Phonological Rhythm: Definition and Development

Allen, George D.; Hawkins, Sarah

doi:10.1016/b978-0-12-770601-6.50017-6

Cited by 187 publications

(183 citation statements)

References 48 publications

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“…It has been reported in the literature (e.g., Allen & Hawkins 1978, 1980Snow 1995Snow , 1998, that young children have yet to learn how to control pitch properly while adults and more linguistically mature children show a robust scaling of the pitch accent which is quite constant across different stress patterns. Adults can achieve the appropriate scaling even in word-and phrase-final position, when there is less space for the tonal movement to unfold and there is a risk of not reaching the target.…”

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confidence: 99%

“…Children learning Spanish, a language with relatively simple syllabic structures and a higher statistical frequency of words with three or more syllables, can produce multisyllabic words much earlier than children learning Catalan (Prieto 2006), English, or German (Lleó & Demuth, 1998;Lleó, 2006) Since alignment strongly depends on the segmental composition and duration of the stressed syllables, we expect that Spanish and perhaps also Catalan children will acquire the rhythmic pattern of their languages earlier than English children and that they may master adult-like alignment earlier as well. On the other hand, on the basis of reports in the literature (Allen & Hawkins, 1978, 1980 an earlier age in all three languages.…”

Section: General Goals and Research Questionsmentioning

confidence: 99%

“…Indeed, it is generally believed that young children show good control of pitch from a very young age although they still produce excessively long syllables and need time to learn to produce appropriate contrasts in syllable length according to metrical factors such as prominence and position in the word and utterance (Allen & Hawkins, 1978, 1980Kehoe, Stoel-Gammon, & Buder, 1995;Snow, 1994;Payne et al, in press). Other studies, however, have found substantial variability in the pitch control of infants and very young children (see DePaolis, Vihman, & Kunnari, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Tonal Targets in Early Child English, Spanish, and Catalan

et al. 2012

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This study analyses the scaling and alignment of low and high intonational targets in the speech of 27 children -nine English-speaking, nine Catalan-speaking, and nine Spanish-speaking -between the ages of two and six years. We compared the intonational patterns of words controlled for number of syllables and stress position in the child speech to the adult target speech provided by their mothers, and to a dataset of adult-directed-speech recorded at a later stage for the purpose of measuring pitch height. A corpus of 624 utterances was elicited using a controlled naming task and analysed within the Autosegmental Metrical framework. Measuring the pitch height and pitch timing of nuclear pitch accents, we found that once the effects of syllable duration are accounted for, young children reach tonal targets with remarkable precision. Overall, the results indicate that the phonetic aspects of intonation are acquired from a very early age. Even the youngest children show adult-like alignment of the low target, although mastery of the high target increases with age. Young Spanishspeaking children, however, show a more precise attainment of pitch scaling and alignment of their (high) tonal targets than do Catalan and English children; where the ambient language lies within a general prosodic typology appears to influence the acquisition of tonal targets.

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confidence: 99%

Section: General Goals and Research Questionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Tonal Targets in Early Child English, Spanish, and Catalan

et al. 2012

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“…It is widely agreed that children's paradigmatic production of vowels (that is, vowels produced in isolation) is achieved by approximately 3 years of age (Allen & Hawkins, 1980;Smit, Hand, Freilinger, Bernthal, & Bird, 1990). Whereas, children's syntagmatic productions (that is, vowels produced in context) continue to develop beyond the preschool years, particularly in non-final weak syllables (James et al, 2008;James et al, 2016).…”

Section: Consonant Vowel and Total Phoneme Accuracymentioning

confidence: 99%

Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity

Masso

McLeod

Baker

et al. 2016

International Journal of Speech-Language Pathology

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RUNNING HEAD: Polysyllable productions in preschool children with SSD 2 Abstract Purpose: Children with speech sound disorders (SSD) find polysyllables difficult; however, routine sampling and measurement of speech accuracy are insufficient to describe polysyllable accuracy and maturity. This study had two aims: (1) compare two speech production tasks and, (2) (5) alteration of phonotactics (77.4%), (6) alteration of timing (63.4%), and (7) assimilation or alteration of sequence (0.0%). The Framework of Polysyllable Maturity described five levels of maturity based on children's errors. Conclusions: Polysyllable productions of preschool children with SSD can be analysed and categorised using the WAP, and interpreted using the Framework of Polysyllable Maturity.

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“…However, it is also known that some aspects of intonation, such as intonational contours, are acquired very early in the first language, while other aspects, such as fine phonetic control of pitch are mastered later (e.g. Allen Hawkins 1980, Payne et al 2012, Snow 1994. Adult learners also seem to acquire intonational contours earlier than the fine phonetic control of timing and pitch (e.g.…”

Section: Introductionmentioning

confidence: 99%

Intonational phonology and politeness in L1 and L2 Spanish

Astruc

Vanrell

2016

Probus

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This study makes a foray into the politeness strategies used by English learners of Spanish by comparing a corpus of invitations and requests recorded by 14 adult English learners of beginner level Spanish as part of their course assignment to the data recorded by 12 native speakers. The native speakers' data was collected using discourse completion tests which elicited offers and requests in scenarios controlled for social distance, power, and the cost of the request or offer. All the data was analysed pragmatically, by quantifying the occurrence of politeness strategies, and phonologically, by transcribing pitch accents and boundary tones in line with the guidelines of the Autosegmental Metrical framework. The results show that, depending on the situation, native speakers combine the use of different lexical and morpho-syntactic devices with the use of specific intonational patterns. Most learners at beginner level correctly use a limited range of morpho-syntactic politeness strategies appropriate to their level, and these are frequently reinforced with intonation. However, our data also show that beginner learners often transfer the intonational patterns of their first language.

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Phonological Rhythm: Definition and Development

Cited by 187 publications

References 48 publications

Tonal Targets in Early Child English, Spanish, and Catalan

Tonal Targets in Early Child English, Spanish, and Catalan

Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity

Intonational phonology and politeness in L1 and L2 Spanish

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