Individual differences in phonological development: ages one and three years.
Individual differences in phonological development: ages one and three years.
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语音发育的个体差异：一岁和三岁。
DOI：
10.1044/jshr.3004.503
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发表时间：
1987
期刊：
影响因子：
--
通讯作者：
M. Greenlee
中科院分区：
文献类型：
--
作者：
M. Vihman;M. Greenlee
本文报告了一项对10名正常发育儿童在1岁和3岁时语音发展个体差异持久性的研究结果。数据是基于在9 - 17个月和36个月期间每周在家中自发的母子互动会话的1/2小时的音频和视频记录。此外，在3岁时进行语音和认知测试。在1岁时，根据在一个会话中使用的不同单词类型的数量，对孩子们进行了四次比较。对特定语音类别（摩擦音、液体音、末辅音）的偏好与3岁时对这些类别的相对掌握并不相符。从婴儿的咿呀学语和词汇两方面来看，高频率使用含有真辅音的发声被发现预示着孩子在3岁时语音上有更大的进步。三岁时的语音错误有两种：一种是由于特定音段的发音困难造成的，另一种是更年幼的孩子的典型语音错误，包括音段或音节的重排、同化或删除（韵律错误）。儿童在可理解性和特定的片段替换和簇减少方面存在差异。他们在韵律错误的比例和音段错误的一致性上也存在差异。最后，在语音组织中表达的认知或学习风格的各个方面被发现在1岁和3岁时都是可识别的。
This paper reports the results of a study of the persistence of individual differences in the phonological development of 10 normally developing children observed at age 1 year and again at age 3 years. Data were based on 1/2-hr audio and video recordings of weekly spontaneous mother-child interaction sessions in the home between 9 and 17 months and at 36 months. In addition, phonological and cognitive probes were administered at age 3. At age 1 the children were compared at four times selected on the basis of the number of different word types used in a session. Preferences for particular phonological categories (fricatives, liquids, final consonants) were found not to correspond to relative mastery of those categories at age 3. Based on both babble and words, high use of vocalizations containing true consonants was found to be predictive of greater phonological advance at age 3. Phonological errors of two kinds were distinguished for age 3: those resulting from difficulty with specific segments and those more typical of younger children, involving the rearrangement, assimilation, or deletion of segments or syllables (prosodic errors). The children differed in intelligibility and in specific segment substitutions and cluster reductions. They also differed in the proportion of prosodic errors made and in consistency in segmental errors. Lastly, aspects of cognitive or learning style as expressed in phonological organization were found to be recognizable at both age 1 and age 3.