M Kehoe
Biographic Data
| ID | 123189 |
|---|---|
| NAME | M Kehoe |
| GIVEN NAMES | M |
| FAMILY NAME | Kehoe |
| SIGNATURE | KEHOE M |
| AFFILIATIONS | University of Geneva |
| ORCID | 0000-0001-6428-6157 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Effects of Phonological Complexity on Word Production in French-Speaking Children
Word complexity indices, such as the Index of Phonetic Complexity (IPC) and the Word Complexity Measure (WCM), code a word in terms of featural and structural properties that pose difficulty in phonological development. Studies have investigated the influence of complexity indices on vocabulary development; however, few have examined their influence on consonant accuracy. Furthermore, these indices were developed for English-speaking children and…
The Cambridge Handbook of Bilingual Phonetics and Phonology
Bilingualism and the study of speech sounds are two of the largest areas of inquiry in linguistics. This Handbook sits at the intersection of these fields, providing a comprehensive overview of the most recent, cutting-edge work on the sound systems of adult and child bilinguals. Bringing together contributions from an international team of world-leading experts, it covers all aspects of the speech perception, production and processing of bilingu…
L’évaluation dynamique du langage oral chez l’enfant
Cet article présente les grands principes, les buts et intérêts d’une approche dynamique pour l’évaluation du langage oral chez l’enfant. L’évaluation dynamique permet de tester le potentiel d’apprentissage d’un enfant, grâce au soutien de l’expérimentateur, à travers des étayages par exemple ; elle s’oppose aux approches statiques qui évaluent les performances cristallisées. Les données pilotes que nous avons récoltées auprès d’enfants francopho…
Which phonological and lexical factors best influence whether a word is produced and pronounced well
This study examines lexical and phonological factors that influence word production and pronunciation. Specifically, we investigate whether phonological production (measured by percent consonants correct) contributes to word production and pronunciation over and above the properties of the target words (e.g., word frequency, neighborhood density, and phonetic complexity). Forty French-speaking monolingual and bilingual children, aged 1;11 to 3;1,…
The Prosody of Two-Syllable Words in French-Speaking Monolingual and Bilingual Children
This study examined the acoustic characteristics of disyllabic words produced by French-speaking monolingual and bilingual children, aged 2;6 to 6;10, and by adults. Specifically, it investigated the influence of age, bilingualism, and vocabulary on final-to-initial syllable duration ratios and on the presence of initial and final accent. Children and adults took part in a word-naming task in which they produced a controlled set of disyllabic wor…
Dynamic Assessment of Word Learning to Diagnose Developmental Language Disorder in French-Speaking Monolingual and Bilingual Children
Dynamic assessment (DA), which evaluates the learning process rather than static knowledge, has been found to be effective in diagnosing developmental language disorder (DLD) in English-speaking bilingual children. We present three studies that examine whether a French dynamic word learning task can distinguish caseload children with DLD from control children with typical development (TD). Forty-eight monolingual and 69 bilingual French-speaking …
Dynamic Assessment Identifies Morphosyntactic Deficits in Mono- and Bilingual Children with Developmental Language Disorder
Dynamic Assessment (DA) is recommended for testing bilinguals as it tests the child's learning potential and not her or his previously acquired language knowledge. Thus, it allows language difficulties to be distinguished from difficulties related to a lack of L2 exposure. This study presents the findings of DA of morphosyntax in French-speaking monolingual and bilingual children, both Typically Developing (TD) and with Developmental Language Dis…
Relations between phonological production, grammar and the lexicon in bilingual French-English children
AIMS AND OBJECTIVES: This study examines multiple associations between language domains in bilingual children with a focus on phonology. Previous studies indicate within- but not cross-language associations between vocabulary and grammar in bilingual children. We investigate whether the relation between phonology and other language domains differs from the one reported between vocabulary and grammar. METHODOLOGY: = 31), aged 31 months, participat…
Development of voice onset time in monolingual and bilingual French-speaking children
This study examined Voice Onset Time (VOT) in monolingual and bilingual French-speaking children, aged 3 to 6 years (n = 42), and in monolingual adults (n = 15). The bilinguals consisted of those acquiring languages with a long lag – short lag (Bi – Long) and those acquiring languages with a lead – short lag contrast (Bi – Lead). We predicted differences between monolinguals and Bi – Long but no differences between monolinguals and Bi – Lead, giv…
What factors influence phonological production in French-speaking bilingual children, aged three to six years
This study examines the influence of bilingual status, language-internal (complexity of L1 phonology), language-external (dominance), and lexical (L2 vocabulary score) factors on phonological production in French-speaking monolingual (n = 37) and bilingual children (n = 64) aged three to six years. Children participated in an object and picture naming task which tested different phonological features. The bilinguals’ first languages were coded in…
Bilingual phonological acquisition
This study examines the influence of language-internal (frequency and complexity of linguistic properties), language-external (percent French input, socioeconomic status (SES), and gender), and lexical factors (size of total and French vocabulary) on the phonological production abilities of monolingual and bilingual French-speaking children, aged 2;6. Children participated in an object and picture naming task in which they produced words selected…
Lexical-phonological interactions in bilingual children
This study examined lexical-phonological interactions in the first 50 words of a group of monolingual German- and Spanish-speaking children and bilingual German–Spanish children. The phonological characteristics of the earliest target word forms and output patterns of these children were analyzed to determine whether bilingual children select different target word forms and produce different output forms and templates than monolingual children. R…
Relationships between lexical and phonological development
Stoel-Gammon (this issue) highlights the close and symbiotic association that exists between the lexical and phonological domains in early linguistic development. Her comprehensive review considers two bodies of literature: (1) child-centred studies; and (2) studies based on adult psycholinguistic research. Within the child-centred studies, both prelinguistic and early meaningful speech is examined. Stoel-Gammon organizes her review of child-cent…
The acquisition of nuclei
Studies of vowel length acquisition indicate an initial stage in which phonological vowel length is random followed by a stage in which either long vowels (without codas) or short vowels and codas are produced. To determine whether this sequence of acquisition applies to a group of German-speaking children (three children aged 1;3–2;6), monosyllabic and disyllabic words were transcribed and acoustically analysed. The results did not support a sta…
A Phonological Analysis of Schwa in German First Language Acquisition
In this article, two approaches to schwa representation are evaluated using data from four German children (aged 1;3 to 3;1). The first, the No Mora account, claims that schwa is segmentally but not prosodically specified, whereas the second, the Projection account, proposes that schwa is prosodically but only minimally segmentally specified, as [-cons]. The data reveal several stages in acquisition: an early phase characterised by vowel reduplic…
On the interaction of phonological systems in child bilingual acquisition
Developing vowel systems as a window to bilingual phonology
This study examines the vowel systems of German-Spanish bilingual children in order to determine whether there is interaction between the two language systems. German has a larger vowel inventory than Spanish and also contains an opposition between long and short vowels. Given the differences in the vowel systems, which point to a more marked system in the case of German, two predictions are considered: (a) bilingual children will acquire the vow…
Development of syllable structure in English-speaking children with particular reference to rhymes
This study investigates acquisition of the rhyme using cross-sectional and longitudinal data from 14 English-speaking children (aged 1;3–2;0). It focuses on 4 questions pertaining to rhyme development, which are motivated from current theories of prosodic acquisition: 1. Do children make vowel length errors in early acquisition?; 2. Do children acquire coda consonants before they learn the vowel length contrast?; 3. What consonants are first acqu…
The Acquisition of Prosodic Structure
This article examines four different approaches to prosodic acquisition: Gerken's S(W) production template; Fikkert's and Archibald's theories of stress acquisition, and Demuth and Fee's prosodic hierarchy account. The predictions of prosodic circumscription, template mapping, and development according to the stages of the prosodic hierarchy are evaluated using a database of English-speaking children's multisyllabic word productions. The results …
The Acquisition of Prosodic Structure
This article examines four different approaches to prosodic acquisition: Gerken's S(W) production template; Fikkert's and Archibald's theories of stress acquisition, and Demuth and Fee's prosodic hierarchy account. The predictions of prosodic circumscription, template mapping, and development according to the stages of the prosodic hierarchy are evaluated using a database of English-speaking children's multisyllabic word productions. The results …
Development of voice onset time in monolingual and bilingual French-speaking children
This study examined Voice Onset Time (VOT) in monolingual and bilingual French-speaking children, aged 3 to 6 years (n = 42), and in monolingual adults (n = 15). The bilinguals consisted of those acquiring languages with a long lag – short lag (Bi – Long) and those acquiring languages with a lead – short lag contrast (Bi – Lead). We predicted differences between monolinguals and Bi – Long but no differences between monolinguals and Bi – Lead, giv…
Dynamic Assessment Identifies Morphosyntactic Deficits in Mono- and Bilingual Children with Developmental Language Disorder
Dynamic Assessment (DA) is recommended for testing bilinguals as it tests the child's learning potential and not her or his previously acquired language knowledge. Thus, it allows language difficulties to be distinguished from difficulties related to a lack of L2 exposure. This study presents the findings of DA of morphosyntax in French-speaking monolingual and bilingual children, both Typically Developing (TD) and with Developmental Language Dis…
The Acquisition of Prosodic Structure
This article examines four different approaches to prosodic acquisition: Gerken's S(W) production template; Fikkert's and Archibald's theories of stress acquisition, and Demuth and Fee's prosodic hierarchy account. The predictions of prosodic circumscription, template mapping, and development according to the stages of the prosodic hierarchy are evaluated using a database of English-speaking children's multisyllabic word productions. The results …
Development of syllable structure in English-speaking children with particular reference to rhymes
This study investigates acquisition of the rhyme using cross-sectional and longitudinal data from 14 English-speaking children (aged 1;3–2;0). It focuses on 4 questions pertaining to rhyme development, which are motivated from current theories of prosodic acquisition: 1. Do children make vowel length errors in early acquisition?; 2. Do children acquire coda consonants before they learn the vowel length contrast?; 3. What consonants are first acqu…
On the interaction of phonological systems in child bilingual acquisition
Developing vowel systems as a window to bilingual phonology
This study examines the vowel systems of German-Spanish bilingual children in order to determine whether there is interaction between the two language systems. German has a larger vowel inventory than Spanish and also contains an opposition between long and short vowels. Given the differences in the vowel systems, which point to a more marked system in the case of German, two predictions are considered: (a) bilingual children will acquire the vow…
The acquisition of nuclei
Studies of vowel length acquisition indicate an initial stage in which phonological vowel length is random followed by a stage in which either long vowels (without codas) or short vowels and codas are produced. To determine whether this sequence of acquisition applies to a group of German-speaking children (three children aged 1;3–2;6), monosyllabic and disyllabic words were transcribed and acoustically analysed. The results did not support a sta…
A Phonological Analysis of Schwa in German First Language Acquisition
In this article, two approaches to schwa representation are evaluated using data from four German children (aged 1;3 to 3;1). The first, the No Mora account, claims that schwa is segmentally but not prosodically specified, whereas the second, the Projection account, proposes that schwa is prosodically but only minimally segmentally specified, as [-cons]. The data reveal several stages in acquisition: an early phase characterised by vowel reduplic…
Relationships between lexical and phonological development
Stoel-Gammon (this issue) highlights the close and symbiotic association that exists between the lexical and phonological domains in early linguistic development. Her comprehensive review considers two bodies of literature: (1) child-centred studies; and (2) studies based on adult psycholinguistic research. Within the child-centred studies, both prelinguistic and early meaningful speech is examined. Stoel-Gammon organizes her review of child-cent…
Lexical-phonological interactions in bilingual children
This study examined lexical-phonological interactions in the first 50 words of a group of monolingual German- and Spanish-speaking children and bilingual German–Spanish children. The phonological characteristics of the earliest target word forms and output patterns of these children were analyzed to determine whether bilingual children select different target word forms and produce different output forms and templates than monolingual children. R…
Bilingual phonological acquisition
This study examines the influence of language-internal (frequency and complexity of linguistic properties), language-external (percent French input, socioeconomic status (SES), and gender), and lexical factors (size of total and French vocabulary) on the phonological production abilities of monolingual and bilingual French-speaking children, aged 2;6. Children participated in an object and picture naming task in which they produced words selected…
What factors influence phonological production in French-speaking bilingual children, aged three to six years
This study examines the influence of bilingual status, language-internal (complexity of L1 phonology), language-external (dominance), and lexical (L2 vocabulary score) factors on phonological production in French-speaking monolingual (n = 37) and bilingual children (n = 64) aged three to six years. Children participated in an object and picture naming task which tested different phonological features. The bilinguals’ first languages were coded in…
Relations between phonological production, grammar and the lexicon in bilingual French-English children
AIMS AND OBJECTIVES: This study examines multiple associations between language domains in bilingual children with a focus on phonology. Previous studies indicate within- but not cross-language associations between vocabulary and grammar in bilingual children. We investigate whether the relation between phonology and other language domains differs from the one reported between vocabulary and grammar. METHODOLOGY: = 31), aged 31 months, participat…
Development of voice onset time in monolingual and bilingual French-speaking children
This study examined Voice Onset Time (VOT) in monolingual and bilingual French-speaking children, aged 3 to 6 years (n = 42), and in monolingual adults (n = 15). The bilinguals consisted of those acquiring languages with a long lag – short lag (Bi – Long) and those acquiring languages with a lead – short lag contrast (Bi – Lead). We predicted differences between monolinguals and Bi – Long but no differences between monolinguals and Bi – Lead, giv…
The Prosody of Two-Syllable Words in French-Speaking Monolingual and Bilingual Children
This study examined the acoustic characteristics of disyllabic words produced by French-speaking monolingual and bilingual children, aged 2;6 to 6;10, and by adults. Specifically, it investigated the influence of age, bilingualism, and vocabulary on final-to-initial syllable duration ratios and on the presence of initial and final accent. Children and adults took part in a word-naming task in which they produced a controlled set of disyllabic wor…
Dynamic Assessment of Word Learning to Diagnose Developmental Language Disorder in French-Speaking Monolingual and Bilingual Children
Dynamic assessment (DA), which evaluates the learning process rather than static knowledge, has been found to be effective in diagnosing developmental language disorder (DLD) in English-speaking bilingual children. We present three studies that examine whether a French dynamic word learning task can distinguish caseload children with DLD from control children with typical development (TD). Forty-eight monolingual and 69 bilingual French-speaking …
Dynamic Assessment Identifies Morphosyntactic Deficits in Mono- and Bilingual Children with Developmental Language Disorder
Dynamic Assessment (DA) is recommended for testing bilinguals as it tests the child's learning potential and not her or his previously acquired language knowledge. Thus, it allows language difficulties to be distinguished from difficulties related to a lack of L2 exposure. This study presents the findings of DA of morphosyntax in French-speaking monolingual and bilingual children, both Typically Developing (TD) and with Developmental Language Dis…
The Cambridge Handbook of Bilingual Phonetics and Phonology
Bilingualism and the study of speech sounds are two of the largest areas of inquiry in linguistics. This Handbook sits at the intersection of these fields, providing a comprehensive overview of the most recent, cutting-edge work on the sound systems of adult and child bilinguals. Bringing together contributions from an international team of world-leading experts, it covers all aspects of the speech perception, production and processing of bilingu…
L’évaluation dynamique du langage oral chez l’enfant
Cet article présente les grands principes, les buts et intérêts d’une approche dynamique pour l’évaluation du langage oral chez l’enfant. L’évaluation dynamique permet de tester le potentiel d’apprentissage d’un enfant, grâce au soutien de l’expérimentateur, à travers des étayages par exemple ; elle s’oppose aux approches statiques qui évaluent les performances cristallisées. Les données pilotes que nous avons récoltées auprès d’enfants francopho…
Which phonological and lexical factors best influence whether a word is produced and pronounced well
This study examines lexical and phonological factors that influence word production and pronunciation. Specifically, we investigate whether phonological production (measured by percent consonants correct) contributes to word production and pronunciation over and above the properties of the target words (e.g., word frequency, neighborhood density, and phonetic complexity). Forty French-speaking monolingual and bilingual children, aged 1;11 to 3;1,…
The Effects of Phonological Complexity on Word Production in French-Speaking Children
Word complexity indices, such as the Index of Phonetic Complexity (IPC) and the Word Complexity Measure (WCM), code a word in terms of featural and structural properties that pose difficulty in phonological development. Studies have investigated the influence of complexity indices on vocabulary development; however, few have examined their influence on consonant accuracy. Furthermore, these indices were developed for English-speaking children and…
Language Development and Disorders (18 works) · Linguistics (18 works) · Psychology (17 works) · Phonetics and Phonology Research (13 works) · Phonology (11 works) · Reading and Literacy Development (11 works) · Neuroscience of multilingualism (8 works) · Philosophy (6 works) · Vowel (6 works) · Audiology (5 works)