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Representational richness in phonolo...

Curtin, Suzanne Lea.

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Representational richness in phonological development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Representational richness in phonological development./
Author:	Curtin, Suzanne Lea.
Description:	254 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4291.
Contained By:	Dissertation Abstracts International63-12A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3073765
ISBN:	0493938494

Representational richness in phonological development.
Curtin, Suzanne Lea.

Representational richness in phonological development. - 254 p.

Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4291.

Thesis (Ph.D.)--University of Southern California, 2002.

Infants' perception of the speech signal and children's production of polysyllabic words are linked such that the salient properties of the signal are retained in early truncations. This dissertation explores whether the content of early representations built from the perceptual system can explain early production patterns. In addition to establishing these representations, the learner must also acquire knowledge of the general patterns determining the shape of outputs in the native language. In Optimality Theoretic terms (Prince & Smolensky 1993), this means deducing the correct constraint ranking for the target language. This dissertation addresses both of these tasks.

ISBN: 0493938494Subjects--Topical Terms:

1018079
Language, Linguistics.

Representational richness in phonological development.
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100 1 $a Curtin, Suzanne Lea. $3 1908424
245 1 0 $a Representational richness in phonological development.
300 $a 254 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4291.
500 $a Advisers: Rachel Walker; Toben H. Mintz.
502 $a Thesis (Ph.D.)--University of Southern California, 2002.
520 $a Infants' perception of the speech signal and children's production of polysyllabic words are linked such that the salient properties of the signal are retained in early truncations. This dissertation explores whether the content of early representations built from the perceptual system can explain early production patterns. In addition to establishing these representations, the learner must also acquire knowledge of the general patterns determining the shape of outputs in the native language. In Optimality Theoretic terms (Prince & Smolensky 1993), this means deducing the correct constraint ranking for the target language. This dissertation addresses both of these tasks.
520 $a Evidence for the content of children's lexical representations is provided through perceptual experiments. These experiments establish that infants pay attention to stress in the input and use this information to posit initial word boundaries. Moreover, if the stress pattern of a potential lexical item is altered, then infants treat these items as unfamiliar. Examining 7-month-old infants' sensitivity to stress information provides support for enriched representations that encode redundant information.
520 $a Enriched lexical representations are crucial for the acquisition of prosodic structure. I examine the prosodic development of Dutch children, and provide an explanation of the progression from extreme truncations to variability to extreme nontruncations. Acquiring prosodic structure involves determining the correct ranking of constraints for the target language. This process is not clear-cut as the child data exhibits variability in developmental pattern of early productions. I demonstrate how the Gradual Learning Algorithm (Boersma 1998) mirrors the child data, and provides an explanation for the order of constraint re-ranking based on the algorithm's sensitivity to lexical frequencies (Zuraw 2000).
520 $a Acquisition is not divorced from adult phonological theory. Implications of enriched representations for phonological theory are reviewed in order to ascertain whether adult and child lexical representations diverge or whether adults also have enriched representations.
590 $a School code: 0208.
650 4 $a Language, Linguistics. $3 1018079
690 $a 0290
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 63-12A.
790 1 0 $a Walker, Rachel, $e advisor
790 1 0 $a Mintz, Toben H., $e advisor
790 $a 0208
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3073765