Early phonetic and lexical development: A productivity approach
Early phonetic and lexical development: A productivity approach
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DOI：
10.1044/1092-4388(2001/054
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发表时间：
2001-06-01
影响因子：
2.6
通讯作者：
Vihman, MM
中科院分区：
文献类型：
--
作者：
McCune, L;Vihman, MM
研究者经常在缺乏语音数据的情况下考察单字词典的发展。然而，大量的文献证明了牙牙学语的语音和早期语言之间的关系，很明显，生产技能是建立词汇的关键。本研究采用纵向生产力标准来建立儿童的语音技能。20名儿童的年龄为9至16个月，他们的声音模式的一致性水平进行了检查，在他们的词汇生产，提供了一个相对较大的样本演示语音/词汇的关系在过渡到语言。在16个月的观察中，持续产生的特定辅音的数量预测了参考词汇的使用，而过渡到参考本身标志着在一个会话中产生的不同单词的数量急剧增加。最早的指称语使用者在产生[p/B]时表现出了先前的一致性，这也是他们的话语中占主导地位的。先前使用至少两个声门上辅音是指涉组的特征。孩子们在特定的辅音，他们生产的一致性，这些相同的辅音，根据不同的儿童剧目，特点几乎所有的辅音为基础的话，每个孩子在最后两个月的观察。这些发现被解释为儿童的表征能力和语用技能的同期发展。
Researchers frequently examine the development of the single-word lexicon in the absence of phonetic data. Yet a large body of literature demonstrates relationships between the phonetics of babble and early speech, and it is clear that production skill is essential for establishing a lexicon. This study uses longitudinal productivity criteria to establish children's phonetic skill. Twenty children were followed hem age 9 to 16 months, and their level of consistency of vocal patterns was examined in relation to their lexical production, providing a relatively large-sample demonstration of phonetic/lexical relationships at the transition to language. Number of specific consonants produced consistently across the months of observation predicted referential lexical use at 16 months, whereas the transition to reference itself signaled the onset of a sharp increase in numbers of different words produced in a session. The earliest referential speakers exhibited prior consistency in the production of [p/b], which also predominated in their words. Prior use of at least two supraglottal consonants characterized the referential group. Children varied in the specific consonants they produced consistently, and these same consonants, varying according to individual child repertoire, characterized nearly all consonant-based words produced by each child in both of the final 2 months of observation. These Findings are interpreted in relation to the children's contemporaneous development of representational ability and pragmatic skill.