Children's Acquisition of Phonology: The Learning of Acoustic Stimuli?
نویسنده
چکیده
EDRS Price MF-$0.25 HC-$0.85 *Articulation (Speech), Auditory Perception, *Aural Stimuli, *Child Language, Phonemes, *Phonology, *Psycholinguistics, Psychological Tests, Statistical Analysis This paper takes issue with the position that children's phoneme acquisition schedule is dictated primarily by auditory perceptual factors and suggests the alternative position that ease of production accounts for age of acquisition. It is felt that perceptual theory cannot adequately explain phonological development, e.g. three year -olds produce certain sounds which they will not accurately perceive until much later and vice versa. Three psychological scaling tests are described in which adults were asked to designate certain phonemes as harder or easier to produce. These judgments were compared with the phonemes acquired by three-year-olds. A highly significant correlation between the adult ratings and children's phoneme acquisition was found. Featural analysis tended to support the hypothesis, and further confirmation was seen in the patterning of articulatory errors among children. The author stresses that these findings do not negate the importance of perceptual factors, emphasizing that he is trying to explain not the dynamics of phoneme acquisition but rather the schedule which it follows. It is, however, emphasized that there is no compelling evidence for perceptual theory, and certain observations which either militate against perceptual theory or encourage alternative speculation are discussed. (FWB) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECES SAR!LY REPRESENT OFFICIAL OFFICE OF EDU CAT' 1N POSITION OR POLICY 1969-70 CHILDREN'S RESEARCH CENTER ROBERT L. SPRAGUE, DIRECTOR BISHOP, DOYLE, Ph.D., U. of III., 1967. Motor performance and play. Situational and personality correlates of play; play and cognitive development. BREWER, WILLIAM F., Ph.D., U. of Iowa, 1967. Psycholinguistics. Aphasia; dyslexia. BROWN, ANN, Ph.D., U. London, 1966. Retardation. Relational learning and transfer. COHEN, LESLIE B,, Ph.D., U.C.L.A., 1966. Infant attention. Perception, short-term memory in infants; cognitive development; learning in children. COHEN, MIYE N., M.A., U.C.L.A., 1965. Data consultant. Statistical analysis; data collection in classroom settings. ELLIS, MICHAEL J., Director, Motor Performance and Play Research Lab. Ph.D., U. of III., 1968. Motor performance and play. Acquisition of skill, motivation to and energetics of play. FEHR, FRED S., Ph.D., Wash. U., 1966. Psychophysiology. Imitative behavior; conditioning of autonomic responses; clinical problems. GLIDDEN, LARAINE, M.A., U.-of III., 1969. Retardation and emotional disturbance. Short-term memory; paired-associate learning; mediation in learning and memory. GOLD, MARC W., Ph.D., U. of III., 1969. Retardation and emotional disturbance. Learning; vocational training of the retarded; stimulus control in the classroom. GREENWOLD, WARREN E., M. D., U. of Chicago, 1943. Pediatrics. Consulting Pediatrician from Carle Clinic, Urbana, III. Psychopharmacology of children; behavior problems associated with school; childhood diabetes. JOHNSTON, PATRICIA V., Ph.D., U. of III., 1957. Neurochemistry. Lipid chemistry; nervous system ultrastructure; psychopharmacology. LOCKE, JOHN L., Ph.D., Ohio U., 1968. Speech and hearing science. Acquisition and modification of phoneticphonemic behavior; phonological encoding in short-term memory; learning processes in the deaf. MARTENS, RAINER, Ph.D., U. of III., 1968. Motor performance and play. Social psychology of physical activity, anxiety, stress. McINNIS, ELIZABETH, Ph.D., U. of III., 1969. Behavior modification. Development and evaluation of residential treatment programs; effect of punishment on deviant behavior. MONKMAN, MARJORIE, D.S.W., Wash. U., 1965. Behavior disturbances. Treatment of behavior disorder children; social work education and child rearing. SCOTT, KEITH G., Ph.D., U. of Conn., 1966. Mental retardation. Short-term memory; development of individual differences. SCOTT, MARCIA S., Ph.D., U. of III., 1968. Learning. Conditions controlling acquisition and transfer in young and retarded children. SIMMONS, WILBER D., Ed.D., U. of III., 1968. Gifted. Talented preschool screening. SPRAGUE, ROBERT L., Director, Children's Research Center. Ph.D., Ind. U., 1960. Psychopharmacology. Behavioral effects of drugs; hyperactivity; learning in retardates. STEINMAN, MRREN M., Ph.D., U. of . Wash., 1966. Experimental analysis of behavior. Development of social control; behavior modification; secondary reinforcement. VON NEUMANN, ALICE W., M.S.W., U. of III., 1966. Behavior disorders. Treatment of children in public school classrooms; parent-child interaction. WERRY, JOHN S., M. D., U. New Zealand, 1955. Consulting Child Psychiatrist. Child Psychiatry. Psychopharmacology of children; behavior modification; brain behavior relationships. 1 Children's Acquisition of Phonology: The Learning of Acoustic Stimuli? John L. Locke Children's Research Center University of Illinois Champaign, Illinois Some previous papers have suggested that children's phoneme acquisition schedule is dictated primarily by auditory perceptual factors. Olmstead's theory (1966), for example: " . . . predicts learning, measured by correct pronunciation of phones, as a function of ease of perception. The general prediction is that more discriminable phones are learned earlier andthe less discriminable ones later." The problem with perceptual theory is that it does not adequately ex lain phonological development. For example, three-year-olds produce certain sounds which they will not accurately perceive until much later; conversely, they perceive accurately some phonemes which they will not acquire for several years. So one is compelled to look for viable alternative constructs, and is confronted with the motor-response side of the question. We know something about perceptual ease, but what is the ease of phoneme production? To those who have equated "early" and "late" with "easy" and "difficult" the question may seem absurd, but age of acquisition' and ease of production are not identical, and in this paper we asked whether the latter could account for the former. To get at this matter of motoric ease we designed three psychological scaling tasks in which naive, normal-speaking, native-English adults attempted to introspect and estimate the muscular tensions in their vocal tract during
منابع مشابه
Editorial: Frontiers in the acquisition of literacy
Citation: Fletcher-Flinn CM (2015) Editorial: Frontiers in the acquisition of literacy. Reading and writing are fundamental to full participation in our societies, yet how children acquire such a large system of interconnected representations of print words, their meanings, and phonology in the brain remains unclear. As the teaching of literacy takes up a large proportion of classroom time in t...
متن کاملBilingualism yields language-specific plasticity in left hemisphere's circuitry for learning to read in young children
How does bilingual exposure impact children's neural circuitry for learning to read? Theories of bilingualism suggests that exposure to two languages may yield a functional and neuroanatomical adaptation to support the learning of two languages (Klein et al., 2014). To test the hypothesis that this neural adaptation may vary as a function of structural and orthographic characteristics of biling...
متن کاملطراحی الگوریتم بازشناسی واجها با به کارگیری همبسته های آکوستیکی مشخصه های واجی
In the present paper, the phonological feature geometry of the Persian phonemes is analyzed in the form of articulate-free and articulate-bound features based on the articulator model of the nonlinear phonology. Then, the reference phonetic pattern of each feature that consists of one or a set of acoustic correlates, characterized by the quantitative or qualitative values in its phonological re...
متن کاملIndividual language experience modulates rapid formation of cortical memory circuits for novel words
Mastering multiple languages is an increasingly important ability in the modern world; furthermore, multilingualism may affect human learning abilities. Here, we test how the brain's capacity to rapidly form new representations for spoken words is affected by prior individual experience in non-native language acquisition. Formation of new word memory traces is reflected in a neurophysiological ...
متن کاملThe Perceptual Acquisition of Thai Phonology by English Speakers: Task and Stimulus Effects
This paper presents a follow-up to Curtin et. al’s study of the perceptual acquisition of Thai laryngeal contrasts by native speakers of English, which found that subjects performed better on contrasts in voice than aspiration. This finding, surprising in light of earlier cross-linguistic VOT research, was attributed to the fact that the task tapped lexical representations, which are unspecifie...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
عنوان ژورنال:
دوره شماره
صفحات -
تاریخ انتشار 2011