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The development of prosody in first language acquisition / edited by Pilar Prieto and Núria Esteve-Gibert. — 1 online resource. — (Trends in language acquisition research). — <URL:http://elib.fa.ru/ebsco/1799209.pdf>.

Дата создания записи: 08.01.2018

Тематика: Language acquisition.; Versification.; Language acquisition.; Versification.; LANGUAGE ARTS & DISCIPLINES / Linguistics / Phonetics & Phonology

Коллекции: EBSCO

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Оглавление

  • The Development of Prosody in First Language Acquisition
  • Editorial page
  • Title page'
  • LCC data
  • Table of contents
  • 1. Introduction
    • Early sensitivity to prosody
    • Learning to produce prosody
    • Moving to meaning and interaction: Prosody and pragmatic development
    • Directions for future research
    • Acknowledgements
    • References
  • Part 1. Early sensitivity to prosody
  • 2. Early perception of phrasal prosody and its role in syntactic and lexical acquisition
    • Introduction
    • Early perception of prosodic cues
    • Using phrasal prosody to segment the speech stream into words
    • The role of phrasal prosody for syntactic parsing in children
    • Conclusions
    • Acknowledgements
    • Funding
    • References
  • 3. Early sensitivity and acquisition of prosodic patterns at the lexical level
    • Introduction
    • From language-general to language-specific processing of lexical stress
      • Discrimination of word-level stress patterns
      • Acquisition of lexical stress patterns
    • An attempt at dissociating the acoustic correlates of stress
    • Bilingualism and lexical stress
      • Bilingual infants’ discrimination of lexical stress patterns
      • Bilingual infants’ preference for native prosodic patterns
    • Beyond lexical stress: Lexical pitch accents and lexical tones
      • Lexical pitch accents
      • Lexical tones
    • Lexical stress and word form segmentation
    • Concluding remarks
    • Funding
    • Acknowledgements
    • References
  • 4. The role of prosody in early word learning
    • Introduction
    • Word learning components and the role of prosody
      • Segmentation
      • Referent/object identification
      • Mapping linguistic form to meaning
    • Integrative approaches to word learning
    • Acknowledgements
    • References
  • 5. The role of prosody in early speech segmentation and word-referent mapping
    • Introduction
    • The method of event-related brain potentials (ERPs) in language acquisition research
    • Word segmentation
      • ERP indicators of word segmentation
      • Language-specific prosodic cues to word segmentation: lexical stress patterns
      • Properties of infant-directed speech (IDS) supporting word segmentation: Prosodic emphasis on sentence-embedded words
      • From IDS to song: How early can melodic cues contribute to word segmentation?
    • Word-referent mapping
      • ERP indicators of word-referent mapping
      • The contribution of prosody to word-referent mapping: From behavioral to ERP studies
    • Conclusions
    • Acknowledgements
    • References
  • Part 2. Learning to produce prosody
  • 6. Set in time
    • Introduction
    • Theoretical underpinnings
    • What does it mean to be temporally coordinated?
    • Developmental sequence of gestures
    • Temporal coordination of prosody and gesture in development
      • Vocal-motor entrainment in early infancy
      • Prosodic-gestural coordination in infancy and toddlerhood
      • The preschool years and beyond
    • Implications for children with speech sound disorders
    • Conclusions
    • Funding
    • Acknowledgements
    • References
  • 7. Speech rhythm in development
    • Introduction
    • Background: Rhythm research and methodology
    • Perception
    • Production
    • Bilingual production
    • The integrated approach to rhythm development
    • Acknowledgements
    • References
  • 8. Early development of intonation
    • Introduction
    • Early perception of intonation
      • Perception of native intonation
      • Perception of Non-native Intonation
    • Emerging intonation in production
      • Acquiring the phonological inventory of tonal events
      • Acquiring the phonetics of intonation
    • Conclusion
    • Funding
    • Acknowledgements
    • References
  • 9. Prosodic phonology in acquisition
    • Introduction
    • Theory of prosodic phonology
    • Prosodic phonology in acquisition
    • Early accounts of prosodic structure development
      • Gerken’s S(W) production template
      • Fikkert’s (1994) model of stress acquisition
      • Demuth and Fee’s (1995) prosodic hierarchy account
    • Later accounts of prosodic structure development
      • Factors influencing word shape apart from prosodic structure
        • Frequency of input forms
        • Perceptual bias or acoustic prominence
        • Segmental factors
        • Minimal word constraint
        • Prosodic structure development
        • Findings on Germanic languages
        • Findings on “Romance and other” languages
        • Prosodic structure development: Final word
      • Top-down versus bottom-up development
    • Conclusion
    • Acknowledgements
    • References
  • 10. The development of prosodic structure
    • Introduction
    • A developmental perspective on early prosodic structures
    • Data analysis
    • Overview of findings
    • Prosodic structures: Production and representation
    • Conclusion
    • References
  • 11. Understanding the development of prosodic words
    • Introduction
    • Prosodic structure
    • Markedness and the growth of prosodic words
      • Early PWs and feet
      • Syllable structure and coda consonants
      • Minimal prosodic words and moras
      • Truncation of unfooted syllables
    • The development of prosodic clitics: Interactions with PW shape
    • Conclusion
    • Funding
    • Acknowledgements
    • References
  • Part 3. Moving to meaning: Prosody and pragmatic development
  • 12. Early development of the prosody-meaning interface
    • Introduction
    • The prosody-meaning interface in infancy: Comprehension
      • Infants’ early understanding of others’ emotional states through prosody
      • Early understanding of prosody as a marker of intentional communication
      • Early understanding of prosody as a marker of speech act information
    • The prosody-meaning interface in infancy: Production
      • Infants’ early use of prosody to mark their emotional status in speech
      • Early production of prosody as a marker of intentional communication
      • Early production of prosody as a marker of speech act information
    • Conclusions and future directions
    • References
  • 13. Gradual development of focus prosody and affect prosody comprehension
    • Introduction
    • Theoretical division: Fundamental affect function vs. complex information-structuring function of prosody?
    • Methodological division: Passive tasks to test affect detection vs. interactive tasks to test focus comprehension
    • Slow development of prosodic skills and slow development of developmental theory: Why does it take so long?
    • Interaction and integration of affect prosody and focus prosody
    • Acknowledgements
    • References
  • 14. Children’s development of internal state prosody
    • Introduction
    • Children’s use of prosody for conveying and perceiving emotions
    • Children’s acquisition of belief state prosody
      • Production
      • Comprehension
    • Discussion and conclusions
    • Acknowledgements
    • References
  • 15. Get the focus right across languages
    • Introduction
    • An overview of methods
      • The picture/video-description task
      • The picture-matching game
      • The answer-reconstruction game
    • Acquisition of prosodic focus marking across languages
      • Effects of reliance on phonetic uses of prosody
      • Effects of transparency of phonological uses of prosody
      • Effects of lexical use of pitch
      • Effects of relative importance of prosody and word order in focus marking
    • Conclusions
    • Future research
    • Funding
    • Acknowledgements
    • References
  • Part 4. Prosody in bilingualism and in specific populations
  • 16. Bilingual children’s prosodic development
    • Introduction
      • Phonology and prosody
      • Brief excursus on optimality theory and phonological acquisition
    • Aims and structure of the present chapter
    • Bilingual acquisition of prosody
      • Bilingual acquisition of the syllable
      • Bilingual acquisition of closed syllables: Codas
      • Bilingual acquisition of complex syllables: Consonant clusters
      • Bilingual acquisition of metrical feet and stress patterns
      • Unfooted syllables: Their role in the expansion of prosody
      • Bilingual acquisition of prosodic word structures
      • Bilingual acquisition of intonation
      • Bilingual acquisition of rhythm
    • Discussion
      • Summary of results
      • Various outcomes of bilingual prosodic acquisition
    • Conclusions
    • References
  • 17. Prosodic development in atypical populations
    • Introduction
    • What is atypical prosody?
    • Assessment procedures
    • Conditions with atypical prosody
      • Language impairment
      • Hearing impairment
      • Down syndrome (DS)
      • Childhood-onset fluency disorder (formerly stuttering)
      • Williams syndrome
      • Autism spectrum disorder (ASD)
    • Intervention: Some programs
    • Conclusion
    • Acknowledgements
    • References
  • Index

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