DEVELOPMENT OF PHONOLOGICAL CATEGORIES

这项研究计划的长期目标是研究 音系障碍儿童音系范畴的发展 紊乱 具体的目的是描述精神 语音类别的表征和评估处理 这一群体在分类中使用的策略。 这些目标将 通过实验测试课程，类型，原则， 和限制的重组音系类别，这些 孩子 采用跨学科的研究方法， 整合认知心理学的理论和方法， 语言学和言语语言病理学在72名儿童 四个主要项目计划，每一个涉及语音和声学 描述儿童的声音系统，评估儿童的 语音类别的判断，以及实验临床 治疗 项目一审查了类别的变化过程， 评价某些语音范畴是 是别人发展的前提。 项目二区分类型 通过检验一些语音学的假设， 在临床上比其他变化更容易诱发。 Project HI采取 通过审查《公约》， 假设临床诱导变化的程度和范围是 受孩子对语音的预先假设的影响， 系统 项目四通过确定 孩子们没有语音变化的风险。 这场 研究计划将有助于理解语音 分类、发展和变化。 有很强的应用 重要性在于临床治疗的目标是诱导这种 变化 这些发现将导致治疗进展， 促进音响系统的最大变化。 从理论上讲， 分类发展的综合模式， 音系学领域将产生。 的域特定属性 分类，特别是语音学，将区别于 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.