Literaturnachweis - Detailanzeige
| Autor/inn/en | Theodore, Rachel M.; Demuth, Katherine; Shattuck-Hufnagel, Stefanie |
|---|---|
| Titel | Examination of the Locus of Positional Effects on Children's Production of Plural -"s": Considerations from Local and Global Speech Planning |
| Quelle | In: Journal of Speech, Language, and Hearing Research, 58 (2015) 3, S.946-953 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1092-4388 |
| DOI | 10.1044/2015_JSLHR-L-14-0208 |
| Schlagwörter | Preschool Children; Morphemes; Suprasegmentals; Language Processing; Articulation (Speech); Grammar |
| Abstract | Purpose: Prosodic and articulatory factors influence children's production of inflectional morphemes. For example, plural -"s" is produced more reliably in utterance-final compared to utterance-medial position (i.e., the positional effect), which has been attributed to the increased planning time in utterance-final position. In previous investigations of plural -"s", utterance-medial plurals were followed by a stop consonant (e.g., "dogs bark"), inducing high articulatory complexity. We examined whether the positional effect would be observed if the utterance-medial context were simplified to a following vowel. Method: An elicited imitation task was used to collect productions of plural nouns from 2-year-old children. Nouns were elicited utterance-medially and utterance-finally, with the medial plural followed by either a stressed or an unstressed vowel. Acoustic analysis was used to identify evidence of morpheme production. Results: The positional effect was absent when the morpheme was followed by a vowel (e.g., "dogs eat"). However, it returned when the vowel-initial word contained 2 syllables (e.g., "dogs arrive"), suggesting that the increased processing load in the latter condition negated the facilitative effect of the easy articulatory context. Conclusions: Children's productions of grammatical morphemes reflect a rich interaction between emerging levels of linguistic competence, raising considerations for diagnosis and rehabilitation of language disorders. (As Provided). |
| Anmerkungen | American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
