Gierut J A
Indiana University, Bloomington.
J Speech Hear Disord. 1989 Feb;54(1):9-19. doi: 10.1044/jshd.5401.09.
The purpose of this paper was to evaluate a phonological treatment program of maximal rather than minimal feature contrasts by charting the course of learning in a child displaying a systematic error pattern involving the nonoccurrence of word-initial consonants. Generalization data indicated that the child learned 16 word-initial consonants following treatment of only three sets of maximal opposition contrasts. Overgeneralization data indicated that the child restructured his phonological system based on a larger concept of "word initialness." Basic components of and differences between various forms of contrast treatment are discussed.
本文的目的是通过记录一名表现出涉及词首辅音缺失的系统性错误模式的儿童的学习过程，来评估一个采用最大而非最小特征对比的语音治疗方案。泛化数据表明，该儿童在仅接受三组最大对立对比的治疗后学会了16个词首辅音。过度泛化数据表明，该儿童基于“词首性”这一更大的概念对其语音系统进行了重构。文中讨论了各种形式对比治疗的基本组成部分及其差异。
