CLINICAL CHANGE IN PHONOLOGICAL CATEGORIES

这项研究计划旨在研究语音的发展 根据有语音障碍的儿童进行分类。 目的是 实验测试的过程中，类型，原则，和限制 这些孩子在语音分类上的重组。 一个 采用跨学科的方法，将理论和 认知心理学、语言学和言语语言学的方法论 在72名儿童的研究中， 规划了四个主要项目， 每一个都包括对儿童声音的语音学和声学描述 系统，评估儿童对语音类别的判断， 临床治疗 项目一审查各类别的变化过程 通过评估某些语音类别是 是别人发展的前提。 项目二区分了 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。 项目三 通过检验假设， 临床诱导变化的程度和范围受以下因素的影响： 孩子对音响系统的预设假设。 项目四测试 通过识别处于危险中的儿童来进行类别重组的局限性 语音变化 这项研究计划的成果将有助于 对音系分类、发展和变化的理解。 临床治疗目标的确定具有较强的应用意义 就是引导这种变化。 从理论上讲， 在音位学领域中，范畴的发展将 结果. 范畴化的领域特定属性，特别是 音系学，将区别于那些更普遍地归因于 学习者的认知能力。

The research program is designed to examine the development of phonological categories by children with phonological disorders. The aim is to experimentally test the course, types, principles, and limits of restructuring in phonological categories by these children. An interdisciplinary 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, assessment of children's judgments of phonological categories, and 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 III 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 sound system. Project IV tests the limits of category restructuring 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. 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 attributable more generally to the cognitive capabilities of learners.