) words that did not contain that phoneme. The process was facilitated by entering the words, together with their relative intelligibility values, on separate cards. The mean values of words containing a particular phoneme and of words not containing that phoneme were compared.*^

Preservation-in-Error Values. The preservation-in-error value of a sound refers to the relative capacity of a speech sound

10The presence or absence of h was ignored for word, unit, and number-of-sound analyses. The u when present after or g and before e or l--was ignored for purposes of scoring the word and the number of sounds in the word. This note also applies to the next topic, the preservatiori^in-error analysis.

56

to bo preserved in words that are incorrectly received. The determination of this set of values involved the adherence of the experimenter to a criterion of orthographic-phonetic principles.At best, the determination of the value involves a degree of subjectivity. The writer followed the orthographic-phonetic sound system described in Chapter I, both in evaluating the presence of sounds in'the stimuli nnd in the response. A card was prepared for each stimulus word and all of the error-responses to the word were recorded on it.

The preservation-in-error values were determined only for the 100 sub-test items: (1) all of the stimulus words that con­tained a sound were grouped; (2) the frequency of each orthographic- phonetic error-response, other than plural forms of singular and singular forms of plural words, was tabulated; (3) wrong responses in which the orthographic-phonetic aspect was preserved were tallied and converted to a percentage value, the preservation-in-error value. Similar computations were made for each orthographic-phonetic unit.

Systematic Substitutions of Orthographic-Phonetic Units.The systematic substitutions of the orthographic-phonetic units in the first and second syllables of the "grave" words in the 100-word sub-test heard by 65 listeners in the noise condition were classi­fied as follows: substitutions of (1) voiceless responses to voiced stimuli, (2) voiced responses to voiceless stimuli, (3) voiced Re­sponses to voiced stimuli, and (4) voiceless responses to voiceless stimuli. Separate tabulations were made for the orthographic-

phonetic substitutions in the first syllables nnd those made in the second syllables of the words.

Error-Response Words. All words written in error in response to each stimulus was tabulated. Tho three most frequent errors were selected for a pool of potential error-responses in a multiple-choice intelligibility tost.

RELIABILITY OP THE SCORING

The error in scoring was assessed by having two native speakers of tho Spanish-American language score the responses to two of the 50-word lists as responded to by the 65 listeners in noise. The divergence of the total scores on these two lists from the original scoring was about 1 per cent.

RELIABILITY OF TABULATING

Separate tally sheets were prepared to determine (l) speaker' listener panel values, (2) list intelligibility values, and (3) word intelligibility values. The separate tallies of the same material agrded.

Each response to the 100-word sub-test was checked four times in scoring for (1) preservation-in-error data, (2) substitu­tions of sounds, (3) intelligibility values for accented and un­accented vowels, and (4) intelligibility value of words according to the phonetic length of the word. The response to the 1,000 word list were similarly checked in the process of obtaining the

58

intelligibility scores of the orthographic-phonetic units and the lists of confusion words,

STATISTICAL PROCEDURE

Four types of statistical tests were applied to the obtained measures: (1) product-momont correlations, (2) analyses of variance,(3) t-tests, and (4) rank order correlations. The several applica­tions of these tests are presented in Chapter V.

SUMMARY

A list of 1,000 bisyllabic "grave" words was selected from a sample of 2,862 "grave" words that were found in the newspapers of 19 Spanish-American countries. These words were assigned in a scrambled order to 20 lists of 50 items each. Ten Spanish-American male speakers recorded these words. The recorded lists were played back, under conditions of quiet and noise, through headsets to 65 listeners from Spanish-American countries. The listeners, serving in panels of six to seven members each, wrote the words they heard. Speakers and listeners varied from one panel to the next and were thus confounded in the results. Intelligibility values of listeners, speakers, lists, and words were computed. The contribution of each major orthographic-phonetic unit to intelligibility was appraised. The analysis was extended to include the effects of the length of the word in the order-of the speech sounds. Preser- vation-in-error values were computed for each major orthographic-

phonetic unit from the error-analysis of the 100 representative words. Potential error-responses for use in a multiple-choice type intelligibility test were collected.

CHAPTER V RESULTS AND DISCUSSION

RESULTS

This chapter presents the results of a study of 1,000 bisyllabic "grave" words common among the Spanish-American countries.

The following topics were tested with respect to factors that relate to tho stability of a sample: (1) tho relation between the relative intelligibility values of words under two conditions of listening, quiet and noise; (2) the relative intelligibility of the Spanish-American speaker-listening panel combinations; and(3) the relative intelligibility of the 50-word lists.

Lists were compiled both of possible test items and of possible multiple-choice items for those words.

The following topics were investigated with varying degrees of confidence with respect to the factors that contribute to the intelligibility of the Spanish-American words: (l) the phonetic length of the word; (2) the order and position of the major ortho- graphic-phonetic units, including the effect of a particular vowel in an accented versus an unaccented position; (3) the contribution to intelligibility of specific orthographic-phonetic units; and(4) a comparison of the foregoing results and preservation-in-error values.

60

A

61

FACTORS THAT RELATE TO THE STABILITY OF A SAMPLETho Relation Between the Relative Intelligibility of Words

in Noise and in Quiet. The relative intelligibility of 1,000 Spanish words was determined under two conditions of listening, quiet nnd noise. A correlation coefficient between the two sets of intelligi­bility values for each of two samples of words was computed for the list of 100 representative words and for the test population of1.000 items. The product-moment correlations were used to test the hypothesis that there was no correlation between the relative in­telligibility values of Spanish "grave" words when hoard in quiet and the same words heard in noise.

Table 5 presents the distribution of the intelligibilityvalues of the items of the 100-word sample and the 1,000 test in quiet and in noise. The modal values of the scores of both tests fall above 90 per cent in quiet and between 40 and 49 per cent in noise. The mean intelligibility values and the standard errors ofthe means of the intelligibility values for the two samples in thequiet condition were: (l) 90.6 per cent jf^for the sub-test, and (2) 90.9 per cent £ .25 for the 1,000 test items. The comparable values for the noise condition were: (1) 47.8 per cent J; 1.56 for the sub-test, and (2) 48.6 per cent .49 for the 1,000 test items.

The coefficients of correlation between the values for noise and for quiet were (l) .61 for the sub-test, and (2) ,53 for the1.000 words. Both values differed from zero at the 1 per cent level of confidence but did not differ significantly from each otheri'

TABLE 5

DISTRIBUTION OF INTELLIGIBILITY VALUES OF 1,000 AND 100 SPANISH "GRAVE" WORDS IN QUIET AND NOISE CONDITIONS

^ The Number of Words Receiving the IndicatedIntelligibility Percentages of Correct Responses

Y (Per Cent In Quiet__________________In NoiseCorrect Responses) 1,000-Word

Test100-WordSub-Test

1,000-WordTest

100-Word Sub-Test

100?l! 59 690-99 565 53 180-89 310 36 20 370-79 53 3 60 660-69 13 2 173 1050-59 201 2340-49 279 3130-39 150 1520-29 87 810-19 25 41-10 4

Total 1,000 100 1,000 100

62

baaed on Mio m'oi'toi iit' 1.0 Mponlcncm naylng lOO roprnaontat I ve Spanish "grave" words In quiet was used I o lost I ho hypnthoala that there wore no dl .fforenoon In I nte I I I I Ivl II ty among Mio 1.0 Spaulnh- American speaker- 1 I nton I ug panola comb I nn 1,1 iiiim , I n Mil m I nninner M m matrix contained JO columns (speaker- I I stonI ng pone I w ) nnd 100 rows (words). Tho vnluo of tho F-.ratio (2d,DO) for tho sponknr- 1:1 ston l ug panel oomh:l nnt I oirn won sign! fiennt at tho I per cant level of confidence. This analysis Is minima rl.7,©d In Table (1,

Tho foregoing ana I ys Is was In ono sonso "testing tho ant I o I — pntod." In subsequent ana iyuos tho speaker-1 I ston I. ng panels were as sumo d to he statistically a random factor.

Tho Ro I,at I vo Into 11I fi' lbl 1.1 ty of tho BO-Word LI wta. An analy­sis of variance was performed to tost tho equivalence of tho in­telligibility of tho 20 lists, Tho basic measure In this analysis was tho intelligibility of n speaker-listening panel In response to each of tho 20 lists. Tho mntrlx contained 20 columns (lists) and 10 rows (gpoakor-listening panels). Separate analyses woro rnndo for tho intelligibility value® in the quiot nnd in tho noise condition®, Tho two analyses nro summarised in Table 7. The analysis of tho values obtainod in noise showed no significant differences among the individual lists. Howevor, when tho monsuros woro values obtainod in quiot, tho value of the F-ratio was 2.88 (10 and 171 degrees of freedom), significant at the I por cent levol of

TABLE 6

SUMMARY OP ANALYSIS OP VARIANCE OP THE INTELLIGIBILITY VALUES\

OP TEN SPEAKER-LISTENING PANEL COMBINATIONS RESPONDING TO 100 SPANISII-AMERICAN WORDS IN QUIET

Souroe of Variation Degrees of Freedom

Sum of Squares Variance P

Speaker-ListeningPanels 0 200 22.20 24.00*

Words 00 21SRemainder SOI 700 .80

Total 000 1,205

"Significant at the 1 per oent level of oonfldenoe.

64

TABLE 7

SUMMARY OF TWO ANALYSES OF VARIANCE OF THE INTELLIGIBILITY VALUES OF 50-WORD LISTS OF SPANISH-AMERICAN WORDS

UNDER TWO TESTING CONDITIONS

Source of Variation

Degrees ofFreedom

Sum of Squares Variance F

Quiet

Liate 10 4,030 212*87 2*88'Speaker-Listening

Panels 0 87,173 0,688*80Remainder 171 12,610 73.74Total 100 103,822

Noise

Lists 10 10,046 820 1.07Speaker-Listening

Panels 0 1,086,147 117,340Remainder 171 88,284 323Total 100 1,121,477

'Significant at the 1 per cent level of confidence*

68

66confidonce.

Tho logic of tho foregoing roaults suggested a possible interaction botween lists and listening conditions* The possibil­ity of such an interaction was put to statistical tost through a triple analysis of variance, summarized in Tablo 8. Tho analysis sustained the difference betwoon the lists and showed an inter­action between listening conditions and speaker-listening panels*

The topic of principal interest in tho presont section is tho adequacy of 50-word samples for obtaining measures of intelli­gibility. First, there wore no significant differences among tho scores assigned by twenty 50-word lists in noiso which was, in this instance, 85 db of white noise. Second, the differences among the lists of this length under a quiet listening condition involved two of the 20 lists. Probably these two lists, A and S should not be used in experimental testing procedures.

In summary, (1) the relative intelligibility values of Spanish-American words obtained in quiet and in noise showed a significant positive correlation; (2) expectod speaker-listening panel differences in intelligibility were clearly indicated by the 50-word lists; and (3) 50-item lists of "grave" words were apparent­ly adequate in length to yield similar scores in intelligibility testing.

FACTORS THAT CONTRIBUTE TO THE INTELLIGIBILITY OF THE SPANISH "GRAVE" WORDS

The foregoing section of this chapter has treated the adequacy of 50-word samples for purposes of testing. The adequacy

TABLE 8

SUMMARY OF AN ANALYSIS OF VARIANCE AMONG 20 LISTS OF SPANISH-AMERICAN "GRAVE" WORDS, 10 SPEAKER-LISTENING

PANEL COMBINATIONS, AND LISTENING CONDITIONS

Source of Variation

DegreesFreedom

of Sum of Squares

Variance F

A (Lists) 19 10,645 560.26 2.40*B (Speaker-List­

ening Panel) 9 818,964 90,996.00C (Listening

Condition) 1 1,879,366 1,879,366.00AB 171 27,986 163.66 .70AC 19 3,440 181.05 .76BC 9 324,355 36,039.44 154.44*ABC 171 39,904 233.36

Total 399 3,104,660

’"Significant at the 1 per cent level of confidence.

67

68

of a list is, in turn, a function of the characteristics of the items. The remaining sections will treat tentatively some variables within an item that may affect intelligibility.

Phonetic Length of the Word. An approximate analysis of variance (unequal columns) was performed to test the hypothesis that the intelligibility of the Spanish "grave" word was not a function of the number of speech sounds in the word. The basic measure in this instance consisted of the intelligibility values of each item of the 100-word sub-sample when tested under the noise condition. The words were arranged in three columns according to the number of orthographic-phonetic units in the word: Column I, items with three and four sounds; Column II, items with five sounds; and Column III, items with six and seven sounds. The number of items per column was 41, 47, and 12 respectively. The analysis is summar­ized in Table 9. The value for F of 7.91 was significant at the 1 per cent level of confidence. The mean intelligibility values ob­tained under the noise condition were 53.5 for items with three and four sounds, 46*9 for items with five sounds, and 36.1 for items with six or seven sounds. Thus, the intelligibility of the Spanish "grave" words was affected by the number of sounds in the word.Words with three or four sounds sqemed to be more intelligible than words with five, six, or more sounds. The majority of the words in Column III were plural forms of singular words and ended in the phoneme[ s ]• This sound was subsequently found to be detrimental to intelligibility.

TABLE 9

SUMMARY OF ANALYSIS OF VARIANCE OF THE INTELLIGIBILITY VALUES OF 100 SPANISH-AMERICAN "GRAVE?* WORDS WITH

THREE AND FOUR, FIVE, AND SIX AND SEVEN SOUNDS

Source of Variation Degrees of freedom

Sum of Squares Variance F

Groups Words of

2 1,302 651.0 7.91*Same Group 97 7,987 82.3

Total 99 9,289

*Significant at the 1 per cent level of confidence*

69

70

Order and Position of the Phonemes. Some of the differences in the forms of words that would be readily applicable in the selecting of test items were investigated. Words ending in a vowel, as in peso, were compared with words ending in a consonant, as in arbol, and the effect of a vowel-consonant order at the outset of a word, as in alto, was compared to a consonant-vowel order at the outset of the word, as in sido.

A t-test was used to test the hypothesis that there was no difference between the intelligibility of the Spanish-American "grave" words that ended in a consonant and words that ended in a vowel. The sub-sample of 100 words was divided into two groups:64 words ending in vowels, and 36 ending in consonants. The intel­ligibility values of the two groups were significantly different (t = 5.92) under the condition of noise at the 1 per cent level of confidence. The mean intelligibility value of words ending in vowels was 53.5 per cent under the noise condition, and the intelli­gibility value for words ending in consonants, 37.5 per cent. In the quiet condition the corresponding intelligibility values were 91.7 and 90.0, not significantly different. Thus under a listening condition of noise a terminal consonant seems to detract significant­ly from the intelligibility of a word in Spanish.

Another arrangement for orthographic-phonetic units that could be readily applied in the selection of relatively difficult or easy test items would be the consonant-vowel order at the outset of a bisyllabic "grave" word. The possibility that this order might

71affect intelligibility led to testing the hypothesis that there was no difference between the intelligibility of Spanish "grave" words in which the vowel preceded the consonant at the outset of the word and the intelligibility of those in which the consonant preceded the vowel* Twenty-five instances of words with the vowel preceding the consonant and 25 instances of words with the vowel following the consonant were taken at random from the sub-popula­tion of 100 words. Words with the vowel preceding the consonant had the higher mean per cent score (53*5 versus 44.3) under the noise condition. This difference was significant at the 5 per cent level of confidence (t, & 2.05).

The Contribution to Intelligibility of Specific Ortho­graphic-Phonetic Units. Thirty-three t-tests were employed to test the hypothesis that there was no difference between the in­telligibility of Spanish-American words that contained a particular orthographic-phonetic unit and the intelligibility of words that did not contain it. The successive stages of this analysis were enumerated in Chapter IV. A t-test was used to determine the significance of differences between the means of two groups of words, one of which contained the words that included a selected orthographic-phonetic sound and one of which did not.

Of the 33 t-tests, seven yielded values for t that were significant at the 1 per cent and two at the five per cent level of confidence. The effects of these nine units upon the intelligibility of the Spanish words are summarised in Table 10.

TABLE 10

ORTHOGRAPHIC-PHONETIC UNITS THAT APPARENTLY INCREASE OR DECREASE THE INTELLIGIBILITY OP THE SPANISH

WORDS IN THE NOISE CONDITION

Orthographic-PhoneticUnit

Number of WordsContaining the Unit

Mean Intelligibility ValJe ofof Words of Words Not Containing Containing the Unit the Unit

Othographie-Phonetic Units that Increase Intelligibility

f 66 59.8 49*0 5*041 188 53.3 49.7 3.15ai* 3 78.0 49.6 2.89wa 11 65.0 49.6 3.00

Orthographic-Phonetic Units that Decrease Intelligibility

e 341 48.3 50.6 2.02i 162 45.8 50.6 3.28y 54 47.8 58.6 4.52s 492 40.3 59.0 20.99si* 3 26.1 49.0 2.41

*The number containing the unit was too low for reliability*

73

A more complete display of the results of these analyses appears in Appendix C.

Presorvation-in-Error. The present section treats the correctly understood sounds in misunderstood words. The error- responses were analyzed in terms of three types of errors: (1)omissions, (2) terminal additions that pertained to number, and (3) other errors. The first two of these provided the basis for the study of preservation-in-orror. The proportion of instances in which a sound was retained in error-responses constituted a score, called the preservation-in-error value.

The purpose of the treatment of proservation-in-error was explained in Chapter IV. Briefly, an assumption that sounds that improve the intelligibility of words would themselves be relatively highly intelligible and would be received by a listener oven though the remainder of his response was in error, would seem plausible. Although a similar treatment of the preservation-in-error values in intelligibility research in the English language was described by Stevens, he did not compare his obtained values with the in­telligibility of the sounds.^*

A summary of the analysis is presented in Table 11. The sounds are grouped as consonants and vowels. This shows the number of error responses to the words containing each sound, the number

^Stevens, "Study of Phonetic Factors in Relation to Accuracy of Transmission of Words in Airplane Noise," p. 33.

TABLE 11

PRESERVATION-IN-ERROR VALUE ANALYSIS IN 100 SPANISH WORDS IN THE NOISE CONDITION

Orthographic-PhonetioSymbol*

Error-Kdaponaoa to Word* Con­taining oach Phonem*

N, Time* Phonomo was Preserved

Preservationin-ErrorValue

rConeoflaalfl!

570 469 82.281 204 190 76.779 170 127 74.70r 104 120 73.17n 491 347 70.678 78 55 70.51m 352 242 68.75t 678 376 55.40b 412 224 54.36• 533 206 48.03P 372 161 43.27X 95 36 37.89$ 69 20 36.238 176 60 34.09k 380 129 33.94d 391 128 32.73f 243 65 26.74k* 15 4 26.66Total 5,443 3,019

a 1,879 1,804 85.36do 109 89 81.65l 307 239 77.85u 138 99 71.73o 983 689 70.09we 198 137 69.19wa 52 35 67.30• 735 450 61.22

60 31 51.66d» 23 88 26.13au 3 21 14.28

3,399 4,570 .

74

78

of times each was preserved in these wrong responses, and the resulting proportion, or preservation-in-error value, of each sound. For clarification, 00 listeners heard 100 words and wrote 8,842 sounds (consonants plus vowels and diphthongs) incorrectly in the responses to the root forma of the words. The highest preservation-in-error value was obtained for a and the lowest for f, and x )[ks] .2»3

A preservation-in-error analysis was made for each soundin the 100 words. A t-test was used to test the hypothesis thatthere is no significant difference between the preservation-in- error value of vowels and diphthongs and the preservation-in-error value of consonants. The Jt-test did not show any significant difference between the sets of scores. In other words, in this typo of measurements the two types of sounds yielded scores of about the same magnitude*

2l Orthographlo-PftonettQ Intelligibility and Proaorvation-ln-Error Values* A rank-order correlation coefficient was computed between the rank order given sounds by the

^Tho x was analysed in terms of [ lea] in oases of wordssuch as extra, sexto, toxto. in which the x occurred between a vowel and a oonsonant. The error responses to these words in­volved both phonemes [ ks ] and not ( k ] or [ s ] , separately*

3Dr. Robert Lado, Assooiate Professor of English and Director of the English Language Institute at the University of Michigan, considers the present treatment of [ ks ] Justifiable since this combination is the only one in the Spanish language used in combination at the end of a syllable*

70

preservntion-in-error values of the sounds present in tho 100-word list and the rank order given theae sounds by the t-values computed between the mean intelligibility values of the words from the 1,000-word test items oontaining those sounds and the mean intelli­gibility values of the words not oontaining these sounds, both sets of values were based upon responses in the noise aondttlon.The oorx'olation was not significantly different from ssero (rho ■ - .08). This is summarised in Appendix D.

The Influence of Accent on Relative Vowel Intelligibility. The two preooding sections provided a background for the present minor analysis, a treatment of tho rolativo intelligibility of the vowels of accented and the vowels of unaccented syllables in tho noiso condition. Tho hypothesis tested was that there was no difforenoe between tho intelligibility of the vowels in unaccented syllables and the intelligibility of vowels in accented syllables of "grave" words. The basic moasuro was the intelligibility scores of tho vowels of the accented and of tho unaccented sylla­bles of tho sub-sample of 100-words. Tho scoro for a vowel in a syllable was derived from a compoeito of (1) all syllables correctly understood (from 100 itoms), and (2) substitutions that preserved the vowel of tho stimulus syllable. Theae intelligi­bility values should not be confused with tho intelligibility value of the word. The intelligibility values of tho penultimate syllables were treated against the values of tho final syllables. Thus, there were two columns of values, each 100 items in length.

77

A t~to»t showod a sign!flcant difference at tho 1 per cent lovol of confidonco (t m <1.72). Tho moan intelligibility values woro (1) 78.4 for tho accented syllables, and (2) 73.8 for the un­accented syllable*.

Substitution* of Sounds. An analysis was made of tho sounds that woro erroneously substituted for consonant sounds of tho stimulus words in tho instanco of the samplo of 100 words. First, a sound count was made of tho consonants in tho stimulus words. The sounds woro ordered in terms of froquenoy and compared with the ordering of consonant sounds in Spanish by Tato,4, Tho two lists correlated significantly (rho ■ .00), giving assurance that the sample was somewhat representative of the sound structure of tho language.

Second, through a chi-squaro oontlngonoy table tho hypothe­sis was tested that the voicod-voiceless characteristic of the error responses was independent of the voiced-volooless character of the stimulus consonant. The responses wore compared to the stimulus syllable by syllable. First and second-syllable substi­tutions were tallied separately and thon poolod. The analysis is summarized in Table 12. The two categories of consonants were approximately equally represented in the 100 wordst voiced, 104) voioeless, 97. The number of errors, however, that resulted in

4Tatot Leccionea de Audlometr^a, p. 303.

Stimuli

TABLE IB

A CONTINGENCY TABLE SHOWING VOICED-VOICELESS SUBSTITUTIONS FOR VOICED-VOICELESS STIMULI

IN THE RESPONSES OF (55 LISTENERS TO .LOO WORDS (Theoretical Frequencies in Parentheses. )

Response Substitutions

Voiced Voice lees Total

Voiced 510 (320) 285 (475) 795

Voiceless 224 (414) 805 (615) 1,029

Total 734 1,090

78

79

substitutions wore significantly dissimilar: voiced 795; voiceless, 1J029 (X^ s 30.0; 1.A.f.).^ As indicated in Table 12, voiced sounds tended to be substituted for voiced sounds and voiceless sounds

/» ntended to be substituted for voiceless sounds. *

Confusion or “Decoy” Words. The responses to the 1,000 stimulus words in the noise condition were tallied for the selec­tion of a list of confusion or “decoy” words. All the error- responses to the 1,000 words were assembled in 1,000 cards (one card per word). From these cards the three most common error- responses were retained. Each test item and its three confusion words are arranged alphabetically in Table 13.

5 <795-912)2/ (1.029 - 912)2 a 30#0912 912

6The analysis was conducted in a ayllable-by-syllable manner. The work sheets that show which consonants were substi­tuted in each instance are presented in Appendix E.

7A further test was made to find whether the consonants that were error-substitutions were employed in keeping with the frequency of usage of the consonants in Spanish. A rank-order correlation was significant at only the 10 per cent level of confidence.

TABLE 13

ONE THOUSAND DISYLLABIC SPANISH "GRAVE" WORDS, AN INDEX '** TO THE ORGANIZATION OF THE TEST LISTS, AND THE THREE MOST FREQUENT ERROR-RESPONSES IN THE NOISE CONDITION

List Error- List Error-Word and Responses Word and Responses

Item Item

abre M7acta Tilacto T13actos P3agua A20aguas H30aire L32aires B32alas F15algo R24alma G27almas A18alta S3altas S12alto B35do. D4altos 112alza D45ama F34ambas K28ambos P39amplia Q41amplias C19amplio D16

c arro,ave,arboI hasta,alta,apta apto,arbol,alto pasto,acto, gatoscanta,juala, hagoagua,jaula, callaaires,abre,ave aura,algo,abra ala,sala,mala alguien,alto, algasama,alta,arpa alma,j aula,amas alba,alto,haya alga,alta,alto alguien,algo, altaacto,algo,sigo alto,arbo1,acto alta,alto,alzo cama,llama,alas zamba,ambos,ama hambre, alma, nombrearbor,amplio, amplias amplio,ansias, antesansia,amplia,anca

ancha to toanc ho S27ante J38antes S3 8ano P22anos D38do. K3aras FI 3d£bol J20arco Fllarma N13armas J18arte H48artes M49asma F18atrio 029ave K47auge K15aula D2aulas R49aunque J10autos J12baile S35baja B38bajas R20bajo E20bajos B7banco B18banda Q32bandas Q43

ansia,amplia,canchaamplia,antes, ansiasantes,canto,ancho angel,ancho, tanqueange1,alma,c ana c ana,atfo,una ano,hombre,sangre ara,cara,para algo,arde,arduo carro,alto,marco parte,arpa,alma arraa,carne,arpa parte,martir,arco harto,arbol,arco facil,hasta,alma apio,hacia,patio hado,arte,cabe acto,ave,ajo jaula,habla,agua j aula,falda,salmo ante,auge,angel auto,altos,ante algo,valle,valgo caja,paja,bajo viejas,cajas,casa vaso,barro,pasto pajas,vaso,bajo tanto,bareo,bano tanda,ganga,bando banda,tanda,anda

80

81

Tablel3(Continued)

V/ordListandItem

Error-Responses Word

ListandItem

Error-Responses

bando HI 4 dando,vaso, bo da 017 se da, go rda, boga.canto bo das Bll boda,bogas,bolas

bandos 013 bando,banca, bola 131 cola,sola,dolarcanto bo Isa M44 vuelta,golpe,

bano F31 dano,pano,baile costabanos 0.18 vamo s,bano,cana bomba 1119 congo,ropa,costa.barco A14 pasto,pacto, bombas K21 sirva,bomba,turba

porque borde D19 gordo,vende,verdebareos B5 parto,bancos, bordo 03 gordo,cuerda,

barco cerdobarrio B46 barro,labio, brazo A32 traje,frasco,

varios rastrobarrios T45 caro,barrio, brazos B8 traje,trato,

carro plazosbase T23 pase,hace,catre breve L37 credo J.lueve ,temebases N38 base,paso,vaso breves B28 creo,tr£bol,plebebasta J50 barca,pasta, brillo N24 brilla,grito,

paja brisabate D5 pato,patio,dato brinda L35 brilla,brindo,bee as 124 beca,peca,boca sillabella B24 fecha,feria, brocha R16 broche,trocha,

ella retobellas C17 bellos,ellas, bronce Q5 franco,pronto,

feria bromabello T9 bella,sello, buena CIO bueno,lleva,suena

ellos buenas C36 bueno,buena,bellos S40 bello,pueblo, puerta

ellos bueno J15 sueifo, pueblo,bienes B34 tienes,cielo, vuelo

viene buenos C20 bueno,buenas,blanca A22 planta,bianco, puerta

lata buque J7 bosque,juzgue,blancas S13 planta,blanca, mucho

bianco busca B40 lista,gusta,vistabianco 01 planta,blanca, busco G18 gusto,busto,justo

blaneos busto K38 justo,gusto,buscoblaneos L6 bianco,razga, cabe D12 sabe,cabos,pares

campo cable D24 tabla,calle,sablebloque Pll lote,flete, cabo A42 pavo,pato,carro

bianco cada R31 daba,cara,hagablusas S2 lucha,lista, caja F38 casa,paja,faja

blusa cajas R35 pajas,faja,casasboca L4 loca,copa,sopa calle H26 mayo,tallo,valle

Tabloi3 (Continued)82

List Word and

Itemcalles S3 6calma C47cama J24camas DIOcambio K39cambios C16campo H37campos Q8cancer LI 2caneha F42canto 111cana M2capa Q28capta H45cara P49caras D43do. E34carcel N10carga L7cargo B22

c-argos B15carne N31carnes T25carta 06cartas J1carro T24

Error-Responses

calle,valle, fallen falda,palma, calvodama,canta,tazasfama,cama,sana campo,sangre, fangosangre,c ambi a, alguien canto,cambio, tantocampo,banco, sac oscansa,tanque,tantoconcha,tanque, rancho alto,santo, tantoc ano,bano,c ama casa,tapa,papa pasta,capa, castapara,c aro,sala para,caro,cara cara,para,caja parte,barco, parque pardo,tarde, cargas tarde,carro, largotarde.pardo, arbolcarta,tarde, armecarne,sangre, tardecarcel,casta, cortacarta,marca, partatarro,cargo,aro

List Word and

Item

carros K16casa M22casas K13do. E29casi C28caso N34casos L41causa Q42cena B12censo 040centro J46cerca A21cero 014cerros Q34ciclo F27ciclos E37ciega 035ciegos E18cielo S24ciencias N30ciento K46ciertas R2cierto A40cifra N37cifras N26cinco R5cine R23circo F23cisne 136cita M34

Error-Responses

carro,tarros, casospasto,paja,carta c asa, paso., ganga casa,paja,capa fac i 1, f ec ha, f ase paso,vasos,gasto caso,pastos,vasos pausa,danza,salt a pena,tela,buena centro,tengo, densodentro,viento, centrospuerta,terca,cera toro jpei'o ,cerros perros,cerro, torresiglo,chicle, tiplesiglos,sido, triplellega,piedra,cielociego,piedra, pliegohielo,suelo,ciegociencia,siempre,piensastiempo,viento,piensopuertas,piorda, ciertapuerta,ciento, sietecita,silla,sufracita,su£ra,sillasiesta,dentro,sientensilla,crimen,firmesurco,disco,chico cisma,fijo,chi sine pista,cinta, tripas

Table13(Continued)

83

WordListandItem

Error-Responses Word

ListandItem

Error-Responses

clara G14 claro,playa, ere an T10 crea,crezcan,creeplaga crece S45 precio,trece,

cl aro E39 clara,clave presoclavo credo E33 trebol,creo,creen

claros C21 H a v e , prado, cree T43 breve,trigo,trececlave creen L25 creeen,pierna,

clase S14 plato,plaza, ellaflaco crimen C25 trino,primo,primaclases LI 4 trajes,flaco, crisis T29 cruces,triste,

clase facilclave D35 clavo,claro, cruza S17 fruta,ruta,rusa

calvo cuadra 127 cuadro,cobra,clima H8 pluma,prima, piedra

cima cuadro N35. suave,cuatro,do. H50 pluma,lima,mula clavecobre P14 pobre,sobre, cuadros 024 cuadro,cuatro,

padre cuadracobro H3 pobre,sobre, cuales N4 sales,vale,cuerda

cobre cuando 032 cuai’to, sonda,coche 114 poste,ocho, cuanto

postre cuanto T26 bianco,llanto,cola K30 bola,sola,tela guantecomo 12 coma,come,somos cuatro L43 patria,gato,catrecompra G35 hembra,cuenta, do. E24 cuadro,fuente,

copla cuartocompre 140 compro,hombre, cubre G49 tigre,cumple,

tonto hambreconsta J28 coneha,costa, cuello M3 5 sello,polio,silla

cuesta cuenta H23 chompa,prima,contra L18 compro,junta, blanca

compra do. E3 vuelta,vuelvo,copa El sopa,bota,jota piensacoro 128 toro,forro,foro cuentas C38 cuenta,cuento,corta D9 puerta,cerca, puerta

terca cuerda C34 puerta,juega,corte C40 corto,fuerte, gorda

coche cuero S44 fueron,culto,orocorto C30 torpe,corte, cuerpo N5 puesto,fuerte f

bosque suertecosas Q2 cosa,otra,jota cuerpos M30 cuerpo,fuerte,costa F21 costo,tosca, puerta

costa cuesta 130 pesca,cerca,costo E12 cesped,ocho, puesta

corto culpa L26 culta,cuota,china

84Tabled (Continued)

WordListandItem

Error-Responses Word

ListandItem

Error-Responses

culto H16 junto,pulpo, dando T48 bando,tango,bancocupo danza 028 bare a,t ant a,banc a

cumbre L42 cubre,nombre, danos T50 bano,pano s,ano scaso darle L36 breve,tarde,calle

cumple L45 cumplo,templo, darse FI 7 bare o ,t arde,parteconque dato E36 gato,rato,bote

cumplen A3 7 cumple,cinco, datos B50 gato,gatos,datotemplo de'Sil G29 serie,debe,todo

cuna F25 pluma, suina, c ima dedo 1149 quedo,todo,debecunas H47 una,unas,cunas deja E21 besa,tejas,quejacuota PI gota,jota,guapa deje B47 desde,veces,tejecuotas C18 gotas,jota, dejo G24 dijo,beso,perro

corta densa M3 2 dentro,venta,curso B6 gusto,turco, venza

hurto denso G5 veinte,dentro,cursos M46 curso,surco, templo

justo dentro IC25 siempre,tuerto,curva B21 purga,sirva, centro

turba desde 037 peste,bestia,estecutis S19 cumple,util, diablo P36 viaje,guardia,

urge naipecuya T47 tuya,silla,suya dice F12 viste,dique,hicecuyas A41 silla,cuyo,cuna dicen E28 visten,cifra,pisoscuyo T5 tuyo,suyo,silla die ha HI silla,ficha,digacuyos T37 tuyo,tuyos, dichas K7 dicha,fecha,

callos fichaschapas Q40 capa,casa,tapas die ho S15 sitio,vicio,circocheque E48 techos,seque, dichos H28 sitio,dicho,

trueque discoschico C42 pico,susto, dientes 123 viento,siempre,

silla sientechiche L46 sitio,ficha, diera H33 fiera,quiera,

hijo vierachinas Jl-1 china,tira,pino dieran L9 vieran,vieron,chinos K18 llevo,finos, fiera

pinos diga S25 vida,silla,villasdaba RIO nada,baba,gala digna N22 digno,signo,digadaban . N8C .. lavan,daba,c ava dignos C35 vista,vino s,dignodada J30 vaga,cara,paga digo P9 sigo,vivo,dijodadas A5 daba,c ada,dada dijo T1 vida,hijo,fijodado T7 datos,tarde, disco J23 bizco,discos,

dadas buscodama M26 llama,cama,lama discos E2 listo,visto,vistadamas 134 dama,cama,caja doble SI pueblo,baile,

cable

85Table 13(Conti nued)

V/o rdListandItem

Error-Responses Word

ListandItem

Error-Responses

doble G6 cable,pueblo, estas G13 estos,extra,sobre ^ lists

doce 15 bosque,docil, este 1110 esto,cesped,hecho/ beso esto C23 este,gesto,justo

dolar 120 bola,tela,cola estos P31 esos,este,estodonde N15 grande,cuando, extra Ml 9 ostra,extras,otra

tengo fdcil N43 casi,calle,cuadrodona M15 donde,tanto, faja H44 paja,caja,baja

duena faldas S47 saiga,salva,saladrama M2 4 grama,grande, falso M3 6 salto,calzo,falte

graba falta M45 falsa,salta,duda G25 digo,diga,vida fallandudas 07 duda,vida,gira do. P40 salta,falsa,altaduelo S30 suelo,vuelo, falla H31 calle,calla,vaya

cielo falias D30 falla,vaya,halladueno T19 sueno,ciento, fama J6 cama,dama,ama

suero fase T4 facil,pase,parteduenos K43 dueno, suerio, fecha M41 sexto,pesca,seca

tiene fechas D28 feeha,cheque,dulce P46 culpa,lucha, techo

bulto feria R36 seria,serio,seriedura 116 gira,tira,duro fieles Mil pieles,cielo,duro J29 puro,dura,t i ro ciertoeje C41 esos,teje,este fiesta D18 siesta,tuesta,ella 11 silla,bello, cierra

joy a fiestas N50 siesta,siete,ellas P41 silla,ella, siempre

bellos fija B3 silla,cita,pisaello K33 ella,sigo,oyo fijo B27 tipo,luto,hijoellos E17 sello,cuello, fila Hll tila,pila,silla

hoyo filas 16 fila,pila,sillaentra B44 centro,compra, fina G7 silla,cima,siga

gente fine a A13 cinta,cinco,tintaentre S28 compre,hombre, fines B29 cine,finos,cines

centro fino R39 pino,vino,sinoera M4 hora,pera,cera finos J36 pinos,sinos,tinoseran P7 era,cera,hora firma K2 firme,sirve,turnoesa R28 esta,zeta,pipa firmas N42 turnos,firma,esas C4 esa,ceja,hecha turbaese S26 eso,eje,este firme K19 turno,sirve,pinoseso G43 hecho,ojo,queso firmes R46 firme,turno,sirvoesos Q50 eso,jefe,ese flores K37 pobres,cleros,esta J2 esa,cesta,extra loro

Tabled Gout i nued)86

List ISrror- List Erro r-Word and

I tomRo aponHOs Word and

I t omRospoiiMOH

f lota M20 loca,poca,jota ftiorto M2 5 coclio ,co rto,forma If,3 5 f i.i'ma,cuordn, puosto

formon fuortos L33 fuorto,corto,formnn 020 forma,cuorda, fnon to

ho rno fuorzn 1.2 suclta,puortn,formaa 17 forma,sorda, huortn

firma fuorzns G46 pitorias, puosto,fondo 031 bordo,pongo,

templo fuoso G19puerta troco,croco,

fondos N7 hombros,bongo, j HOC o scuonca fuga

ftitbolF3B jttgo ,sllla,cuna

foto 034 voto,torpo,foco 1138 stirco ,turco ,sustodo. D9 poco,rnto,ocho gala N14 sn 1 n , 1 1, ama, c a 1 afranca G21 truncn,trnmpn,

franjngases L10 clasos,casl,

graciasfranja G4 trnnca,franca,

c amagastos 1549 salto,gasto,

gastosfrase R40 trajo,frasco, gato 126 curta,casa,gasto

bruzotrajo,fragil,

gento B37 fuento,cuonto,frases N29 ciento

fraso gontos 1129 gonto,contra,fronto 012 fuorte ,tomp.lo, coche

plonse gosto P34 costo,soxto,froscas A3 3 presto,fresco, gostos

frosea goce D29 voces,bosque,docofresco 1135 procio,presto, golos N44 golpo,golfo,solo

tiesto golpo F41 corte,ocho,vuoltofrutas J42 fruta,ruta,

juntagolpes J47 golpo,toldos,

cochefruto S3 4 grito,triste, goma P16 yema,dama,toina

triple gotas L3 gota,jotas,copaifrutos D48 triste,bruto, goza D41 ropa,esta,rosa

grito gozan S22 costa,cosa,copafuego L8 juego,pueblo,

cuellogracias S8r. propio,trate,

preciofuente G32 puente,cuento, grado S7 grave,bravo,

frente grandefuentes P26 puente,tiempo, grados 047 grave,dados,bravo

puentes grande R17 sangre,granja,fuera S46 juega,prueba, prenda

fiera grandes K26 densa,grande,andefueron Q26 cuero,suero, granja G45 t ranc a ,t rompa,

rauero Homan

87Tab 1 ol3 (Coi

1.1 !l t. Error-Wo rd and Ho uponmom----- 1. tom ------ -----------grata 1141 vaca,grown,gratia Q24

bra f, ohgrpclnfj ,grnndo

grn to H42lapl/.trato,bravo

grave Q.LGgratia trago,bravo,

graves HI. 7pradogrado,trago,

grom.lo M2,Ibravopromlo,pronda,

grito A23obrlotr I ato,trlgo,

gl'l tOM 04 9gripegripe,grlto,

gruoso EOtrlgorocio, roto,

grupo 045grn sobrviMco, grupo a,

grupos qi3trietogrupo,grito,

guard!a 050tristoclone1a,guard©,

guorra 110norviot!orra,yorro,

gusta B43hlorrobusca,piata,

gusto F44ost abusco, justos,..

habil E38sucioavo,hublo,agil

habla G10 tabia,habian,haco Gil

oospod ✓ hncia,faci.l.,

bacon M42ajjllrfngol,alzan,rfgil

hncia R43 patio,tapla,agu<lmga P29 agua,vaya,vagohag an M9 haga,hayan,hadaliago M17 pago,agua,algohambre F24 hombre,sangro,

madre

i. i uuod)

1,1 Ml Error-Word and HuMponaes.1 u .in 1U ,u I.J.. J 1.JI 1 tom

.m ..ij . m . ___l|t>.

hasta 04 ' casta,acta,pastahay a N2 ca11o,agua,la 1 Lahoc ho 117 ocho,pocho, lioohoshoc hoh PH este,o m o m ,coche110111(3 H .149 uno , jiorro , humo1)1 o lo H34 cJolo,bio La,guoloIt 1 .©rro F22 1‘J.orro ,e i orro ,

c 1 o i 'rehi,la 042 cl fra , i’Lj an , esto shi,(as M31 hijo,bijou,liljuhi jo N49 bijou,dijo , tlpoh 1 j 0 H K40 1)1.J o , h i go , hilolit Lo 10 dllo , Id. Lo , fi i .1 Lalilnmo 1120 wigno,una,dignohtsrto 1)31 h i jo,pi00,U®0hoja C3 ojo,paja,ajoho,) as N23 boja,o1loM,co»ahombro F2 linmbre ,nombr©,

ilngo 1do. J Id- hombra,otros,

hombroshotnbros Ol 1 hombro,hombre,

a triohonda Ml! fondn,mondu,unahondo M27 hombro,ando,

cuandohonra G12 onda,compra,

pongahora 048 sombrn,honra,aroshorns F3 hora,oro,solohorno 113 ordon,torno,gordohubo J9 tuvo,uba,cubahuolga P4 cuolga,juogft)

vuolvohuovo® A44 fuego,puoda,

juogoshumo J8 uno,pufio,funoiba 016 lra,ida,hljaiban J33 ida,vlda,ibaIda Q9 iba,ruldo,vldaido QG pido,hilo,ibaIndia D40 indlo,tibia,ninoindlo P21 uno,higo,siglo

eeT n M n W ( < ; D l l I. I l u l l ' d )

1 i.l N t Krror- 1,1st Mrror-Word mid lvOMpOIIMOM Wo rd and li’onponwon

1 tom 1 tom

1 lUll OH 144 1.1)<1.1.0 , t I lllllt'O , in do IM3 p I n to ,<*, 1 n ro , l ogo0 1 1 0 M 1 ndon 1)13 1 ngos,1ndo,1nvo

1 n I n MB In 1,' 1 ii, m 1 1 In, 1 m m ,1 13 1 1 nnon, p i m m ,M 1 t I 0 p 1 iiiio

i n Inn psa 1 id 1 a ,1m 1n , 1 nnnn 1143 1 1 nmnn, p Inna,ml g l,o 1 nonjmi In l*’2l) nu I ii , bn 1 1 o , 1 nn/.n Ml b I anon,planta,

rad to 1 Inn tojo To 1‘7 suorta ,aospod, l.npso P23 in/.o , pinto ,ac topi no Inrgn R« on 1 to , In do , vo rulej O 1'OM 1125 potion , o j o , one Inrgns Q40 largo, l.ijdo, largoj Irn 1)30 11,rn, 1ra,jura 1 argon Ml largo ,<uyoul, I adojo von R20 todo, pooo,toro Into 1)20 pin tn, 1 np 1 />, 1 npnjoyns D7 po I. J. n , bo 1.1 n , In/,on M13 p 1 ,n/o, 1' loco , pinto

ollns loo be F40 1,' 1 ochn, [indro ,juocos R3B fuone, ption to , proa 1 o

1,'uorte lo Jon I'M loco,loto,loohojaogn QIC ruogu,toro, lomu N39 limn,tomn,lunu

ruodn ion to Q31) 1 onto,bianco,juogo C39 i'uogo ,cobo , l.ongun

luogo 1 o t rn K35 lotrns,lobra,JdOgOH 018 i'uogo, juogo, costa

sol.to lo trim R20 !o grn,1uo o n ,1o t rajuovoa 02 puodo,juogo, loves Alt) loro,lovo,llovos

i'uogo loyos 818 hollo,lojos,juicio 1118 sitio,juocoH, bo 1lo®

1‘uiato libra K39 11rn,11bras,11brojulio G44 tuyo,sorio, libras L24 libra,1lata,

sollo librosjunio 1121 utTa,gonio, julio libro 1)10 libro,timpre,lutojunta LI 9 punta,punto, libros S39 vidrio,libro,

junto librojunto M3 8 cuonto,punto, libro B4.1 J, i bra, 1.11 ro, 1 i bro

culto lijsros AID libro,litro,librojusta J4 justo,culpa, lidor A3 4 libro,trlgo,

busca. llbrosjustas G41 busca,juzgas, llga T44 linda,mi11a,lira

gustas ligas TO liga,linda,lilajusto P43 gusto,susto, llmpia E23 linda, limpi'o,

busco luchajuago A36 justo,busca, linda Q35 lindas,llndo,

vista fincakilos L30 hilos,filo,hilo lindo 138 slondo,limbo,

libro

89TabloJ^Cnn

I i'i at Error-Word and

HornRoMpOIIMON

---- .----Undos (M3 1Lndn,11bro,

1. liulo1 1 M 1. 0 M3 7 trl wl,o i 1 I wo ,

dleliodo. 1314 list a , lii to ,

p i.wto11 (row 122 1 1 (. ro , 1 1 bro,

Intologra ICO nogrn,suogrn,

logroloto 1M4 floroM, (M o to ,

locolot 00 K29 loto,bo to,locolucon (142 1 tic os, lu;Je ,

1 Into1 uc os AH luJo , 1. I. win ,

libroluolm L44 lltro,lu jo,

due imiuogo L27 rue go, puoclo,

quo dolu,jo A29 libro,luclui,

lucoluna D27 p.Lumu, Into ,nu bolunes F45 luna,pltimu,

ml smollama G47 viajo t H o m o ,

llano1 Ionian R3G llama,1Ianto,

llamas11 tunas G28 llama, Have,

guard!nllame L31 llano,llamo,

Ilonallanos H24 llano,llama,

llantollnntas C45 bianco,llanto,

llantaHave P6 yate,llame,

viajedo. CIS lista,luto,pisollega C13 ciega,rioga,

hiolo

t 1 11110(1 )

1.1 wl; Error-Word and Pi'Mponwow

1 tom

.1 logon MO J toga,yorbn,1Iona1 loguw TI2 loyoa,lluv1 a,yugoI. l,o n a 1)2 yomu,lil ontt, 1 lovo1 lo no pin li i o l o , 1 lo va,11, ova <1311

lilorro1 loga, t l.orra,

1,lo van 1>',Uptodrn1lova,pruobu,

1 lovo 1)4 2o .l oguhi ode, qtil.e ro,

liuvla ,T3I. i one.w 1 1 ,l,u, nub l a ,

1luvlaw HI. 4turbia11 uvi u, lidla,ella

madro 133 pndre,ugrio, tardemndroM 033 madro, liambro, avomala K31 males,cola,pulama I. a a 1j40 mala,malo,algomales J31 ma1o ,vale,callenutlo on nutgo , pal.o ,nadoma low Cl male,madro,inagosmambo IC4 mundo ,mundo,mangomundo C31 mundo,undo,mangomano N47 malo(pano,monodo. Q4 murmol,mnndo,monomano a T30 mnno,mono,sanemupa M3 mata,nuda,capamarc a T28 carta,arco,arpamarcas EG marc a,arpa,bareasmarco £13 arco,alto,barcomarcha N20 ttadn, marc a , f achamaros P24 madro,mala,malesdo. R15 bares,mala,navemorgen P45 martos,martlr,martos R32

ma j amarco,marcha,

marzo K27nortemambo,martos,

masa J40marcomarcho,manta,mapa

masas D1 malos,nada,matesmayo F33 madre,malta,mallamedia T20 medio,ella,novia

Tiiblo 13(Cont i hikmI)

00

WordList and I tom

Error-Rosponsos Word

Li fit and I tom

Error-Rosponsos

modio 112 media,radio, muchus S3 2 muc ho, rauc Ita, p i o znmuollo mucho G37 quoso,ocho,nichomodios RIO modio,radio, inuc ho a E47 muc ho,ocho,luchamuobio rnuobloa KB rnuoblo,nuavo,modomonos 026 mona,cuorno, muollo Q48 muoblo,bueyos,1 unos I1UCVOmonte E15 mien to ,onco, muorto LI muor to,nocho,sollo nor tomo a a M50 mot ro ,mozc la, muoi'to 1,34 muorto,fuorte,

extras muostramo sos F43 mosu,moco, inuovas K44 nuova,muola,nochos muorasmotros R42 motro,nogro, mundo C2 punto,rumbo,mambomugro nada C32 mnndn,mnia,nade

mezela L49 muostra,mocha, nadio SO modin,nada,novionogra nave NIG nado,nada,cabornido Dll ruido,vivo,nido nogra Kil nogro,otra,logra

miembro C7 nimbro,canto, negro G2 noinbro,nogra, ollavionto nogros G31 nogro yinugro ,obrasmiombros M2 9 hombres,nogros, nio to F32 tionda,metro,noto

nombre niotos L15 tiorno,nioto,iniontras T18 miembro,motro, puosto

muostra niifa C44 suonb,rubin,miramiles A27 nido,lirio, ninas P30 nina,ninb,vina

libro nino G34 ruido,fluyo,unamira B19 lira,tira,vida ninos J43 nino, lluvia, lindamiras C46 mira,lira,miran noblo N18 novio,doblo,mediomisa T14 lista,suyo,mica nobles 046 rnuoblo,doblon,misma G15 lista,isla, novio

busca noche 142 medio,mezcla,ochodo. J16 mismo,mitin, nombres G40 nombre,hombro,

ritmo siempremismo J26 ricos,juicio, normas FI 9 norma,basta,forma

liimno norte K23 nogro,verte,nochemixto Q23 gustos,luces, nota A7 noche,loca,nata

listo not as L20 nota,otra,nortemo das £39 nuevo,boda,moda novia K50 novio,media,magiamo do R4? moda,joven,nada novio H13 novia,nadie,magiado. D25 noche,nada,moda nuestra R45 muetra,metro,monto P33 monte,manto, muestro

mundo nuestras T35 resta,letra,btramucha 025 lucha,lista, nuostro L13 restos,nuestra,

mucho puesto

Tablel3(Continued)91

WordListandItem

Error- i Responses Word

ListandItem

Error-Responses

nueva Q45 rueda,negra. palma J45 ponga,calmat almapueda palo J41 val1e,falla,pato

nueve D46 nuevo,pobre. papa D39 pataypajeycasepueda paro P60 caro,faro,vara

nuevo N9 luego,nuevo. parque M16 tarde,parehe.huevo barco

do* N19 muelle,nuevo. parte L38 porque,arte,partonubia partes M39 parque,parto.

nuevos H25 nuevo ,mueve, barconueve partos F26 barcos,pasto,

nunc a R8 limpioycuca. platoinca pasan A28 casa,paso,caso

obra D47 otra,pobre. paso A12 pasto ycasi ypatocobre paso s N48 casos,casiypas^.

obras F5 cobreysiete. patio K10 apio,porque,facilotra patios H9 calle,ajo,apio

ocho A19 otro,pecho,oye patria P17 agria,tapia,haciaodio H7 ovbio,oye,olla pecho 010 techo,feeha,heohoojo 121 otro,hago,dale pelo L21 soloyveloyoeloojos T22 ojo,poco,oyo pena R9 cena,tela,ventaonce C43 compre,conehat pera 125 c era,hora,pesas

hombre perla 132 cerda,perra,celdaondas R25 hombreyondoy pero Ell ceroytoroyoro

ando perro Q44 cerro,torre,cerdodo* F16 ondayfondayonza perros 015 perro,cerro,sordoonzas Q22 onceyonsa, pesca 049 teja,cestaycera

hondas peso R18 vecesybesoyesteorden Q31 orbe yOgro,carne peso N33 pecho,queso,pechooro D20 toroyceroyaro pesos 139 pesoyqueso,esootra Q21 jota,hoja,otro pida 74 silla,vida,sigaotras C6 otroyobrayhoja pide C24 sigue,sube,pibeotro M43 ocho,propio, pi den E22 silla,pida,viven

pobre piedra N12 quiebra,cierre,otros T17 otro yopio,potro hiedrapacto C22 pastoytacto, piedras 117 piedra,quiebra,

acto tierrapadre B39 abre,cabe,eatre piensa Cll sienta,tiempopadres E46 padre,cables, tienda

pobre pierde G39 ciertOysiervo,paga P2 dagayeasayhada ciegopago T40 hago,pavofpadre pierna T49 tiemayCierre,pagos 149 agua,pagoypavo tiene

piesa T38 siesta,fiesta.tierra

Tab.1. o 13 (Cont i ntie cl)

92

WordListandItem

Error-Rosponscs Word

ListandItem

Error-Rcsponscs

piezas C5 fiesta,siosta, plomo D34 pleno ,como ,plenalista plumn A3 9 priina, sean, furnn

pinos HI 7 fino,kilos, po bro IC42 sobre,cobre,finos pobres

pi so D8 cinco,pillo, pobres K34 sobre,cobre,pobresucia pocn F50 boca,poca,copa

pi sos L5 picos,cinco, pocas P12 foeas,poca,rocashi jo poco P35 foco,pocos,toco

pista D17 pisa,cinta, do. B1 foco, toco ,cocojunta polvo 1146 toldo , soi’do, horno

placa T2 flaco,platos, pono Q3 come , onto , zonaf laca ponga J44 foncln, compra,

placas K36 flaco,platos, prondaflacas porque G1 corto,porte,ocho

planes 038 piano,pianos, pozos E1G fotos,oso,pozoclavo precio A48 trece,propia,

piano E19 bianco,plaza, sociof lo jo precios N3 leche,regios,

do. E4 bianco,plato, preciopiano pretnio F10 trenes,premia,

pianos J35 piano,flama, previoplomo premios D3 trenes,premio,

planta Q17 blanca,tienda, puedoplaneha prensa J32 tronza,trointa,

plantas Rll planta,blanca, ventatrampa presa Q29 fresa,fecha,

plata P10 trata,plato, prestaplaca preso G33 precio,presto,

plato M48 platos,flaco, frescaplazo presos T46 trese,esos,fresco

plaza L48 plata,plazos, previa H6 precio,odio,obvioclase previo K22 premio,previo,

plazas 141 plato,plata, puebloplazos prima B31 primo ,trina,cremai

plazo B23 plata,plaza, pronta A49 trompa,pronto,flaco tronco

plazos 023 plato,plaza, pronto A17 trompo,tronco,plazo. tonto

playa H42 calle,clave, propia E42 precio,propio,claro prueba.

plena 030 plomo,pleno, propias R1 propia,copia,f lema radio

pleno D6 flema,joya, propio Q25 precio,propia,plomo precios

Tablel3(Continued)

List Word and

Itempropios FI 4prueba E44pruebas B16pudo K17pueblo D44pueblos F6pueda H22puede L47pueden S3 3puedo K1puerta 039puertas S20puerto P47puertos Q13puesta R13puesto Q10puestos T34pugna J17punto M47puntos 019punos Q37pura F40puro M3 3puso M23queda G30

Error-Responses

precio,propio, precios rueda,pueda, robaruede , pi-ueba, rue dofumo,hubo,sudo nuevo,seria, pobreserio,pueblo, doblejuega,rueda,cuevahuevo, jueves, juegofueron,cuello, puedotodo,huevo, fuegocerca,cuenca, prensapuerto,fuerte, puertafuerte,suerte,cuerpopuerto,suerte, fuertefresca,presta,cuestahuesped,cuesto, garbotiempo,queso, cuestas cuna,curva, sigmafundo,junto, puntos cinco,punto, junto ^turno,uno,puno c ura,j ura,dura pudo,j uro,duro j usto,uso,sufre seda,tela,toda

List Wo rd and

Item

queja C37quejas P13queso 1136quienes T31quiera C29quiere J34quiero S37quince P48quinto G22quiso D23quit a T32radio G50radios R21ramas 036ramo 14rancho C14rango H27raro 137raza A24ray os R30redes L23regio G48regia 09reina H32

renta E31rentas J37reses M12resto H9restos T30

Error-Responses

de jas,cejas,tejas tejas,zeta, tiendas quieto,gesto, suelto

tienes,quieres, sienesfiera,piedra, sierrahiere,quiero, quiera fiera,cielo, quieresimple,quinto, cincopinto,cinco,silla piso,hizo,quisio ficha,cita,chica rabia,sabio,rayo rayos,nadie, variosrama,rana,radio baj o ,raso,rango bianco,rostro, ranciobanco,roneo,fuego carro,rabo,lado rat a,vac a,grasa calle,radio, variosbreve,puede,robos recio,precip,rojo do bla,pe rla,de bi1 quiera,viera, suenotreinta,puerta, prendatreinta,renta, antesprecio,veces, reciorostro,fresco, prestoresto,rostro, presto

Tablel3(Continued)

List Word and

Item

reza R22rica R34rico J27do. Ml 4rifa K48rige IC9rinde 150ritmo R4-8robo L22roja 114rojo L28do. T21

ropa J25ropas D42rosa P28rostro A31rubio C2

rudo S49rueda E32

ruega E30ruido A3 5rumbo A38rumbos C27rusa G36ruso D50rusos S21ruta B36

Error-Rcsponses

resta,reja,prensalista,rico,risa pico,pito,rizo rifa,listo,rico risa,rica,visa rico,regia, regiarindo,rico, brindo rubia,rusa, ricotorno,sobo,lodo rosa,rojo,ropa reses,ruego, plomorostro,rosa, cosmoroto,rosea, romparosa,tropasroparoce,roca,rollo roto,rosa,ruso radio,ruido, previo ruido,pudo, crudoruega,riega, prueba rueda,juega, ruegotrigo,libro, rudobrindo,timpre, puerto rumba,rumbo, ritmoruta,busca,rifarico,grupo,uso rico,ruso,gusto rica,fruta, risa

List Word and

Item

sabe Q1saben F48sabia 08sabio N17sac os Lllsala E26salas K14saldo G23sale S31salen IC32saiga Q36salsa D26salvo C8sangre Q38sano G20santa M8sean G8seca K5seda F28selva A43sello B45sellos N32

senda K41seno S29sepa N1seria A1serie M5serio B4sexo G17sexta 146sexto M10si do A10siempre D33siendo L29

siente E40siete M28

Error-Rosponses

cabe,sabes,cae cabe,sabe,tablas sabio,calle,torre calle,patio,radio saco,flaco,capto pala,ala,malo sala,cala,pala caldo,salgo,salto palo,padre,malo palma,salve,salmo falda,salva,alga salta,falta,alza salgo , alto , salvo padre,tango, hambrec ama,sana,nadacanta,tantas,cartafea,seda,dejan feeha,jota,zeta todo,pega,cera celda,sorda,cerda serio,bello,ellos suello,ellos, cuellosonsa,tienda,juegocelo,tema,cena zeta,jota,reta feria,serie,sedia serio,feria,series serie,serio,bello sexto,texto,pecho esta,cesto,nunca texto,sexo,techo ruido,sigo,pido tiempo,siento, llantotienda,tiempo, tiernociento,siempre, tiemposiento,siempre, tiempo

TableXS(Continued)95

WordListandItem

Error-Responses Word

ListandItem

Error-Responses

sigEi A46 silla,cuya, sueno Q14 —*suena,suenos,fija pluma

siglo F9 silla,ciclo, suenos N36 sueno,pueblo,pillo suenes

siglos J39 siglo,silla, suerte P37 fuerte,surte,sigue cierto

signo C50 digno,ritmo, sufre C9 sucre,centro,sino filtro

sigue A3 silla,tuyo,cuyo suma S5 c ima,pluma,f umasiguen N28 silla,cuyo, sumas S10 suma,fuma,zurdo

pi den supo T39 cupo,juzgo,suyosilla Q19 pilla,sillas, surco S1I turco,circo,surge

suya sureos Q49 cercos,turco,sufresillas C48 silla,suyo, suya S23 silla,tuya,sigue

serio suyo T15 cuyo,tuyo,muchosimple T42 cumple,timbre, suyos 145 tuyo,suyo,silla

cinco tabla K45 habla,padre,sablesino A47 pino,tino,fino tales T33 palo,sale,dalesirva N25 curva,cifra, talla S48 falla,falda,calle

circo tanda S43 banda,sangre,sirvan K20 sirva,sirven, bamba

curva tanque Q30 antes,tanto,cantosirve B20 zurdo,tino,fino tanques E50 tanque,tanto,pasosirven A45 sirve,circo, tanta M40 canta,santa,pampa

firmen tanto P20 santo,canto,comassitio 05 sucio,cito, tantos D37 canto,santo,campo

ciclo tapa S41 capa,papa,casado. S9 juicio,sucio, tarde K12 pardo,cargo,parte

vicio techo T3 pecho,hecho,lechesobrO A25 pobre,cobre, tela P5 pela,cela,tecla

doble telas F39 tela,cola,pelassocios F47 socio,copia, tema E27 cena,cesta,quemai

propio temas J5 tema,tela,temosola B41 cola,bola,solo templo 015 siempre,cumple,solo Q27 todo,suleo,palo templossuave 18 clave,cuadro, tenga 118 tengo ,pe*Sa,.sombra.

claro tengan 044 tenga,venga,sue1do A26 zurdo,huelga, pongan

sordo tengo 027 diente,templo,sueldos 135 suelto,sueldo, puente

sordos tesis R27 tejes,pese,debilsuelo T41 sueldo,duelo, texto T16 extra,sexto,recto

huelo tiempo D21 ciento,siempre,llanto

Tablel3(Continued)96

WordListandItem

Error-Responses Word

Li standItem

Error-Responses

tionda 022 siembra,siendo, triple T27 listo,sitio,tierra triste

tiene E14 pluma,tienda, triste 13 fiesta,vista,cielo triple

tienen F49 tienen,tiempo, triunfo K49 pienso,brinco,tienes pinto

tiorra G3 sierra,quiero, trono D3G cromo,tono,prontohierro tropas Q20 ropa,tropa,trota

tierras N6 sierra,ciorras, tubos 041 tubo,jugo,yugospiedras turno P42 zurdo,churro,unos

timbre 115 cinco ,ctimbre, turnos A4 turno,firme,tuyohombre tuve B33 sube,sigue,tuyo

tipo P18 hijo,piso,higo una E10 uno ,uifa,cunatiro 14-7 giro,pido,giros uno 1115 suma, cuyo, c aliatiros E45 tiro,giro,pido unos Q33 iipo, tango, fumestoca N27 copla,loca,cosa urge B48 ultimo,urgan,toda G26 toda,seda,todo hurtetodo N40 puedo,pueblo, usan D22 fruta,buscan,usa

toro uso B13 hizo,justo,gustostodos FI todo ,torq','oro uvas A50 suba,cuba,uvatoma E7 tomo,tema,copa vac as C33 vac a,si empre,pat atome R33 somos,come,tomo vale Q47 valle,bala,palotono 143 trono,tomo,todo valle C12 vaya,gallo,variostonto A6 pronto,tanto, vamos R44 vano,dama,fama

c anto varias A2 vari o s ,vari o,vari atope H40 toque,cesped, varios C49 radio,barrio,

corte callotoque H12 cofre,pobre, veces P27 besos,dejos,hueso

corre veinte Q12 fuente,verte,torno L16 tierno,sordo, vente

torne vende S4 vendo,donde,verdetoro All cero,todo,pero venden R4 vende,vengo,vencetoros 148 oro,todo,peros vendo J21 vengo,ancho,tengotraje F37 traste,brazo, venga R41 tenga,vengo,

sastre lengua.tramo A9 ramo,gramo, venta A30 venga,treinta,

bravo pencatrata Q7 trapo,traje, ventas N41 venta,renta,

tratan dentrotrece S50 crece,preso, verbo Qll verde,cerdo,cebos

preste verde K24 llueve,verte,treinta F36 tronco,trenza, suerte

frente via j e LI 7 viajo,bajo,dijedo. L50 plato, H a v e , via j o

97Tab 1 el3 (Conti mio(1)

List Error- List Error-Word and Responses Word and Responses

Item Item

vida J48viejo R19viene N45viento 021viernes P25villa F20vi no J19vista R3visto R37viva 119vivas D32vive P19vivo B49voces M18voto E25votos R12vuelo N21vuelos S16vuelta D14vuelve 129

zona N46zonas P38

d.ign,siga, jirn siote,piensa, via jobienes,tiones, siemprediente,vientre, t i empopierna,tienes,viencssilla,dia,vias dime, fino ,lcilo lista,silla, dictalisto,disco, dictovida,pida,diga viva,vida,iba vida,sigue, digovida,higo,fijo goce,goces, verdeotro,bote,roto bote,boca,pote duele,suelo, huelosuelo,duelo, buenosuelta,punto, vueltosueldo,vuelto,huelgatoma,dona,ganassola,zona,formas

98

DISCUSSION

The foregoing analysis have presented cortaln relationships that pertain to selected orthographic-phonetic characteristics of Spanish bisyllabic "grave" words and to tho intelligibility of Spanish "gravo" words. Some of these are and some are not in agreement with tho results of related studies of intelligibility in tho English language.

FACTORS THAT RELATE TO THE STABILITY OF A SAMPLE

Intelligibility in Quiet and Noise. Two product-moment coefficients of correlation between tho relative intelligibility scores of words in quiet and noise wero .61 and .63 respectively, both values differing from aero at the 1 per cent lovol of confi­dence. This was interpreted to mean that if a "gravo" word is more intelligible than similar words in noise, it tends to main­tain this advantage in quiet and vice versa. Those findings arein keeping with a similar correlation of .70 between quiet and

8noise for 369 English words.The Spanish-American Speaker-Listening Combination in

Quiet and in Noise. An analysis of variance indicated a distribu­tion of scores among speakers, thus implying that there were differ­ences in intelligibility among ten speakers, who represented t0n

®Black, "Accompaniments of Word Intelligibility," p. 111.

different countries. The means of tlie speaker-listening panels in quiet and noise are presented In tho right hand column of Table 14. Table 14 also shows the distribution of the types of errors per speaker-listening panel in quiet and in noise. The intelligibility values ranged from 7.0 per oont (Panel 3) to 03 por oont in the noise condition and from 73 per cent (Panel 3) to 95 per cent in quiet. The 10 speakers ’’represented" countries only hypothetically. With only one speaker from one country, no generalisation about the high or low intelligibility of a oountry is possible.

Intelligibility of 50-Word Lists. Twenty lists of 50 words each wore analysod. The mean intelligibility values aro shown in Table 15. Two of tho 20 lists were found to yield significantly difforont intelligibility values from each other in tho quiet con­dition, with mean intelligibility values of 88.3 and 93.0 per oent. However, in tho noise condition thoro were no significant differ- onoes among the 20 lists. Thus, 50-item lists of "grave" words are apparently adequate in length to yield satisfactorily reliable scores in intelligibility testing. The results of a triple analy­sis of variance indicated no interaction between lists and listen­ing conditions.

FACTORS THAT CONTRIBUTED TO THE INTELLIGIBILITY OF THESPANISH WORDS

Phonetic Length of the Word. The phonetic length of tho "grave" word was found to affect the recognition of the word*

TABLE 144

DISTRIBUTION OF THE INTELLIGIBILITY VALUES AND THE TYPES OFERRORS PER SPEAKER-LISTENING PANEL IN QUIET AND INNOISE OF 1,000 SPANISH-AMERICAN "GRAVE" WORDS

(N. Responses, 0,000 for panels 1-3.0 and 10, and 7,000 for panels 4,0-0).

Listening Panel Numoer and Nationality of tho Sneaker

OmittedResponses

WrongReaponsea

TotalErrors

TnToTH-—glbilityValue

..............................................- ....................... ........Qlli.O.t .................------- Eaa£l__ .

1. (Cuba) 18 278 203 08.1*a. (Vonoauola) 87 078 1,038 82.83. (MeScico) 72 1,808 1,877 73.84* (Puerto Rico) 10 402 811 02.85. (Nloaragua) 182 410 872 00.46. (Colombia) 8 00 104 08.87. (Bolivia) 4 220 233 06.76. (Paraguay) 28 400 434 03.09. (Hondurao Brit.) 103 700 862 87.710. (Argentina) 148 300 487 98.4

Totals 803 8,418 8,078Mean 00.0

<f mean .88..... ...................... Noiee_______________East*_____________________

1. (Cuba) 078 3,470 4,448 28.9a. (Venesuola) 2,884 2,708 8,382 10.83. (Mexioo) 3,030 2,403 8,822 7.94. (Puerto Rico) 374 2,103 2,867 63.38. (Nloaragua) 1,088 1,046 3,004 49.96. (Colombia) 80 001 082 86.37. (Bolivia) 38 1,420 1,488 79.28. (Paraguay) 308 2,233 2,836 63.79. (Honduras Brit.) 031 2,818 3,740 46.4

10. (Argentina) 781 3.141 3.002 38.0Totals 10,077 23,413 33,400

Mean 48.6£jasaa___________ -i .31*Any difference of 1*1 between two columnc- moan* (qulot)

la ft significant at tho 1 par oont lovol of confidence.

TAUIJfi in

DUJTlil UUTION OF KKKOliS, GOiiUF/’.T KE8PON8K8, AN!) INTKl.I.iai lil hlTY

VAU1K8 OF TWENTY l.t.TI'8 OF 8PAN IMil-AMERICAN WORDS UN OFF CONDITIONS OF Ql 11 ANJ) NO] ME

(N. P o m m J I)lo Cor roc I. I'CMponiioM por I, I m I., 3 8 5 0 )

NumberQu lot Number Por Numbor

No 1 MO Numbor

r**tsr. ■*

Po rF I s (; h o I," o f Cent or of Cent

Errors Gorroct Correct Erro i'M (’-or roc 1 Gorroc t_______ _ ROMpnUMOH RoMpoimos Ro m poomom Response)

A 377 2,873 88,3 1., 088 1 ,582 48,7B 353 2,897 89,1 1,771 1,479 45,5C 357 2,893 89.0 1,783 1,407 45.11) 315 2,935 90.3 1,745 1,505 40.3E 273 2,977 91,5 1,589 .1,001 51,1F 331 2,919 89,8 1,097 1,553 47.8a 302 2, 948 90.7 1,733 1,5.17 40.0ii 321 2,929 90.1 1,745 1,505 40.3i 241 3,009 92,5 1,079 1,071 48.3j 278 2,972 91.4 1,024 1,620 50.0IC 253 2,997 92.2 .1,588 1,002 51.1L 248 3,002 92.3 1,534 1,710 52.7M 334 2,910 89.7 1,680 1,504 48.1N 350 2,894 89,0 1,029 .1,621 49.80 343 2,907 89.4 1,026 1,024 49.9P 258 2,992 92,0 1,580 1,604 51.1Q 203 2,987 91,9 1,050 1,000 49,2R 352 2,898 89.1 1,797 1,451 44.0S 220 3,024 93.0 1,065 1,585 48.7T 297 2,953 90.8 1,693 1,557 47.9

TotalMean(fmean

0,078 58,92258.9

.1090.9

.25

33,490 31,51031.5

.3248.6

. 49

104

Words of throe and four sounds wore raoro intelligible than words with flvo and moro sounds. In turn, words of flvo sounds woro more intolligiblo than words of six and sovon sounds. It woo suspected that tho length of tho word was not tho vital factor in the lower moan intelligibility of tho words with moro than threo or four sounds. English words, singular number only, with "more" sounds woro found to bo more intelligible than words with "fawor"

gsounds. In another study of English monosyllables that woro altored by the successive additions of sounds (ore ^ toro ^ store etc.) two-sound monosyllable was superior to othors and as sounds were added to the monosyllables thoy became progressively harder to recognise.

The phonetic analysis in this study was made from the written responses of the listenors. The classes of Spanish words that contained "more" sounds were weighed with plural forms termin­ating in s or n. Since plural words have more sounds than corres­ponding singular forms and the phoneme [ s ] detracts from intelli­gibility, there is the likelihood that the intelligibility of some

9Black, oj>. cit., p. 417

10Henry Moser and John J. Dreher, "Effects of Training on Listeners in Intelligibility Studies," The Journal of Acoustical Society of America, XVII (November, 1955), P« 1216.

**It should be noted that in Moser and Dreher's study no effort was made to control the variable of familiarity.

\

103

of tho longer words is reduced by their phonetic composition.Order and Position'*, of tho Phonemes. The findings concern­

ing the effect of the order and position of the orthographic- phonetic units upon the intelligibility of the Spanish words werein agreement with comparable findings relative to the English

12language. It was found in the present study that the intelli­gibility value of Spanish words in which the vowel occurred after a consonant was lower (44.3) than the value for words in which the vowel occurred before a consonant (53.5 per cent). Stevens found similar results in 11 of 15 comparable instances. As an exception to tho foregoing results, a final vowel in words in­creased the intelligibility of the words.

Orthographic-Phonetic Content. The orthographic-phonetic units that are associated with the correctness with which a word can be identified iJ.nl the Spanish language, were dissimilar to the sounds that Blade found to affect the intelligibility of a sample of English words. In Spanish, [ f ] , [ 1 ] , [ wa ] , and [ al ] apparently enhance intelligibility. Two of these, [ f ] and [ 1 ] apparently deter intelligibility in English. Of the ones that apparently deter the intelligibility of Spanish words,[ ® ] i [ y ] » [ * ] . [ « ] » C ]» all but [ y ] seem to increase intelligibility in the English language.

12Stevens, op* cit«, p. 32*

Comparison of Orthographic-Phonetic Intelligibility and Presorvation-in-Error Values. It will bo remembered that no correlation was found (rho =» -.05) between the ranks given sounds by their preservation-in-error values and the ranks given the sounds by the t-values in the comparison of the mean intelligi­bility values of words containing those sounds and the mean intel­ligibility values of words not containing them. The preservation- in-error value may be considered an intelligibility value of the sound since, although it was not heard alone but with other sounds in a word, the other sounds were not sufficiently intelligible to insure recognition of the word. Thus, it may safely be assumed that most of the other sounds in the word assumed the character of noise, and the preservation-in-error value of the sound may be considered a measurement of the intelligibility value of that sound in noise. This intelligibility value, however, may have been enhanced by the presence of other intelligible sounds in the same word, even though the entire word was unrecognized.

The rank given these foregoing sounds by the value for t between the mean intelligibility values of words containing these sounds and ones not containing them may also be considered an intelligibility value of the sounds. It may be assumed that if in a large sample, the words containing a sound are significantly more highly intelligible than words not containing that sound, the sound in question has some influence upon the intelligibility of the words which contain it. The values for t used in this

105computation were, thus, measures of the intelligibility of sounds* However, Cf3 had one of the lowest preservation-in- error values (26*7) but ranked first among the phonemes that should, according to the orthographic-phonetic analysis, enhance intelligibility. In the case of [i] the preservation- in-error values was high (77 per cent), but the phonetic content analysis ranked it 27th. The orthographic-phonemes that showed the highest preservation-in-error values were [a], [r], and Cje]. The ones with the lowest preservation-in-error values were Cf], Cks], Cja], and [au].

The Influence of Accent Upon Vowel Intelligibility. The analysis that treated the differences between the intelligibility of the vowels in the penultimate syllable and the intelligibility of the vowels in the last syllable showed a significant difference at the 1 per cent level (t = 4.72). Thus, the accented vowel in the penultimate or stressed syllable of the "grave" word appeared to be associated with "high" intelligibility, and the unaccented vowel in the ultimate or unstressed syllable was associated with "low" intelligibility.

Substitutions of Sounds. Analyses of the systematic sub­stitutions of speech sounds among the error-responses in the first and second syllables of the 100 "grave" words showed that voiced1sounds seemed to be substituted more frequently for voiced sounds and voiceless sounds Seemed to be replaced by voiceless sounds.

106

SUMMARY

In summary, an intelligible bisyllabic "grave” word in Spanish seemed to be one that ended in a vowel and did not contain the phoneme [ e ] , [ i ] , [ s ] or [ ei ] . The word contained four sounds or fewer instead of more, as spoken by Spanish-American speakers.

CHAPTER VI SUMMARY

The primary purposes of this study were to develop a list of words that are common to countries in the Americas where the Spanish language is spoken and that can be used to measure the effectiveness of transmission characteristics in communication, and to find a confusion vocabulary that might be used with the original items in the response form of a multiple-choice type word test of intelligibility. This vocabulary might be used with some foreknowledge in appraising talkers, listeners, and communication equipment.

The secondary purposes were (1) to ascertain some of the phonetic determinants of intelligibility in the Spanish language,(2) to assess the relative intelligibility of 1,000 wards: in the Spanish language, (3) to determine the number of words necessary in a test. Degrees of confidence in the results apart from statistical significance, are indicated with the topics enumerated below.

A test consisting of 1,000 test items of Spanish bisyllabic "grave" words was developed from the most generally used words of a sample of 2,862 bisyllabic "grave" words taken from newspapers of 19 Spanish-American countries.

107

108

The 1,000 words were assigned in a scrambled order to 20 lists of 50 items each. Ten Spanish-American male speakers recorded these words. The recorded lists were played back, under conditions of quiet and noise, through headsets to 65 listeners from Spanish-American countries. The listeners who served in one panel did not serve in another; thus the listening panels were confounded with the speakers in the results.

Relative intelligibiltiy values of listening panels, speakers, lists, and words were computed and the three most common error-words were determined for a pool of potential error- responses in a multiple-choice intelligibility test.

After an orthographic-phonetic sound system for the Spanish- American language was developed the contribution of each major orthographic-phonetic unit to intelligibility was appraised. Pre- servation-in-error values were computed for each major orthographic- phonetic unit from the error-responses of the 100 representative words. Substitutions for the stimulus consonants were tabulated from the error-responses of the 100-word sample.

Statistical treatments were applied relative to the second­ary topics: (1) factors that relate to the stability of a sample,(2) factors that contribute to the intelligibility of the Spanish words, and (3) systematic substitutions among sounds. The tests pertinent to the first topic evaluated (l) the relation between the relative intelligibility values of words under two conditions of listening, quiet and noise; (2) the relative intelligibility of the Spanish-American speaker-listening panel combinations; and

109

(3) tho relative intelligibility of 50-word lists. The relation­ships tested for the second topic were (1) the effect of the phonetic length of the word upon intelligibility; (2) tho effect of the order and position of vowels and consonants in the word;(3) the contribution to intelligibility of specific orthographic- phonetic units; and (4) a comparison of one measure of the intelli­gibility of each sound and the preservation-in-error value of the sound. The relation of voiced-voiceless consonantal error- responses and the voiced-voiceless aspect of the stimulus conso­nants was also studied.

The results of the data may be summarized as follows:1. A significant positive correlation ( r a .53 ) was

found between the relative intelligibility values of the Spanish "grave" words heard under conditions of noise and quiet. This result was probably attenuated by the level of fidelity of the system employed.

2. There were significant differences among the 50-word lists in quiet but not in noise. This result is believed to be conservative, since 18 of the twenty 50-word lists were not dissimilar when tested in quiet and none was dissimilar from the others in noise.

3. The phonetic length of the word affected the intelli­gibility of the word. This result may possibly be attributable to the conditions of the study.

X10

4. Words ending in vowels were more intelligible than words ending in consonants. This result should be found in any similar study.

5. The intelligibility of tho syllable was increased when the consonant followed the vowel rather than vice-versa. This result should obtain in any similar study.

6. Four orthographic-phonetic units [ f, 1, wa, a£ ] seemed to enhance the intelligibility of words and five[ e, y, a, i, ei ] , seemed to reduce it. This result is con­sidered only to hold within the conditions of tho experiment.

7. The intelligibility of the vowel was greater in the accented syllable than in on unaccented syllablo. This result s should obtain in any similar study.

8. Voiced consonants tended to be substituted for voiced consonants and voiceless consonants for voiceless ones in error- responses. This result should not be related to the particular system employed in the present study.

HI 1)1/1 (XJUAIMIY

Alon.so , Amndo, Mm (. i i (1 i om Ll.tirtulfnt .1. oo», Madrid, K.Npnnh S EdI torinl Credos, '1953.

Uotto t, Eduardo* Proven Apunton .ijdji'o I on Cjvh>n y Lan Ornc. I o h o h.Cad.1 z, Espannt Improntn Rev into Mifdl.cn, IB05.

Black, John W. "Accompaniments of Word Into I 1,Igi hI 1.1,ty , "Journal of Speech and Hoar i ng Dl mo adorn, XVII (December,iim rT i’K — --------- -

_______ "Multiple-Choice Int0 l.Urt.il>1.1 I ty Tests," OSUKFand U. 8. Naval School o t* Aviation Mod I c i no Pro.j oc t MM 001. 064.01.17 (November, lUGOX! ~ ' ™ ________ and Tolhurst, G.C. "Tho Relative IntuUI gibi1 Ity o I'Language Groups," Tho Quarter l.y Journal of S pooch, XLI (Fobrunry, 1055), pp. 57-00.

Cancel Forror, Cruz A. "Cambios on la Xmugun Ac untie a Orlglnadoa por lots Aparntos do Amp I. I f l.cnc I <fn Eloe trofilea para UI ponctfa l.cow," Qtoiarlngologicn. II, No. 2 (1051), pp. 115-37.

. "Pruobaa Audltlvaa para Puoblos do liable EspntToln,"Qtolarl. ngo.'l o g lea. XU, No. 1 (1052), pp. 40-74.

. "Tho Differencial Aapoct » on tho Intelligibility of Three Spooch Reception TomI.m for Spanish People."Unpublished study at tho Ohio State University, 1955.

Castro, Amo'rico. La Peculiar!dad Llngul'st lea Rio pin tons o y Su Sontldo HiatoTvLco. Buenos Airos, Argentina I Editorial Losndn, 1941.

Cuervo, Rufino, El Castellano on Aniorlca. Bogota"’, Colombia)Editorial Minerva, 1935,

Egan, James P, "Articulation Testing Methods," Laryngoscope,LVIII, No. 9 (1948), pp. 955-91,

Flotcher, Harvey and Steinberg, J.C, "Articulation TestingMethods," Bell System Technical Jovirnal, VIII (May, 1929), pp. 606-54.> / «. / /Florez, Luis, La Pronunciacion del Espanol do Bogota. Bogota,Colombia: Ministerio de Educaci^n Nacional, 1951.

Gaginl, Carlos,. Diccionario de Costarrlouonismos. San Jose^Costa Rica: Imprenta Nacional, 1919.

i a a >

112liony, , R o d o l f o . K_I_ I ' J f i J WUl M J i m C l i 1 I o . H i i i i t i u / t A i r o n , Ar ge n t I n o s

. Improntn do In lln I voi 'wi dtul Jo Hnouoa A l m a , 1940.

Jontm, Daniel. "l''n I I I up; and klplng 1)1 piit honga hi .Southern Mur:I I a l t , " M huui l„h'ij*„(i'',i Phonefc.ljt*.*.», I I ( I ti.'Vt), pp. I-II,!.

„ «»<i *>«*»»• t f v a r . B i i u l y i i u y i k i t t sisi t e d J L v u a a JE rm l1 A » jiS s a si SMsiim ifi AsoqAa.9i.°jiLondon: Seorotarfn de la Asooiaoidn Fonotioa Intornaoional,Department of Phonetic*, University College, 1044.

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. "Infcolllgib.il Lty Moamiroiiiont: TwoJvo Word Lints,"OS 1U) Koport No. 54L4, Tbo Psycho I .or, I on I, CorporationTAJiuJt71dj45T“ "

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Mason, Harry M. "Undorstandablllty of Speech in Noise as Affoetod by Region of Origin of Spoakor and Listener,"Spooch Monographs, XIII, No. 2 (1940), pp. 54-58.

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I-’* *'>* iS. f •

1X3 ________ • "Standard rrominc l.nl. i on of the Mod i I'Uni

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APPENDIX A

LISTS OF SPANISH DISYLLABIC "GRAVE" WORDS SELECTED FROM NEWSPAPERS OF 19 SPANISH-AMERICAN COUNTRIES AND THE COUNTRIES OF THE NEWSPAPERS

IN WHICH THE WORDS WERE FOUND

Key to Numbers Used in Column 3:1. Argentina2. Bolivia3. Chile4. Colombia5. Costa Rica6. Cuba7. Ecuador8. San Salvador9. Guatemala

10* Honduras11. Me'x.ico12. Nicaragua13. Panama14. Paraguay15. Peru16. Puerto Rico17. Santo Domingo18. Uruguay19. Venezuela

IIS

APPENDIX A

LISTS OF SPANISH BISYLLABIC "GRAVE" WORDS SELECTED FROM NEWSPAPERS OF 19 SPANISH- AMERICAN COUNTRIES AND THE COUNTRIES OF

THE NEWSPAPERS IN WHICH THE WORDS WERE FOUND

Total Number and Key Total Number and KeyNumbers Indicating Numbers Indicating

Word Countries in Whose Word Countries in WhoseNewspapers the Words Newspapers the WordsWere Found. Were Found.

abran 1 9 altos 13 1,2,4,7,8,10-12,abre 9 1,3,4,9,10,12,14, 14,16-19

15,17 alza 9 1,5,8,10,11,14-16,abren 3 2,4,10 18acres 2 5,9 alzan 1 2acta 9 1-3,7,8,13,14,15,19 alzas 4 4,8,15,18actas 1 6 ama 6 2,3,6,14,15,16acto 19 1-19 aman 1 11actos 14 1,2,4,6,8,10-14, amas 5 8,10,11,17,18f 16-19 ambas 11 1,2,4,8-12,14,18,agil 3 5,11,19 19agro 2 2,13 ambos 18 1-7,9-19agua 18 2-19 ame 1: 10aguas 9 4,8-12,15,16,19 amo 4 2,3,11,18aire 15 1,3-10,12-16,18 amos 3 10,17,19aires 7 6-9,14-16 amplia 9 1,2,4,5,9,10,14,15aj an 1 9 18ajo 1 16 amplias 6 1,3,10,14,15,17ajos 2 15,16 amplio 11 1,2,4,8-11,15-18ala 3 10,16,17 amplios 4 2-4,19alas 8 1,5,8,10,11,15,17,18 anclas 1 1alba 1 3 ancha 7 3,5,8,11,15,17,18albos 1 3 ancho 14 1,3,6,7,9-12,14-19alga 1 6 anchos 2 6,9algo 17 1,2-4,6-13,15-19 anda 4 3,6,12,14alquien 2 1,2 andan 4 2,8,10,12alma 16 1-6,8-12,14-18 ande 1 2almas 6 1,2,5,9,17,19 andes 2 3,10alta 15 1-10,12-14,17,18 a*ngel 2 2,10alt as 7 1,2,11,15,17-19 ante 17 1-4,6-13,15-19alto 17 1-15,17,19 antes 19 1-19

IIS

Appendix A (Continued)117

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

anto 1 5 base a 1: 18ansi a 3 3,10,19 besos 1: 15ansias 3 10,13,18 blando 1: 2ano 19 1-19 bloque 9: 3,5,8,10-12,16,19anos 18 1-3,5-19 bloques 4: 2,4,12,9apio 2 7,9 blusas 9: 4,6,9,11,14-16,18apta 1 4 19aptas 1 1 boba 1: 7apto 3 3,7,10 bo bo - 1: 6aptos 4 3,10,11,18 bocas 2: 13,19aras 6 1,4,8,15,17,18 bo da 8: 2,6,8,9,14,15,17,^rbol 6 7,8,16-19 18areas 1 18 bo das 10: 4,6,8-11,14,15,arco 6 3-5,9-11 17,18arc os 4 1,2,18,19 bofo 1 9arde 2 3,11 boinas 2 6,16arden 1 2 boja 1 15ardua 1 1 bola 6 3,6,8,16-18arduas 1 12 bolas 4 7,8,17,19arduo 1 15 bolos 1 4arma 9 1,3,7-10,16-18 bolsa 7 1,6,9,16-19armas 15 1-10,13-15,18,19 bolsas 4 9,14,17,18aro 1 6 bo Iso 1 19aros 2 1,14 bombo 2 6,16arte 15 3,4,6-12,15-19 bo no 1 16artes 7 1,4,8-10,17,18 borbes 2 9,16ases 2 2,18 borla 1 16asma 5 1,6,10,11,16 borra 1 18asno 1 10 bosque 2 13,18a'spid 1 9 bosques 4 6,8,10,15astro 4 4,12,16,17 bota 1 6astros 1 17 botas 3 6,9,19atrio 5 1,8,11,18,19 bote 3 3,5,15auge 5 4,5,8,13,19 botes 3 3,9,15aula 5 1,6,14,17,19 brego 1 18aulas 6 1,4,8,10,17,19 bueyes 1 18aunque 14 1-4,8,9,11-14,16-19 bufo 1 2autos 8 1,4,6,,9,14,16,18,19 bufos 1 4auto 12 1,3,5,10,11,13-19 bula 2 3,6ave 8 1,4-8,17,19 bulbo 1 9ayes 4 4,8,9,11 bulbos 1 9

Appendix A (Continued)118

WordTotal Number and Key Numbers Indicating Countries in Whose Newspapers the Words Were Found.

WordTotal Number and Key Numbers Indicating Countries in Whose Newspapers the Words Were Found.

bulto 2: 11,16 campo 12: 2-4,6,8-10,12,15,bultos 2: 8,19 17-19burro 1: 4 campos 6: 2,4,7,11,14,15buscan 2: 8,19 cana 1: 13buses 2: 4,12 cancer 8: 2,3,5,12,13,15,busos 1: 4 17,19busque 2: 12,18 c anc ha 12: 1-5,8,12,14-16,18,busquen 1: 10 19busto 5: 4-6,17,18 canchas 4: 1,2,14,16bustos 2: 3,14 canje 3: 2,6,15buzos 1: 16 cansa 1: 7

cansas 1: 2cabe 10:, 2,4,10-12,15 cant a 3: 8,18,19cae 2: 9,13 cantan 2: 4,19caen 2: 15,18 cante 2: 2,3cable 6: 1,2,7,14,16,19 canto 5: 3,6,10,14,18cables 4: 2,3,10,19 cantos 1: 13cabo 16: 1,2,4,6-11,13-19 cana 9: 1-3,508,13,17cabras 2: 3,9 canas 3: 1,3,11cactos 1: 9 cano 1: 14cada 18: 1-12,14-19 caos 3: 2,10,12caiga 4: 2,3,5,9 capa 6: 2,7,8,14,17,18caigan 1: 11 capas 2: 5,6caites 1: 9 capta 7: 2,3,8,10,12,17,19cajas 8: 4,9-11,14,16,18,19 cara 15: 1-6,9,10,12,14-19caja 12: 1,3,5-7,9,11,12, carcel 5: 2,8,10,18,19

15-18 cardo 1: 18calcio 2: 7,12 carga 11: 2,3,6,9,11,12,14-17calma 8: 3,4,8,10,14,16,17, 19

19 cargas 4: 2,4,5,12calvo 1: 9 c argan 1: 17calla 2: 3,7 cargo 14: 1-7,9,10,12,14-16,calle 16: 1-4,6-12,14-18 18calles 14: 1,2,4,6,7,11-19 cargos 8: 1,3,5,6,9,15,16,18calios 1: 8 caries 1: 17cama 9: 1,2,4,9,11-14,18 carne 11: 2,3,6,8,9,11-13,camas 6: 5,9-11,18-19 16-18cambia 3: 3,15,16 carnes 7: 4,10,11,15,17-19cambian 2: 14,16 carpa 2: 15,17cambie 2: 15,19 carro 11: 5,7-10,12ril5,17,19cambio 15: 2-6,8-12,15-19 carros 10: 2,4,5,7-10,12,13,15cambios 8: 1-5,10,14,19 carta 15: 2-8,11,12,14-19

Appendix A (Continued)119

WordTotal Number and ICey Numbers Indicating Countries in Whose Newspapers the Words Were Found.

WordTotal Number and Key Numbers Indicating Countries in Whose Newspapers the Words Were Found.

cartas 8 3-5,12,13,16,17,19 cepa 3: 3,7,10casa 18 1-10,12-19 cera 2: 6,15casas 13 1-4,9,10,12,14-19 cerca 17: 2-12,14-19casco 1 2 cercas 1: 12cascos 1 15 cerco 1: 18case 1 16 cercos 1: 12casi 15 1-4,6,7,9-14,17-19 cerdo 4: 9,12,16,18caso 19 1-19 cerdos 4: 2,3,17,18casos 9 1,2,4,6,11,12,17-19 cero 6: 3-5,8,9,17caspa 1 9 cerro 10: 1,3,6,10,12-14,17-casta 2 2,15 cerros 3: 4,10,17castas 1 5 cese 2: 4,13catre 1 5 cesen 2: 10,11cauce 2 13,19 cestas 1: 19caucho 3 7,14,17 cesto 1: 6cauda 2 9,11 ciclo 9: 4,9-11,14,15,17-19cauchos 1 19 ciclos 5: 5,10,15,16,18causa 13 1-4,6,8,10,12-14, ciega 2: 3,8

16,18,19 ciego 2: 7,17causas 6 2,4,10,13,14,19 ciegos 1: 4caza 6 1-3,11,14,17 cielo 10: 1,3,4,7,8,13,14,cazas 1 9 16-18ceba: 1 13 cielos 2: 5,12cedas 1 14 ciencia 8: 2,4,8,10,12,15-17cede 3 3,6,18 ciencias 3: 4,9,10cedro 3 8,11,18 ciento 12: 1,2,4-10,13,18,19cedros 3 10,13,19 cientos 3: 7,11,18ceibo 1 8 cierra 3: 9,12,18ceibos 1 16 cierran 1: 6ceja 4 3,8,14,15 cierre 6 : 2,3,6 ,8,15,18cejas 1 8 cierren 1: 18celan 1 14 cierta 6: 4,8-10,12,18celda 3 2,3,11 ciertas 9: 1,2,7,9,10,12,16-1celdas 3 2,5,10 cierto 13: 3-5,7,9-16,19celo 4 2,4,5,19 ciertos 5:. 1,9,10,14,17celos 2 7,16 cifra 10: 2-4,6,9,12,15,17-1cena 7 2,4,8,13,14,17,18 cifras 11: 2,4,6,7,10,13,14,censo 5 4,6,13,14,16 16-19censos 4 9,10,13,17 cima 3: 3,9,17centro 17 1-5,7-14,16-19 cinco 18: 1-14,16-19centros 4 1,4,18,19 cinchos 1: 9ceno 2 3,16 cine 16: 1-15,18

Appendix A (Continued)120

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapei's the Words Were Found.

cines 3 4,9,11cinta 10 1,4-7,12,13,15,16,18cintas 1 14circo 6 2,6,10,15,18,19circos 1 18cirro 1 19cisma 1 19cisne 3 1,18,19cita 11 1,3,5,8,9,11,12,

14-16,18citas 1 13citen 1 10cito 2 15,17clara 10 1-6,8,10,11,19claras 3 4,6,17claro 16 1-4,6,7,9,11-19claros 8 2,4,5,10-13,16clase 16 1-9,11,12,14-17,19clases 10 1,4,7,9-12,15,17,19clave 4 4,13,16,17claves 1 6clavos 4 2,10,16,18clero 2 1,18clima 13 1,2,4,5,7-9,11-13,

16,18,19climas 1 2clubes , 6 2,3,12,15,17,18cobra 4 1,2,7,12cobran 1 15cobre 8 2,6,8,10,14-16,19cobro 8 1,3,9,11,15-17,19cobros 1 9coche 16 1-5,8,11,12,14,17,18coches 3 11,14,18coco 1 11codo 1 19codos 3 5,8,9cofre 2 4,15cogen 1 5coja 2 6,7cola 8 1,7,10,12,14,16,17,

19

dolas 2 3,18coles 1 7colmo 2 5,15coma 2 2,3comen 1 12como 19 1-19compra 10 2,4,6,9,11-13,16,

18,19compras 4 7,9,14,18compre 10 3-6,8,9,11,13,14,17compren 1 10compro 4 1,3,14,15conde 2 9,10conga 1 19cono 1 19conque 1 19consta 6 5,7,10,12,15,17conste 1 7ccfnsul 3 1,14,16contra 19 1-19copa 7 3,4,8,14,15,17,19copas 2 2,9copia 4 4,7,18,19copias 2 2,4copio 1 16copias 2 4,9copra 2 13,14conas 1 3corcho 1 11coro 5 4,9,14,17,18coros 1 3corra 1 8corre 3 5,12,13corren 2 2,3corsos 1 19corta 7 1,5,10,12,15,16,19cortan 1 18cortas 3 8,9,18corte 9 1,3,5,6,8,9,13,14,

17cortes 4 2,4,8,15

Appendix A (Continued)121

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

Total Number and Key Numbers Indicating

Word Countries in WhosoNowspapers the Words Were Found.

corto 13 1,3-5,8-11,13,14, cuadro 7 1-4,9,16,1916,17,19 cuadros 9 3,6,8-11,15,17,19

cortos 5 6,12,13,18,19 cuales .15 1,2,4-9,12,14,16-cosa 9 2,3,9,11,12,16-19 19cosas 12 1-3,6,7,9,11-13,17- cuando 14 1-5,7,9,11,12,

19 15-19cose 1 16 cuanta o 9,10COSOS 1 4 cuanto 17 1-4,6-8,10-19costa 12 1,4,7,8,10,11,13, cuantos 3 6,10,19

15-19 cuarta 3 14,17,19costas 1 18 cuarto 5 5,12,15,16,18costo 12 2-9,11,15,18,19 cuartos 3 3,7,12costos 7 2,4,7,11,12,16,17 cuatro 18 1,2,4-19coto 1 2 cubos 1 9cotos 1 12 cubra 1 13craso 1 16 cubran 2 2,10crater 1 12 cubre 8 1,2,5,8,13,14,16,crea 2 15,17 18ere an 4 3,6,8,18 cubren 1: 10crece 6 4,9-11,16,17 cuco 1 8crecen 1 1 cuele 1 16creces 1 7 cuello 10 2,5-9,11,15,17,19cree 9 1,2,10-12,16-19 cuenca 2 5,8creen 9 1,6,10,11,13,17-19 cuenta 11 1-3,5,6,8,9,11-13credo 2 5,10 16-19crema 11 5,6,8,10-12,15-19 cuentan 2 4,5cremas 2 15,16 cuentas 7 3,4,9,16-19creo 6 2-4,8,10,13 cuento 1 5erespa 1 15 cuentos 1 3crezca 2: 10,12 cuenten 1 10crxa 1 13 cuerda 1 4,9,13,16cr:fas 1 : 9 cuerdas 3 1,14,18crimen 9: 1,3,4,6,12,15,17-19 cuero 6 2,3,6,14,15,18crisis 15: 1-3,5-7,9-13,15-17, cueros 2 14,18

19 cuerpo 15 2-5,8,10,11,13-19cruce 4 7,11,13,19 ouerpos 5 1,3-5,14cruces 4: 9,12,17,19 cuervo 1 2cruda 2 16,17 cuesta 7 3,5,8,11,15,18,19crudo 8 3,5,9,10,12,17,19 cuestas 1 5cruza 3 4,12,18 cueva 1 18cuadra 6 2,3,10,12,15,16 cuevas 1 3cuadras 2 : 1,14 cuida 1 . 18

Appendix A (Continuod)122

Wo x'dTotal Numbor and Key Numbers Indicating Countries in Whoso Nowspapors the Words Wore Found.

WordTotal Numbor and Koy Numboi's Indicating Countries in Whoso Nowspapors the Words Woro Found.

cuido 1: 12 clmrc os 2s 3,7culpa 10; 3,4,6,8,11,13,16-19 charla 6s 1,2,9,10,16,17culpan 1: 11 charlas 1:4.culpas Is 11 chapas 5s 1,9,11,14,18culpe Is 9 charros 1: 11culpo Is 15 chasta Is 8culta 4s 9,10,12,17 chocas Is 18culto 5s 1,6,8,10,18 cheque 3: 1,2,8cultos Is 4 cheques 3s 1,3,10cumbre 5; 5,6,15-17 chonea 1: 9cumpla 4s 3,8,9,18 chica 6s 1,5,6,14,17,18cumplan 2s 13,17 chican Is 3cumple 14; 1-4,6,8,10,11,14-19 chicas 4s 2,3,9,16cumplen 6s 3-5,10,14,18 chicho 2: 1,18cumples Is 13 chicle Is 5cuna 6; 3,9,12,15-17 chico 4s 1,3,7,16cunas 5s 3,5,9,13,19 chicos 2: 9,15cupo 4s 2,4,12,15 chile 3s 3,11,16cupos Is 7 chinas 5: 2,9,15,16,18cuota 6s 2,3,5,8,12,18 chino 6s 6,8,9,11,18,19cuotas 8s 2,8,11,12,14,15,18, chinos 6s 2,5,12,13,15,19

19 chipa Is 14cura 3s 3,15,18 chisme Is 16curas Is 1 chispa Is 13curen Is 2 chispas Is 16curso 17s 1,2,4-11,13rl9 chiste 2s 9,13cursos 6s 1,6,12,14,16 chistes Is 19curva 5S 3,6,11,13,17 chocan 1 s 15curvas 2s 6,13 choquo 6s 1,6,9,11,16,17cutis 8s 1,6,8,10,15-17,19 choquen Is 19cuya 9: 1,2,4,5,7,9,10,12, choques 7s 2,3,9,10,15,17,19

13,15,19 chorapa Is 15cuyas 9s 1,4,7,9,12,13,15, chonta Is 2

17,18 chorro 2s 9,10cuyo 14s 1,4-6,8-10,12-15, choza 3s 8,10,11

17-19 chulas Is 4cuyos 15s 2-5,7-11,13,14,17-19

daba 7s 3,4,9,12,14,15chales 2s 8,9 daban 5s 4,9,10,12,18changos Is 16 dabla Is 9chapa IS 18 dable 3s 5,7,13charca Is 8 dada > 5s 4,5,9,12,18charco : IS 9 dadas 5s 1,2,4,7,12

Appendix A (Continued)123

Total Number and Key Numbers Indio a 11ng

Word Countrios in WhoaoNewspapers the Words Were Found.

Total Number and Key Numbers Indiontlag

Word Countries in WhoseNewspapers the Words Wore Found.

dado 151 1-4,8-11,13-10dados 2 1 4,0daga l! 19dalle ll 11da11as 3 i 0,9,11danm 9t 2,4,7,9,10,12,10,

17,19damns 17! 1-0,9,11-19damos 4: 1,7,9,13dando 10! 1-7,9-12,15-18donaa 0! 4,8,11,13,13,10dansaas 2s 1,4dart's l! 9danan 2! 7,8dalle l! 7da no 2! 8,15danoa 8s 4-0,9,11,12,17,19dnrdo l! 19darlo 11! 2,4,5,8-10,13-10,19da*? Jos 2l 8,19darlos l! 12darnos 4» 1,4,5,17darso 9! 3,4,8,10,11,14-10,18data 4) 1,6,11,17datan l! 0dato 5! 3,4,9,11,18datos 13: 2-0,9-11,13,14,17-19do ban 6: 2,3,5,6,16,17debas 1: 10do be 161 1-5,7-15,17-18do ben 13 s 1,2,4,5,7,9,11,12,

14-19debes Is 14dAil 5: 2,6,12,14,19debo 1: 8 .dedo 2i 2,3dedos 5! 1,3-6deja 8: 2,3,6,9—12,17dejan 2: 9,16dejas 1: 16deje 5: 7,11,16,17,19do j en Is 16dejo 2; 6,15

dele Is • » Mdemos l! 14denos il 10dansa Is 1dense 1: 8dentro 10! 1-19do ado 10! 1-4,0-8,10,11,13-19douda 71 2,4,7,10,11,13,10doudas 2 s 8,10doudo Is 10doudos 3! 1,10,14diablo 5! 1-3,0,10dianas 3 S 4,8,15dfas 2i 0,12dice 18 s 1-12,14-19dioen 7s 3,7-9,11,13,17die ha 141 2-4,0,7,9,10,12-14,

10-19diehas 9s 4,5,8,10,12,15,17-19die ho 14s 1,2-4,6-10,12,15,

17-19dieho» 0s 1,2,4,12,14,19dicta 3 S 1,9,10dionto 4$ 2,7,12,15diontoa 8: 1-3,5,9,10,18,19diora 7s 2,4,5,14,16,17,10diore Is 18dioron 8s 1-5,8,12,17dioaon Is 10diostro Is 19dietas Is 6diga 5s 4,0,9,15,18digan 4s 7,8,10,11digna 5s 2,4,9,10,19digne 2s 10,17dignen Is 2digno 4s 4,6,16,18dignos 6s 1,2,4,7,8,10digo 8s 1-3,10,15-18dije Is 15dijo 16 s 1-5,7,9-14,16-10dimos 4s 2,5,7,11diosa Is 17

Appendix A (Continued)

To in I Number end Key Num her n India n iIng

Word Countries in WhoseNewspapers the Wonts Were Pound#

diques li 18dl. so o hi 3,14,18,17-10disoos ?i 1,4,7,0,10,18,10din in 3 1 3,18,10dietun II 10do hie 181 1,3,8-10,12-14,16-1doblee Ol 4-0,12,17,IDdoae lit 1-4,7,8,13,14,10-18

17,19d^e i 1 2idootoe li 10dogma 3i 1,7,9dolar 8l 1,2,4,8,18-18domes ll 10dondo 101 1-8,7,8,10,12,13,17donee 8t 4,18,17doifa 8l 3-5,8,10,12,13,17do re ll 10dor so Is 10doeia 2 1 7,10dote* 3 1 14-10drama 101 2,7,10-18,17,10dramas Is 13droga 3 i 3,11,12drogas 2s 4,13duoo It 4duoos li 3duo ha Is 10duohos Is 18duda 12 s 1,3,4,0,8-10,13,

15-17,10dudon Is 18dudas 7s 2,5,8,10,15,18,19duolo 3s 8,10,17duelo 121 1,5-11,14,15,17,18duolos Is 5duena 4s 4,0,18,17due no 12 s 1,3-0,15-18duonos 8 1 1-4,9,10,16,16duorme 2i 6,10dulco 7 1 2,5,7,0,11,13,16duloes 31 1,8,19duque 4S 5,6,16,18

To in I Number nod Key Numbers Jndient Lug

Word Countries In WhosoNewspapers the Words

t U M C s a r ; •»>¥«»»>*» .at-Jaia*

Were Pound#

dura (it 1-3,7,13,14,18duran li 0durns 11 10dure Is 3duro 01 2,3,11,12,14-17duros 2 1 3 , 13ebrio 2 t 3,0000 41 0,10,13,10eoos 2 1 13,10eoha 4s 3,0,16,17ocluui 11 17eolie 21 2,10oje 8 s 5,0,11-13ejes it 8e l.lu 13 s 1-4,6,10-12,14,10-

10ollae Os 1-4,8,0,11,18 ,.18olio 14s 1,3,4,7-14,17-10olios 18 s 1-12,14-10on do It 3ontra 0t 3,8,7,10,11,14outran li 17entro IDs 1-10outran 11 18eran 10 s 1-3,9-12,17-10eras 2s 16,18eras ll 4aro 171 1-5,7,0-10oea 15s 1,4,6-0,11-10osas 11s 1,2,4,7,0-12,14,

10,10ose 15l 1-4,8-15,17,18oso 121 1,4,6,7,0,10,12,

14,16-10osos 13s 1-4,0,0-13,17-10osta 18 s 1-8,10-10ostae 13! 1-4,7*0,11-15,17,

10osta 10s 1-19osto 13 s 1-4,0,7,0,11,13,14

16,18,19

Appendix A (Continued)125

Total Number mul Key Total Number mid KeyNumbers Indicating Numbers Indteating

Word Countries in Whoso Word Countries in WhoseNewspapers the Words Newspapers the WordsWore Found. Wore Found.

opto a 15« 2-10,12,14,16-19eter Is 14extra 6s 4,7-0,13,10extras Is 1tapes Is 18ftwil 18 s 1-0 ,9-12,14,16-19i’aoto 3 1 10,13,14faja 7s 4,8,10,13,17-19faja® 2s 7,18taldn Is 4faldaa 7s 4,6,7,9,11,10,19falsa Is 14falsa® 2s 10,19false 7s 8-8,10,14,10,18fait a 141 1,2,4-7,9-13,15-18faltan 8s 3,4,7-9,18faltas 3s 2,8,17falton Is 16falto Is 5falls 7s 3,5,7,11,13,15,19fallas Ss 3,9,10,15,19fullo Is 19fallo 4s 3,8,9,15fallos 3s 5,8,18fama 8t 3,8,10,11,13,16,17,

19fango Is 18fardo Is 17fardos Is 5faro Is 1faros Is 5farsa 3s 10,14,16farsas Is 14 .faso 7s 1,3,6,10,11,14,15fakes 3s 9,10,16'fatuos Is 10fausta Is 4fausto Is 4 ■ •feoha 18 s 1-14,16-19feehas 10 s 1,2,4,8-10,14,17-19feo Is 5

fori a B! 0,11,12,18-19feria® It 0terra l! 4fibre is 14ficha 21 3,0f iebro is 16fiela® 0S 1,4,8,12,17,18

10fieltro llfiera ll 18florae Is 10fiero 2 1 6,11fierro 41 2,9,11,17fieata 10! 1-0,8-19fiesta® 51 7,12,13,16,19fija 8l 3,8,9,10,14-10,19fijan 2s 6,9fijae 3s 1,5,18fi je 3 s 9,11,12fijo 71 4,6,9,10,13,17,18fijos Is 11flla 5l 2,9,17-19fila® 111 1-3,5,6,8,10,12,

15-18filma 3s 11,14,10flna 71 2,4,0-8,18,17finas 3s 1,9,18fine a 8s 4,6,0,13-17finoas 4s 4,5,11,12fine® 16 s 1-6,8-15,17,19fino 7s 7,9,13,15,17-19fine® 6s 3,6,8,14,15,18flrma 10 s 2,4-9,11,14,16,19firman 1$ 1flrmas 8S 2-4,7,14,17firme 11 s 1,2,4,5,9,10,13,14

10-18firmes 7s 2,4,7,9,10,15,18flacas Is 10flaoo 4S 4,0,7,11flacos 2S 10,18flocha 2: 1,17flechas 3 s 2,3,9floma Is 10

Appendix A (Coatlimed) 120

Total Number and Key Numbo r a Ia dI c a ting

Word .Countries in WhoseNowspapors the Words Were Found.

Total. Numbor and Key Num l)e r s 1 n d 1 c a 11 ug

Word Countries in WhoseNowspapors the Words Were Found.

flutes l! 10floja 2s 5,17f.lo jus Is 18flojo Is 6f lojos l! 6flora 2 E 3,4flores 11s 1,3,0-10,13,14,10-18f lota 7 s 1,4,10,13,15,10,10flotan It 0flote Is 8flu jo Is 10fluya Is 10fluyo 2s 5,8Tobias l! 6foco 4S 1,2,0,12focos 4s 10,14,15,18folio l! 1folkloro 2t 3,18fondo 17 s 1-0,8-11,13-19fondo® 15 s 2,4,5,7-10,18,19fono® 3s 3,17,19forja Is 13forma 17 s 1-0,0-19fommn 3s 3,4,7,9,17formas 8s 1-3,6-8,10,13formon 2s 14,16foro 3s 3,8,18foros 2s 3,10forx’o 2s 12,14forro 2s 5,12forros Is 12fosa Is 1foto 11s 3,5,6,9-11,13,14,

16,17fotos 6s 3,9,12,14,18,19franca 10 s 1-4,9,10,14,15,18,19franco 2s 11,18francos 3 s 1,2,19f ran j a 5s 6,10,11,12,17frasco 3s 6,16,17frase 12 s 2,4,5,8-10,13,14,

16-19

fruses 7! 1,3,0, 10, 1.5, 17,10frnudo 2 s 8,1.1frnudos 1 i 7fronan Is 10fro no 3s 0 ,17,18fronos 4 s 1,5,7,12front© 18 s 1-12,14-19frontes 2s 1,9fresa 21 8,10froRUB It 2frosca 4i 14,17-10froscas 7s 2,5,0,0,16-18fro®co Gs 2,4,0-8,10fresco® 4 s 10,11,13,17fritas Is 19f rito 2s 4,10fritos Is 0frondas 1 s 19f rut a 2s 2,14frutas 7s 2,7,9,11,13,15,17frtsto 8; 1,6-8,10,13,15,18frutos 0s 1,4,8-10,12,16,17,10fuego 111 5,0,8-12,14-10,18fuogos 2s 4,18fuonte 12 s 1-4,7,10,12,14-16,

18,19fuentoa 9: 2,3,5,10,11,10-10fuora 17 s 1,3-18fuoran Is 16fueras 2s 5,18fuore 2s 1,18fueron 2: 14,17fuoron 16 s 1-6,8-12,14,16-19fuorto 9! 3-5,7,0,12,14,17,18fuertos 8: 1,4,7,12,16-19fuerza 14 s 1,2,4,7-12,14,15,

17-10fuerzas 13 s 1,2,4,5,9-12,14,

16-19fues© 5s 1,2,7,12,18fuesen 4s 5,7,14,18fuga 8s 5,8,10,14,16-19

127Appondix A (Continued)

Total Number and Key Total Number and KeyNumbers Indicating Numbers Indicating

Word Countries in Whoso Word Countries in WhosoNewspapers the Words Nowspapors the WordsWore Found. Were Found.

funrn 1 9 gostas 1 16funda 3 4,10,13 gosto 13 3-10,15-19fundan 1 18 gostos 3 3,5,8fundas 1 9 gira 6 3,10,12,15,18,19fundo 1 15 giran OM 18,19furia 4 J111flo j18 giron 1 5fi'ftbol 10 1-4,8,9,12,14,18,19 giro 4 2,6,7,16

giros 2 14,19gala 8 3-6,10,12,16,17 globo 3 6,9,10galas 3 11,13,16 gloria 11 1,2,4,9,11-13,16-19galgo 2 4,19 glorias 2 8,17gallo 4 6,15,17,19 glosa 3 3,8,15gallos 1 5 gOCQ 5 1,6,9,10,18gama 2 4,19 gocen 3 1,18,19gana 10 2-4,6,7,9,10,12, golos 5 3,4,8,14,15

16,17 golfo 2 13,17ganan 2 11,17 golfos 1 13ganas 3 2,8,19 golpe 9 1,3,9-11,14-16,18gnncho 3 4,8,14 golpes 8 5,6,10,12,14,17-19ganchos 2 14,16 goma 6 1,4,6,14,16,17gano 2 1,19 goinas 3 1,14,17ganen 1 9 gorda 2 1,2ganga 4 6,9,10,17 gordas 3 9,10,18gangas 2 9,10 gordo 4 1-3,18gano 2 6,8 gordos 2 9,16garzas 1 8 gorra 1 17garra 1 18 gorras 4 3,4,9,17gases 5 3,6,10,15,17 gorros 1 10gasta 1 18 gota 4 8,9,11,16gastan 2 11,18 gotas 5 4,5,16,17,19gasto 4 2,6,7,11 goza 9 4,8-11,15,17-19gastos 14 1-7,9,10,13,14,16-18 gozan 5 1,5,9,11,18gato 5 6-8,10,19 gozo 1 15gatos 3 7,10,19 gracia 8s 1,2,4,8,9,12,15,18gaucho 1 i 19 grayias 15: 1,3-6,9-12,14-19gauchos 1 18 gracil 2s 16,17genio 3 3,4,17 grade 11 ! 1-7,13,15-17genios 3 9,10,17 grados 10s 1,3,4,9,10,13,14,gente 12 3-6,8,9,11-13,16-18 16,17,19gentes 7 1,4,8,10,13,15,17 gramo 1 11gertnen 1 19 gramos 1 2gesta 2 4,17 grande 14 1-5,7-12,16,17,19

Appendix A (Continued)128

Total Number and Key Numbers Indicating

Word Countries in WhosoNewspapei’s the Words Were Found.

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

grandes 18 1-14,16-19 guardia 5 2,7,14,17,19gran j a 5 9,10,14,16,17 guardias 2 11,18granjas 2 2,19 guerra 18 1-6,8-19grano 5 7,8,13,16,17 guia 3 4,9,13granos 4 10,11,14,17 gulan 1 4grasa 3 2,9,16 gufen 1 9grasas 2 4,15 guisa 1 3grata 11 2-6,8,10,12-14,19 gusta 9 3,5,9,10-12,16,17,gratas 2 12,15 19gratis 9 3,5-7,9,12,15-17 gustan 2 13,17grato 13 3,4,6-12,14,15,17,19 gusto 15 2-4,6,8-10,12,13,gratos 1 18 15-19grave 15 1,2,4-6,8,9,11-13,15- lgustos 2 6,14graven 1 19graves 8 4,10,12,13,16-19 habi 1 5 4-6,12,18,19gremio 5 1,3,4,10,17 habla 0 3,4,7,9,11,12,15,gremios 4 4,6,8,18 16,18,19griega 4 5,7,9,14 habian 4 2,8,10,14griego 1 2 hable 4 1,9,15,19gripe 1 5 hace 18 1-14,16-19grises 2 3,6 hacen 10 2,4,9-12,16-19grita 1 9 haces 2 12,14grito 8 1,2,5,9,11,13,15,16 hacia 16 1-15,19gritos 5 4,11-14,18 hache 1 9grua 1 3 haga 13 1,2,6,7,9-13,15,18gruesa 2 3,10 19gruesas 1 4 hag an 5 6,7,13,14,17grueso 7 5,8,11,15,16,18,19 hago 8 1-4,8,15,16,18gruesos 3 3,4,9 hala 1 3grupo 14 2,4-6,8-16,18 halla 8 1,2,6-8,11,14,19grupos 9 1-4,6,7,10,12,19 hallan 7 2,4,5,7,12,17,18gruta 2 2,18 hallen 1 17grutas 1 18 hambre 6 3,6,10,15-17guagua 1 16' hambres 1 18guaguas 1 3 harta 1 17guantes 4 9,11,12,15 harto 1 7guapa 2 9,10 hasta 19 1-19guapo 1 11 hato 1 15guapos 1 18 hava 1 6guarda 4 3,9,14,18 haya 13 2-4,6,7,10,12,guardan 1 17 14-19guarde 1 10 hay an 6 4,7,11,12,14,18

129Appendix A (Continued)

Total Number and Key Total Number and KeyNumbers Indicating Numbers Indicating

Word Countries in Whose Word Countries in WhoseNewspapers the Words Newspapers the WordsWere Found. Wore Found.

hayo 1 17 honras 2 6,11hecha 3 15,16,19 honro 3 2,3,10hechas 4 4,9,12,19 hora 15 1-5,7-9,11,14-19hecho 18 lr9,11-19 horas 19 1-19hechos 12 1-4,10,12,13,15-17 horno 6 1,9,11,14,16,17hembra 1 6 hornos 2 2,6hemos 15 1,4-7,9,11-19 ho sc a 1 13hernias 1 2 ho sco 1 3hice 3 1,9,13 hoya 2 13,15hiela 1 2 hoyo 2 7,19hielo 5 2,12,17-19 hoy os 4 1,4,17,19hielos 1 12 huaso 1 17hierba 2 7,17 hubo 10 3,7-10,12,15^18hierbas 1 13 hube 1 9hieren 1 4 hueca 1 18hierro 15 1,2,5-12,15,16,18,19 hueco 3 3,16,17hierve 1 18 huelga 13 2-4,7-12,15-18hija 9 1,3,5,6,9,10,12,14, huelgas 4 2,10,17,18

15,18 huella 2 1,3hijas 5 1,6,10,11,17 huelias 4 9,11,17,18hijo 12 2-6,9,10,12,16-19 huerta 1 10hijos 13 1,3,4,6,8-10,12,14, huerto 1 4

16-19 hue so 4 5,9,11,15hilo 7 1,5,12-16 huesos 3 1,9,14hilos 4 1,2,8,9 huevo 5 3,7,9,12,17himno 6 1,4,10,13,14,17 huevos 6 3,6,7,15-17himnos 1 3 hule 3 2,5,9hinchas 1 18 humo 6 4,6,9,12,17,19hizo 17 1-3,5-17,19 hunde 1 9ho ja 6 9,12,15-18 - hurto 2 6,11hojas 8 2-4,6,7,11,12,16 hurra 1 12ho la 1 15 huye 1 10hombre 15 1-11,15,16,18,19 huyen 1 3hombres 13 1,3-7,10-12,14,16,

17,19 iba 10 5-7,9,11,12,15-18hombro 1 9 iban 9 2,6,8-12,16,19hombros 4 4,7,16,17 inca 3 7,10,12honda 5 1,4,9,16,19 ida 5 10,11,15,17,18hondo 9 3,4,6,8-10,15,17,18 ido 8 4,8,9,12,15,16,18hondos 2 9,19 19hongos 3 7,10,15 india 5 2,9,10,16,18honra 8 1,2,8,9,13,17,18 indias 2 . 13,16

Appendix A (Continued)130

Total Number and Key Total Number and KeyNumbers Indicating Numbers Indicating

Word Countries in Whose Word Countries in WhoseNewspapers the Words Newspapers the WordsWere Found. Were Found.

indio 7: 2,3,10,14,15,18,19indios 6: 3,5,8,10,18,19instan 1: 17iodo 1: 15ira 2: 12,18iris 2: 9,10irse 1: 7isla 12: 1-4,6,9-11,15-19islas 9: 1,2,4,6,10,13,16,18

19istmo 4: 9,12,13,15

jacta 1: 18jarros 1: 14jaula 5: 3,7,11,17,18jaulas 2: 7,9jefe 17: 1,2,4-6,8-19jefes 12: 1-4,6,7,10,11,14-16

18jeque 1: 12jerga 1: 3jira 10: 2-6,8,10,14,15,19jiras 3: 10,11,16jota 2: 5,16joven 16: 1-6,8-12,14-19joy a 3: 9,12,15joy as 6: 3,4,11,12,15,19jueces 10: 1-5,11,16-19juega 5: 9,12,17-19juegan 1: 9juego 18: 1-6,8-19juegos 13: 2,4-7,9,12,14-19juegue 2: 4,14juegues 1: 9jueves 16: 1-5,7,9-12,14-19jugo 2: 10,11jugos 1: 9juicio 10: 1,2,4,8-11,16,18,19juicios 1: 10julio 7: 2,4,7-9,12,14,17jungla 2: 14,15junio 7: 1-3,7,8,14,18

junta 18 1,2,4,6,9-14,17,19juntan 1 3juntas 3 4,13,18junten 1 6junto 12 1-5,7,9-12,14-17,19juntos 3 3,4,12jura 3 1,2,17justa 7 1,3,7,15,17-19justas 5 1,3,12,17,19justo 13 1-6,9-11,13,16-18justos 3 4,13,17juzga 5 4,5,11,15,19juzgo 1 10juzgue 1 17kilo 4 2,3,4,15kilos 8 1,3,4,6,14,17-19lei o sco 1 18labio 4 5,6,9,10labios 3 8,17,18laca 2 9,11lacias 1 7lacio 1 6lacra 1 4lacras 2 10,11lado 16 2,3,5-13,15-19lados 5 5,8,14,16,19lago 4 9,12,13,19lagos 4 3,9,11,12laica 1 18laicos 2 4,18laja 1 15lana 10 1-3,6,9,10,15,

17-19lanas 7 1,3,5,9,15,17,18lance 4 4,5,9,16lancen 1 16laneha 2 5,18lanehas 1 8lanza 6 3,5,13,14,17,18lanzan 2 4,19

Appendix A (Continued)131

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

/lapiz 2 5,19 leve 6 11-14,16,18lapso 8 3,5-7,9,11,12,17 leves 3 9,10,15larga 15 2-6,8-12,14,15,17-19 leyes 14 1-6,8,10,11,14-16,largas 5 4,7,12,14,17 18,19largo 14 1,3,4,6,8-12,14-17, lianas 1 13

19 libra 10 2,4,5-7,12,14-17largos 7 3,4,6,9,14,16,19 libras 11 2,5,6,9-13,16-18lata 6 4-6,12,14,16 libre 15 1-5,7,8,11-15,17-19latas 3 2,12,14 libres 10 1,4,6,9-11,13,14,lato 1 9 17,19laucha 1 18 libro 9 3, 6-8,11,13,15-17laudo 1 18 libros 10 2-4, 7,9,10,12,13,laudos 1 18 15,18lava 3 4,11,13 l^der 5 4,8,10,12,18lave 2 8,16 lides 2 4,19lavo 1 6 lidia 2 4,9lazo 3 3,6,16 lidian 1 17lazos 7 1,2,6,11,15-17 liebre 1 7lea 3 10,13,19 lienzo 1 8leche 12 1-3,5,7,11-13,15-17, liga 13 1,3,4,6,8-10,12-14,

19 16,18,19lecho 2 4,7 ligas 5 12,15-18lee 1 12 lila 1 6leen 1 7 lima 1 17leguas 2 6,8 limpia 6 3,5,11,12,15,16lejos 10 1,2,4,6,10,11,15, limpian 2 16,17

16,18,19 lirapias 3 8,10,17lema 8 3-5,8-10,13,16 limpio 4 4-6,16lemas 3 9,11,14 linda 9 3-5,8,9,16-19lengua 4 3,7,16,19 lindan 1 6lenguas 3 3,4,11 lindas 2 4,9lenta 4 1,2,5,13 linde 1 2lentas 1 10 lindes 2 14,15lente 1 15 Undo 10 4-9,11,12,18,19lento 5 2,4,11,16,18 lindos 5 1,4,8-10lentos 4 1,4,7,10 linea 1 11lena 1 16 lira 1 14lenos 1 7 liras 2 15,18letra 12 1-5,10,12,14,15,17, lirios 2 6,17

18,19 lisa 2 5,9letras 5 1,3,8,15,19 lisas 1 17leva 1 : 15 liso 3 12,15,17

132Appendix A (Continued)

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

lisos 2 14,16 lunes 17 1-12,14,16-19lista 12 1-3,5,6,8,10,11, lustros 1 4

13-15,17,19 luto 3 5,14,15listas 4 1,2,9,18 lutos 1 3listo 5 3,4,6,8,9 luzca 1 9listos 2 8,18 llagas 1 9litro 3 3,10,14 llama 13 1-4,6,9-13,15,16,litros 10 1,2,7,9,11,14-18 18loca 3 1,6,11 llaman 6 8,10,12,16,18,19loco 2 3,18 llamas 9 2-4,6,8,9,11,14,17locos 2 10,16 llame 9 4,5,9,10,12,15-17,lodo 4 7,11,16,19 19lodos 1 9 llamen 1 6logia 3 6,11,16 llamo 1 6logra 7 1,4,10,13,15,18,19 liana 1 9logran 1 18 llano 3 8,12,15logre 2 3,4 llanos 5 2,5,6,16,17logro 3 12,13,18 llantas 7 1,4,7,9,10,12,15logros 4 6,8,12,15 llanto 2 9,14lomas 2 13,17 Have 7 1,5-7,14,18,19lomo 1 9 llaves 7 2,7,9,12,14,15,18Iona 3 1,17,19 llega 16 2-6,8,10-19lonja 1 19 llegan 7 4,12-14,17-19lores 1 10 llego 2 1,13loro 2 3,19 llegue 12 2,4-6,9-12,14-16,18lote 6 2,4,9,14,17,19 lleguen 3 4,10,11lotes 12 2,4,5,7,9-12,14,15, llema 1 17

18,19 llemes 1 17loto 1 9 llena 13 2-5,7,9-11,13,15,lotos 2 17,18 16,18,19loza 4 4,5,8,11 llenan 1 17luce 5 6,8,13,15,19 llenas 2 4,18lucen 5 4-6,13,19 llene 1 5luces 4 1,2,8,17 llenen 2 2,18lucha 18 1-3,5-19 lleno 10 4-7,9-12,17,19luchan 1 16 llenos 3 10,14,17luchas 4 1,4,18,19 lleva 16 1-4,6-12,14,16-19luchen 1 19 llevan 8 7,9,11,12,14,15,luego 19 1-19 17,19lujo 12 . 2,3,6,9-12,14-16, lleve 7 3,6,8,9,11,15,17

18,19 lleven 3 4,10,15lumbre 1 8 llevo 1 18luna 10 1,2,5-8,10,11,15,16 lloran 1 18

Appendix A (Continued)133

WordTotal Number and Key Numbers Indicating Countries in Whose Newspapers the Words Were Found.

WordTotal Number and Key Numbers Indicating Countries in Whose Newspapers the Words Were Found.

lloro 1: 9 marc a 13: 2,3,5-7,9,12,14-19llueve 2s 16,17 marcas 9: 1,4-7,9,14,18,19lluvia 9: 2-4,7,14-18 marco 10: 3-5,7,10,11,13,lluvias 6: 4-7,17,19 17-19

marcos 1: 15macho Is 9 marcha 13: 3,4,7,8,10,12-16,machos Is 9 18,19madre 17s 1-3,5,7-19 marchan 2: 3,6madres 6s 2,3,4,10,16,18 mares 6: 3,6,8,x3,15,17magia 2s 8,9 margen 5: 7,12,14,16,17magna 2s 6,18 marque 1: 16magno 6s 4,8,10,15-17 marquen 1: 1mago Is 17 marra 1: 14magos 2s 4,5 martes 11: 3,4,6,8,9,11-14,magro Is 18 16,19mao a 2s 11,16 marzo 11: 2,5,6,8-12,14,18,mala 11s 1-5,7,10,11,17-19 19malas 5s 3,7,10,13,16 masa 8: 1,4,10,13,16-19males 7s 2,4,7,8,10,12,13 masas 9: 1,3,5,6,8,13,15,raalo 5s 3,7,15,18,19 18,19malos 6s 5,10,11,14,16,19 mata 3: 10,16,18malla 4s 5,6,10,12 mat an 2: 10,12mallas 3s 3,14,18 mate 3s 11,13,16mambo 5s 9,11,13,15,18 mayo 7: 1,2,7,10,14,18,19manco Is 2 maza 1: 14maneha 3s 12,16,18 mazo 1: 6manehas Is 13 meca 1: 18manehen Is 9 mecha Is 12manda 3s 3,6,12 media 13: 1,4,6-10,13,14-16,mande Is 3 18,19mando 9s 1-3,10,11,14,16-18 median 1: 3mandos Is 11 mediae 3: 8,14,18manga 5s 6,9,11,13,18 me die 1: 18mangas 2s 7,16 medio 17s 1,3-14,16-19mangos 2s 13,16 medios 8: 2-4,7,11,12,15,19mano 13: 1-3,5-7,9-14,17 medran 1: 7,11manos 10: 1,2,5,6,11,12,14, medros 1: 13

16,17,19 menos 18: 1-18manto 1: 4 mente 7: 3,4,8-10,16,19mantos 1: 13 mentes 1: 13mapa 5:1,2,11,15,18 mera 4: 2,8,12,13mapas 1: 9 meras 1: 14

134Appendix A (C

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

ntinued)

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

merma 2 7,16mero 4 2,4,6,8ineros 1 14mesa 12 2,6-9,12,14-19mesas 2 3,7meses 15 2-7,10-14,16-19meta 4 3,9,13,19met as 4 4,7,15,19metro 9 2-4,7,9,12,14,17,19metros 14 1-5,7,9,10,13-15,

17-19mezcla 7 1,2,4,6,14,16,19mezclo 2 3,19mica 2 1,2mi da 1 11mide 5 4-6,15,16mides 1 13miedo 2 2,9mieles 1 11miembro 5 1,2,5,9,12miembros 10 1,4,9,10,12,14,15,

17-19mientas 2 9,10mientras 14 1-4,7-9,11,12,14,15

17-19migas 1 18miles 13 1-10,14,16,17milla 3 6,16,18millas 4 1,6,16,18mimbre 2 14,18mina 4 1,7,10,12minas 2 2,18mingas 1 7mira 7 2-4,9,10,13,16mi ran 1 15miras 7 1,5,10,13,14,16,19mires 1 4mirlos 1 4miro 1 15misa 14 1,2,4—6,8,9,11—15,

17,18misas 4 . 1,6,15,17

misma 15: 1,2,4,5,7-12,14-1618,19

misrnas 8 5-7,10,12,14,17mismo 17 1-5,7-9,11-19mismos 8 1,4,10,12,14,17-19mitin 2 8mito 3 2,11,15mixta 3 4,14,19mixto 5 2,5,7,9,19mo da 9 3-6,8,9,15-17modas 5 6,8,11,18,19mo do 16 1,2-4,7-18modos 3 2,3,17molde 1 18monja 2 17,18monjas 1 3monos 1 2monstruo 1 17montas 1 8monte 4 6,14,17,18montes 1 6monto 8 3,5,8,11,13-15mono 2 15,16mora 1 11moro 1 8morsa 1 14morsas 1 18mo sc a 1 6mota 1 10mote 1 3mo to 1 14motos 2 18,19movil 2 3,12moza 1 8mozas 1 16mozo 1 17mucha 5 3,4,9,16,18muchas 6 2,9,12,14,17,19mucho 15 : 1-4,6,8-12,14,16-19muchos 16 1-4,6,7,9-13,15-19mueble 1 16muebles 11 1-4,10-15,18,19

Appendix A (Continued)135

T o t a l Numbor and Koy Numbors I n d i o a t i ng

Word C o u n t r i e s i n WhoseN e w s p a p e r s th e Words Wore Found.

T o t a l Number and Key Numbers I n d i c a t i n g

Word C o u n t r i e s i n WhoseN e w s p a p e r s t h e Words Were Found.

inuele Is 9 necio Is 18muello 5: 4,5,7,12,18 necioa Is 16muelles 5s 0,14,16,18,19 ndctar Is 10muorn 2s 3,18 negra 5s 4,6,12,16,18muorns 1$ 17 negras 4 s 1,10,12,18muere 2 • 12,18 negro 13 s 1,3-5,7-11,13-15,18muoren Is 17 negroa 5 s 2,4,9,13,19inuerta Is 15 nona 4: 8-11muerte 12 s 1,3,5,0,11-15,17-19 none 2s 9,16muerto Ds 3-6,10,12,16,18,19 no no a 2 s 3,16muertos 3s 1,7,14 nervio 2s 13,16muestru 4s 14-16,18 nervioa Is 15muostras Is 9 neta 2s 5,18mueve 2s 10,18 neto 3s 3,11,16mueven 2s 4,10 netoa o ! 2,17mugro Is 4 noxo 2s 12,18mula Is 9 nexoa Is 2mulo Is 17 niche Is 17mult a 4s 12,14,15,17 nido Is 13multas 4s 3,4,5,18 niebla 4s 4,7,8,11mundo 13 s 2,4,6-15,17 nloga 4s 3,9,16,17muro 3s 2,3,10 niegan Is 17mures 5s 4,10,13-15 niegue Is 2musgo 2s 2,17 nleto 6: 1,3,5,6,8,16muslo Is 18 nietos 8s 2,5,6,12,15-18mustio Is 6 nleve 2s 2,3mutua 2s 5,6 niovea 2r 4,7mutuo 3s 4,14,17 nina

nlnas11s7s

3,4,8-10,12,15-194,6,9,15-18

nacas Is 3 nirfo 9s 1,4,8,9,11,12,16,nace 2s 4,15 18,19nadu 15 s 1-7,10,11,14-19 nipos

nlvea18$ 1-10,12-19

19nadan Is 9 Isnadie 15 s 1,3,4,6—13,15,16,

18,19noble 11s 1,6,8,10,13,14,16,

17,19naipe 2s 3,5 nobles 6s 5,7,10,14,17,18nardos It 7 noche 18 s 1-16,18,19narra Is 12 nochea 3s 7,9,12nave 7s 1,3,6,10,15,16,18 nombra 4s 1,9,17,19naves 4s 2,11,13,19 nombran 2s 4,14nazi Is 16 nombre 16 s 1-4,6-12,14,16-19nazis 2 s 1,16 nombren It 8

Appendix A (Continued)130

T o t a l Numbor and Key N urn bo r » I ml i c a t i ng

Word C o u n t r i e s i n WhoseNewspaper® t h e Words Wore Wound.

T o t a l Numbor and Key Numbers I n d i c a t i n g

Word C o u n t r i e s i n WhosoN e w s p a p e r s t h e Words Wore Wound.

nombros Si 1,4,15,17,18no nit a 4: 2,16-10no rums 7: 2,4,9,10,12,14,15norto 15 s 1-6,9,10,13-19not a 171 1-10,12-15,17-19notns 6: 7,10,13,16-18no to Is 11no via 8s 1,3,5,8,12,15,16,18novias as 6,15novio Gs 1,4,6,9,16,18novios 4s 3,6,9,18nube 45 1,2,17,18nubes 3 s 8,13,14nublan Is 15nuca 2S 2,18nudos 2s 15,17nuecos Is 9nuestra 17s 1-3,6-19nuostras 5s 1,4,12,18,19nuostro U s 1,3,5,9,10,12,14,15,

17-19nuostros 4 s 2,4,10,12nuova 11: 2-6,9-12,14,19nuovas 11: 1,2,4,7,11-14,17-19nuove 14 s 1-9,14,16-19nuevo 17 s 1-3,5-15,17-19nuovos 12 s 2-5,8,9,11,12,14,16,

18,19nula 3: 3,4,18nulo Is 8nunc a 17: 2-5,7-19nuncio 1: 4nupcias 3: 4,5,17nut re 4s GOHISHoTH

nutria , 1: 4obra 17: 2-4,6-19obras 13: 2-5,7-12,14,18,19obvias 2: 1,18obvio 4: 4,10,12,16oc res 1: 4ocho 15: 1-4,6-11,14-17,19

odia 1: 18odio 5s 1,9-11,15odlos 4 s 1,3,4,17oiga 3s 5,12,16oigatt '» » •U « 5,8oigo Is 9o,1 o 8S 3,4,8-10,12,14,10O j 0 s 13: 2-8,8-10,12,14,

16-10ola 3: 3,11,10olas Is 16oliu Is 16alias 2s 9,17one a li r)

«*>

one as 1: 2once 13 s 1,3,5-8,10-13,15-17onda 7s 3-6,10,16,18ondas 7s 3,4,6,9,14,15,19onza It 11onssas 5: 4,6,9,16,17opta 1: 18op tan Is 18ora Is 16orbo 2s 3,17ordon 15; 1-10,12,14,17-19oro 2 1 4,5oro 16 s 1-6,8,10-19oso 2s 9,18ostra 1: 17otra 14: 1,3,5-7,9,11,12,

14-19otras 14: 1-7,10,13,14,16-19otro 16: 1-4,7-10,12-19otros 18: 1-12,14-19oye 4s 2,3,7,19oyon 2: 9,18pacto 8: 2,6,8,9,14,17-19pactos 3: 1,2,19padre 14: 1,3,6-14,16,17,19padres 7: 1,4,8,11,12,14,19paga 3: 10,16,18 I

Appendix A (Con!. I niioil)X37

Total . Numbor and Koy Numborn I n<l I o u t I ng

Word C o u n t r i e s l,n Whose WordN e w s p a p e r s t h e Words Woro Found,

pagan 3! 9,11,12 POMOpagu« 1: 18 poMonpage 14 ! 1-11,14,10,17 pomenopagos 7: 2,4,0,7,11,10,18 poo onpuguo 4: 4,0,7,17 pnso-pn.ln l! 0 POOOMpa Jan li 9 poo topale a 3 1 0,12,17 postONpuleON 2 1 10,10 pastapalmn f5s 0,0,10,11,14 pootoop 0.1.1110)3 4: 2,4,18,19 put apolo 5: 5,7,15-17 pottopolos 3: 3,0,10pampas li 10 pottosptum li 18 patopando 2: 17,18 patospanes Is 14 patrtapan an li 10 patrlaspano It 11 pntriospanes It 4 pqusapapa 81 5-7,13,15,17,18 pautnpapas o •M 1 4,9 puutaspara 19s 1-19 povoparcos Is 7 pavasparches li 13 pavosparda 2 1 6,7 pocapardo ll 15 poo hopardos 2! 7,8 polopare ll 2pares 3 1 2,9,16 pelosparo 7i 2,4,7,8,16-18 pogaparos li 18 peguenparquo 9s 1,3,6,7,9,16-19 poinaparques 2: 2,19 peineparte 19s 1-19 plenapartes 9l 4,6 , 7,9,12,14,16-18 plenasparto 2s 9,18 penapartos 5l 1,9,14,17,19pasa 9s 1-3,8,9,12,13,15,19 ponaspasan 5s 2,3,12,13,15 pelfapasas Is 9 porapascuas Is 9 peras

perla

Tol .nl Numbor nod Koy Numbers I nd I on 11 ng C o untr loM In Whono Ne w s p a p e r s tbo Words Worts Found.

4 I 0,0,10,122 t 7,10‘ » » ml • !), 123 I 0,18,10

. 1 . 0 : 1-8,10-10,18,107: 4,7,9,10,13,10,10Is 174 I 2,4,17,102: 2,341 2,3,7,133 l 3 , 10,109 1 1-3,3,0,0,14,10,

17,18O: 4,7,0,14,18Li 112: 7,172l 4,16Is <■*li 13 1 2,17,183: 3,4,192 1 10,13Is 10Is 14l! 1011 199$ 1,0-10,12,10,19

10s 1,2,0,8-10,12,16,18,19

Is 22: 3,7Is 302: 8,1011s 1-0,8-11,19Is 1

16 s 2-7,9-12,14,15,17-19

2s 14,15Is 4Is 16Is 96 s 4,6,9-11,17

Appendix A (Contiimed)138

Total Numbor and Key Numbers Indicating

Word Countries in WhosoNewspapers the Words Were Wound*

Total Numbor and Koy Numbers Indicating

Word Countries in WhoseNowspapors tba Words Wore Wound.

perlas li 15pOI'O 10 s 1-10porra 2 i 3,10perro Bt 2,3,5,0,11,14,17,10porros 6 1 3,8,0,10,18,10peso 4* 3,0,18,18paean It 12posas 2 1 4,13peso a lot 2,3-5,8,11,13,15,17,

18pesoan It 3pose 8 1 3,4,0,10,15,10,18,10peso 131 1,2,4,8,10-12,14-10pesos lit 1-4,0,8,0,11,13,14,

18peste 2 1 8,18pestes It 8piano 7 1 3-5,11,14,15,18pioa 2t 8,10pico 2 1 17,19picoa It 18pi da 8l 3,4-6,9,10,13,17,10pi dan li 0plde 121 1,2,4,6,8,11,12,14,

15-18pidon _ Qt 4,6,7,12,16,19pi do Is 10piedra lOt 1,4-0,0-13,15piedras 5t 0,14,15,17,18pieles It 3. .pionsa 8: 1,6,8,9,12,14,19piensan 1: 14piensas It '•3:,piense 3: 4,6,19piensen It 1pienso 3 1 2,6,11pierda 3 1 9,14,16pierde 6 1 4,6,10,12,18,19pierden 2i 9,17piordo It 6prierna 8t 1,2,6,11,14,16-18piernaa 2t 10,17

1)1. e n 101 1,4,7-10,14,10,18,1 hpiezas lit

xU1,2,4,7-9,11,12,14-10

piTi a It 10pi la 2t 5,18pingtfe it 3pi no 2 1 1,0pinos 5t 1,0,0,13,18pinta 2 1 10,11pintan 11 18pinssas It 14pitta 2! 3,10pitfas It 15pipa It 9pipns It 8pi quo It 10piques It 13pis a It 17piso it 8piso 141 1-4,0,7,9,11,12,

14-18pi sos 01 1,2,4,6,:9*10,12,

15,10pista 6t 3,4,0,8,14,10pistas 31 7,14,10pizoa 2t 10,18placa 5t 5,7,10,12,17plaoas Os 2,4,5,0,12,14place It 12plaga Is 7plana 3: 3,5,8plancha It 15planehas 4t 2,3,0,19pianos 8: 7-12,16,18piano 6s 4,0-11,15,10pianos 8s 1,3,0,7,10,10,17,

18planta 12 s 1,4,5,7,10-12,14-17,

19plantas 7: 1,4,7,10,11,18,19plasma Is 2plattfca lit 2-4,6,8,10,11,13,

16-18

Appendix A (Continued)130

Total Numbor and Key N um be r s 1' nd i c at 1 ng

Word Countries in WhoseNowspapors the Words Wore Found.

T o t a l N u m b e r a n d Ko y N umbo r s 1 n d .L e a 1 1 n g

Word Court t r i oh i n W h o s oNowspapors the Words Wore Found.

pinto 10 2-4,6,10,11,14,15-17platos 3 1,9,18pi ay a 0 4,6,8,11,15,18playas 4 3,13,17,18plaza 15 1,2,4,5-7,9,11,13-19plazas 5 1,3,4,7,19plazo 12 2-6,8-11,14,18,19plnzos 7 7,9,14-17,19ploito 3 3,11,12pleno 12 1,2,7,8-11,13-15,

18,19plovo 1 6pllcas 1 9pliogo 2pllegos 3 1,17,18plioguos 3 4,6,15plorno 8 1,2,6,10,13,15,16,19pluma 12 6,8^13,15,16-19plumas 3 7,10,17pobre 9 1,3,4,9-11,16,18,19pobres 10: 3,4,6-9,12,13,16,19poca 8 1,3,4,9,11,14,16,19pocas 10 1,4,6-10,13,10,19poco 15 1-6,8-14,16,17pooos 12 1,3-5,7,8,10,14-17,

19polcns 1 11polio 2 5,16polo 2 9,16polio 2 16,17polios 5 6,7,15-17polvo 8 1,2,4-6,12,17,19polvos 2 5,7poma 1 9pomo 1 9pompa 1: 10pompas 1 2poncho 1 4ponchos 1 10pone 11 1—3,5,6,8,9,11,13,

17,18ponen 2 4,19

ponga 6: 4,5,7,12,15,16pongan 2: 4,18pongo 2: 9,11ponlo 1: 14porlos 1: 18poro 1: 9poros 2: 1,8porquo 18: 1-14,16-19porta 1: 14porto 2: 8,13porton 1: 18portos 1: 9posa 2: 17,19pose Is 10poses 1: 11posta 1: 3postas 1: 3posto 2: 3,16postos 1: 14postro 4: 3,5,6,18postros 2: 15,18potro ' 1:4potros 4: 10,14,17,18pozo 4: 2,8,9,14pozos 5: 2,4,7,11,16prado 1: 6pragos 1: 4procio 15: 1,2,4-7,10-13,15-

19procios 14: 1-5,7,9-12,14,15,

17,19predio 1: 18prodios 2: 5,19premio 12: 1,3,4,6,8,9,11,12

14,15,18,19premios 12: 2,4,8,10-12,14-19prenda 3: 8,17,18prendas 4: 6,15,16,19prensa 18: 1-15,17-19prensas 1: 17presa 5: 2,10,12,13,17presas 2: 3,12

Appendix A (Continued)140

WordTotal Number and Key Numbers Indicating Countries in Whose Newspapers the Words Were Found.

WordTotal Number and Key Numbers Indicating Countries in Whose Newspapers the Words Were Found.

preso 5 3,4,7,16,17 puedes 1. 16prosos 6 2,3,8,9,12,17 puedo 8 1,3,9,12,15,19prestn 4 9,10,12,15 puente 4 4,16-18preste 2 5,13 puentes 1 17prestan 1 4 puerco 1 10presto 1 4 puerta 8 4,6,9,11,15-17,19prestos 1 10 puertas 7 l-»3,5 ,7,10,12previa 12 1,2,4,6-9,15-19 puerto 16 1,2,4-8,10-12,previo 5 2,4,15,18,19 14-19previos 1 10 puertos 5 1,2,7,17,19prirna 5 2,4,15,16,18 puesta 5 3,5,6,9,12primas 2 9,11 puesto 16 1-4,7,9-19primos 2 5,15 puestos 9 4,5,10,12,14,15-18primo 3 3,6,7 pugil 2 14,18prisa 1 16 pugna 6 2,3,4,6,10,18priva 4 7,8,11,19 pulcro 1 4privan 1 8 pulgas 2 9,16probos 2 1,4 pul pa 1 4pronta 7 2,4,7,10,12,16,19 pulpo 1 4pronto 14 1,2,4,5,7,9,10, pul so 3 1,13,19

12-16,18,19 punta 4 3,4,9,18propia 10 1,3,4,8,11,12,16-19 puntas 2 17,19propias 5 2,5,8,13,15 punto 18 1-12,14-19propio 15 1,2,3,6-12,14-16, puntos 14 2-6,9-12,14-18

18,19 puno 3 3,17,19propios 7 11-14,16,18,19 punos 5 14-16,18,19prosa 3 19,17,18 pura 9 3,5-7,10,15,17-19pruSba 11 3,4,7,9,12,14,15, puras 2 4,14

17-19 puro 6 3,4,9,13,16,19pruebas 6 1,2,3,7,9,19 puros 2 8,14pruebes 1 9 puso 13 1,3-6,8,10-12,prusia 1 6 14-16,18puas 1 13pude 1 17 queda 13 2-6,8,10,11,14,15,pudo 13 1,3-5,7-11,14,16-18 17-19pueblo 16 1,2,4,5,7-14,16-19 quedan 4 12,14,18,19pueblos 12 1,3,4,10-14,16319 quedas 1 8pueda 12 2-5,8,9,12-14,16-18 quede 3 9,13,18puedan 1 12 queden 1 19puedas 1 12 .... quedo 3 2,6,9puede 17 1-9,11,12,14-19 queja 7 4,8,9,11,12,16,19pueden 9 1,3,4,8,9,12,14, quejas 7 3,6,8,10,11,13,16

17,18 queje 1 16

Appendix A (Continuod)141

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

quema 2 3,18 raras 3 6,16,19queman 1 5 raro 6 3,7,9,13,15,16queme 1 13 raros o 11,17quemo 1 18 rase a 1 16queso 7 2,5,9,12,15,16,18 rasgo 2 10,17quiebra 1 19 rasgos 2 13,18quienes 15 1,2,4-6,7-10,12-15, raso 4 5,9,12,18

17-19 rasos 1 17quiera 5 1,2,4,10,16 rata 1 10quieran 1 1 ratas 1 1quieren 4 8,10,12,14 rato 4 5,11,12,17quiere 12 1,3-6,9-12,16,17,18 ratos 1 3quieres 2 17,18 raya 2 3,19quiero 11 1,2,4,8-12,14,16,18 rayas 3 6,14,19quieto 4 1,4,6,15 rayo 1 4quince 15 2-11,15-19 ray os 7 1,2,5,15-17,19quinta 10 4,7,9,11,12,14-17,19 razas 4 3,13,14,18quintas 1 13 razo 9 2-4,6,11,13-15,17quinto 13 1,4,6,8-10,12,14-19 rece 4 3,6,9,17quise 1 5 recia 2 4,14quiso 6 2,3,5,6,12,16 recio 1 6quita 6 2,4,5,9,16,18 recios 1 9quites 1 4 record 3 4,12,19quorum 1 18 recta 2 1,3

recto 4 5,6,10,13rabia 2 6,17 rectos 2 1,17rabio 5 5,7,10,14,16 redes 6 3,4,6,11,18,19rabo 2 4,5 regia 4 4,15,18,19rada 1 13 regio 6 2,3,4,6,12,15radio 16 2-15,18,19 regia 6 6,9-11,17,18radios 5 1,7,9,15,18 reglas 4 4,9,13,17rafia 1 14 rejas 2 1,11rama 3 4,6,19 reina 9 : 2,3,5,8,9,11,14,ramas 8 6-8,10,15,17-19 17,19rambla 1 18 reinas 4 11,12,14,19ramo 10 4-6,8-10,15-17,19 reino 4 8,9,16,18ramos 3 8,9,14 remos 2 6,15rancho 6 ; 4,8,10,11,14,17 reno 1 11ranchos 2 11,12 renta 6 7,9,11,14,17,18rango 5 2,3,6,7,18 rent as 5 3,4,9,13,18rapto 3 11,12,18 reses 5 , 4-6,8,13rara 4 3,4,15,16 resta 2 1,18

Appendix A (Continued)142

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

restan 1 10resto 16 1-9,11,14-19restos 11 1,7-10,12,13,15,

17-19reta 1 8reuma 1 6reyes 1 1reza 5 1,4,12,14,19rezan 2 5,8re^os 2 12,18n a 2 4,8rica 6 2,6,10,15,17,18ricas 1 9rico 9 1,4,6,8,9,12,16-18ricos 8 1,4,6,8,10,12,13,19riego 3 2,7,15riela 1 8rienda 1 8riendas 2 10,14riesgo 4 1,2,6,16riesgos 2 6,16rifa 6 4,7,8,13,14,19rifas 1 .4rifle 3 : 5,15,16rifles 1 9rige 5 1,2,4,5,18rigen 3 4,10,14rija 1 3rinda 3 4,8,16rinde 7 4-6,8,9,13,16rinden 4 4,16-18. v/»rxna 4 4,6,10,19rinas 1 10rifib 1 10rio 1 : 4rios 1 . 3 . •, .risa 4 8,9,11,18risas 1 16riscos 1 9ritmQ 10 2,5,7,10,14-19ritmos 1 4riza 1 11

roba 1 10roban 1 12robes 2 9,12roble 2 11,18robo 5 3,6,11,12,17robos 3 2,12,17roc a 2 6,15rocas 3 3,5,18roja 8 2,5,6,9,12,13,15,

16ro jas 4 9,10,12,14rojo 15 2-5,7-12,14,16-19rojos 5 3,6,9,12,17roles 1 2rollo 1 8rollos 2 15,17rompa 1 13rompe 4 6,9,11,16rompen 1 6ronco 1 15ronda 4 10,11,18,19ropa 12 2-9,11,12,15,16ropas 6 1,4-6,11,17rosa 7 4,6,12,14-16,19rosas 2 3,5rosea 2 3,9rostro 9 2,3,9,10,12,15-18rostros 4 2,4,14,19rota 3 2,9,13roto 3 3,5,10rotos 2 7,18rubia 2 14,16rubias 1 17rublo 1 19rubro 1 18rubros 1 18ruda 2 10,17rudo 5 4,12,13,17,18rudos 2 6,10rue da 12 1,3-5,8,9,12,13,

14,17-19ruedan 1 6

Appendix A (Continued)143

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

Total Number and Key Numbers Indicating

Word Counti'ies in WhoseNewspapers the Words Were Found.

ruedas 2: 4,9rue do 1: 17ruega 6: 2,6,9,10,19ruegan 2: 2,6ruego 2: 4,9ruido 8: 2,3,9,11,12,16-18ruidos 1: 9ruina 1; 11 .ruinas 4: 2,3,7,13rumbas 1: 18rumbo 10: 1,5,6,8-11,14,18,19rumbos 5: 3,6,9,10,17rupia 1: 14rupias 1: 10rusa 10: 1-3,6,7,15,16-19rusas 4: 7,10,15,18ruso 6: 2,4,6,10,17,18rusos 12: 2-9,11,15,17,19rut a 12: 2,5,6,8,9,13-19rutas 1: 4sabia 6: 6,7,11,15,17,18sabe 18: 1-16,18,19saben 10: 3-5,7,9,10,12,13,

15,19sabes 1: 16sabio 7: 2,3,8,10,16,18,19sabios 1: 2sable 1 : 9 .saca 4: 6,9,16,18sacia 1: 4saco 4: 3,10,11,15sacos 7: 2,5-7,9,12,19sacra 3: 1,8,10sacro Is 13sala 9: 3-5,11,12,14,15,18,

19salas 8: 1,6,8,9,13,17^19sal do 7: 1,4,5,7,10,17,18saldos 1: 2 • . .sale 9: 3-5,11,12,14,15,18,

19

salen 6 6,8,9,16-18saiga 5 3,5,6,16,17salgan 3 4,5,9salgo 1 15salsas 1 10salsa 4 5,6,10,16salta 1 7salto 3 3,8,16saltos 1 16salva 4 4,10,15,16salvan 2 9,12salve 2 7,17salvo 7 6,8,12-14,17,18sana 5 5,10,11,15,17sanas 1 6sangra 1 14sangran 1 3sangre 15 1-3,5,6,8-12,14-16,

18,19sangres 2 4,13sano 5 7,10,12,16,17sanos 4 3,10,18,19santa 8 1,5,12-15,17,18santo 4 6,8,16,18santos 2 4,15sana 1 16sapos 1 12saque 4 3,8,10,12saquen 1 16sarna 2 11,18sastre 1 16sastres 3 6,9,10saya 1 3sayas 1 6sayo 1 3sea 5 9,11,13,16,19seca 5 5,7,9,13,16secas 2 7,17seco 4 1,4,7,17secos 1 18secta 1 2sectas 1 16

Appendix A (Continued)144

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

Total Number and Key Numbers Indicating

Word Countries in WhoseNewspapers the Words Were Found.

seda 10 1,4-6,9,11,14-17 siento 5: 3 ,5,6,9,13sedas o 14,18 sierra 6: 9,11,15-18selva 8 2,3,11-13,15,16,18 sierras 2: 7,18selvas 2 4,12 siervo Is 8sella 2 6,16 siervos 1: 8sello 7 2,6,9,14,16,17,19 siete 18: 1-9,11-19sellos 6 4,6,7,13,16,18 siga 11: 1,3,4,7,10-13,16,semi 1 14 17,19senda 6 10-12,16,17,19 sigan 1 11sendas 3 1,5,11 siglas 1 10sendos 3 1,14,19 siglo 16 1-8,10,11,13-17,19sena 2 1,14 siglos 10 2,4,5,7,10,12,15-18senas 1 18 signo 5 1,9,14-16sepa 9 1,2,5,6 ,8,9,15,16 , signos 3 8,14,19

19 sigue 16 1-5,7,8,10,11,13-19sepan 1 17 siguen 7 3,5,9,14,16,17,19sepias 1 17 sigues 1 4seque 1 16 silla 5 11,12,15,16,18seres 6 1,3,5,8,12,13 sillas 5 6,7,9,11,14seria 5 1,6,9,15,19. sima 1 2serias 1 4 slfmil 1 2serie 19 1-19 simple 12 1,2,4,5,9011,14,series 1 18 15,17-19serio 5 6,12,16-18 simples 3 o,5,15serios 1 9 sino 17 . 1-14,16,17,19serlo 2 11,17 sirios 1 9sernos 1 17 sirva 6 2,5,7,13,16,18sesos 1 17 sirvan 5 2,6,9,14,18seudo 1 14 sirve 12 4-7,9,11-13,15-18sexo 5 2,3,14,16,17 sirven 6 4,5,9,10,13,14sexta 8 2,3,5,14-16,19 sisa 1 6sexto 11 2,4,6,7,10-12,14, sisma 1 18

17-19 si-ta 1 5si do 18 : 1-9,11-19 sitio 14 2-4,7-13,15-17,19siembra 2: 7,17 sitios 5 1,3,4,18,19siempre 13 1-4,6,9-15,18 si to 3 14,17,19siendo 13 1-5,8-10,12,14-16,19 so bra 3 7,18,19sienes 1 9 sobran 1 18sienta 1 18 sobre 19 1-19sientan 2 1,18 sobres 2 4,17siente 5 7,8,10,17,19 sobria 1 10sienten 2: 18,19 socia 1 . 1

Appendix A (Continued)145

Total Number and Key Numbers Indicating

Word Countrios in WhoseNewspapers the Words Wero Found.

Total Number and Koy Numbers Indicating

Word Countries in WhoseNewspapers the Words Wero Found.

socias Oi~4 1,5

socio 3: 1,7,8socios 11 1-3,6,8,0,12,14,

15,17,19soda 4 5,7,8,16sodio 1 15suelta 3 7,8,11sueItan 2 8,14soga 1 6sogas 1 19solas 1 1soles 1 15solos 2 6,18sombra 8 1,9,11,14-16,18,19sombras 3 3,6,18somos 6 4,10,13,14,16,19sopa 3 2,8,16sopas 1 10sopla 3 10,14,17soplan 1 14soplo 1 18sorbo 1 16sorbos 1 16sordo 2 7,17sordos 4 2,6,8,18suave 10 1,2,4,6,9-11,13,

16,19suaves 3 1,6,19suba 1 1suban 2 16,17subas 2 1,14sube 3 4,11,13suelas 2 5,13sucio 3 3,16,17sucre 1 6sueco 4 2,14,17,18suecos 2 6,17suegra 1 12suegro 2 3,11sue 1 do 12 2-5,9yiO,12,13,15,

10,18,19

sue la 2 5,6suolo •1 3,15suclcn 1 2sueldos 6 2-5,14,17suelo 11 2-7,12,13,15,17,19suclos 3 1,8,10suoltas 4 2,4,9,16sue1to 2 3,6sueltos 4 2,3,14,16suena 1 19suenan 1 14suoRas 1 14suono 7 3,6,7,9,12,14,18suenos 5 4,8,10,16,17suero 1 16sueros 1 1suerto 15 1,3-11,13,14,17-19sufra 2 6,9sufran 2 4,10sufras 1 14sufre 8 3,4,6,8,13,14,16,

18sufron 3 6,14,16suizo 4 2,10,11,18suizos 1 18suma 12 1,3-5,7,8,10,12,13

15,18,19suman 1 17sumas 5 2-4,9,15suino 4 1,4,16,18supe 4 2,3,13,19suple 1 13supo 10 2-4,6,7,11,16-19surco 5 3,10,15,17,18sureos 6 3,4,7,10,15,19surge 3 3,11,13surgen 2 14,16surta 2 5,17susto 2 17,19suya 5 3,5,9,12,17suyas 2 5,16

Appendix A (Continued)146

Total Numbor and Key Total Number and KeyNumbors Indicating Numbers .Indicating

Word Countries in Whoso Word Countrios in WhosoNowspapors tho Words Newspapers the WordsWore Found. Wore Found.

suyo 10: 1-4,8,10,12,14,16,19suyos 7 1,2,5,7,8,18,19tabla 6 2,4,9,14,17tablas 3 6,15,16tocos 2 14,18tacto •;><M 4,17tac ha 2 10,13tachan 1 18tac ho 2 14,5tajo 1 13tala 1 13talco 1 19tales 15 1,2,4-6,8-10,12-18talla 5 7-9,16,17tallas 2 6,15talles 1 6tallos 1 13tanda 5 2,4,12,18,19tandas 2 12,13tango 4 15,16,18,19tangos 1 3tanquo 6 4-6,15,17,18tanquos 9 1,3-5,7,10,14,18,19tanta 9 2-5,9,10,14,15,17tantas 3 1,6,19tanto 19 1-19tantos 8 1,3,5,7,12,14,17,18tapa 5 2,3,5,16,17tapas 1 6tapia 1 7tara 1 1tarde 19 1-19tardes 2 16,18tarro 2 14,15tarros 1 14tasas 1 1,,taxi 3 4,9,18taza 4 2,5,16,17tazas 1 14tecla 1 5teclas 2 10,15

toe ho 6: 4-7,10,10toe hos d: 6,15,17,18to j a 1: 10to j as 1: 12tojo 3: 1,4,9to j 0 1: 4tola 11: 2-9,14,15,17tolas 7: 3,5-7,14,15,17toma 14: 1-4,6,7,9-11,14-17

19temas 8: 3,10,11,13-15,18,

19toino 1: 16tomon 4: 4,5,8,11tomo 2: 6,18tomplo 9: 1,2,4,6,8,9,11,15,

18tomplos 2: 1,14tonga 10: 1,2,4,5,9-11,13,

14,18tengan 9: 1,2,4,9-11,14,17,

18tengo 14: 1,3-6,8-11,13,

15-18tonis 3: 4,12,14tensa 1: 18tenso 1: 15tensos 1: 13tonue 2: 3,10tercian 1: 16tercio 2: 18,19terna 2: 2,18terno 1: 3ternos 1: 6tersa 1: 10terso 1: 5tesis 12: 2-10,12,13,15texto 13: 1,3,5,7,10-15,

17-19textos 1: 17tifa 1: 12tibia 1: 6

147Appendi x A (Cent, I nuod)

Total Number and Key Numbem I adieu (1 ng

Word Countries in Who hoNewspaper*: ilio Words Wore Found.

Tot a-I Number and Key Numbers ,1 ud loutlug

Word Countries in WIiomoNewspapers tho Words Wore Found,

t ibio O 1,10 to da 11: 1-4,0-8,10,12,14tlbos a 2,10-12,14-16,10 19t ie a i 12 to das 15: 1,4,5,7-0,11-19ttoo i 5 to do IB: 1-9,11-19tigros o 0,16 tOdOfi! 19: 1-10t i ©mpo .17 1-12,14,10-10 to I,do 1: 18ttempoa 3 4,10,10 toIdOM ‘' * 10,18tiondn 8 2,4-0,15,10,18,19 tomu 0: 1,3,5,7,0,14tiondan 1 18 toman 4: 2,9,12,18

8tlondns 3 7 , 12 , 16 toman 1:tiondo 3 2,10,13 tome 7: 1,4-7,12,17tieno .18 1-12,14-19 toman 1: 12tionerv 14: 1-4,7,0,10,12,13, tomo 1: 1

14,10,17-10 tamos 1: 3tienos is 9 tono 11: 1,3,3-7,10-13,10tiontas 1: 4 .18tiorno 3: 0,15,17 tanas 4: 1,0,13,19tiorno p

tut 0,11 tonto 5: 3,0,7,9,10tiornoa oMS 12,16 tontos 1: 17tterra 13: 1-6,8,11,14-10,18, topo 0: 2,11,12,10,10,18

19 topos 1: 15tterras 10 1,2,8,8,10,12,13, to quo 5: 1,2,0,10,13

10,19 toques 4: 6,8,9,19tilda 1 16 tora 1: 14timbras 1 10 torna 3: 1,0,18timbro 6 4,8,11,18,19 torno 12: 3-6,8,9,11,12,14timbres 1 6 17-19tino 3 3,11,16 toro 5: 9,13,14,16,19tinos 1 12 toros 6: 4,6,12,13,18,19tinta 5 4,5,16-18 torp© 1: 11tint© 3 3,0,13 torpos 1: 17tintos 1 3 torso Is 17tinto 1 16 torta 2s 3,16tipo 14 1-3,6,7,9,10,13-19 torr© 4: 4,8,9,16tira 2 2,0 torros 1: 18tiras 1 8 tosos 2: 9,16tiro 7 4,6,14,16-19 toso It 18tiros 6 1,0,9,16,18,19 trabas 2: 16,19toca 7 5,7,9,11,15,16,19 tracen 1: 12toe an 1 13 . tra© 2: 2,15tocas 2 6,18 traen 2: 16,19toco 2: 6,11 traiga 3: 2,6,16

Appendix A (Continued)149

WordTo l.o I Number fliul Key Numbers I ltd lent i ng CountrI on i ti Whoso Newspapers the Words Wore Found.

Total Number end Key Numbers I adieu I, i ng

Word Countries In WhoseNewspapers I lie Words Were Wound.

trnlgan l! 1,2 trumba li 10fcrnije ?i 5,0,10, XX,-13,14, If) troohe li 10trajes Si XX,10-1,7,10 trompo li 18trnjo :u 10 tronoo li 17tram a 11 X Ireneos 21 2,73,8,0,11,10-1919

t, mums ll 10 fcrono Mltramo Si 3,0,7,17,10 tropa lltramo® 11 10 trepaa 101 1,2,4,10,12,14,13,trampa 3t 0,18,10 17-19tranee 4 s 3,12,13,18 tropes 11 11trapo 4t 3,7,0,10 troao 3 1 3,4,18trapoa It 0 troao® 4l 0,18,10,10

litraste l! 4 irueo lltrain 141 1-0,8,0,11,13-10, trueos • 2l 10,10

17,19 truehas ll 9tratan 3t 7,0,12 trueoa It 10trate 2i 2,7 trueno ll 11trato 4t 3,0,10,10 truonos 31 10,13,17tratoa Xi 11 trusas ll 17trassa a< 13,10 tubes 4i 3,9,10,12tree© 0» 1,2,4,8,10 tueroas ll 14treeho X t 3 tulo ll 0t roc ho a Xt 18 turn bn 8i 3,0,0,11,13tregua 4l 2,0,7,14 tumbas 31 3,0,13treinta 14 s 1-4,0-9,11-14,18,10 bumbo Is 13trene Xi 1 tumbo li 13tronea 2: 7,14 tuna 2i 0,10trepa 2: 7,14 turblaa It 0trotas Xt 13 turblo ll 16tronaa Xi 8 turoa ll 18tribu X i 2. turoo 31 3,0,10tribus 4i 2,7,10,17 turno 101 1,2,4-0,8-12,14-10trig© 01 0,9,13,16,18 18,10trillo 2t 3,12 turnos 5 1 1,3,7,10,18tripa® ll 19 tuve 5 1 1,6,13,15,18triple 6 1 4,7,9,10,10,17 tuvo 14s 3-8,10-14,10-18triple® Xt •17. . tuya ll 8tristo XOl 1,2,5,7-10,14,10,17 tuyas ll 8tristes 3: 4,0,10 tuyo ll 8triunfo 8 1 2,4,8,9,11,12,18,19 tuyos ll 19triunfos 3 1 3,12,17triaas Xl 5 ; ultra 2s 6,18

< < < < S3 0 9 9 et *% *ta h - h - 9 p o p m03 a

< < < < 2) @ 0 $91 3 3 5 o o p p a

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71

Appendix A (Cont, i iViR'd)

To tnl. Number mid KeyN i mi ho I'M 111 d 1 e t»1.111 g

Word C o u n t r i e s In Whoso Wo rdNowspupei'M th e WordsWoro Wound.

vorjn 1: 9 V 1 <' I ' U O f t

vo rjus ,1,! Ivorin ■ll 3 , 9 , 1M , 1 0 vioronVOl'l 0 2 ! (1,11 vl gnVOl'lO 5: 1,5,13-10 VtgUSvorlos 3: 7,9 villavormo 2: 2,5 vi1 lawvot'u on 2! 8,10 vl 1110 MVOrMO 4: 4,(1,12,19 vinovoruo 4: 0,8,15,17 vinosvorsos 5: 3,5,10,13,15 vinnvorto 2: 8,14 vinovotu 1: 4 violavotas 1: 13 violanveto 3: 2,4,10 virusvlajn 4 s 4,0,14,15 virgonvia,jan 3! 0,12,18 visavia jo 121 1,2,4,5,8,10,12,14, visas

10-19 visosviajon l! 10 vistaviajos 5: 2,4,12,17,18 vistasvia jo 1: 7 vistovias 2s 2,12 vistovibra 1: 12vioio 4s 4,5,9,19 vistosvicios Is 12 viiidnvida 19s 1-19 vivavidas 3s 9,12,18 vivunvidrio 5s 4,9,14,15,17 vivasvidries 1: 14 vivovioja 10 5 1,3-8,13,14,17 vivonvlojas 2s 3,19 vivosviojo 11s 2,3,9,11-13,15-19 vivoviojos 4s 1,7,12,18 vivosviendo 3s 3,4,16 vocesviono 18: 1-7,9-19 voltonvionon 5: 1,4,11,17,19 voltiosviento 6: 3,7,9,15,16,19 votaviontos 4: 3,6,10,14 votoviontro Is 9 vo toviorna Is 4 votos

T o t a l Number mid Koy Numbers hid I cm (, I ng C o u n t r i e s hi Who so N e w s p a p e r s tlit* Words Wore Wound.

JO 1-9, 11,18,14-10, 18,19

5 3 ,4 ,8 ,9,121 151 157 1,3,0,7,0,11,131, 83 5 ,9, 1 410 2-8,10-15,17-194 9,11,10,1811

11.

11

81.1

3 12,10 ,184 7,12,18,191 03 0,9,15I. 14

17 1-6,9-194 4,9,10,19I 0

10 4,0,9,11,12,14,15, 17-19

4 2,8,10,177 0,8,10,12,15-179 0,8,10-13,17-19*> 18,196 1,10,11,14,17,1910 ‘2-4,10-14,16,171 132 8,196 3,9,10,12,15,182 3,177 6,10,11,13,17-191 41 152 7,91 12

10 1-4,7,8,13,15,18,1917 1-11,13,15-19

Appendix A (Continued)151

Total Number and Key Total Number and KeyNumbers Indicating Numbers Indicating

Word - Countries in Whose Word Countries in WhosoNewspapers the Words Newspapers the WordsWere Pound. Wore Found.

vuolu 2 8,10 zafra 4 2,5,0,18vuolnn 2 8,16 zaga 4 6,16,18,19vuelco 1 10 zainba 1 14vuele 2 10,19 zainbas r> 3,18vuelo 12 1-3,5,8-10,12,14,10, zanja 1 4

17,19 zanjns 1 4vuelos 6 2,4,6,14,15,17 zona 19 1-19vuelta 13 2-7,9,11,13-15,17,18 zonas 12 1,4-6,8,10,11,14vueltas 3 6,9,19 15,17-19vuelto 2 8,14 zorra 2 5,18vuolva 3 4,6,7 zorras 1 5vuelvan 1 9 zorro 1 19vuelvas 1 16 zurce 1 13vuelve 6 3-5,10,14,18,19 zurdo 3 8,12,17vuelven 1 14 zurdos 2 16,17vuestra 1 4 zurso 2 18,19vuestro O 4,14yace 1 16yaces 2 9,10yangui 1 16yarda 1 6yate 3 14,18,19yegua 3 4,14,19yelmo 1 11yema 1 5yemas 3 6,16,17yendo 3 5,11,16verbas 1 19yergue 1 13yermo 1 6yerno 3: 3,12,17yerra 1 14yerran 1 14yeso 3 14,15,18yodo 1 1yolas 1 10yuca 2 13,16yugo 1 6yugos 1 10yunta 1 6

APPENDIX B

INTELLIGIBILITY VALUES OF 1,000 SPANISH "GRAVE" WORDS IN QUIET AND IN NOISE IN RANK ORDER OF VALUES

OBTAINED IN THE NOISE CONDITION

152

APPENDIX B

INTELLIGIBILITY VALUES OF 1,000 SPANISH "GRAVE" WORDS IN QUIET AND IN NOISE IN RANK ORDER OF VALUES

OBTAINED IN THE NOISE CONDITION

Intelligibility Value Intelligibility ValueWord ---------------------- Word ----------------------

Noise Quiet Noise Quiet

claro 90.8 96.8madre 89.2 100.0cuatro 87.7 100.0/rbol* 86.2 98.4pluma 86.2 95.3cuadra 84.7 95.3hombre 84.7 93.8sangre 84.7 100.0siempre 84.7 98.4viaje* 84.7 98.4bianco 83.2 98.4cuadro 83.2 100.0alto 81.6 98.4cola"1 80.0 96.8honda 80.0 86.2leche 80.0 100.0liga 80.0 96.8Have 80.0 96.8playa 80.0 98.4precio 80.0 92.3viaje 80.0 89.2barrio 78.5 93.8coche 78.5 96.8cuatro 78.5 96.8flores 78.5 100.0llave 78.5 100.0nada 78,5 98.4agua* 77.0 100,0aire 77.0 95.3alta 77.0 83.2habla* 77.0 96.8negra 77.0 98.4patio* 77.0 98.4

radio * 77.0 96.8baile 75.3 96.8cambio 75.3 96.8fa'cil 75.3 95.3hambre 75.3 100.0lluvia 75.3 95.3marco 75.3 98.4once 75.3 100, 0padre 75.3 100.0piedra 75.3 92.3regia 75.3 93.8tienda 75.3 95.3triple 75.3 100.0triste 75.3 98.4alto 73.8 96.8blanca 73.8 98.4bloque 73.8 96.8hilo 73.8 89.2julio 73.8 100.0libro 73.8 100.0listo 73.8 93.8luego 73.8 93.8novia* 73.8 100.0oro* 73.8 92,3palo 73.8 96.8ropa 73.8 100.0rubio 73.8 89.2ftbre 72.3 93.8d/bil 72.3 95.3diablo 72,3 100.0donde 72.3 95.3lejos 72.3 98.4lucha 72.3 100,0mala 72.3 96,8negro 72.3 100.0

153

Appendix B (Continued)154

Intelligibility Value Word Intelligibility ValueNoise Quiet Noise Quiet

otro 72.3 98.4 marc lia* 67.7 92,3siete 72.3 95.3 miembro 67.7 96.8templo 72.3 100.0 pianta 67.7 90.8arco 70.8 96.8 propio 67.7 98.4arma 70.8 83.2 prueba 67.7 92.3bomba 70.8 90.8 rojo 67.7 77.0cumbre 70.8 93.8 rue da 67.7 96.8lado 70.8 96.8 solo 67.7 100.0libra 70.8 96.8 tengo 67.7 96.8nadie 70.8 100.0 algo 66.2 96.8orden 70.8 98.4 amplio 66.2 86.2otra 70.8 90.8 banco 66.2 98.4toro 70.8 93.8 basta* 66.2 92.3c ama 69.3 98.4 boca 66.2 93,8cielo 69.3 100.0 bueno 66.2 98.4cuando 69.3 98.4 cierto* 66.2 95.3cuerda 69.3 87.7 cuanto 66.2 93.8grito 69.3 96.8 ella 66.2 93.8letra .69.3 93.8 extra 66.2 98.4mambo 69.3 89.2 humo 66.2 100.0mo do 69.3 96.8 indio 66.2 98.4nota 69.3 ' 95.3 malo 66.2 100.0ojos 69.3 98.4 mares 66.2 100.0plomo 69.3 93*8 mira 66.2 98.4plata* 69.3 96.8 nino 66.2 92.3prop!a 69.3 87.7 nueatro 66.2 98*4pueblo 69.3 95.3 piano 66.2 92.3ramo 69*3 98.4 raro 66*2 93.8turno 69.3 92.3 rico 66.2 98.4mo do 69.3 96.8 rojo 66.2 98.4bajo* 67.7 98.4 rumbo 66.2 93.8clave 67.7 100.0 selva 66.2 92.3cumplen 67.7 84.7 timbre 66.2 100.0curva 67.7 95.3 to do *■ 66.2 96.8entre 67.7 98.4 viento 66.2 93.8fiesta 67.7 89.2 piano 66.2 93.8gracias 67.-7 96.8 antes 64.6 98.4grueso 67.7 93.8 banco 64.6 98.4hielo 67.7 98.4 cuales 64,6 98.4india* 67.7 100.0 cuenta 64.6 95.3linda 67.7 89.2 doce 64.6 89.2lindo 67.7 100.0 era 64.'6 95.3listo 67.7 81.6 grande 64.6 98.4llama 67.7 89.2

Appendix B (Continued)155

Intelligibility Value Intelligibility ValueWord ----------------------- Word -----------------------

Noise Quiet Noise Quiet

jaula 64.6 90.8logra 64.6 93.8lujo 64.6 90.8mano 64.6 93.8mientras 64. 6 96.8mundo 64.6 95.3nueve 64.6 92.3ocho 64.6 96.8patria 64.6 98.4plato 64.6 95.3premio* 64. 6 95.3pudo 64.6 98.4quiere 64.6 93.8reina 64.6 96.8rent a 64.6 92.3robo 64.6 90.8silla 64.6 92.3simple 64.6 98.4sitio 64.6 98.4tiempo 64.6 100.0varaos 64.6 100.0bola 63.1 86.2calle 63.1 90.8cifra 63.1 95.3compra 63.1 96.8cubre 63.1 89.2cuenta 63.1 90.8culpa 63.1 100.0doble 63.1 96.8dulce 63.1 100.0frente 63.1 96.8goma 63.1 89.2leyes 63.1 96.8noche 63.1 96;8norte 63.1 98.4pieza 63.1 89.2rica 63.1 93.8rostro 63.1 100.0sobre 63.1 92.3traje 63.1 100.0veinte 63.1 87.7vuelo 63.1 89.2vuelta 63.1 90.8

bano 61.6 83.2breve 61.6 95.3campo 61.6 98.4carne 61.6 87.7ciega 61.6 95.3como 61.6 98.4credo 61.6 96.8cumple 61.6 100.0duro 61.6 92.3ellos 61.6 98.4flota* 61.6 92.3hast a 61.6 95.3hierro 61.6 92.3hija 61.6 87.7hora 61.6 86.2huelga 61.6 92.3joven 61.6 100.0lata 61.6 92.3lema 61.6 92.3limpia 61.6 93.8mano 61.6 93.8muerte 61.6 95.3nuevo 61.6 95.3ojo 61.6 96.8parte 61.6 96.8sala 61.6 93.8sale 61.6 96.8sitio 61.6 96.8sufre 61.6 93.8tela 61.6 87.7tramo 61.6 81.6urge 61.6 98.4barco 60.0 98.4carga 60.0 92.3carro 60.0 87.7copa 60.0 98*4cuero 60.0 100.0golpe 60.0 89.2grave 60.0 96.8hacia 60.0 95.3hijos* 60.0 100.0juega 60.0 93.8junta 60.0 93.8

Appendix B (Continued)

Intelligibility Value Intelligibility ValueWord ■■■—.— ..— • — Word ■— ■ 1

Noise Quiet Noise Quiet

libre 60.0 93.8 tarde 58.5 95.3lote 60.0 90.8 suelo 58.5 90.8luna 60.0 100.0 treinta 58.5 98.4lunes 60.0 100.0 viejo 58.5 98.4mezcla 60.0 96.8 alma 56.9 89.2obra 60.0 87.7 blancos 56.9 95.3piensa 60.0 96.8 caja 56.9 92.3-polvo 60.0 96.8 carta 56.9 95.3prima 60.0 93.8 centro 56.9 98.4puerta 60.0 86.2 compre* 56.9 96.8rango 60.0 95.3 costo 56.9 87.7ritmo 60.0 95.3 dentro 56.9 83.2sabio 60.0 90.8 gratis 56.9 93.8supo 60.0 98.4 habil 56.9 96.8tiene 60.0 96.8 haya 56.9 93.8uno 60.0 100.0 hi jo 56.9 93.8

hombre 56.9 89.2ano<> 58.5 89.2 isla 56.9 98.4anos 58.5 96.8 mares 56.9 98.4arte 58.5 92.3 media* 56.9 90.8cerca 58.5 96.8 mismo 56.9 93.8cuello 58.5 100.0 nunc a 56.9 98.4esta 58.5 87.7 pago* 56.9 96.8fuera 58.5 95.3 pelo 56.9 96.8granja 58.5 95.3 pleno 56.9 96.8guardia* 58.5 95.3 quince 56.9 95.3gusto 58.5 92.3 rancho 56.9 98.4haga 58.5 96.8 sabe 56.9 8-7.7hago 58.5 100.0 suerfo 56.9 95.3hoja 58. 5 f 86.2 tenga 56.9 93.8libre* 58.5 93.8 una*f 56.9 98.4llega 58.5 93.8 vuelve 56.9 95.3mando 58.5 • 98.4 ambos 55.4 98.4manos 58.5 98.4 ancho 55.4 98.4medio 58.5 93.8 ave 55.4 95.3mente 58.5 98.4 brillo 55.4 86.2muerto 58.5 90.8 brocha 55.4 90.8noble 58.5 93.8 buena* 55.4 89.2novio 58.5 96.8 cabo 55.4 87.7nuevo 58.5 95.3 clara 55.4 93.8pierde 58.5 93.8 corto* 55.4 95.3ruido 58.5 92.3 cree 55.4 95.3seda 58.5 96.8 crisis 55.4 95.3sola 58.5 93.8 cuerpo 55.4 100.0

Appendix B (Continued) 157

Intelligibility Value Intelligibility ValueWord

Noise QuietWord

Noise Quiet

dueno 55.4 100.0 fresco 53.8 92.3ello 55.4 93.8 hemos 53.8 98.4entra 55.4 98.4 honra 53.8 89.2firma 55.4 96.8 horno 53.8 87.7fuerte 55.4 96.8 llame 53.8 90.8futbol 55.4 95.3 lleva 53.8 89.2junto 55.4 96.8 mapa 53.8 89.2justo 55.4 92.3 nieto 53.8 100.0lazos 55.4 9o. 8 perro 53.8 92.3menos 55.4 93.8 plazo 53.8 90.8mucho 55.4 92.3 poco 53.8 96.8nietos 55.4 93.8 pronto 53.8 95.3perla 55.4 96.8 pueden 53.8 100.0pobre 55.4 92.3 sexto* 53.8 87.7poco 55.4 78.5 suyo 53.8 98.4rosa 55.4 92.3 tengan 53.8 78.5rudo 55.4 96.8 verde 53.8 95.3sabia 55.4 87.7 aunque * 52.3 95.3salen 55.4 95.3 banda 52.3 95.3sirve* 55.4 95.3 bella 52.3 87.7suerte 55.4 98.4 cara 52.3 93.8suma’ 55.4 95.3 cobre 52.3 98.4tanque * 55.4 96.8 cuesta* 52.3 95.3tiro 55.4 95.3 ’ forma 52.3 84.7trece* 55.4 81.6 gusta 52.3 95.3alas 53.8 96.8 hacen 52.3 96.8ama 53.8 92.3 hubo 52.3 92.3ancha 53.8 84.7 margen 52.3 100.0anos 53.8 90.8 miles 52.3 100.0asma 53.8 90.8 ninbs 52.3 96.8aula 53.8 81.6 nueva 52.3 93.8bando 53.8 89.2 planes 52.3 96.8bo da 53.8 83.2 ’ pone 52.3 93.8brazo 53.8 86.2 ponga 52.3 93.8cero 53.8 86.2 puedo 52.3 100.0circo 53.8 92.3 plena* 52.3 100.0clima 53.8 95.3 puro 52.3 90.8corta 53.8 87.7 quiero 52.3 98.4crimen 53.8 96.8 regio 52^5) 84.7cuota 53.8 84.7 rinde 52.3 98.4cuna 53.8 96.8 senda 52.3 95.3doble 53.8 89.2 siente* 52.3 92.8eran 53.8 92.3 sirven 52.3 81.6

150Appendix D (Continued)

Intelligibility Vuluo Intelligibility ValueWord .. - Word — ... .......... ..... .

Noise Quiet Noise Quiet

suave 52.3 98.4sue1do 52,3 96.8tnbla 52.3 96.8todos 52.3 95.3vonde 52.3 96.8auge 50.8 93.8bello 50.8 90.8bronce 50.8 93.8cnna 50.8 95.4cnsa 50.8 86.2clima* 50.8 100.0contra 50.8 90.8c.oro 50.8 89.2costa 50.8 86.2dan)a 50.8 93.8darle 50.8 87.7duelo* 50.8 98.4falta* 50.8 95.3firme 50.8 95.3fueron 50.8 89.2gente 50.8 93.8grupo 50.8 93.8hoc ho s 50.8 92.3huevos 50.8 80.0justa 50.8 92.3lann 50.8 80.0larga 50.8 93.8Homan* 50.8 84.7lleno 50.8 95.3masa* 50.8 90.8mesa* 50.8 89.2mayo 50.8 96.8nina 50.8 93.8odio 50.8 96.8otros 50.8 95.3palma 50.8 84.7pugna 50.8 78.5rinde*' 50.8 98.4ruta 50.8 95.3serio 50.8 87.7siglo 50.8 92.3toma 50.8 95.3vale 50.8 90.8

vendo 50.8 98.4venga 50.8 95.3baja 49.2 89.2borde 49.2 92.3buquo 49.2 90.8casos 49.2 87.7crt^col* 49.2 93.8cargo 49.2 92.3crean* 49.2 92.3culto 49.2 95.3cheque 49.2 93.8chico 49.2 90.8dijo 49.2 87.7dicho . 49.2 96.8dorm 49.2 89.2dura 49.2 93.8grata 49.2 80.0gromio 49.2 84.7lmce 49.2 93.8junio 49.2 98.4lento 49.2 92.3martos 49.2 92.3misma 49.2 93.8muelle 49.2 95.3notas* 49.2 96.8nuestra 49.2 81.6pera 49.2 75.3previo 49.2 81.6pueblos 49.2 81,6pura* 49.2 89.2restos* 49.2 89.2serie 49,2 86.2tanto* 49.2 90.8tonto 49.2 87.7varios 49.2 93.8vino 49.2 95.3brinda 47.7 87.7busto 47.7 73.8cable 47.7 92.3ciegos 47.7 93.8ciento 47.7 90.8cobro 47.7 92.3

Appendix B (Continued)159

Intelligibility Vnluo Intolli.gibility VnluoWord Word ----- ■■.......

Noiso Quiet Noiso Quiet

cruza 47.7 89.2 vie no 47.7 89.2danza 47.7 86.2 viernes 47.7 96.8disco 47.7 95.3 vivo 47.7 93.8d^lar* 47.7 90.8 zona 47.7 95.3duda 47.7 92.3 ambus 46.2 92.3duonos 47.7 90.8 busco 46.2 96.8ollas 47.7 93.8 COIltt 46.2 90.8esto* 47.7 86.2 c i nc o 46.2 100.0ostos 47.7 96.8 croco 46.2 95.3i’ila 47.7 86.2 cuyo 46.2 86.2fondo 47.7 96,8 cuyos 46.2 95.3fruto 47.7 95.3 daba* 46.2 83.2fuogo 47.7 87.7 dodo 46.2 90.8golos 47.7 73.8 die on 46.2 93.8hagan 47.7 95.3 osos* 46.2 95.3hoc ho 47.7 92.3 foe ha 46.2 96.8Ida 47.7 92.3 fijo 46.2 84.7islns 47.7 96.8 gato 46.2 95.3jira* 47.7 93.8 gastos 46.2 84.7juicio 47.7 95.3 grado 46.2 98.4lanza 47.7 92.3 grato 46.2 95.3marc a 47.7 96.8 hondo 46.2 95.3nuostras 47.7 95.3 juovos 46.2 92.3papa 47.7 92.3 luces 46.2 93.8pecho* 47.7 73.8 llanos 46.2 98.4pida 47.7 89.2 llogan 46.2 87.7plaza 47.7 95.3 malas* 46.2 95.3pronta 47.7 90.8 marzo 46.2 86.2roja 47.7 92.3 muchos 46.2 98.4ruso * 47.7 93.8 paga 46.2 72.3rusos 47.7 89.2 placa 46.2 84.7queja 47.7 84.7 puede 46.2 93,8seca 47.7 93.8 pierna 46.2 84.7sello 47.7 84.7 puosto* 46.2 90.8seno 47.7 98.4 punto 46.2 93.8siendo 47.7 93.8 puntos 46.2 87.7sirva 47.7 89.2 quojas 46.2 100.0suya 47.7 92.3 ruega* 46.2 90.8talla 47.7 92.3 saiga 46.2 89,2trata 47.7 92.3 siguen 46.2 92.3trono 47.7 84.7 tema 46.2 93.8valle 47.7 86.2 venden 46.2 75.3verbo 47.7 96.8 venta* 46.2 87.7

100■ ,to .w Appendix 0 (Cool, l.mted)

Wo ini Into 1 1 l/>; 1 b 1.1 i ty Value Wo ud Into i i i /•: 111•11 ty ’Noiso Quiet No ini? Qti 1 o'

-----— -- --------vida 40. a 00.0 c u 1 1 a 43.1 08,4bo Isa 44.0 0 5 . 3 dlfcna 45. J. 03.0brakes 44,(3 03.3 on a 15. 1 00.0coda 44.0 00.0 one 43.1 06,2on no 44,0 00.2 Cu t no 43.1 00,2C i 0 1 o 44.0 03,8 Co to 43. 1 81.6o i no 44.0 03.3 franca 43.1 03,3cita 44.0 00.2 fra a.) a 43.1 00.8oorte* 44.0 05.3 ROCO 43.1 80.2e uya 44.0 00,4 go ?,nn 43.1 84.7chinon 44,0 00.8 grupon 43.1 00.8os to 44.0 00.8 1 ban 43.1 08.4fait a 44,0 03,2 htiimo * 43.1 80.0gOBtt 44.0 80.2 ,j uegoa 43.1 09.2gritoa 44.0 00,8 j u Kg a 43.1 78.5jUttgO 44,0 07.7 1 i. bran 43.1 00.0males 44.0 00,8 Undo a 43.1 08.4inisa 44.0 00.8 mo iron 43.1 02.3nave 44.0 81.0 machas 43,1 05.3nogroa 44.0 87.7 o traa 43.1 00.8ondns 44.0 93,8 pint a 43.1 80,0purquo 44.6 81.6 poorto 43.1 00.8peso 44.0 81.6 puostos 43.1 90.8propips 44.0 87.7 punbft 43.1 03,0rosto 44.0 84.7 quoda* 43.1 87.7roja 44.0 95.3 rayos* 43.1 87.7saben 44.6 92.3 sac os 43.1 00.2sign 44,0 05.3 sal do 43.1 01.6aiglos 44,0 87.7 sal vo 43.1 95.3sirvan* 44.0 00.8 sopa 43.1 64.6tienon 44,6 89.2 surco 43.1 90.8tiorra 44.6 93.8 tosis 43.1 80.0tipo 44,6 95.3 toe a 43.1 87.7tome 44.6 89.2 toda 43.1 86.2triunfo 44,6 100.0 torno 43.1 92*3busca* 43.1 90.8 actos 41.0 80.0canto 43.1 95.3 aguas* 41.6 96.8capa 43.1 93.8 omplia 41.6 93.8causa 43.1 90.8 aras 41.6 84.7claso 43,1 93.8 bareos 41.6 90.8consta ‘ 43.1 89.2 barrios 41.6 86.2croen 43,1 87.-7 bombas 41.8 93.8cuerpos* 43.1 93.8 cabe 41.6 96.8

Appendix 1) (Continued)101

Word1 n toll i g i h i 1,1 ty Vn 1 u o

Noiso QuietWord

tnto 1.11 g I b I I i t y Vnluo

Noiso Qutot

onnchn 41.0 87.7oundros 41.0 02,3dado 41.0 96.8dosdo 41.0 87,7d:lco 41.0 03.8digo 41.0 81.6drama 41.0 87.7frosens 41.0 92.3fuerxu 41.0 87.7hojns 41.0 86,2llovan 41.0 80.2paro * 41.0 07.7poscn 41.0 84.7pi do 41,0 87.7pi don 41.0 84.7pronsu 41.0 86.2pro so 41.0 06*8puosta 41,0 81.6rusa 41.6 87.7sollos 41.6 77.0sigue 41.6 93.8BUOnOS 41.6 83.2unos 41.6 96.8usan 41.6 95.3uvas* 41.6 92.3vivo 41.6 87.7altus 40.0 96.8nrmns 40.0 96.8bajos 40*0 95.3bandos 40.0 87.7bate 40.0 95.3buenos* 40.0 86.2oambios 40.0 90.8earros 40.0 95*3censo* 40.0 84.7cifras 40.0 89*2dadas 40.0 77.0deja 40.0 89.2dejo 40.0 92,3eso 40.0 86.2falla 40.0 80,0frutas 40.0 92.3gastos 40.0 84.7

grudon 40.0 84.7I. bn '40.0 78.5i do 40,0 92,3kilos* 40.0 90.8i up so 40.0 81.0lluvins 40,0 78.5mi do 40.0 03,8miombros 40.0 92.3nuovos 40.0 05.3pngos 40.0 98.4purtos 40.0 73.0procios 40.0 80.2pobrea 40.0 84.7promios 40.0 90.8puso 40.0 80.2snlus 40,0 93.8sano* 40.0 95.3snnta 40.0 83.2soxtu 40.0 89.2tundn 40.0 95.3toxto 40.0 90.8toque 40.0 95.3tuvo 40.0 100,0uso 40.0 80.2votos 40.0 78.5acta 38.5 83.2amplias 38.5 92,3atrio 38.,5 92.3calma 38.5 93.8ccdficor 38.5 96.8cerros 38.0 73.8ouentas 38.5 95.3dada* 38.5 83.2feria 38.5 73.8fondos 38.5 92.3gotas 38.5 89.2hizo 38.5 95.3largos 38,5 89.2letras 38.5 96.8llena 38.5 93.8mo das 38.5 93.8pasan 38.5 89.2

Appendix 0 (Continued)102

WordInto.llig i.bi t.i ty Vnluo

WordIntolliglbl11ty Value

Noiao Quiot NoAbq Quiot

ptlBOO 38.5 87.7 CO BUS 35.4 89.2provin 38.5 81.0 do jo 35.4 80.2puortos 38.5 07.7 discon 35.4 93.0rodos 38.5 87.7 dudns 30.4 90.8re sob 38.5 77.0 ojo 35.4 87.7r A fn 38.5 77.0 fnldnjs. 35,4 87.7rigo 38.5 90.8 fiolos 35.4 89.2sonn 38.5 93.8 fine a 35.4 83.2topo* 38.5 87.7 forum a 35.4 96.8toros 38.5 90.8 frutos 35.4 96.8tropas* 38.5 89.2 guorra* o5. 4 09.2no to 36,0 93.8 hi jns 35.4 100.0onto 36.9 81.6 j UOCQS 35.4 89.2oargos 36.0 90.8 11antas 35.4 81.6oasas 36.0 89,2 llovo 35.4 81.6clnros 36.9 84.7 muovas 35.4 69.3ourso 36.9 90.8 nobios 35.4 90.8banos 36.9 89.2 obras 35.4 93.8bandos 36,9 84.7 ponn 35.4 93.8bollos* 36.9 90.8 porros 35.4 86.2dando 36.9 95.3 pianos 35.4 96.8die ha 36.9 87.7 pruebas 35.4 87.7fama 36.9 87.7 sexo 35,4 93.8indios 36.9 90.8 tapa 35.4 75.3lucon 36.9 89.2 voces 35.4 89.2Hogue 36.9 93.8 villa* 35.4 75.3monto 36.9 98.4 visto 35.4 80.0tnucha 36.9 84.7 voto 35.4 78.5onzns 36.9 90.8 autos 33.8 81.6pero 36.9 81.6 cursos 33.8 96.8piezas 36.9 78.5 chicho 33.8 87.7plazos 36.9 93.8 diga 33.8 84.7presa 36.9 86.2 finos 33.8 86.2prosos 36.9 89.2 firmas 33i8 93.8pocas 36.9 90.8 lidor 33.8 84.7radios 36.9 87.7 medios** 33.8 90,8signo *■' 36.9 89.2 mlsma 33.8 89.2tantos 36.9 89.2 mixto 33.8 92.3tubos 36.9 87.7 muebles 33.8 95.3blancas 35.4 93.8 paso 33.8 84.7cajas 35.4 87.7 pi sos 33.8 89.2caras 35*4 81.6 poca*‘ 33.8 81.6ciencias" 35.4 77.0 quiera 33.8 87.7

163Appendix B (Continued)

Into.lligibil.ity Value Intelligibility ValueWord

Noise QuietWord -

Noise Quiet

raza 33.8 81.6 plazas 30.7 89.2rentas 33.8 93.8 poaos 30.7 81.6reza 33.8 90.8 suinas* 30.7 89.2sureos 33.8 95.3 tocho 30.7 73.8suyos 33.8 89.2tiros 33.8 90.8 u linns 29.2 67.7base 32.3 89.2 nulus 29.2 77.0casi 32.3 93.8 buenas 29.2 83.2c .i sne 32.3 90.8 dichos 29.2 96.8chapas* 32.3 89.2 esas 29.2 75.3daban 32.3 84.7 fija 29.2 81.6dato 32.3 89,2 fina 29.2 77.0frase* 32.3 86.2 firmes 29.2 90.8fuento 32.3 84.7 golpes 29.2 78.5forman* 32.3 92.3 joyas 29.2 86.2gases* 32.3 95.3 malos 29.2 93.8hombres 32.3 84.7 piedras 29.2 93.8lados 32.3 78.5 plantus 29.2 93.8ligas 32.3 90.8 pozos 29.2 83.2meses 32.3 89.2 prxjpias 29.2 90.8ondas 32.3 73.8 queso 29.2 98.4patios 32.3 84.7 ropas 29.2 86.2pi so 32.3 96.8 sucldos 29.2 92.3socios 32.3 86.2 tanta* 29.2 63.1tono 32.3 92.3 zonas 29.2 95.3varias 32.3 80.0 denso 27.7 86.2vista 32.3 77.0 dientes 27.7 90.8vuelos 32.3 92.3 dignos 27.7 83.2altos 30.7 92.3 fase 27.7 78.5alza 30.7 84.7 fiestas* 27.7 93.8bordo 30.7 72.3 gentes 27.7 93.8campos 30.7 95.3 libres 27.7 92.3damas 30.7 90.8 ninas* 27.7 84.7estas 30.7 87.7 porque 27.7 89.2filas 30.7 87.7 rumbos 27.7 89.2fino 30.7 90.8 clases 26.2 90.8fuga 30.7 87.7 fechas 26.2 89.2graves 30.7 87.7 fuerzas 26.2 87.7horas 30.7 92.3 gala 26.2 84.7jefe 30.7 87.7 justas 26.2 90.8libros 30.7 86.2 largas 26.2 89.2litros 30.7 98*4 masas 26.2 83.2marcas 30.7 86.2 normas 26.2 77.0

Appendix B (Continued)3.64

Intelligibility Value Intelligibility ValueWord ----------------------- Word -----------------------

Noise Quiet Noiso Quiet

pueda 26.2 83.2 quienes 20.0 86,2quit a 26.2 77.0 ramas 20.0 86.2bajas* 24.6 77.0 sido* 20.0 63.1caras 24.6 86.2 vac as 20.0 83.2ciclos 24.6 83.2 vivas 20.0 80.0cuotas 24.6 89.2darse 24.6 63.1 art6s 18.5 86.2fuentes 24.6 93.8 bienes 18.5 90.8pinos 24.6 77.0 breves 18.5 72.3placas 24.6 89.2 camas* 18.5 89.2quinto 24.6 84.7 datos* 18.5 87.7sillas 24.6 89.2 leves 18.5 75.3telas 24.6 92.3 llamas 18.5 92.3viva 24.6 81.6 padres 18.5 81.6bases 23.1 87.7 seria 18.5 67.7bo das 23.1 73.8 tanques* 18.5 83.2danos* 23.1 86.2 partes 16.9 93.8diehas 23.1 84.7 tales 16.9 93.8gesto 23.1 80.0 blusas 15.4 89.2lotes 23.1 90.8 breves 15.4 72.3madres 23.1 87.7 diera 15.4 69.3pese 23.1 67.7 foto 15.4 64.6puertas'* 23.1 87.7 quiso 15.4 83.2turnos 23.1 81.6 temas 15.4 90.8voces 23.1 81,6 tierras 15.4 78.5bellas 21.6 84.7 jefes 13.8 83.2calles 21.6 86.2 salsa 13.8 73,8capta 21.6 75.3 aires 12.3 81.6carnes 21.6 81.6 nombres* 12.3 86.2casas 21.6 81.6 fuertes 10.8 89.2ciertas 21.6 89.2 pacto 10.8 64.6cunas 21.6 75.3 «cuyas 21.6 89.2 becas 9.2 84.7densa 21.6 80.0 fines 7.7 75.3faja 21.6 80.0 chinas 6.2 90.8fallas* 21.6 80,0 dieran 1.5 66.2frases 21.6 87,7fuese •> 21.6 77.0grandes 21.6 89*2sino 21.6 92.3ventas 21.6 90.8cartas 20.0 90.8lanas 20.0 70.8miras 20.0 77.0

* Words used in the 100-word sub-test.

APPENDIX C

THE EFFECT OF INDIVIDUAL ORTHOGRAPHIC-PHONEMES UPON THE INTELLIGIBILITY OF THE SPANISH

BISYLLABIC "GRAVE" WORDS

165

APPENDIX C

THE EFFECT OF INDIVIDUAL ORTHOGRAPHIC-PHONEMES UPON THE INTELLIGIBILITY OF THE SPANISH

DISYLLABIC "GRAVE" VORDS

Ortho-graphic-Phoneme

Number of Number of Mean Intel- Words Words Not ligibility Containing Containing Value of Phoneme in Phoneme in Words Con- 1,000 Words 1,000 Words taining

Phoneme

Mean Intel­ligibility Value of Words Not Containing Phoneme

t

r 276 724 32.9 32.2 • 891 188 812 34.7 31.9 3.15****Ny 54 946 31.1 38.1 4.52**r 56 944 33.2 32.4 .52n 235 765 31.6 32.6 1.20a 17 983 31.9 32.4 .18m 141 859 33.3 32.3 .99t 224 776 31.5 32.7 1.44b 190 810 32.9 32.3 .67s 492 508 26.2 38.4 20.99**P 150 850 31.4 32.6 1.23X 60 940 31.6 32.5 • 61✓Ve 31 969 33.8 32.4 .69g 88 912 33.1 32.3 .65fc 175 825 31.8 32.5 .76d 144 856 31.1 32.6 1.51f 66 934 38.9 31.9 5.04**ks 6 944 29.2 32.4 .70

166

Appendix C (Continued)167

Ortho­graphicPhoneme

Number of Number of Mean Intel- Mean Intel- Vords Words Not ligibility ligibility Containing Containing Value of Value of Phoneme in Phoneme in Words Con- Words Not 1,000 Words 1,000 Words taining Containing

Phoneme Phoneme

t

Vowels and Diphthongs

a 582 418 32*5 32.2 • 4247 953 32.6 32.3 • 18

i 162 838 29*8 32.9 3.28"u 96 904 32.5 32.4 .08

462 538 32.5 32.3 •28we 74 926 31.6 32.5 .67wa 11 989 42.3 32.3 2.99**e 341 659 31.4 32.9 2.02***3° 28 972 35.7 32.3 1.60Ja 20 980 35.7 32.3 1.36w±* 2 998 34.5 32.4 • 26iu* 1 999 29.0 32.4 .30f~Sau 33 967 34.6 32.3 1.17el* 3 997 17.0 32.4 2.41***“ai/*> 3 997 50.7 32.3 2.89**

S ’ Sample is too small to be reliable*•• Significant at the 1 per cent level of confidence.*•* Significant at the 5 per cent level of confidence.

APPENDIX D

RANK-ORDER CORRELATION OF PRESERVATION-IN-ERROR VALUES OF PHONETIC UNITS AND INTELLIGIBILITY VALUES

OF WORDS CONTAINING THOSE PHONETIC UNITS

168

APPENDIX D

RANK-ORDER CORRELATION OF PRESERVATION-IN-ERROR VALUES OF PHONETIC UNITS AND INTELLIGIBILITY VALUES

OF WORDS CONTAINING THOSE PHONETIC UNITS*

1 2 3 4 5Phoneme** Preservation- Orthographic- Rank Differences

in-Error Value Phoneme Order of inin Rank Order Value Columns Rank

a 85.3 .281 11 10r 82.2 .674 8 6

je 81.6 .180 13 10i 77.8 3.280 27 231 76.7 3.156 2 3y 74.7 4.520 28 22r 73.1 .526 16 9u 71.7 .185 14 6n 70.6 1.200 22 13n 70.5 .185 15 50 70.0 .281 12 1

we 69.1 .677 18 6m 68.7 .990 7 6

wa 67.3 2.990 3 11e 61.2 2.029 26 11t 55.4 1.440 24 8f 54.3 .674 9 8

jo 51.6 1.604 4 14s 48.0 20.990 29 10p 43.2 1.230 23 20X 37.8 .612 17 4£ 36.2 .694 19 3s 34.0 .650 10 13k 33.9 .765 21 3d 32.7 1.511 25 0f 26.7 5.040 1 25

ks 26.6 .709 20 7j a 26.1 1.365 5 23auA 14.2 1.790 6 23

*rho = +>oc■ •• 100 •1 significant.

**04* ju, ajj, ei, and ai] are not in this analysis because these were not present in the 100-word sub-test from where the preservation-in-error values were obtained.

169

APPENDIX E

TABLES I, II, III, IV

DISTRIBUTION OF SUBSTITUTIONS FOR VOICELESS AND VOICED SOUNDS

IN THE 100-ITEM LIST

170

APPTSND I X IS'1’A 111 IS I

D l’S T IT f DUTIO N OP S O U S T IT U T IO N S W R VOICISLISSS AND VOIUISD SOUNDS

IN 'ITUS I N I T I A L SYLLA iUJS OP .1,00 V/ORDH IN NOISIS

Stimulus Sound Voiceless Sul)ut1 tut 1,ous

Voicad N, occiuTonces P t k /*vC t: H I’otnl,Subutltutlons

I) 5 20 3 17 5 18 03d 10 11 12 21 - 1 18 03{? 0 4 4 10 - - 7 31in 3 - - 1 _ < > - 3n,-sy

64 : 1

mm a - 3 4*>X 1 i 9 4 - - at+4 10f 1 5 - 0 - 2 1 171 0 M mm mm ** mm mm ■*

Total 30 41 31 70 - 10 40 201Voiced Substitutions

Voice- Nloss ’ occurroncos b d S m n y X m*r . Total

Sub.

P 11 0 3 4 i 5 1 1 21t 8 0 1 1 - - - mm 1 9k 12 9 2 1 p4-. - ~ mm 1 156s 1 mm - o - - - - - 2f 6 8 .1 - - l 1 3 14s 11 10 10 1 «• 3 — “■ 1 25

Total 49 39 17 9 2 3 2 6 6 2 80

171

AmiNiux ni TAm.Hi II

lUSTUUlUTlON OH' Mmii'IM'rUTloNM Volt VOUiKI) AND Vu I OKI,INS.'! MOUNDS

IN THM IN IT t Ah MYI.i.ADI.M OH' 100 WOODS IN NO I MM

M U mu 1 m i S o u n d Vo I chh! M o b s l. l tin U o n n

Voiced M| occurrouoow I) d $ no n y

bdinn$xr.1

510(I**04I.1.0

Total 30

Tol.nln 1 Mu Dm (, 1 —

lot tons

434J.I,1

312

I. I.

U -Im4I

10I.13

30040

I t )04

X 0 L 0 10

53 12 20 12 18 0 3 0 27 102

Voiceless Substitution/1!

Voice-loss 1 0C(n,rr<mC0a P t 1c c TotalSubstitutions

p 11 M 24 39 - 22 7 92t 8 29 UN 37 - 1 20 93lx 12 42 17 ~ - 20 36 1210 1 2 7 14 - 1 3 27f 0 11 25 11 IN* mm 17 04s 11 34 44 9 mm 4 - 91

Total 49 118 117 110 mm 54 89 488

17*

Al't'IWD.I X l!’'I'AHIiHl 11 1

IHMTKI t HIT! ON O F MimMTITUTlONM KOK V<j 1 ( : AND VOIOKD MOUNDS

IN I'1111’, I1'1,N AD SYI iIiADiil!’i (Hi1 KH) '.VOifiiM I N NO I .IW

•sntil'+ft™! irM t*—HI, 1 mu lu *t Sound Vo U s o l o mw Mu hat i tut I,OIH*Voiced N , oocurronooa p t k /S0 1* M Km To tn I.

Mu hot1 -tllt l OHM

to 9 3 4 4 0 0 0 1.3d 7 4 4 5 0 0 3 0 1,(1K 4 *)*•4 I, 0 0 1, 0 5ill B *> • > 0 1 0 3 0 Bn ri 1 *1 0 0 0 4 0 7£ • » 0 I. 0 1 0 3 0 nr>y 3 0 1 3 0 0 0 0 4X 4 1 4 0 0 0 13 0 10r - 1 1 0 0 0 4 0 0r 19 0 0 1 0 0 0 0 11 7 0 1 0 0 0 0 0 1

Total 08 13 ■ in 14 nto* 0 33 0 84Voiced Substitution®

Voice- V* Totall o « N ’ occurrence is e (1 ff m n y x r r 1 Sub.

p 4 9 2 0 1 0 0 3 0 1 0 164.V 21 4 10 8 3 3 1 9 7 1 1 30lc 5 0 0 5 1 0 0 3 0 1 1 11$ 2 0 3 0 0 0 i 0 0 0 0 4f - 0 0 0 0 0 3 0 0 0 0 0s- 15 2 5 5 3 7 3 20 9 1 0 55

lcs 1 0 0 0 0 2 0 0 0 0 0 2

Total 48 15 20 18 11 12 5 35 16 4 2 138

APPENDIX E TABLE IV

DISTRIBUTION OF SUBSTITUTIONS FOR VOICED AND VOICELESS SOUNDS IN THE FINAL SYLLABLE OF 100 WORDS IN NOISE

Stiraulua Sound Voioed Substitutions

Voiced N,Ooourrenoss b d K m n n y X r r 1 Total

Sub*b 9 0 16 4 3 3 0 4 3 3 0 5 41d 7 23 0 14 3 2 1 16 1 13 1 6 80S 4 6 16 0 0 0 0 6 2 4 0 4 38m 8 6 8 6 0 28 1 1 3 4 0 8 89n 8 7 4 2 22 0 6 0 3 2 0 0 46n 0 0 0 0 0 0 0 0 0 0 0 0 0y 2 0 1 6 0 1 2 0 1 1 0 8 17X 3 2 4 1 0 0 0 1 0 2 2 2 14r 4 3 8 0 0 8 0 0 2 0 1 8 21r 19 0 0 0 0 0 0 0 0 8 0 0 81 7 0 1 0 1 0 0 0 2 0 0 0 4

Total 68 47 88 33 29 36 10 30 18 34 4 32 328

Voioeloaa SubstitutionsVoioe-loaa

N,Ooourrenoss P t k 0 f s ks Total

4 0 36 8 0 1 8 0 8321 21 0 40 14 0 24 0 988 4 81 0 0 0 11 0 662 0 8 1 0 0 8 0 110 0 0 0 0 0 0 0 018 11 81 12 7 2 0 0 831 0 0 1 0 0 4 0 8

Total 48 36 143 62 21 3 32 0 317

Ptkotaks

474

APPENDIX F

DISTRIBUTION OF INTELLIGIBILITY SCORES OF 65 LISTENERS IN QUIET AND NOISE CONDITIONS

175

APPENDIX F

DISTRIBUTION OF INTELLIGIBILITY SCORES OF 65 LISTENERS IN QUIET AND NOISE CONDITIONS

Intelligibility Scores The Number of Listeners Receiving(Per Cent the Indicated Percentage ofCorrect Responses) Correct Responses

Quiet Noise

100% 0 090-99 40 080-89 17 1370-79 7 1060-69 1 250-59 0 540-49 0 630-39 0 1220-29 0 119-10 0 101-10 0 6

Total 65 65

176

AUTOBIOGRAPHY

I, Cruz Aurelia Cancel Ferrer Hardigree, was born in Lajas, Puerto Rico, on August 6, 1926. I received my secondary edu­cation at the Presbyterian High School in Lajas, Puerto Rico.My undergraduate training was obtained at the University of Puerto Rico, from which I received a teacher's certificate for elementary schools in 1945. I taught in the public schools of Puerto Rico, from August, 1945, until June, 1949. During this period I attended the University of Puerto Rico and obtained the degree Bachelor of Arts in Elementary Education in 1948.From June, 1949, until February, 1951, I was a student at the University of Michigan, from which I received the degree Master of Science with a major in Speech. I held the positions of Speech and Hearing Direator in the Department of Health, San Juan, Puerto Rico, and of Speech Consultant for the Veteran's Administration and for the University of Puerto Rico from February, 1951, until September, 1954. During the summer of 1953, I toured parts of the countries of Panama, Venezuela,Peru, Bolivia, Argentina, and Uruguay, and traveled extensively in Puerto Rico. During this time I lectured to, participated in conferences with,and interviewed individuals and groups of otolaryngologists, acousticians, engineers, teachers of the deaf, speech therapists, audiologists, and experimental phon­eticians* I was a student in the Department of Speech at the Ohio State University from September, 1954, until March, 1957,

177

178while on leave of absence from the Bureau of Crippled Children, Department of Health, San Juan, Puerto Rico. During this period I completed the requirements for the degree of Doctor of Philosophy.