A Longitudinal Study of the Acquisition of the Voicing Contrast in American-English Word-Initial Stops, as Measured by Voice Onset Time. Papers and Reports on Child Language Development, No. 14.

Autor/inn/en	Macken, Marlys A.; Barton, David
Institution	Stanford Univ., CA. Committee on Linguistics.
Titel	A Longitudinal Study of the Acquisition of the Voicing Contrast in American-English Word-Initial Stops, as Measured by Voice Onset Time. Papers and Reports on Child Language Development, No. 14.
Quelle	(1977), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Language; Cognitive Development; Distinctive Features (Language); Imitation; Language Acquisition; Language Research; Language Skills; Linguistic Performance; Longitudinal Studies; Phonemes; Phonetics; Phonology; Preschool Children; Psycholinguistics; Speech; Verbal Development + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Sprachforschung; Language skill; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fonem; Phonetik; Fonetik; Fonologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psycholinguistik; Speaking; Sprechen
Abstract	This paper reports on a longitudinal study of the acquisition of the voicing contrast in American-English work-initial stop consonants, as revealed through instrumental analysis of voice onset time characteristics. Four monolingual children were recorded at approximately two week intervals, beginning when the children were about 1;6. Data provide evidence for three general stages: (1) the child has no contrast and produces both adult voiced and voiceless stops with short lag voicing; (2) the child has a contrast but one that falls within the adult perceptual boundaries of one (usually voiced) phoneme, and thus is presumably not perceptible to adults; and (3) the child has a contrast that resembles the adult contrast. Three children had reached stage 3 by age 1;9 the fourth child was still in stage 2 by the age 2;4. In addition, the data document the development of the voicing contrast across the three places of articulation. The rate and nature of the developmental process are discussed briefly in relation to two competing models for phonological acquisition (the "across-the-board" model and the "lexical diffusion" model) and two hypotheses regarding the skills being learned. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC