Cross-language investigation of phonological development

语音发展的跨语言研究

• 批准号: 7113781
• 负责人: JAN EDWARDS
• 金额: $ 30.24万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-01-15 至 2008-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7113781
• 关键词: clinical research; human subject; language development; nonEnglish language; phonology; preschool child (1-5); sound perception; speech recognition; verbal learning

DESCRIPTION (provided by applicant): Phonological disorders (PD) are one of the most common types of communication disorder diagnosed in children. They have been characterized as a deficit in the misarticulating child's phonological knowledge. In theory, such a deficit could affect any or all of three distinct representational levels: (1) the acousticperceptual level, (2) the articulatory level, and (3) an intervening level of symbolic categories (phonemes) that co-index acoustic patterns with the articulatory configurations that might reproduce them. Language development involves a progressive mastery of phonological knowledge at all of these levels that continues well beyond the age when the majority of children with typical development (TD) can produce most of the phonemes of English. Previous research shows that performance of children with PD resembles that of younger TD children on tasks measuring perception and articulation skills, but there is no difference to TD age peers on a task probing the robustness of symbolic representations. These results can be interpreted as support for a more specific characterization of most PD as a deficit or delay in one or both of the modality specific representational levels, but not in the ability to form symbolic phonological categories. If correct, this interpretation suggests that therapy for PD should focus on the two modality-specific representational levels. To rule out an alternative interpretation, however, typical phonological development must be compared across languages. The task probing the development of phonemes measured repetition accuracy for phoneme sequences that are attested in few or no words of English. Older TD children may be no more accurate than age peers with PD only because some infrequent sequences have inherently more difficult phonetics. The proposed research uses nonword rePetition and picture-naming to compare phonological development in 2-6 year olds acquiring English, Cantonese, Greek, and Japanese. These languages differ in the relative number of words containing various difficult sound sequences. Three specific questions will be addressed. First, are all difficult sound sequences acquired equally late, or do young children make fewer errors on sequences that occur in many words of the ambient language? Second, when a child misarticulates a difficult sound sequence, does the outcome reflect only phonetic constraints, or are more frequent sequences substituted for less frequent ones? Third, how is accuracy affected by cross-language differences in phonetic detail?

描述（由申请人提供）：语音障碍（PD）是儿童中诊断的最常见的沟通障碍类型之一。它们被描述为儿童发音错误的语音知识缺陷。理论上，这种缺陷可能会影响三个不同表征级别中的任何一个或全部：（1）声感知级别，（2）发音级别，以及（3）共同索引声学模式的符号类别（音素）的介入级别具有可能复制它们的关节结构。语言发展涉及对所有这些级别的语音知识的逐步掌握，这种掌握远远超出了大多数具有典型发展（TD）的儿童能够产生大部分英语音素的年龄。先前的研究表明，在测量感知和表达能力的任务中，PD 儿童的表现与年幼的 TD 儿童相似，但在探索符号表征稳健性的任务中，与 TD 年龄的同龄人没有差异。这些结果可以解释为支持大多数 PD 的更具体特征，即一种或两种特定模态表征水平的缺陷或延迟，但不包括形成符号语音类别的能力。如果正确的话，这种解释表明帕金森病的治疗应该集中在两种特定模式的表征水平上。然而，为了排除另一种解释，必须对不同语言之间的典型语音发展进行比较。探究音素发展的任务测量了音素序列的重复准确性，这些音素序列在很少或没有英语单词中得到证明。年龄较大的 TD 儿童可能并不比患有 PD 的同龄人更准确，只是因为一些不常见的序列本质上具有更困难的语音。拟议的研究使用非单词重复和图片命名来比较 2-6 岁儿童学习英语、粤语、希腊语和日语的语音发展。这些语言的不同之处在于包含各种困难声音序列的单词的相对数量。将解决三个具体问题。首先，所有困难的声音序列是否都同样晚习得，或者幼儿在环境语言的许多单词中出现的序列上犯的错误是否较少？其次，当孩子错误表达一个困难的声音序列时，结果是否仅反映语音限制，还是更频繁的序列取代了不太频繁的序列？第三，语音细节的跨语言差异如何影响准确性？