语音复杂性与语言可学性。
Phonological complexity and language learnability.
作者信息
Gierut Judith A
机构信息
Department of Speech and Hearing Sciences, 200 South Jordan Avenue, Indiana University, Bloomington, IN 47405-7002, USA.
出版信息
Am J Speech Lang Pathol. 2007 Feb;16(1):6-17. doi: 10.1044/1058-0360(2007/003).
Abstract
PURPOSE
To extend formal models of language learnability to applications in clinical treatment of children with functional phonological delays.
METHOD
The focus of the narrative review is on phonological complexity. This follows from learnability theory, whereby complexity in the linguistic input to children has been shown to trigger language learning. Drawing from the literature, phonological complexity is defined from epistemic, ontological, and functional perspectives, with specific emphasis on the application of language universals in the selection of target sounds for treatment.
RESULTS
The cascading effects of phonological complexity on children's generalization learning are illustrated, and frequently asked questions about complexity in treatment are addressed.
CONCLUSION
The role of complexity in cognitive development is introduced to demonstrate the apparent robustness of effects.
摘要
目的
将语言可学习性的形式模型扩展到功能性语音延迟儿童的临床治疗应用中。
方法
叙述性综述的重点是语音复杂性。这源于可学习性理论，该理论表明儿童语言输入中的复杂性已被证明会触发语言学习。从文献中提取，语音复杂性从认知、本体论和功能角度进行定义，特别强调语言普遍性在治疗目标音选择中的应用。
结果
阐述了语音复杂性对儿童泛化学习的级联效应，并回答了治疗中关于复杂性的常见问题。
结论
引入复杂性在认知发展中的作用以证明效应的明显稳健性。
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