Lexical and Phrasal Prominence Patterns in School-Aged Children's Speech

Autor/inn/en	Shport, Irina A.; Redford, Melissa A.
Titel	Lexical and Phrasal Prominence Patterns in School-Aged Children's Speech
Quelle	In: Journal of Child Language, 41 (2014) 4, S.890-912 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S030500091300024X
Schlagwörter	Speech; Young Children; Adults; Syllables; Rhyme; Suprasegmentals; Correlation; Age Differences; Intonation + Suchen Sie Ihr Suchwort? Speaking; Sprechen; Frühe Kindheit; Silbe; Reim; Korrelation; Age; Difference; Age difference; Altersunterschied
Abstract	This study investigated the integration of word- and phrase-level prominences in speech produced by twenty-five school-aged children (6;2 to 7;3) and twenty-five adults. Participants produced disyllabic number words in a straight count condition and in two phrasal conditions, namely, a stress clash and non-clash phrasal context. Duration and amplitude measures of syllable rhymes were used to assess the realization of lexical stress, and fundamental frequency (F0) measures were used to assess the realization of phrasal pitch accents across conditions. Results showed that the duration and F0 correlates varied independently of each other as a function of condition in child speech, but much less so in adult speech. The group differences were taken to indicate that six-year-old children have yet to develop prosodic structures with integrated prominence. Structural and pragmatic interpretations of the results are discussed. (As Provided).
Anmerkungen	Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10