From: Subject: the paedlogs project home page Date: Sat, 12 Jun 2004 15:22:34 -0400 MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_000_0000_01C45091.161BFEF0"; type="text/html" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2600.0000 This is a multi-part message in MIME format. ------=_NextPart_000_0000_01C45091.161BFEF0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.ling.ohio-state.edu/~edwards/ the paedlogs project home page
the paidologoV project
cross-language investigation of phonological = development

Contents of this page
  • Project=20 Personnel=20
  • Project = Aims=20
  • Project=20 Publications=20
  • Project=20 Background=20
  • Project=20 Resources=20

      Project Personnel

      Principal = Investigators at=20 Ohio State University:
      Jan = Edwards=20 (Speech & Hearing Sciences)
      Mary=20 E. Beckman (Linguistics)

      Affiliated Investigators at = Other=20 Sites:
      Catherine = McBride-Chang (Chinese University of Hong Kong)
      Katerina = Nicolaidis=20 (Aristotle University of Thessaloniki)
      Areti Okalidou (University of = Macedonia, Thessaloniki, Greece)
      Kiyoko Yoneyama (Daito Bunka = University,=20 Tokyo, Japan)

      Research Associates:
      Kiwako Ito=20 (Postdoctoral Researcher)
      Laura Slocum (Graduate Research Associate) =
      Giorgos Tserdanelis (Graduate Research Associate)
      Wai-Yi Peggy = Wong=20 (Graduate Research Associate)=20

      [back = to top]=20

      Project Aims

      We are comparing 2-6 year old = children=20 with typical phonological development across languages that have = different=20 phonotactics. We are doing three types of experiments that address the = following=20 sets of questions.=20
      • First, do phonotactic constraints for word-initial CV sequences in = the=20 languages we compare support a distinction between "universal" = phonotactic=20 constraints involving phonetically difficult sequences and "arbitrary" = language-specific phonotactic constraints, or are there cross-language = differences in relative frequencies even for sound sequences that have = been=20 claimed to be universally difficult?=20
      • Second, if the latter, are all inherently difficult sequences = acquired=20 equally late, or do young children make relatively fewer errors on = difficult=20 sequences that occur in many words of the language? Also, when a child = misarticulates an inherently difficult sound or sound sequence, does = the=20 outcome reflect only universal phonetic constraints, or are sounds and = sound=20 sequences that are more frequent in the language substituted for less = frequent=20 ones?=20
      • Third, are there also cross-language differences in fine phonetic = detail=20 for similar sound sequences that might explain some of the = cross-language=20 differences in terms of more general phonetic constraints that are = independent=20 of the language-specific frequency facts?
      The languages for = which we=20 have designed tests to answer these questions so far include:=20
      • Hong Kong Cantonese=20
      • American English=20
      • Greek=20
      • Japanese.

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      Project Publications

      Beckman, M. E., Munson, B., & Edwards, J. (2004). Vocabulary = growth and=20 developmental expansion of types of phonological knowledge. Paper to be=20 presented at LabPhon9, 24-26 June, University of Illinois, = Urbana-Champaign. [p= reprint]=20

      Nicolaidis, K., Edwards, J., Beckman, M., & Tserdanelis, G. = (2003).=20 Acquisition of lingual obstruents in Greek. To appear in Proceedings = of the=20 6th International Conference of Greek Linguistics, Rethymno, Crete, = September=20 18-21, 2003. [preprint] =

      Beckman, M. E. (2003). Input representations (inside the mind and = out). In G.=20 Garding & M. Tsujimura (eds.) WCFFL22 Proceedings (pp. = 70-94).=20 Somerville, MA: Cascadilla Press. [preprint]=20

      Beckman, M. E., Yoneyama, K., & Edwards, J. (2003). = Language-specific and=20 language-universal aspects of lingual obstruent productions in=20 Japanese-acquiring children. Journal of the Phonetic Society of = Japan, 7,=20 18-28. [preprint]=20

      See also earlier=20 publications from a related previous project.=20

      [back = to top]=20

      Project Background

      The paidologoV project is a continuation of an = earlier=20 project on Assessing phonetic skills in misarticulating children. = Jan=20 Edwards was the Principal Investigator, Mary E. Beckman, Robert A. Fox = and=20 Marios Fourakis were Co-Principal Investigators, and Cathy Rogers was a=20 Postdoctoral Research Associate. In the next paragraph, we summarize the = aims=20 and results of that project, before listing publicati= ons=20 and theses = that=20 came out of it.=20

      Project Aims and Results: Articulation disorders of = unknown=20 origin are one of the most common types of communication disorder = diagnosed in=20 children. In the last two decades, these disorders have come to be = termed=20 "phonological disorders" (PD) and characterized as a deficit in the=20 misarticulating child's phonological knowledge (or as a delay in the = development=20 of such knowledge). Experiments in the previous budget period probed=20 phonological knowledge at three levels of representation: (1) the=20 acoustic-perceptual level, (2) the articulatory level, and (3) an = intervening=20 level of inverse mapping functions that co-index acoustic patterns with = the=20 articulatory configurations that might reproduce them. Three tasks were = used to=20 test these different representational levels in 40 preschool children = with PD, a=20 group of children with typical development (TD) matched for age, gender, = and=20 non-verbal IQ, and two groups of older participants: 7-8 year olds and = adults.=20 Results were interpreted as support for three hypotheses. First, normal = language=20 development involves a progressive mastery of phonological knowledge at = all=20 three levels that continues well beyond the age when the majority of = children=20 with TD can reliably produce all of the phonemes of English. Second, = while all=20 three representational levels bootstrap off of phonetic skills that = begin to=20 develop in pre-lexical vocal play, their continued development in the = young=20 child is closely tied to vocabulary growth. This is especially true of = mapping=20 skills at level (3). Performance on the task probing this level of=20 representation shows an effect of phonotactic probability that is = inversely=20 correlated with expressive vocabulary size, a pattern that we interpret = as=20 evidence of the gradual emergence of symbolic categories such as = phonemes.=20 Third, performance of children with PD is similar to that of younger = children=20 with TD on the two tasks that measure perception and articulation = skills, but=20 there is no difference between children with PD and their TD age peers = in the=20 effect that suggests the emergence of phonemes. Thus, PD seems to = involve a=20 deficit or delay in one or both of the modality-specific = representational=20 levels, rather than in the ability to form symbolic phonological = categories. If=20 correct, these hypotheses suggest that therapy for PD should focus on = improving=20 skills at the two modality-specific representational levels. However, = because=20 all participants in these experiments were monolingual speakers of = English, we=20 could not rule out an alternative interpretation of the phonotactic = effect in=20 terms of phonetic constraints that make some sound sequences inherently = more=20 difficult to hear and to say. This is why we are now focusing on the=20 cross-linguistic comparison of phonotactic effects in the paidologoV project.=20

      [back = to top]=20

      Publications=20

      Munson, B., Edwards, J., & Beckman, M. E. (in press). = Relationships=20 between Nonword Repetition Accuracy and other Measures of Linguistic = Development=20 in Children with Phonological Disorders. To appear in Journal of = Speech,=20 Language, and Hearing Research. [pre= print]=20

      Edwards, J., Beckman, M. E., & Munson, B. R. (2004). The = interaction=20 between vocabulary size and phonotactic probability effects on = children's=20 production accuracy and fluency in nonword repetition. Journal of = Speech,=20 Language, and Hearing Research, 47, 421-436.=20

      Edwards, J., Fox, R. A., & Rogers, C. (2002). Final consonant=20 discrimination in children: Effects of phonological disorder, vocabulary = size,=20 and articulatory accuracy. Journal of Speech, Language, and Hearing=20 Research, 45, 231-242.=20

      Munson, B. (2001). A method for studying variability in fricatives = using=20 dynamic measures of spectral mean. Journal of the Acoustical Society = of=20 America, 110, 1203-1206.=20

      Munson, B. (2001). Phonological pattern frequency and speech = production in=20 adults and children. Journal of Speech, Language, and Hearing = Research,=20 44, 778-792.=20

      Munson, B. (2001). Relationships between vocabulary size and spoken = word=20 recognition in children aged 3 to 7. Contemporary Issues in = Communication=20 Science and Disorders, 28, 20-29.=20

      Beckman, M.E., & Edwards, J. (2000). The ontogeny of phonological = categories and the primacy of lexical learning in linguistic = development.=20 Child Development, 71, 240-249.=20

      Edwards, J. (2000). Commentary: Lexical representations in = acquisition.=20 Papers in laboratory phonology V (M. Broe & J. Pierrehumbert, = eds).=20 Cambridge University Press, 240-249.=20

      Beckman, M. E., & Edwards, J. (2000). Lexical frequency effects = on young=20 children's imitative productions. Papers in laboratory phonology = V (M.=20 Broe & J. Pierrehumbert, eds). Cambridge University Press, 208-218.=20

      Edwards, J., Fourakis, M., Beckman, M. E., and Fox, R. (1999). = Characterizing=20 knowledge deficits in phonological disorders. Journal of Speech, = Language,=20 and Hearing Research, 42, 169-186.=20

      Edwards, J., Gibbon, F., & Fourakis, M. (1997). On discrete = changes in=20 the acquisition of the alveolar/velar stop consonant contrast. = Language and=20 Speech, 40, 203-210.=20

      [back = to top]=20

      Dissertations and theses:=20

      White, S. D. (2001). Covert contrast, merger and substitution in=20 children's productions of /k/ and /t/. Master's thesis. Department = of Speech=20 and Hearing Science, Ohio State University.=20

      Isermann, B. C. (2001). Variability and consistency of = articulation in=20 children with phonological disorders. Master's thesis. Department of = Speech=20 and Hearing Science, Ohio State University.=20

      Munson, B. (2000). Phonological pattern frequency and speech = production in=20 children and adults. Doctoral dissertation. Department of Speech and = Hearing=20 Science, Ohio State University.=20

      Peterman, J. C. (2000). Acoustic and articulatory evaluation of = two=20 children with phonological disorders. B.A. honor's thesis. = Department of=20 Speech and Hearing Science, Ohio State University.=20

      Draper, L. (2000). Nonword repetition and vocabulary size in = typically=20 developing children. Master's thesis. Department of Speech and = Hearing=20 Science, Ohio State University.=20

      Bonnot, C. M. (1999). Performance of typically developing children = and=20 children with phonological disorders on a nonword repetition task. = Master's=20 thesis. Department of Speech and Hearing Science, Ohio State University. =

      Arnett, S. E. (1999). The role of second formant transitions in = initial=20 burst consonant recognition. Master's thesis. Department of Speech = and=20 Hearing Science, Ohio State University.=20

      Koch, C. D. (1999). A comparison of two procedures for = phonological=20 assessment. B.A. honor's thesis. Department of Speech and Hearing = Science,=20 Ohio State University.=20

      Frank, S. A. (1998). The acquisition of the voicing contrast in=20 word-initial alveolar and velar stop consonants: A longitudinal case = study of=20 one phonologically disordered child. Master's thesis. Department of = Speech=20 and Hearing Science, Ohio State University.=20

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      Project Resources

      Cross-language transcription categories: We are using = the EMU Speech Database = System in=20 conjunction with Praat to manage = the speech=20 data that we are recording and the phonetic transcriptions and other = analyses=20 that we are making of the speech. We are developing a set of conventions = for=20 transcribing the children's utterances using a common set of categories = across=20 the languages that we are comparing. These categories will be annotated = using=20 ASCII symbols based roughly on the IPA to ASCII conventions in WorldBet=20 developed by Jim Hieronymus, and the SAMPA = extension set=20 currently under development by John Wells. As we develop these = categories, we=20 will choose exemplars of prototypical utterances for each category in = the=20 language or languages for which the category is most useful, as well as=20 exemplars of less prototypical utterances that are included in the = category for=20 all of the languages. We will make a web-based course for training new=20 transcribers using this cache of exemplars, which we will make available = to=20 other researchers on phonological acquisition through this project site. =

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