DOI: 10.47749/t/unicamp.1995.95199
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Cantigas de amigo

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Cited by 8 publications
(8 citation statements)
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“…However, once extrametricality is taken into account, the overall pattern in both languages is exactly the same: stress the rightmost syllable if heavy, else stress the next syllable to the left. Another similarity between Portuguese and English is that stress in Portuguese is also correlated with duration (Major, 1985;Massini-Cagliari, 1992;Vogel et al, 2018). Heavy syllables are therefore longer, mirroring what we observe in both English and Mandarin.…”
Section: Stress In Portuguesesupporting
confidence: 77%
“…However, once extrametricality is taken into account, the overall pattern in both languages is exactly the same: stress the rightmost syllable if heavy, else stress the next syllable to the left. Another similarity between Portuguese and English is that stress in Portuguese is also correlated with duration (Major, 1985;Massini-Cagliari, 1992;Vogel et al, 2018). Heavy syllables are therefore longer, mirroring what we observe in both English and Mandarin.…”
Section: Stress In Portuguesesupporting
confidence: 77%
“…Vowel reduction in final position may be a consequence of contact with Brazilian Portuguese, where unstressed final /a/ raises to [ɐ](Kenstowicz & Sandalo, 2016). It should be noted that final /e, o/ may also be variably produced with a reduced vowel in Talian, similar to what is observed in Brazilian Portuguese, where[ɪ, ʊ] are found in unstressed final syllables (e.g.,Massini-Cagliari, 1992), but unlike what is observed in other Veneto varieties, where final /e, o/ are preserved (e.g.,Zamboni, 1974). Productions for words such as ragno 'spider' (/ˈɾaɲo/) and rame 'copper' (/ˈɾame/) exemplify word-final reduction of /e, o/.Formant measurements for stressed, pretonic, and unstressed vowels are shown in Figure5.Figure 5.…”
mentioning
confidence: 64%
“…Na seção destinada à linguagem, o objetivo foi apresentar uma revisão de literatura sobre o assunto trazendo para o texto autores como Scliar-Cabral (2003;2007;2013), Soares (20032016), Massini-Cagliari;Cagliari (1999), Dehaene (2012), Byrne (1998), Bialystok (1992, Truman, Kessler e Pollo (2006) a fim de estabelecer um diálogo com o conhecimento para o ensinar e aprender. A discussão visou responder a uma pergunta inicial: o que é uma letra.…”
Section: à Guisa De Conclusõesunclassified