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ERIC Number: EJ1140889
Record Type: Journal
Publication Date: 2017-Apr
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1092-4388
EISSN: N/A
Planning of Hiatus-Breaking Inserted /?/ in the Speech of Australian English-Speaking Children
Yuen, Ivan; Cox, Felicity; Demuth, Katherine
Journal of Speech, Language, and Hearing Research, v60 n4 p826-835 Apr 2017
Purpose: Non-rhotic varieties of English often use /?/ insertion as a connected speech process to separate heterosyllabic V1.V2 hiatus contexts. However, there has been little research on children's development of this strategy. This study investigated whether children use /?/ insertion and, if so, whether hiatus-breaking /?/ can be considered planned, as evidenced by F3 lowering on V1. Method: Thirteen Australian English-speaking children (7 girls, 6 boys; mean age 6;1 [years;months]) participated in an elicited production task. The stimuli included carrier sentences containing 4 test words (linking /?/ context: "door", "floor"; intrusive /?/ context: "paw", "claw") followed by of (e.g., "This is the 'paw' of the cat"). After familiarization containing auditory and picture prompts, children produced test sentences upon presentation of picture prompts alone. Results: Eight children produced /?/ insertion; the others used (some) glottalization. The incidence of /?/ did not vary across linking or intrusive contexts, and inserted /?/ was associated with F3 lowering at V1 onset relative to control items without /?/. Conclusion: Six-year-old Australian English-speaking children who use /?/ insertion show evidence of planning ahead and inserting /?/ as a segment. The implications for the development of speech-planning processes and phonological and lexical representations are discussed.
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A