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An investigation into how the acoustics of open plan and enclosed classrooms affect speech perception for kindergarten children ...
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An investigation into how the acoustics of open plan and enclosed classrooms affect speech perception for kindergarten children ...
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An investigation into how the acoustics of open plan and enclosed classrooms affect speech perception for kindergarten children
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The Development of the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test
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The Effect of different open plan and enclosed classroom acoustic conditions on speech perception in Kindergarten children
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An Assessment of different sized open plan and enclosed kindergarten classroom listening environments
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Investigating the acoustics of a sample of open plan and enclosed Kindergarten classrooms in Australia
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The Role of utterance length and position in 3-year-olds' production of third person singular -s
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An Investigation into the acoustics of an open plan compared to enclosed Kindergarten classroom
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Investigating the effect of intrusive noise levels on speech perception in an open-plan kindergarten classroom
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Cluster reduction and compensatory lengthening in the acquisition of possessive -s
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Acoustic investigations into the later acquisition of syllabic -es plurals
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Abstract:
Purpose: Children acquire /-z/ syllabic plurals (e.g., buses) later than /-s, -z/ segmental plurals (e.g., cats, dogs). In this study, the authors explored whether increased syllable numberorsegmental factors best explains poorer performance with syllabic plurals. Method: An elicited imitation experiment was conducted with 14 two-year-olds involving 8 familiar disyllabic target plural nouns, half with syllabic plurals (e.g., bus > buses) and half with segmental plurals (e.g., letter > letters). Children saw pictures of the target items on a computer and repeated prerecorded 3-word-utterances with the target word in utterance-medial position (e.g., "The buses come") and utterance-final position (e.g., "Hear the buses"). Acoustic analysis determined the presence or absence of the plural morpheme and its duration. Results: Children had more trouble producing syllabic plurals compared with segmental plurals. Errors were especially evident in the utterance-medial position, where there was less time for the child to perceive/produce the word in the absence of phrase-final lengthening and where planning for the following word was still required. Conclusions: The results suggested that articulatory difficulties-rather than a word length effect-explain later acquisition of syllabic plurals relative to segmental plurals. These findings have implications for the nature of syllabic plural acquisition in children with hearing impairments and specific language impairment. ; 12 page(s)
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Keyword:
200400 Linguistics; Acoustic phonetics; Child language acquisition; Grammatical morphemes; Speech production; Syllabic plurals
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URL: http://hdl.handle.net/1959.14/278747
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Two-year-olds' acquisition of the possessive morpheme : an acoustic analysis
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