Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-22T19:47:01.093Z Has data issue: false hasContentIssue false
  • English
  • Français

The interaction of phonetic/phonological development and input characteristics in early lexical development: longitudinal and crosslinguistic perspectives

Published online by Cambridge University Press:  09 October 2018

Sophie Kern
Sophie Kern*
Affiliation:
Laboratoire Dynamique du Langage (UMR 5596, Université Lyon 2)
*
[email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Introduction
Information
Canadian Journal of Linguistics/Revue canadienne de linguistique , Volume 63 , Issue 4: Phonetic/phonological development and input characteristics in early lexical acquisition/Le développement phonétique/phonologique et les caractéristiques de l'apport linguistique dans l'acquisition lexicale précoce , December 2018 , pp. 481 - 492
Copyright
© Canadian Linguistic Association/Association canadienne de linguistique 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bates, Elizabeth, and Goodman, John. 2001. On the inseparability of grammar and lexicon: Evidence from acquisition. In Language development: The essential readings, ed. Tomasello, Michael and Bates, Elizabeth, 134–162. Malden, MA: Blackwell.Google Scholar
Bates, Elizabeth, Marchman, Virginia, Thal, Donna, Fenson, Larry, Dale, Philip, Reznick, Steven, Reilly, Judy, and Hartung, Jeff. 1994. Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language 21(1): 85–123.Google Scholar
Bod, Rens, Hay, Jennifer, and Jannedy, Stefanie, eds. 2003. Probabilistic linguistics. Cambridge, MA: MIT Press.Google Scholar
Braginsky, Mika, Yurovsky, Daniel, Marchman, Virginia, and C. Frank, Michael. 2017. August 18. Consistency and variability in word learning across languages. Retrieved from <osf.io/xtq7u>..>Google Scholar
Bornstein, Marc H., Cote, Linda R., Maital, Sharone, Painter, Kathleen, Park, Sung-Yun, Pascual, Liliana, Pêcheux, Marie-Germaine, Ruel, Josette, Venuti, Paola, and Vyt., Andre 2004. Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development 75(4): 1115–1139.Google Scholar
Bybee, Joan, and Hopper, Paul, eds. 2001. Frequency and the emergence of linguistic structure. Amsterdam: John Benjamins.Google Scholar
Cameron-Faulkner, Thea, Lieven, Elena, and Tomasello, Michael. 2003. A construction based analysis of child directed speech. Cognitive Science: A multidisciplinary Journal 27(6): 843–873.Google Scholar
Carlson, Matthew T., Sonderegger, Morgan, and Bane, Max. 2014. How children explore the phonological network in child-directed speech: A survival analysis of children's first word productions. Journal of Memory and Language 75: 159–180.Google Scholar
Caselli, Maria Cristina, Bates, Elizabeth, Casadio, Paola, Fenson, Judi, Fenson, Larry, Sanderl, Lisa, and Weir, Judy. 1995. A cross-linguistic study of early lexical development. Cognitive Development 10(2): 159–199.Google Scholar
Catts, Hugh W., Fey, Marc E., Zhang, Xuyang, and Tomblin, Bruce. 1999. Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading 3(4): 331–361.Google Scholar
Clark, Eve. 2003. First language acquisition. Cambridge, UK: Cambridge University Press.Google Scholar
Cristia, Alejandrina, Emmanuel, Dupoux, Gurven, Michael, and Jonathan, Stieglitz. 2017. Child-directed speech is infrequent in a forager-farmer population: A time allocation study. Child Development. Early View, 2 Nov. 2017. <DOI: 10.1111/cdev.12974>..>Google Scholar
Davis, Barbara L., and MacNeilage, Peter F.. 2000. An embodiment perspective on the acquisition of speech perception. Phonetica 57(2–4): 229–241.Google Scholar
Davis, Barbara L., and MacNeilage, Peter F.. 2005. Early lexical accuracy patterns: Considerations on emergence of diversification for message transmission. In Proceedings of the ELA2005 conference, ed. Sophie Kern. Lyon: Laboratoire Dynamique Du Langage.Google Scholar
Delattre, Pierre. 1965. Comparing the phonetic features of English, French, German and Spanish. Heidelberg: Jumius Gross Verlag.Google Scholar
Ellis, Nick C. 2002. Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition 24(2): 143–188.Google Scholar
Fenson, Larry, Dale, Philip, Reznick, Steven, Bates, Elizabeth, Hartung, John P., Pethick, Steve, and Reilly, Judy S.. 1993. MacArthur Communicative Development Inventories: User's guide and technical manual. San Diego, CA: Singular Press.Google Scholar
Ferguson, Charles A., and Farwell, Carol. 1975. Words and sounds in early language acquisition. Language 51(2): 419–439.Google Scholar
Gallaway, Clare, and Richards, Brian J.. 1994. Input and interaction in language acquisition. Cambridge: Cambridge University Press.Google Scholar
Ganger, Jennifer, and Brent, Michael. 2004. Reexamining the vocabulary spurt. Developmental Psychology 40(4): 621–632.Google Scholar
Garlock, Victoria M., Walley, Amanda C., and Metsala, Jamie L.. 2001. Age-of-acquisition, word frequency and neighborhood density effects on spoken word recognition: Implications for the development of phoneme awareness and early reading ability. Journal of Memory and Language 45(3):468–492.Google Scholar
Goodman, Judith, Dale, Philip S., and Li, Ping. 2008. Does frequency count? Parental input and the acquisition of vocabulary. Journal of Child Language 35(3): 515–531.Google Scholar
Gopnik, Alison, and Choi, Soonja. 1990. Do linguistic differences lead to cognitive differences? A cross-linguistic study of semantic and cognitive development. First Language 10(30): 199–215.Google Scholar
Hagtvet, Bente E. 2003. Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal 16(6): 505–539.Google Scholar
Hansen, Pernille. 2017. What makes a word easy to acquire? The effects of word class, frequency, imageability and phonological neighbourhood density on lexical development. First Language 37(2): 205–225.Google Scholar
Hart, Betty, and Risley, Todd R.. 2003. The early catastrophe: The 30 million word gap by age 3. American Educator 27(1): 4–9.Google Scholar
Hauser, Marc D., Chomsky, Noam, and Fitch, W. Tecumseh. 2002. The faculty of language: what is it, who has it, and how did it evolve? Science 298: 1569–1579.Google Scholar
Hills, , T., Thomas 2013. The company that words keep: Comparing the statistical structure of child- versus adult-directed language. Journal of Child Language 40(3): 586–604.Google Scholar
Hollich, George, Jusczyk, Peter, and Luce, Paul. 2002. Lexical neighborhood effects in 17-month-old word learning. In Proceedings of the 26th Annual Boston University Conference on Language Development, ed. Skarabela, Barbora, Fish, Sarah, and Do, Anna H.-J., 314–323. Boston, MA: Cascadilla Press.Google Scholar
Jackson-Maldonado, Donna, Thal, Donna, Marchman, Virginia, Bates, Elizabeth, and Gutierrez-Clellen, Vera. 1993. Early lexical development in Spanish-speaking infants and toddlers. Journal of Child Language 20(3): 523–549.Google Scholar
Jakielski, Kathy J. 2000. Quantifying phonetic complexity in words: An experimental index. Paper presented at the Annual Child Phonology Conference, Cedar Falls, IA.Google Scholar
Jusczyk, Peter W., Luce, Paul, and Charles-Luce, Jan. 1994. Infants' sensitivity to phonotactic patterns in the native language. Journal of Memory and Language 33(5): 630–645.Google Scholar
Kern, Sophie, and dos Santos, Christophe. 2017. Invariance in variation: Frequency and neighbourhood density as explanatory factors. in Sources of variation in first language acquisition, ed. Hickmann, Maya, Veneziano, Edy and Jisa, Harriet, 184–200. Amsterdam: Benjamins.Google Scholar
van der Kleij, Sanne W., Rispens, Judith E., and Scheper, Annette R.. 2016. The effect of phonotactic probability and neighbourhood density on pseudoword learning in 6- and 7-year-old children. First Language 36(2): 93–108.Google Scholar
Landauer, Thomas K., and Streeter, Lynn A.. 1973. Structural differences between common and rare words: Failure of equivalence assumptions for theories of word recognition. Journal of Verbal Learning and Verbal Behavior 12(2): 119–131.Google Scholar
Leonard, Laurence B., Schwartz, Richard, Chapman, Kathy, Rowan, Lynne, Prelock, Patricia, Terrell, Brenda, Weiss, Amy, and Messik, Cheryl. 1982. Early lexical acquisition in children with specific language impairment. Journal of Speech and Hearing Research 25(4): 554–564. <doi:10.1044/jshr.2504.554>>Google Scholar
Lindblom, Bjorn, and Maddieson, Ian. 1988. Phonetic universals in consonant system. In Language, speech and mind, ed. Li, Charles and Hyman, Larry, 62–80. London: Routledge.Google Scholar
Locke, John L. 1983. Phonological acquisition and change. New York, NY: Academic Press.Google Scholar
Luce, Paul A., and Pisoni, David B.. 1998. Recognizing spoken words: The neighbourhood activation model. Ear and Hearing 19(1): 1–36.Google Scholar
Ma, Weiyi, Golinkoff, Roberta, Hirsh-Pasek, Kathy, McDonough, Collen, and Tardif, Twila. 2009. Imageability predicts the age of acquisition of verbs in Chinese children. Journal of Child Language 36(2): 405–423.Google Scholar
MacNeilage, Peter F., and Davis, Barbara L.. 1993. A motor learning perspective on speech and babbling. In Changes in speech and face processing in infancy: a glimpse at developmental mechanisms of cognition, ed. de Boysson-Bardies, Bénédicte, de Schonen, Scania, Jusczyk, Peter, MacNeilage, Peter, and Morton, John. Dordredcht: Kluwer.Google Scholar
MacNeilage, Peter F., and Davis, Barbara L.. 2000. On the origin of internal structure of word forms. Science 288: 527–531.Google Scholar
Maital, Sharone, Dromi, Ester, Sagi, Abraham, and Bornstein, Marc. 2000. The Hebrew Communicative Development Inventory: Language specific properties and cross-linguistic generalizations. Journal of Child Language 27(1): 43–67.Google Scholar
McKean, Christina, Letts, Carolyn A., and Howard, David. 2013. Functional reorganization in the developing lexicon: separable and changing influence of lexical and phonological variables on children's fast-mapping. Journal of Child Language 40(2): 307–335.Google Scholar
McKean, Christina, Letts, Carolyn A., and Howard, David. 2014. Triggering word learning in children with language impairment: The effect of phonotactic probability and neighbourhood density. Journal of Child Language 41(5): 1224–1248.Google Scholar
Naigles, Letitia R., and Hoff-Ginsberg, Erika. 1998. Why are some verbs learned before other verbs ? Effects of input frequency and structure on children's early verb use. Journal of Child Language 25(1): 95–120.Google Scholar
Patterson, Janet. 2002. Relationships of expressive vocabulary to frequency of reading and television experience among bilingual toddlers. Applied Psycholinguistics 23(4): 493–508.Google Scholar
Pinker, Steven, and Jackendoff, Ray. 2005. The faculty of language: What's special about it? Cognition 95(2): 201–236.Google Scholar
Pisoni, David. B., Nusbaum, Howard C., Luce, Paul A., and Slowiaczek, Louisa M.. 1985. Speech perception, word recognition and the structure of the lexicon. Speech Communication 4(1–3): 75–95.Google Scholar
Poulin-Dubois, Diane, Graham, Susan, and Sippola, Lorrie. 1995. Early lexical development: The contribution of parental labeling and infants’ categorization abilities. Journal of Child Language 22(2): 325–343.Google Scholar
Ranta, Kristen, and Jakielski, Kathy. 1999. Lexical selectivity: Phonetic considerations at 18 and 24 months of age. In Proceedings from the Augustana College Celebration of Learning Conference. Rock Island, IL.Google Scholar
Reznick, J. Steven, and Goldfield, Beverly A.. 1992. Rapid change in lexical development in comprehension and production. Developmental Psychology 28(3): 406–413.Google Scholar
Saffran, Jenny R., Aslin, Richard N., and Newport, Elisa. 1996. Statistical learning by 8-month-old infants. Science 274: 1926–1928.Google Scholar
Schwartz, Richard, and Leonard, Laurence. 1982. Do children pick and choose? An examination of phonological selection and avoidance in early lexical acquisition. Journal of Child Language 9(2): 319–336.Google Scholar
Share, David L., and Leikin, Mark. 2004. Language learning impairment at school entry and later reading disability: Connections at lexical versus supralexical levels of reading. Scientific Studies of Reading 8(1): 87–110.Google Scholar
Shillcock, Richard C., and Bard, Ellen G.. 1993. Modularity and the processing of closed class words. In Cognitive models of speech processing: The second Sperlonga meeting, ed. Altmann, Gerry and Shillcock, Richard, 163–185. Hilldale, NJ: Erlbaum.Google Scholar
Snow, Catherine. 1977. The development of conversation between mothers and babies. Journal of Child Language 4(1): 1–22.Google Scholar
Stoel-Gammon, Carol. 1985. Phonetic inventories 15-24 months – a longitudinal study. Journal of Speech and Hearing Research 28: 505–512.Google Scholar
Stoel-Gammon, Carol. 2011. Relationships between lexical and phonological development in young children. Journal of Child Language 38(1): 1–34.Google Scholar
Stoel-Gammon, Carol, and Sosa, Ana Vogel. 2007. Phonological development. In Handbook of language development, ed. Erika, Hoff, and Shatz, Marilyn, 238–256. Oxford: Blackwell.Google Scholar
Stokes, Stephanie. F., Bleses, Dorthe, Basbøll, Hans, and Lambertsen, Claus. 2012. Statistical learning in emerging lexicons: the case of Danish. Journal of Speech, Language, and Hearing Research 55(5): 1265–1273.Google Scholar
Storkel, Holly L. 2002. Restructuring of similarity neighbourhoods in the developing mental lexicon. Journal of Child Language 29(2): 251–274.Google Scholar
Storkel, Holly L. 2009. Developmental differences in the effects of phonological, lexical, and semantic variables on word learning by infants. Journal of Child Language 36(2): 291–321.Google Scholar
Storkel, Holly L., and Rogers, Margaret A.. 2000. The effect of probabilistic phonotactics on lexical acquisition. Clinical Linguistics and Phonetics 14(6): 407–425.Google Scholar
Strauss, Ulf, Grzybek, Peter, and Altmann, Gerry. 2006. Word length and word frequency. In Text, speech and language technology 31, ed. Grzybek, Peter, 277–294.Google Scholar
Tardif, Twila. 2006. But are they really verbs? Chinese words for action. In Action meets word: How children learn verbs, ed. Hirsh-Pasek, Kathy and Golinkoff, Roberta M., 477–498. New York: Oxford University Press.Google Scholar
Tardiff, Twila, Gelman, Susan, and Fan, Xu. 1999. Putting the “noun bias” in context: A comparison of English and Mandarin. Child Development 70(3): 620–635.Google Scholar
Theakston, Anna, Lieven, Elena V. M., Pine, Julian M., and Rowland, Caroline F.. 2004. Semantic generality, input frequency and the acquisition of syntax. Journal of Child Language 31(1): 61–99.Google Scholar
Tomasello, Michael. 2003. Constructing a language: a usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Vihman, Marilyn, and Croft, William. 2007. Phonological development: Toward a “radical” templatic phonology. Linguistics 45(4): 683–725.Google Scholar
Vitevitch, Michael S., Luce, Paul, Pisoni, David B., and Auer, Edward T.. 1999. Phonotactics, neighborhood activation, and lexical access for spoken words. Brain and Language 68(1–2): 306–311.Google Scholar
Ward, Paul G. 2001. Measuring word target and production articulatory complexity in children 12–24 months of age. Undergraduate Thesis, Augustana College, Rock Island, IL.Google Scholar
Weizman, Zehava O., and Snow, Catherine E.. 2001. Lexical output as related to children's vocabulary acquisition: effects of sophisticated exposure and support for meaning. Developmental Psychology 37(2): 265–79.Google Scholar
Wilkins, David A. 1972. Linguistics in language teaching. Cambridge, MA: MIT Press.Google Scholar