Measuring Child Rhythm

Payne, Elinor; Post, Brechtje; Astruc, Lluïsa; Prieto, Pilar; Vanrell, María del Mar

doi:10.1177/0023830911417687

Cited by 59 publications

(68 citation statements)

References 52 publications

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“…The more even distribution of weak prominences results in the percept of a more evenly-timed rhythm. Thus, the local patterns of prominence production observed in the current study likely provide at least a partial explanation for developmental differences in global rhythm that have been remarked on in a separate, but related literature (e.g., Allen & Hawkins, 1980; Grabe, Watson, & Post, 1999; Payne, Post, Astruc, Prieto, & Vanrell, 2012; Prieto, Vanrell, Astruc, Payne, & Post, 2012). …”

Section: Discussionsupporting

confidence: 72%

Lexical and phrasal prominence patterns in school-aged children's speech

Shport

Redford

2013

J. Child Lang.

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This study investigated the integration of word- and phrase-level prominences in speech produced by 25 school-aged children (6;2 to 7;3) and 25 adults. Participants produced disyllabic number words in a straight count condition and in two phrasal conditions, namely, a stress clash and non-clash phrasal context. Duration and amplitude measures of syllable rhymes were used to assess the realization of lexical stress, and fundamental frequency (F0) measures were used to assess the realization of phrasal pitch accents across conditions. Results showed that the duration and F0 correlates varied independently of each other as a function of condition in child speech, but much less so in adult speech. The group differences were taken to indicate that 6-year-old children have yet to develop prosodic structures with integrated prominence. Structural and pragmatic interpretations of the results are discussed.

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Section: Discussionsupporting

confidence: 72%

Lexical and phrasal prominence patterns in school-aged children's speech

Shport

Redford

2013

J. Child Lang.

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“…To wit, children produce the vowel duration patterns associated with strong-weak and weak-strong lexical stress by age 2 years (Pollock, Brammer, & Hageman, 1993; Kehoe, Stoel-Gammon, & Buder, 1995; Schwartz, Petinou, Goffman, Lazowski, & Cartusciello, 1996), but stress-timing at the phrase level does not emerge in English speaking children’s speech until sometime between age 5 and 8 years of age (Grabe, Post, & Watson, 1999; Bunta & Ingram, 2007; Payne, Post, Astruc, Prieto, & Vanrell, 2012). Work in my laboratory suggests that the slow acquisition of phrase-level rhythm in English can be attributed to children’s production of function words (Sirsa & Redford, 2011), consistent with an observation first made by Allen and Hawkins (1978).…”

Section: A Schema-based Model Of Productionmentioning

confidence: 99%

Unifying speech and language in a developmentally sensitive model of production

Redford

2015

Journal of Phonetics

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Speaking is an intentional activity. It is also a complex motor skill; one that exhibits protracted development and the fully automatic character of an overlearned behavior. Together these observations suggest an analogy with skilled behavior in the non-language domain. This analogy is used here to argue for a model of production that is grounded in the activity of speaking and structured during language acquisition. The focus is on the plan that controls the execution of fluent speech; specifically, on the units that are activated during the production of an intonational phrase. These units are schemas: temporally structured sequences of remembered actions and their sensory outcomes. Schemas are activated and inhibited via associated goals, which are linked to specific meanings. Schemas may fuse together over developmental time with repeated use to form larger units, thereby affecting the relative timing of sequential action in participating schemas. In this way, the hierarchical structure of the speech plan and ensuing rhythm patterns of speech are a product of development. Individual schemas may also become differentiated during development, but only if subsequences are associated with meaning. The necessary association of action and meaning gives rise to assumptions about the primacy of certain linguistic forms in the production process. Overall, schema representations connect usage-based theories of language to the action of speaking.

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“…Third, already during the first months after birth the refinement of oral motor skills becomes constrained by the child's ambient language, with prosody as one of the earliest and most influential constraining factors. During the stage of canonical babbling and the acquisition of first words, language specific rhythmical and intonational differences can be discerned between children raised in different language communities [46,47,48,49]. Language-specific prosodic traces may even be detectable much earlier, i.e., in the cries of 2-5 days old newborns [50].…”

Section: Footprints Of Speech Motor Acquisition In the Adult Brainmentioning

confidence: 99%

Neuromotor Speech Impairment: It's All in the Talking

Ziegler¹,

Ackermann²

2013

Folia Phoniatr Logop

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The aim of this article is to explicate the uniqueness of the motor activity implied in spoken language production and to emphasize how important it is, from a theoretical and a clinical perspective, to consider the motor events associated with speaking as domain-specific, i.e., as pertaining to the domain of linguistic expression. First, phylogenetic data are reviewed demonstrating the specificity of the human vocal tract motor network regarding (i) the entrenchment of laryngeal motor skills within the organization of vocal tract movements, (ii) the evolution of a neural basis for skill acquisition within this system, and (iii) the integration of this system into an auditory-motor network. Second, ontogenetic evidence and existing knowledge about the experience-dependent plasticity of the brain are reported to explicate that during speech acquisition the vocal tract motor system is constrained by universal properties of speech production and by the specific phonological properties of the speaker's ambient language. Third, clinical data from dysarthria and apraxia of speech provide the background for a discussion about the theoretical underpinnings of domain-general versus domain-specific views of speech motor control. The article ends with a brief sketch of a holistic neurophonetic approach in experimental inquiries, assessment, and treatment of neuromotor speech impairment.

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Measuring Child Rhythm

Cited by 59 publications

References 52 publications

Lexical and phrasal prominence patterns in school-aged children's speech

Lexical and phrasal prominence patterns in school-aged children's speech

Unifying speech and language in a developmentally sensitive model of production

Neuromotor Speech Impairment: It's All in the Talking

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