Perception and Production of Lexical Tones by 3-Year-Old, Mandarin-Speaking Children

Autor/inn/en	Wong, Puisan; Schwartz, Richard G.; Jenkins, James J.
Titel	Perception and Production of Lexical Tones by 3-Year-Old, Mandarin-Speaking Children
Quelle	In: Journal of Speech, Language, and Hearing Research, 48 (2005) 5, S.1065-1079 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2005/074)
Schlagwörter	Auditory Perception; Mandarin Chinese; Young Children; Tone Languages; Visual Stimuli; Comparative Analysis; Mothers; Phonetics; Correlation; Intonation + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Frühe Kindheit; Tonsprache; Mother; Mutter; Phonetik; Fonetik; Korrelation
Abstract	The present study investigated 3-year-old children's perception and production of Mandarin lexical tones in monosyllabic words. Thirteen 3-year-old, Mandarin-speaking children participated in the study. Tone perception was examined by a picture-pointing task, and tone production was investigated by picture naming. To compare children's productions with the adult forms, 4 mothers of the children were asked to say the same set of words to their children in a picture-reading activity. The children's and mothers' productions were low-pass filtered at 500 Hz and 400 Hz, respectively, to eliminate segmental information. Ten Mandarin-speaking judges identified the productions of tones from the filtered speech. Adult productions were more accurately identified than productions of the children. The children perceived the level, rising, and falling tones with relatively high accuracy. The dipping tone posed the greatest difficulty for the children in both perception and production. (Contains 1 figure and 8 tables.) (Author).
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://www.asha.org/about/publications/journal-abstracts/jslhr/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10