![]() ![]() ![]() The purpose is to identify phonological and psycholinguistic processes associated with the pattern. The present article examines the pattern in a bilingual child’s longitudinal speech in English from age 2 7 to 4 0, focusing on word-initial consonant addition. Despite the scarcity and subtlety of the pattern, evidence in child and adult data indicates universality. The A-map model thus not only offers an account of a problematic phenomenon in development, but also provides a mechanism to model motor-grammar interactions in adult speech, including in cases of acquired speech impairment.Īdded syllable complexity, whereby a non-targeted consonant is added next to a targeted consonant in the syllable, has received relatively little attention in studies of children with speech sound disorders (SSD) and typically developing children. These constraints are not child-specific, but remain present in the adult grammar, although their influence is greatly attenuated as a wide range of motor plans come to be realized with a similar degree of reliability. These forces are expressed in the grammar by two constraints that draw on the motor-acoustic detail stored in the A-map. We propose that child phonological patterns are shaped by competition between two essential forces: the pressure to match adult productions of a given word (even if the attempt is likely to fail due to performance limitations), and the pressure to attempt a pronunciation that can be realized reliably (even if phonetically inaccurate). The computations of the child’s grammar are influenced by the distributional properties of motor-acoustic traces of previous productions, stored in episodic memory and indexed in the eponymous A-map. Due to the performance limitations imposed by structural and motor immaturity, children’s outputs differ from adult target forms in both systematic and sporadic ways. We propose a new theoretical approach, termed the A(rticulatory)-Map model, to account for the origin and elimination of child-specific phonological patterns. a.∂.i the more open vowel has the highest degree of sonority a is greater than ∂ and ∂Įxample l, m, u, t, b, n, a, z, i, з, e.This paper addresses a phenomenon of longstanding interest: the existence of child-specific phonological patterns which are not attested in adult language. It is therefore possible to postulate a sonority hierarchy among segments using the > (greater than) more sonorous than symbol.Į.g. Therefore more sonorous than their voiceless counterparts. Stops are the least sonorous.ī) Voicing is also a determining factor of the degree of sonority. Vowels have the least blockage (open approximation) and therefore are the most sonorous speech sounds. Calculating the degree of sonorityĪ) It is closely linked in articulatory terms with the degree of blockage of the air stream. It is a sound’s loudness relative to that of the other sounds with the same length stress and pitch. The phonetic and phonological features of sonority is an articulatory prosodic feature. ECONOMICS OF EDUCATION: What do we mean by the concept of demand and supply in relation to Education?Įxplain the phenomenon that is sonority in the English language Sonority.7.3 Preschool Curriculum: Can you analyze the concept of core curriculum in the context of the school curriculum listing its advantages and disadvantages?.ECONOMICS OF EDUCATION: What is the usefulness of economics in education?.CURRICULUM DEVELOPMENT: Historical foundations of the curriculum.Instructional Methods: What are schemes of work and what are their importance?.History and Government: What is the importance of resource persons in the teaching and learning of History and Government?.9.4 Preschool Curriculum: Can you show the various factors that influence curriculum change in Kenya?.1.2 Comparative Education: Comparative Education: What is the purpose of Studying Comparative Education?.History and Government:What are the limitations of Archaeology as a source of history?.1.1 History of Education: What is the importance of Studying History of education in the 21st Century?.2.4 Literary Aesthetics: Do you understand Plato’s views on Pleasure and the impact of poetry and drama?.2.3 Literary Aesthetics: Can you support the theory that Literary Imitation is a lie?.2.2 Literary Aesthetics: Can you give an analysis of Plato’s views on Literature?. ![]() 2.1 Literary Aesthetics: What is the background of Plato’s views on Literature?.1.1 Literary Aesthetics: Do you understand the concept of aesthetics in the context of Literary Aesthetics?. ![]()
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