The University of Texas at Austin.
University of North Texas, Denton.
J Speech Lang Hear Res. 2023 Feb 13;66(2):527-544. doi: 10.1044/2022_JSLHR-22-00446. Epub 2023 Feb 7.
Place and manner of articulation in American English-learning children's salient consonant-vowel-consonant-vowel (CVCV) target words (e.g., , , and ) were compared with their actual productions of these words. We hypothesized that target words with repeated place and/or manner characteristics in CVCV consonant sequences would be matched in children's actual productions more frequently than target words with variegated place and manner sequences. This hypothesis was based on a proposal that children use available production system capacities to produce salient word forms derived from perceptual input on those word forms.
Place and manner sequences were analyzed in 2,092 tokens of CVCV target words produced by 18 typically developing children in the single-word period. All data were from these children's spontaneous functional speech in a familiar speaking context. Both target word forms and actual child productions of those targets were analyzed.
Results indicated that CVCV word target sequences predominantly consisted of repetitions in both place and manner of articulation (e.g., labial-labial, stop-stop). Targets with repetitions of consonant sequences were matched more frequently than targets with variegated sequences for both place and manner (e.g., labial-coronal, stop-nasal) in these children's actual productions. Results also indicated that CVCV target words beginning with a labial consonant (e.g., , , and ) were matched in children's actual productions more frequently than words with coronal or dorsal consonant onsets (e.g., and ).
In CVCV word forms, occurring in early output, children's actual productions matched their target word sequences when the words consisted of repeated sequences in both place and manner. These results suggest that salient target words with repeated sequences may help children support increases in their repertoire of meaningful vocalizations during the transition from babbling to meaningful speech.
比较美国英语学习儿童在突出的辅音-元音-辅音-元音（CVCV）目标词（如，，和）中的发音位置和方式与他们实际发出这些词的方式。我们假设，在 CVCV 辅音序列中具有重复发音位置和/或方式特征的目标词在儿童的实际发音中会比具有变化发音位置和方式序列的目标词更频繁地匹配。这一假设基于这样一种观点，即儿童利用可用的发音系统能力来产生源自对这些词形式的感知输入的突出词形式。
在 18 名正常发展的儿童在单词语期产生的 2092 个 CVCV 目标词的语料中分析了发音位置和方式序列。所有数据均来自这些儿童在熟悉的口语环境下的自发功能性言语。对目标词形式和这些目标的实际儿童发音都进行了分析。
结果表明，CVCV 单词目标序列主要由发音位置和方式的重复组成（例如，唇音-唇音，塞音-塞音）。对于这些儿童的实际发音，具有重复辅音序列的目标比具有变化序列的目标在位置和方式上匹配得更频繁（例如，唇音-冠音，塞音-鼻音）。结果还表明，在儿童的实际发音中，以唇音辅音开头的 CVCV 目标词（如，，和）比以冠音或齿背辅音开头的词（如，和）匹配得更频繁。
在早期输出中出现的 CVCV 词形式中，当单词由位置和方式的重复序列组成时，儿童的实际发音与他们的目标词序列相匹配。这些结果表明，具有重复序列的突出目标词可能有助于儿童在从咿呀学语到有意义的言语过渡期间增加他们有意义的发声能力。
