Word structures of Granada Spanish-speaking preschoolers with typical versus protracted phonological development.

BACKGROUND: Research on children's word structure development is limited. Yet, phonological intervention aims to accelerate the acquisition of both speech-sounds and word structure, such as word length, stress or shapes in CV sequences. Until normative studies and meta-analyses provide in-depth information on this topic, smaller investigations can provide initial benchmarks for clinical purposes. AIMS: To provide preliminary reference data for word structure development in a variety of Spanish with highly restricted coda use: Granada Spanish (similar to many Hispano-American varieties). To be clinically applicable, such data would need to show differences by age, developmental typicality and word structure complexity. Thus, older typically developing (TD) children were expected to show higher accuracy than younger children and those with protracted phonological development (PPD). Complex or phonologically marked forms (e.g. multisyllabic words, clusters) were expected to be late developing. METHODS & PROCEDURES: Participants were 59 children aged 3-5 years in Granada, Spain: 30 TD children, and 29 with PPD and no additional language impairments. Single words were digitally recorded by a native Spanish speaker using a 103-word list and transcribed by native Spanish speakers, with confirmation by a second transcriber team and acoustic analysis. The program Phon 1.5 provided quantitative data. OUTCOMES & RESULTS: In accordance with expectations, the TD and older age groups had better-established word structures than the younger children and those with PPD. Complexity was also relevant: more structural mismatches occurred in multisyllabic words, initial unstressed syllables and clusters. Heterosyllabic consonant sequences were more accurate than syllable-initial sequences. The most common structural mismatch pattern overall was consonant deletion, with syllable deletion most common in 3-year-olds and children with PPD. CONCLUSIONS & IMPLICATIONS: The current study provides preliminary reference data for word structure development in a Spanish variety with restricted coda use, both by age and types of word structures. Between ages 3 and 5 years, global measures (whole word match, word shape match) distinguished children with typical versus protracted phonological development. By age 4, children with typical development showed near-mastery of word structures, whereas 4- and 5-year-olds with PPD continued to show syllable deletion and cluster reduction, especially in multisyllabic words. The results underline the relevance of multisyllabic words and words with clusters in Spanish phonological assessment and the utility of word structure data for identification of protracted phonological development.

Vowel dominance in overregularizations.

When children produce regularizations like comed, not all verbs are equally likely to be regularized. Several variables (e.g. lexical frequency) have been shown to be relevant, but not all the variability between verbs is understood. It is argued here that one predictor is which vowels are present in the base form vs. the past tense form. Using a notion of recessive vs. dominant vowel (where recessive vowels are more likely to be replaced by dominant vowels than vice versa) based on adult phonological processing, it is predicted that regularizations should be likely when the base vowel is dominant and unlikely when the past tense vowel is dominant. Data from 17 children reported in the literature, aged 1;6-5;6, show that this prediction is correct. Implications for the role of phonological variables in the processing of irregular past tense forms are discussed.

A performance constraint on compensatory lengthening in child phonology.

The systematic mispronunciations of young children often resemble phonological rules, and there is a temptation to treat the data as identical to adult phonological data. However, performance factors are often evident in the child's speech. Constraints in phonological theory are "hard" (all-or-nothing), but constraints in performance are often "soft" (allowing something to occur under some conditions but not under others). One child phonological process that has an obvious linguistic interpretation is compensatory lengthening, wherein a segment becomes long when a nearby segment is deleted. In data from one child, two compensatory lengthening processes led to the creation of [i:] but never [u:], even though [u:] appeared in the child's speech as the correct realization of adult /u:/. The child also showed later mastery of all back rounded vowels and glides than of the corresponding front vowels and glides. It is argued that compensatory lengthening never led to [u:] because of a soft performance constraint against back rounded segments; the hard constraints of phonological theory cannot account for such effects. Performance must be taken into account in the description of child phonology data.

Wordshape errors in language production.

Errors in natural speech that crucially involve the shape of the target word, i.e. interact in some way with the number of consonants and vowels in the word and their relative positioning, are examined in detail. It is shown that context highly constrains the rate of such errors. The data implicate a distinction between a segment level that encodes fine phonemic distinctions and a wordshape level with a course encoding. Implications for the representation of language and cognitive processing in language production are explored.

Interference between phonemes during phoneme monitoring: evidence for an interactive activation model of speech perception.

We explore the recent finding (Newman & Dell, 1978) that the time needed to detect a target phoneme in a phoneme monitoring task is increased when the preceding word contains a phoneme similar to the target. Normal adult native speakers of English monitored auditorily presented sentences and responded as quickly as possible whenever they detected a specified phoneme. We found that preceding word-initial phonemes, despite being processed more quickly, increased the response latency to the following target phoneme more than did preceding word-medial phonemes. There was also an increase in response latency even when the subject could be highly certain that the similar preceding phoneme was not an instance of the target phoneme. We argue that the interference effects are due to fundamental characteristics of perceptual processing and that more time is needed to categorize the target phoneme. We present a computer simulation using an interactive activation model of speech perception to demonstrate the plausibility of our explanation.

Bound morpheme loss errors in normal and agrammatic speech: one mechanism or two?

Loss errors involving bound morphemes in normal and agrammatic speech are examined to determine if all errors can be due to a single processing problem. It is concluded that two problems are present. First, there is a general problem with accessing bound morphemes (or forms containing bound morphemes), leading to the production of the base form. Second, there is a syntactic problem involving agreement. In agrammatism, the first problem is differentially exacerbated. Implications for normal and agrammatic speech are examined.