On the Interaction of Deaffrication and Consonant Harmony

Autor/inn/en	Dinnsen, Daniel A.; Gierut, Judith A.; Morrisette, Michele L.; Green, Christopher R.; Farris-Trimble, Ashley W.
Titel	On the Interaction of Deaffrication and Consonant Harmony
Quelle	In: Journal of Child Language, 38 (2011) 2, S.380-403 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000909990572
Schlagwörter	Phonemes; Phonology; Error Patterns; Child Language; Language Acquisition; Case Studies; Longitudinal Studies; Developmental Delays; Speech Impairments; Prediction; Classification + Suchen Sie Ihr Suchwort? Fonem; Fonologie; Fehlertyp; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Entwicklungsverzögerung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Vorhersage; Classification system; Klassifikation; Klassifikationssystem
Abstract	Error patterns in children's phonological development are often described as simplifying processes that can interact with one another with different consequences. Some interactions limit the applicability of an error pattern, and others extend it to more words. Theories predict that error patterns interact to their full potential. While specific interactions have been documented for certain pairs of processes, no developmental study has shown that the range of typologically predicted interactions occurs for those processes. To determine whether this anomaly is an accidental gap or a systematic peculiarity of particular error patterns, two commonly occurring processes were considered, namely Deaffrication and Consonant Harmony. Results are reported from a cross-sectional and longitudinal study of twelve children (age 3 ; 0-5 ; 0) with functional phonological delays. Three interaction types were attested to varying degrees. The longitudinal results further instantiated the typology and revealed a characteristic trajectory of change. Implications of these findings are explored. (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