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Differential acquisition of phonemic contrasts by infant word-learners: Does production recapitulate perception?

机译:婴儿单词学习者对语音对比的差异性获取:产生是否会重塑感知力?

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摘要

This dissertation investigates the relationship between the acquisition orders of phonological contrasts by children in perception and production and the phonological theories that account for this relationship. Three key words can be used to characterize this relationship: gap, parallel and mismatch. It is commonly observed that young children's ability to perceive phonological contrasts is more advanced than their ability to produce them (e.g. Smith 1973, Werker and Stager 2000). It has also been found that the order in which phonological contrasts are acquired in production recapitulates that in perception (Jusczyk et al. 1999, Pater 2004). Experiments done as part of this dissertation suggest that the parallel between perceptual and productive acquisition orders of phonemic contrasts does not always hold: 17-month-old American-English-acquiring children were able to distinguish [n] and [r] yet not [t] and [n] in a perceptual word-learning task; while productively, the [t]-[n] contrast has been found to be acquired earlier than the [n]-[r] contrast. In other words, the orders of acquisition of phonological contrasts in perception and production can mismatch each other.; Most phonological acquisition models (reviewed in this dissertation: Smith 1973, Braine 1976, Macken 1980, Boersma 1998, Smolensky 1996a, Lassettre and Donegan 1998, and Pater 2004) are able to account for the gap. The model proposed by Pater (2004) is also able to explain the parallel. When more than one phonological contrasts are involved and the order of acquisition between them is at issue, its explanation for the developmental parallel would depend on two necessary assumptions that the model did not elaborate: One, the shared MARKEDNESS constraints must be fixed in ranking; and two, the FAITHFULNESS constraints must not only be fixed in ranking, but also be homogeneous in form and function. However, under these assumptions, the model will not be able to explain the attested mismatch.; This dissertation proposes to revise Pater's model by allowing non-homogeneous faithfulness constraints for perception and production. It demonstrates how the revised model is able to account for the mismatch, explain the gap, and at the same time allow for the parallel.
机译:本文研究了儿童在感知和生产中的语音对比习得顺序与解释这种关系的语音理论之间的关系。可以使用三个关键词来描述这种关系:间隙,平行和不匹配。通常观察到,幼儿感知语音对比的能力比其产生语音对比的能力要先进(例如Smith,1973; Werker和Stager,2000)。还发现在生产中获得语音对比的顺序概括了感知中的对比(Jusczyk等,1999; Pater,2004)。作为本论文一部分的实验表明,音素对比的知觉和生产性习得顺序之间并不总是平行的:17个月大的美国英语学习者能够分辨[n]和[r]却没有[ t]和[n]进行感知性单词学习任务;而在生产上,发现[t]-[n]对比度要早于[n]-[r]对比度​​。换句话说,在感知和产生中语音对比的获取顺序可能彼此不匹配。大多数音系习得模型(本文综述:Smith 1973,Braine 1976,Macken 1980,Boersma 1998,Smolensky 1996a,Lassettre and Donegan 1998,Pater 2004)可以解决这个问题。 Pater(2004)提出的模型也能够解释这种并行性。当涉及一个以上的语音对比并且它们之间的获取顺序存在争议时,其对发展平行的解释将取决于模型没有阐述的两个必要假设:第一,共享的MARKEDNESS约束必须在排名中固定;第二,FAITHFULNESS约束不仅必须在排名上固定,而且在形式和功能上也要统一。但是,在这些假设下,该模型将无法解释已证明的不匹配。本文提出通过允许非均质的忠诚约束来感知和产生对帕特模型的修正。它演示了修订后的模型如何能够解决不匹配问题,解释差距并同时允许并行化。

著录项

  • 作者

    Li, Yu.;

  • 作者单位

    The University of North Carolina at Chapel Hill.$bLinguistics.;

  • 授予单位 The University of North Carolina at Chapel Hill.$bLinguistics.;
  • 学科 Language Linguistics.; Psychology Developmental.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 180 p.
  • 总页数 180
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;发展心理学(人类心理学);
  • 关键词

  • 入库时间 2022-08-17 11:40:20

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