CLINICAL CHANGE IN PHONOLOGICAL CATEGORIES

这项研究计划旨在考察语音的发展。 根据患有语音障碍的儿童进行分类。其目的是为了 通过实验测试课程、类型、原则和限制 这些孩子在语音类别上的重组。一个 采用跨学科的方法，将理论和 认知心理学、语言学和言语语言方法论 对72名儿童的病理学研究。计划了四个主要项目， 每一项都涉及对儿童声音的语音和声学描述 系统，对儿童对语音类别的判断的评估，以及 临床治疗。项目I考察了类别的变化过程 通过评估某些音系类别是 是他人发展的先决条件。项目II区分以下类型 通过检验某些音素的假说来改变类别 在临床上，这些变化比其他的更容易诱发。项目III开始实施 通过检验假说来确定支配范畴的原则问题 临床引起的变化的程度和程度受 儿童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进行类别重组的局限性 音位变化。这项研究计划的结果将有助于 对音系范畴、发展和变化的理解。 以临床治疗为目标，具有很强的应用意义 就是引发这样的变化。从理论上讲，一个完整的模型 在音系学领域实例化的范畴的发展将 结果。分类的域特定属性，尤其是 音系学，将与更广泛地归因于 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.