Acoustic cues to stop-coda voicing contrasts in the speech of 2-3-year-olds learning American English
Stevens (2002) postulates that speakers represent words in terms of distinctive features, with different acoustic cues signaling the feature contrasts in different contexts. Imbrie (2002) suggests that children use cues differently from adults in word-onset consonants. This paper explores these differences for word-final stops, using detailed acoustic analyses of cues to the voicing contrast in 2 children (2;5 and 3;2). Voiced coda stops were associated with a long voice bar during closure and an epenthetic vowel after release; voiceless coda stops with noisy and/or glottalized voice quality toward the vowel end, suggesting that incomplete control of gestural coordination, immature planning ability, or non-adult-like decisions about enhancing feature cues, may persist even after the child is producing recognizable stops.
Cited by (3)
Cited by three other publications
MILLASSEAU, Julien, Ivan YUEN, Laurence BRUGGEMAN & Katherine DEMUTH
2021.
Acoustic cues to coda stop voicing contrasts in Australian English-speaking children.
Journal of Child Language 48:6
► pp. 1262 ff.
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MILES, KELLY, IVAN YUEN, FELICITY COX & KATHERINE DEMUTH
2016.
The prosodic licensing of coda consonants in early speech: interactions with vowel length.
Journal of Child Language 43:2
► pp. 265 ff.
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Mealings, Kiri T. & Katherine Demuth
2014.
The Role of Utterance Length and Position in 3-Year-Olds' Production of Third Person Singular
-s
.
Journal of Speech, Language, and Hearing Research 57:2
► pp. 484 ff.
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