Prosodic realizations of new, given, and corrective referents in the spontaneous speech of toddlers
| Autor: | James L. Morgan, Jill C. Thorson |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Adult
Linguistics and Language Experimental and Cognitive Psychology 050105 experimental psychology Language and Linguistics Speech Acoustics Article 030507 speech-language pathology & audiology 03 medical and health sciences Speech Production Measurement Phonetics Developmental and Educational Psychology Humans Speech 0501 psychology and cognitive sciences Acoustic phonetics Prosody North American English General Psychology Language Pitch accent 05 social sciences American English Intonation (linguistics) Phonology language.human_language Child Preschool Task analysis language Speech Perception 0305 other medical science Psychology Cognitive psychology |
| Zdroj: | J Child Lang |
| ISSN: | 1469-7602 |
| Popis: | Our motivation was to examine how toddler (2;6) and adult speakers of American English prosodically realize information status categories. The aims were three-fold: 1) to analyze how adults phonologically make information status distinctions; 2) to examine how these same categories are signaled in toddlers’ spontaneous speech; and 3) to analyze the three primary acoustic correlates of prosody (F0, intensity, and duration). During a spontaneous speech task designed as an interactive game, a set of target nouns was elicited as one of three types (new, given, corrective). Results show that toddlers primarily used H* across information status categories, with secondary preferences for deaccentinggiveninformation and for using L+H* forcorrectiveinformation. Only duration distinguished information status, and duration, average pitch, and intensity differentiated pitch accent types for both adults and children. Discussion includes how pitch accent selection and input play a role in guiding prosodic realizations of information status. |
| Databáze: | OpenAIRE |
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