Fillers: how much do they generalize?

López-Ornat, Susana

doi:10.1017/s0305000900004517

Cited by 7 publications

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“…Una de las manifestaciones más estudiadas del inicio de este proceso son los "fillers" o sonidos de relleno que empiezan a aparecer delante de las palabras (p. e. "e cote" por "el coche"). A partir de ellos podemos inferir que una estructura fonoprosódica guía la ruptura de la continuidad del input lingüístico en unidades entonativas o acentuales, haciendo posible la segmentación, almacenamiento y análisis de la información gramatical relevante (López Ornat, 2001;Mariscal, 1998;Peters y Stromqvist, 1996). Otro paso importante hacia la gramática tiene lugar cuando el niño empieza a yuxtaponer dos o tres palabras.…”

Section: La Hipótesis De La Gradualidadunclassified

La evaluación del desarrollo gramatical temprano en la adaptación española de los Inventarios MacArthur

Mariscal

Gallo

2006

Estudios de Psicología

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El desarrollo gramatical constituye uno de los procesos cruciales del desarrollo cognitivo en los primeros años de vida. Este artículo presenta datos obtenidos mediante el MCDI-E, una versión revisada y ampliada de los Inventarios MacArthur-Bates de Desarrollo Comunicativo (MCDI), que permite evaluar el uso de la gramática en niños hablantes de español de 16 a los 30 meses. Se describen los cambios introducidos con respecto a la escala original, los cuales refuerzan la relación del instrumento con las concepciones actuales en la psicolingüística evolutiva. Se presentan los primeros resultados (n=238) del estudio de baremación en curso, relativos a la correlación de la gramática con los demás apartados del inventario (vocalizaciones y vocabulario), a la evolución gramatical (coherentes con datos previos longitudinales y experimentales), y a la fiabilidad del cuestionario. A partir de ellos es posible afirmar que el MCDI-E incluye un procedimiento eficaz y fiable para evaluar el desarrollo gramatical temprano.

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Section: La Hipótesis De La Gradualidadunclassified

La evaluación del desarrollo gramatical temprano en la adaptación española de los Inventarios MacArthur

Mariscal

Gallo

2006

Estudios de Psicología

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“…The morphosyntactic and phonological determinants mentioned by Veneziano & Sinclair (2000) recur in many other studies of fillers. Fillers act as proto-articles in children acquiring French, German, English and Spanish (Bassano & Eme, 2001 ;Kilani-Schoch & Dressler, 2001 ;Lleo, 2001 a;Lopez-Ornat, 2001 ;Pepinsky, Demuth & Roark, 2001;Peters & Menn, 1993). But they can also target other grammatical categories, such as modal verbs (Kilani-Schoch & Dressler, 2001 ;Peters, 2001 b ;Veneziano & Sinclair, 2000), question words (Dabrowska, 2001) or comparative adverbs and relative clause markers (Feldman & Menn, 2003).…”

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Fillers as signs of distributional learning

2008

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A longitudinal analysis is presented of the fillers of a Dutch-speaking child between 1.10 and 2.7. Our analysis corroborates familiar regularities reported in the literature: most fillers resemble articles in shape and distribution, and are affected by rhythmic and positional constraints. A novel finding is the impact of the lexical environment: particular function words act as 'anchor' words that attract occurrences of schwa fillers after them. The child inserts significantly more schwa fillers in these contexts. The anchor words are among the most frequent words preceding articles in the input, indicating a sharp sensitivity to such distributional regularities. Nasal fillers too are affected by distributional learning, but at the phonological level: the child first uses nasals before [h]-initial nouns, and then generalizes this usage to all [h]-initial words. These observations are related to the growing body of evidence for the impact of distributional learning on early language production.

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A Cognitive-Pragmatic Model for the change from single-word to multiword speech: A constructivist approach

Veneziano

2013

Journal of Pragmatics

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International audienceWhat brings young children to gradually replace single-word with multiword utterances? The Cognitive-Pragmatic Model (CPM) is elaborated to answer this question. It is based on the idea that single-word utterances are a well-established behaviour and considers that the change from single-word to multiword speech requires a conceptual change in the way children apprehend the relationship between communicative intentions and their verbal expression. The CPM proposes that two phenomena, expressive options and co-constructed Sucessive Single-Word Utterances (SSWUs) - Conversationally-generated and discourse-sustained Child-generated -, provide the initial steps in the transition towards multiword speech. The CPM predicts that children (1) start showing expressive options and producing Conversationally-generated and Child-generated SSWUs sustained by immediately previous discourse; (2) all kinds of SSWUs appear before multiword utterances; (3) across-turns Child-generated SSWUs appear before within-turn Child-generated SSWUs; and (4) before multiword utterances become dominant, children rely often on conversation and/or on immediately previous discourse to produce SSWUs or multiword utterances. The predictions of the Cognitive Pragmatic Model are confirmed by the longitudinal data of two French-acquiring children observed during spontaneously occurring interaction. The implications of the Cognitive Pragmatic Model and issues requiring further investigation are identified and discussed

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Fillers: how much do they generalize?

Cited by 7 publications

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La evaluación del desarrollo gramatical temprano en la adaptación española de los Inventarios MacArthur

La evaluación del desarrollo gramatical temprano en la adaptación española de los Inventarios MacArthur

Fillers as signs of distributional learning

A Cognitive-Pragmatic Model for the change from single-word to multiword speech: A constructivist approach

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