Munson Benjamin, Edwards Jan, Beckman Mary E
Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis.
Top Lang Disord. 2005 Jul;25(3):190-206. doi: 10.1097/00011363-200507000-00003.
This article discusses 4 types of phonological knowledge: knowledge of the acoustic and perceptual characteristics of speech sounds (perceptual knowledge), knowledge of the articulatory characteristics of speech sounds (articulatory knowledge), higher level knowledge of the ways that words can be divided into sounds and related phonotactic constraints on how sounds can be combined into words (higher level phonological knowledge), and knowledge of the ways that variation in pronunciation can be used to convey social identity (social-indexical knowledge). The first section of the article discusses the nature of these types of knowledge in adults. The second describes how they develop in children with typical language development. The third section outlines how different types of knowledge may be compromised in children with functional speech-sound impairments. Together, these 3 sections serve as a review for practicing clinicians of the types of phonological knowledge that underlie accurate and fluent speech production.
本文讨论了4种语音知识：关于语音的声学和感知特征的知识（感知知识）、关于语音的发音特征的知识（发音知识）、关于单词如何被划分为语音以及关于语音如何组合成单词的相关音位结构限制的更高层次知识（更高层次语音知识），以及关于发音变化如何用于传达社会身份的知识（社会索引知识）。文章的第一部分讨论了这些知识类型在成年人中的本质。第二部分描述了它们在语言发育正常的儿童中是如何发展的。第三部分概述了在功能性语音障碍儿童中不同类型的知识可能是如何受损的。这三个部分共同为执业临床医生提供了对准确流畅语音产生所依据的语音知识类型的综述。
