ACOUSTIC STRUCTURE OF SPEECH TO YOUNG CHILDREN

幼儿言语的声学结构

• 批准号: 3330894
• 负责人: JAMES L MORGAN
• 金额: $ 7.95万
• 依托单位: BROWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-07-01 至 1996-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3330894
• 关键词: auditory stimulus; child psychology; cues; human subject; imitative behavior; information systems; language development; mother child interaction; perception; preschool child (1-5); psychoacoustics; speech; vocabulary

Speech constitutes children's primary linguistic data, occupying a fundamental causal role in acquisition: children to whom English speech is addressed learn English, children to whom Mandarin speech is addressed learn Mandarin, and so forth. Child-directed speech is a unique register that, among other things, sounds different than other types of speech. Global acoustic characteristics of child-directed speech have been investigated in a number of studies dating from the middle 1970's. However, more fine-grained acoustic characteristics of chid-directed speech, which are critical for determining whether and how grammatical information in encoded, remain largely unexplored. The hypothesis motivating the proposed research is that input speech may encode information on abstract aspects of grammar, providing bases for an initial rough categorization of words into form classes and for parsing sentences into major constituent phrases. To the extent that this account is correct, existing theories assuming that input supports only an impoverished representation and attributing to the child a complex, specifically linguistic learning apparatus will be challenged. This hypothesis may also have ramifications for treatment of language deficits, suggesting that such deficits may arise less from central difficulties in grammatical analyses and more from peripheral difficulties in organizing the information available in input. The proposed studies are designed to begin to explore several fundamental issues. How does input support segmentation of continuous speech into words? Does input speech provide perceptual bases for initial categorization of words into form classes? What aspects of input speech foster children's use of particular words or morphemes? Does input speech provide reliable cues to sentence phrase structure? Taken together, these studies will provide basic descriptive evidence on the acoustic nature on input speech and will provide foundations for further hypothesis-driven investigations of language input.

言语是儿童的主要语言材料， 在习得中的基本因果作用：对他们说英语的儿童 被称呼为学习英语、普通话的孩子 学习普通话等等。 儿童导向言语是一种独特的语域 这听起来与其他类型的语言不同。 儿童导向语音的全局声学特性已经被 在20世纪70年代中期的一些研究中进行了调查。 然而，更细粒度的声学特性的儿童导向 这是决定是否和如何语法的关键 信息编码，仍然在很大程度上未被探索。 该研究的假设是，输入语音可能 对语法的抽象方面的信息进行编码，为 将词初步粗略地分类为词形类别， 把句子分解成主要的短语。 的程度 这种说法是正确的，现有的理论假设输入支持 只有一个贫穷的代表性和归因于儿童， 复杂的，特别是语言学习设备将受到挑战。 这一假设也可能对语言的治疗产生影响 赤字，这表明这种赤字可能会产生较少的中央 语法分析的困难和更多来自外围 在组织输入中可用的信息方面存在困难。 拟议的研究旨在开始探索几个基本的 问题. 输入如何支持将连续语音分割为 文字？ 输入语音是否为初始语音提供感知基础？ 把词归类为形式类？ 输入语音的哪些方面 寄养儿童使用特定的单词或词素？ 是否输入 言语能为句子结构提供可靠线索吗？ 采取 总之，这些研究将提供基本的描述性证据 声学性质的输入语音，并将提供基础，为进一步 假设驱动的语言输入研究。