The role of stress and articulatory difficulty in children's early productions
Bibliographic Data
| ID | 9788078 |
|---|---|
| Authors | Susan Hura (corresponding author), Catharine H Echols (0000-0001-7886-0885) |
| Year | 1996 |
| Volume | 32 |
| Issue | 1 |
| Pages | 165-176 |
| Publication date | 1996-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.32.1.165 |
| OpenAlex | W4249048718, W2110847506 |
| Language | EN |
| Citations received | 1 |
| References cited | 1 |
Interactions between stress level and articulatory difficulty as influences on children's early words were investigated in an elicited imitation task. Thirty-two 26-month-old children were asked to imitate nonsense-word stimuli containing target syllables that varied in articulatory difficulty and level of stress. Both factors had significant effects on aspects of the children's imitations, although the relative contributions of each differed for whole word avoidance, syllable omissions, and accuracy of production. Implications of these differential effects for accounts of children's early productions are discussed
Cognitive psychology · Developmental psychology · Imitation · Linguistics · Nonsense · Phonological development · Phonology · Stress (linguistics · Syllable · EFL/ESL Teaching and Learning · Language Development and Disorders · Phonetics and Phonology Research · Psychology · Reading and Literacy Development · Social Psychology
| Citations per year | 0.08 |
|---|---|
| Citation span | 2001 - 2001 (1) |
| Highly cited | No |