Proceedings of the ACL-02 workshop on Morphological and phonological learning -

2002 ◽  
Keyword(s):  
Phonological Learning

The role of production practice in lexical and phonological development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

2010 ◽  
Vol 38 (1) ◽  
pp. 41-45 ◽  
Author(s):  
MARILYN VIHMAN ◽  
TAMAR KEREN-PORTNOY
Keyword(s):  
Individual Differences ◽  
Young Children ◽  
Current Work ◽  
Phonological Development ◽  
Phonological Learning ◽  
Production Practice ◽  
The Relationship

Carol Stoel-Gammon has made a real contribution in bringing together two fields that are not generally jointly addressed. Like Stoel-Gammon, we have long focused on individual differences in phonological development (e.g. Vihman, Ferguson & Elbert, 1986; Vihman, Boysson-Bardies, Durand & Sundberg, 1994; Keren-Portnoy, Majorano & Vihman, 2008). And like her, we have been closely concerned with the relationship between lexical and phonological learning. Accordingly, we will focus our discussion on two areas covered by Stoel-Gammon (this issue) on which our current work may shed some additional light.

Pattern substitution in Wuxi tone sandhi and its implication for phonological learning

2016 ◽  
Vol 3 (1) ◽  
pp. 1-44 ◽  
Author(s):  
Hanbo Yan ◽  
Jie Zhang
Keyword(s):  
Tacit Knowledge ◽  
Learning Model ◽  
Tone Sandhi ◽  
Lexical Frequency ◽  
Phonetic Similarity ◽  
Phonological Learning ◽  
Experimental Behavior ◽  
Phonological Opacity

Tone sandhi in Wuxi Chinese involves “pattern substitution,” whereby the base tone on the first syllable is first substituted by another tone, then spread to the sandhi domain. We conducted a wug test to investigate native Wuxi speakers’ tacit knowledge of tone sandhi and found that the substituion aspect of the sandhi is not fully productive, but the extension aspect is, and sandhi productivity is influenced by the phonetic similarity between base and sandhi tones. These results are discussed in the context of how phonological opacity, phonetic naturalness, and lexical frequency influence phonological learning, and a grammatical learning model that can predict Wuxi speakers’ experimental behavior is proposed.

Phonological learning with output-driven maps

2016 ◽  
Vol 24 (2) ◽  
pp. 148-167
Author(s):  
Bruce Tesar
Keyword(s):  
Phonological Learning

scholarly journals Neutralization and homophony avoidance in phonological learning

Cognition ◽  
2018 ◽  
Vol 179 ◽  
pp. 89-101 ◽  
Author(s):  
Sora Heng Yin ◽  
James White
Keyword(s):  
Phonological Learning ◽  
Homophony Avoidance

Strategies for phonological learning

2006 ◽  
Vol 119 (5) ◽  
pp. 3239-3239
Author(s):  
McNeel G. Jantzen ◽  
Betty Tuller
Keyword(s):  
Phonological Learning

scholarly journals Age of word acquisition effects in treatment of children with phonological delays

2011 ◽  
Vol 33 (1) ◽  
pp. 121-144 ◽  
Author(s):  
JUDITH A. GIERUT ◽  
MICHELE L. MORRISETTE
Keyword(s):  
Language Acquisition ◽  
Experimental Design ◽  
Word Frequency ◽  
Low Frequency ◽  
Age Of Acquisition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Phonological Learning ◽  
Word Acquisition

ABSTRACTThe effects of the age of acquisition (AoA) of words were examined in the clinical treatment of 10 preschool children with phonological delays. Using a single-subject multiple-baseline experimental design, children were enrolled in one of four conditions that varied the AoA of the treated words (early vs. late acquired) relative to their corresponding word frequency (high vs. low frequency). Phonological generalization to treated and untreated sounds in error served as the dependent variable. Results showed that late acquired words induced greater generalization, with an effect size four times greater than early acquired words, whereas the effects of word frequency were minimized. Results are discussed relative to hypotheses about the role of AoA in language acquisition and the relevance of this variable for phonological learning.

On the Role of Cognitive Abilities in Second Language Vowel Learning

2018 ◽  
Vol 62 (2) ◽  
pp. 260-280
Author(s):  
Payam Ghaffarvand Mokari ◽  
Stefan Werner
Keyword(s):  
Second Language ◽  
Inhibitory Control ◽  
Cognitive Abilities ◽  
Short Term Memory ◽  
Attention Control ◽  
Short Term ◽  
Term Memory ◽  
Phonological Learning ◽  
Before And After

This study investigated the role of different cognitive abilities—inhibitory control, attention control, phonological short-term memory (PSTM), and acoustic short-term memory (AM)—in second language (L2) vowel learning. The participants were 40 Azerbaijani learners of Standard Southern British English. Their perception of L2 vowels was tested through a perceptual discrimination task before and after five sessions of high-variability phonetic training. Inhibitory control was significantly correlated with gains from training in the discrimination of L2 vowel pairs. However, there were no significant correlations between attention control, AM, PSTM, and gains from training. These findings suggest the potential role of inhibitory control in L2 phonological learning. We suggest that inhibitory control facilitates the processing of L2 sounds by allowing learners to ignore the interfering information from L1 during training, leading to better L2 segmental learning.

scholarly journals Phonological learning and lexicality of treated stimuli

2010 ◽  
Vol 24 (2) ◽  
pp. 122-140 ◽  
Author(s):  
Judith A. Gierut ◽  
Michele L. Morrisette
Keyword(s):  
Phonological Learning
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