Categorization and feature specification in phonological acquisition.
Categorization and feature specification in phonological acquisition.
复制标题
语音习得中的分类和特征规范。
DOI：
10.1017/s0305000900008850
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发表时间：
1996
影响因子：
2.2
通讯作者：
Gierut,JA
中科院分区：
文献类型：
--
作者：
Gierut,JA
本文在不充分描述理论的框架下考察了语音习得中的区别性特征描述和表征。受试者是30名儿童（3岁，1至5岁，10）谁表现出系统的差异，他们的语言知识的目标语音对比。一个自由的分类任务是用来挖掘儿童的概念知识，这些对比，与功能的地方和方式实验操纵。讨论了三个问题：儿童使用哪些特征来对音段信息进行分类，类别的定义特征是否随着语音系统的发展而变化，以及哪种未充分规范理论的框架最能解释这些结果？所有儿童分类段的基础上，显着的nonredundant特征属性，并只使用一个功能值来定义类别成员资格与激进的规格不足。语言知识和语言输入都对儿童的类别判断产生影响，但影响程度不同。语音类别的出现涉及到儿童的生产语音先进的功能分化增加。
Distinctive feature specification and representation in phonological acquisition are examined in the context of underspecification theory. Subjects were 30 children (aged 3;1 to 5;10) who exhibited systematic differences in their linguistic knowledge of target phonological contrasts. A free classification task was used to tap children's conceptual knowledge of these contrasts, with features of place and manner experimentally manipulated. Three questions were addressed: which features do children use to categorize segmentai information, do the defining features of a category shift as the phonological system advances, and which framework of underspecification theory best accounts for the results? All children categorized segments on the basis of marked nonredundant featural properties, and used only one feature value to define category membership consistent with radical underspecification. Linguistic knowledge and linguistic input both influenced children's category judgements, but to different degrees. The emergence of phonological categories involved increasing feature differentiation as the child's productive phonology advanced.