DEVELOPMENT OF PHONOLOGICAL CATEGORIES

该研究计划的长期目标是检验 语音类别儿童的语音类别发展 失调。 具体目标是表征心理特征 语音类别的表示并评估处理 该人群用于分类的策略。 这些目标将 通过实验测试课程、类型、原理来完成， 以及这些语音类别重组的局限性 孩子们。 采用跨学科研究方法， 整合认知心理学的理论和方法， 语言学和言语病理学对 72 名儿童的研究 计划有四个主要项目，每个项目都涉及语音和声学 儿童声音系统的描述、儿童的评估 语音类别的判断和实验临床 治疗。 项目 I 通过以下方式检查类别的变化过程： 评估某些语音类别的假设 是他人发展的先决条件。 项目二区分类型 通过检验某些音系的假设来研究类别的变化 与其他变化相比，临床上更容易引起变化。 HI 项目需要 通过审查 假设临床引起的变化的程度和范围是 受到孩子对语音的预先假设的影响 系统。 项目 IV 通过识别来测试类别变化的极限 处于无语音变化风险的儿童。 这件事的结果 研究计划将有助于理解语音学 类别、发展和变化。 有较强的应用性 意义在于临床治疗的目标是诱导这种 改变。 即将出现的发现将导致治疗的进展 促进音响系统的最大变革。 理论上，一个 类别发展的综合模型，如 音韵学领域将会产生。 领域特定的属性 分类，特别是音系学，将与 那些更普遍地归因于认知能力的 的学习者。

The long-term objective of this research program is to examine the development of phonological categories by children with phonological disorders. The specific aims are to characterize the mental representation of phonological categories and to evaluate processing strategies used in categorization by this population. These goals will be accomplished by experimentally testing the course, types, principles, and limits of restructuring in phonological categories by these children. An interdisciplinary research approach is adopted, integrating theories and methodologies of cognitive psychology, linguistics, and speech-language pathology in the study of 72 children' Four main projects are planned, each involving phonological and acoustic descriptions of children's sound systems, assessments of children's judgments of phonological categories, and experimental clinical treatment. Project I examines the course of change in categories by evaluating the hypothesis that certain phonological categories are prerequisite for others in development. Project II differentiates types of change in categories by testing the hypothesis that some phonological changes are easier to induce clinically than others. Project HI takes up the issue of principles governing categories by examining the hypothesis that the degree and extent of clinically-induced change is influenced by a child's predetermined assumptions about the phonological system. Project IV tests the limits of category change by identifying children at risk for no phonological change. The outcome of this research program will contribute to an understanding of phonological categories, development, and change. There is strong applied significance in that the goal of clinical treatment is to induce such change. The findings to emerge will lead to treatment advances for facilitating the greatest change in sound systems. Theoretically, an integrated model of the development of categories as instantiated in the domain of phonology will result. Domain-specific properties of categorization, particular to phonology, will be distinguished from those that are attributable more generally to the cognitive capabilities of learners.