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| 008 | 240724s2014 xx o ||||0 eng d | ||
| 020 |
_a9781118342824 _q(electronic bk.) |
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| 020 | _z9781118342800 | ||
| 035 | _a(MiAaPQ)EBC7103561 | ||
| 035 | _a(Au-PeEL)EBL7103561 | ||
| 035 | _a(OCoLC)1347026817 | ||
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| 050 | 4 | _aP118 .V546 2014 | |
| 082 | 0 | _a401/.93 | |
| 100 | 1 | _aVihman, Marilyn May. | |
| 245 | 1 | 0 |
_aPhonological Development : _bThe First Two Years. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aNewark : _bJohn Wiley & Sons, Incorporated, _c2014. |
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| 264 | 4 | _c©2014. | |
| 300 | _a1 online resource (445 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 1 | _aNew York Academy of Sciences Series | |
| 505 | 0 | _aCover -- Title Page -- Copyright -- Contents -- Note on Second Edition -- Acknowledgments -- Chapter 1 Introduction -- Biological Foundations of Language Development -- Chomsky and the origins of the LAD and UG -- Analysis of an argument -- The course of language development -- Alternative approaches to Chomskyan biological foundations -- Phonological Development: Goals and Challenges -- Phonetics and phonology -- The interaction of perception and production -- Cross-linguistic perspectives -- The significance of individual differences -- Methodologies: Data sources and theoretical perspectives -- Overview -- Chapter 2 Precursors to Language: The First 18 Months of Life -- The Development of Linguistic Form and Function -- 1 Early Capacities: Birth to 2 Months -- (a) The child as experiencer and communicator -- (b) The child as listener and vocalizer -- (c) Linked form and function -- 2 Early Capacities: 2 to 4 Months -- (a) The child as experiencer and communicator -- (b) The child as listener and vocalizer -- (c) Linked form and function -- 3 Early Capacities: 4 to 6 Months -- (a) The child as experiencer and actor -- (b) The child as listener and vocalizer -- 4 First Advances: 6 to 9 Months -- (a) The child as experiencer and actor -- (b) The child as listener and vocalizer -- Attainments of the first 9 months -- 5 Bringing the Strands Together: 9 to 12 Months -- (a) The child as experiencer and communicator -- (b) The child as listener and vocalizer -- (c) Linked form and function -- 6 Transition to Language use: 12 to 18 Months -- (a) The child as experiencer/communicator -- (b) The child as listener/speaker -- (c) The child as both experiencer/communicator and listener/speaker -- Learning Mechanisms -- Distributional or statistical learning -- Lexical or symbolic (categorical) learning ('explicit' or 'declarative'). | |
| 505 | 8 | _aSummary: Precursors and the Transition to Language -- Chapter 3 Development in Perception: Early Capacities, Rapid Change -- Issues that Motivated the Study of Infant Speech Perception -- Problems posed by speech perception -- Categorical perception -- Methods Used to Study Infant Speech Perception -- Discrimination: Infant Capacities -- Mechanisms Underlying Infant Perception -- Discrimination of speech vs. non-speech signals -- Speech perception by humans vs. other animals -- Within-category discrimination -- Developmental Change in Perception -- Discrimination of non-native contrasts -- What is the role of experience? -- 'Perceptual Narrowing': Models of Developmental Change -- Perceptual assimilation model -- A mechanism for perceptual narrowing -- Developmental change in vowel perception -- Cross-Modal Perception -- Mirror neurons -- Summary: The Infant Listener-From Universal to Particular -- Chapter 4 Infant Vocal Production -- Early Vocal Production -- Contemporary models: Goals and methods -- The first six months: Stage models -- The infant vocal tract -- The vocal substrate of speech -- The Social Context, I: Precanonical Period -- The Emergence of Adult-Like Syllables -- Rhythmicity and silent babbling -- Canonical vs. variegated 'stages' -- Vocal development in aphonic children -- The Social Context, II: Canonical Period -- Vowel Production in the First Year -- Vocal tract changes and vowel production -- Influence from the Ambient Language -- The role of proprioception in vocal advance -- Summary: Biological and Social Foundations -- Chapter 5 Perceptual Advances in the First Year: Prosody, Segmentation and Distributional Learning -- The Role of Prosody and Infant-Directed Speech (IDS) -- Newborn experience and the role of rhythm -- The salience and ubiquity of IDS -- What aspects of IDS are salient to the infant?. | |
| 505 | 8 | _aAffective and attentional functions of IDS prosody -- Prosodic Bootstrapping -- Advances in Knowledge of Accentual Patterns and Phonotactics -- Accentual patterns: English and other languages -- Phonotactic patterning -- Experimental Studies of Segmentation -- Evidence of infant ability to segment trained words from passages -- Cross-linguistic and cross-dialect attempts at replication -- The role of isolated words -- The role of production -- The role of memory -- Distributional or Statistical Learning -- Summary: Rhythms and Segmental Patterns -- Chapter 6 The Transition to Language Use -- Beginnings of Word Comprehension -- Word comprehension vs. word production -- Development of Intentional Communication -- Gesture -- Protowords -- Early words -- The role of onomatopoeia -- Referential Word Use -- Phonetic and Phonological Development -- Early word forms -- Influence from the ambient language -- Rhythm in Child Production -- Developmental studies of final syllable lengthening -- Phonological rhythm in development -- Emergence of Phonological Systematicity -- Word templates -- Summary: Continuity and Change -- Chapter 7 Experimental Studies of Word-Form Learning -- The Role of Phonology in Word Recognition and Word Learning -- The Perceptual Basis of Word Learning:How Detailed Are EarlyWord-Form Representations -- Untrained word-form recognition: Cross-linguistic differences -- Explorations of `Phonological Specificity' -- (a) Novel word-form learning: A naturalistic study -- (b)The switch paradigm -- (c) Preferential looking studies -- (d) Eye-tracking studies -- (e) Categorization studies -- Integrating the Findings -- Neurophysiological Investigation of Word Learning: Event Related Potentials -- Reorganization of the brain with lexical advance -- Establishing the onset of word-form recognition. | |
| 505 | 8 | _aRelating word-form recognition to semantic processing -- Summary: Understanding the Development of Representation -- Chapter 8 Phonological Development in the Bilingual Child -- The Study of Child Bilingualism: Parental Strategy and Language Use -- 'Non-selectivity' in Adult Bilingual Processing: Implications for Children -- Speech Perception and Processing -- Language differentiation -- Vowel and consonant perception -- Stress perception -- Word-form recognition and word learning -- Processing efficiency -- Bilingual Production -- Early studies: One system or two? -- Later studies: Going beyond the 'unitary system' hypothesis -- The effects of ambient language rhythm on bilingual production -- Separate Systems with Interaction -- Summary: The Experience of the Bilingual Child -- Chapter 9 Theories, I: Formalist and Perception Models -- What is the Source of the Linguistic System? -- Some basic questions -- The First Linguistic Models -- The structuralist tradition: Jakobson -- The generative approach: Stampe and Smith -- Nonlinear phonology and principles and parameters -- Contemporary Formalist Models -- Prosodic phonology -- Optimality theory -- Contemporary Formalist Models: Critique and Appreciation -- Perception Models -- Perception Models: Critique and Appreciation -- Summary: Theory and Data in Developmental Models -- Chapter 10 Theories, II: Functionalist or Emergentist Models -- Biological Model -- Self-Organizing Models -- Dynamic systems theory -- Frame/Content model -- Lindblom's model -- Usage-Based Models -- Probabilistic phonological knowledge -- Exemplar learning -- The role of production in an emergentist framework -- Whole-Word Phonology -- Word templates: Some history -- Whole-word phonology: Some questions -- Generality of template use -- Generality of templatic patterns -- Challenges and opportunities. | |
| 505 | 8 | _aProsodic vs. segmental structure -- Typology by language -- Nature of representation -- The emergence of segments -- Linked-attractor model -- Functionalist or Emergentist Models: Critique and Appreciation -- Summary: Emergent Phonology -- Chapter 11 Conclusion -- Linking Perception and Production -- Phonological memory -- Effects of Lexical Learning and Language Use -- Appendix Data Sources -- References -- Index. | |
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aGrammar, Comparative and general-Phonology. | |
| 650 | 0 | _aLanguage acquisition. | |
| 655 | 4 | _aElectronic books. | |
| 776 | 0 | 8 |
_iPrint version: _aVihman, Marilyn May _tPhonological Development _dNewark : John Wiley & Sons, Incorporated,c2014 _z9781118342800 |
| 797 | 2 | _aProQuest (Firm) | |
| 830 | 0 | _aNew York Academy of Sciences Series | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=7103561 _zClick to View |
| 999 |
_c32281 _d32281 |
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