219-7677
10
7500817
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
201804241159
ONIX title feed
eng
01
EUR
221016716
03
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JB
John Benjamins Publishing Company
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JB code
TiLAR 23 Eb
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9789027264213
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10.1075/tilar.23
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2018000598
DG
002
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TiLAR
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1569-0644
Trends in Language Acquisition Research
23
01
The Development of Prosody in First Language Acquisition
The
Development of Prosody in First Language Acquisition
01
tilar.23
01
https://benjamins.com
02
https://benjamins.com/catalog/tilar.23
1
B01
Pilar Prieto
Prieto, Pilar
Pilar
Prieto
ICREA-Universitat Pompeu Fabra
2
B01
Núria Esteve-Gibert
Esteve-Gibert, Núria
Núria
Esteve-Gibert
Aix-Marseille Université, CNRS, LPL / Universitat de Barcelona
01
eng
374
vi
368
LAN009040
v.2006
CFDC
2
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.PHON
Phonology
24
JB Subject Scheme
LIN.PSYLIN
Psycholinguistics
24
JB Subject Scheme
LIN.THEOR
Theoretical linguistics
06
01
Prosodic development is increasingly recognized as a fundamental stepping stone in first language acquisition. Prosodic sensitivity starts developing very early, with newborns becoming attuned to the prosodic properties of the ambient language, and it continues to develop during childhood until early adolescence. In the last decades, a flourishing literature has reported on the varied set of prosodic skills that children acquire and how they interact with other linguistic and cognitive skills. This book compiles a set of seventeen short review chapters from distinguished experts that have contributed significantly to our knowledge about how prosody develops in first language acquisition. The ultimate aim of the book is to offer a complete state of the art on prosodic development that allows the reader to grasp the literature from an interdisciplinary and critical perspective. This volume will be of interest to scholars and students of psychology, linguistics, cognitive science, speech therapy, and education.
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Chapter
1
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Chapter 1. Introduction
An overview of research on prosodic development
1
A01
Pilar Prieto
Prieto, Pilar
Pilar
Prieto
Institució Catalana de Recerca i Estudis Avançats (ICREA)/Universitat Pompeu Fabra, Department of Translation and Language Sciences
2
A01
Núria Esteve-Gibert
Esteve-Gibert, Núria
Núria
Esteve-Gibert
Aix Marseille Université, CNRS, LPL UMR 7309/Universitat Pompeu Fabra, Department of Translation and Language Sciences/Universitat de Barcelona
10
01
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tilar.23.p1
18
100
83
Section header
2
01
Part 1. Early sensitivity to prosody
10
01
JB code
tilar.23.02car
17
35
19
Chapter
3
01
Chapter 2. Early perception of phrasal prosody and its role in syntactic and lexical acquisition
1
A01
Alex de Carvalho
Carvalho, Alex de
Alex
de
Carvalho
Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d'Études Cognitives, (École Normale Supérieure – PSL Research University)
2
A01
Isabelle Dautriche
Dautriche, Isabelle
Isabelle
Dautriche
Centre for Language Evolution School of Philosophy, Psychology and Language Sciences, University of Edinburgh
3
A01
Séverine Millotte
Millotte, Séverine
Séverine
Millotte
Laboratoire d'Etude de l'Apprentissage et du Développement, CNRS UMR 5022, UB, Université Bourgogne Franche-Comté
4
A01
Anne Christophe
Christophe, Anne
Anne
Christophe
Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d'Études Cognitives (École Normale Supérieure – PSL Research University)
01
This chapter will review empirical findings on the perception of phrasal prosody in very young infants, and how it develops in first language acquisition. The ability to process phrasal prosody impacts learning of important aspects of language, specifically word segmentation and syntactic parsing. We will see that infants are able to perceive crucial aspects of phrasal prosody before the end of their first year of life, and that a few months later they are able to exploit the prosodic structure of an utterance to constrain its syntactic analysis, and therefore, to infer the meaning of unknown words.
10
01
JB code
tilar.23.03bha
37
57
21
Chapter
4
01
Chapter 3. Early sensitivity and acquisition of prosodic patterns at the lexical level
1
A01
Anjali Bhatara
Bhatara, Anjali
Anjali
Bhatara
Université Paris Descartes, Sorbonne Paris Cité & CNRS (Laboratoire Psychologie de la Perception, UMR 8158)
2
A01
Natalie Boll-Avetisyan
Boll-Avetisyan, Natalie
Natalie
Boll-Avetisyan
University of Potsdam
3
A01
Barbara Höhle
Höhle, Barbara
Barbara
Höhle
University of Potsdam
4
A01
Thierry Nazzi
Nazzi, Thierry
Thierry
Nazzi
Université Paris Descartes, Sorbonne Paris Cité CNRS (Laboratoire Psychologie de la Perception, UMR 8158)
01
This chapter reviews sensitivity to prosodic information at the lexical level during the first year of life, considering crosslinguistic data that bear on both monolingual and bilingual acquisition. First, we discuss infants’ early ability to discriminate lexical stress, and how this sensitivity changes across development depending on the native language, reflecting the acquisition of native prosodic properties. Second, we present data establishing the emergence of language-specific lexical stress preferences during that same period, also attesting language-specific acquisition. We then discuss data on the less well studied perception of lexical pitch accent and tone. Finally, we consider the role of lexical stress in early word segmentation abilities, and discuss the representations and processes underlying early prosodic perception at the lexical level.
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JB code
tilar.23.04tho
59
77
19
Chapter
5
01
Chapter 4. The role of prosody in early word learning
Behavioral evidence
1
A01
Jill C. Thorson
Thorson, Jill C.
Jill C.
Thorson
University of New Hampshire
01
Successful word learning in first language acquisition requires three components: segmentation of words from a continuous speech stream, identification of real-word referents or concepts, and mapping of linguistic label to meaning. This review presents behavioral evidence for how prosody is integral to each of these processes, with particular prosodic structures creating optimal word learning environments. Different prosodic strategies aid the three facets of word learning, with rhythm, stress, intonation, and phrasing interacting to facilitate learning. For example, recent behavioral work shows that word learning is enhanced when words appear at prosodic phrase boundaries and when new words carry a more prominent pitch accent. Finally, an integrative account of word learning is discussed in light of these findings.
10
01
JB code
tilar.23.05tei
79
100
22
Chapter
6
01
Chapter 5. The role of prosody in early speech segmentation and word-referent mapping
Electrophysiological evidence
1
A01
Maria Teixidó
Teixidó, Maria
Maria
Teixidó
University of Barcelona, Department of Cognition, Development and Educational Psychology
2
A01
Clément François
François, Clément
Clément
François
University of Barcelona, Department of Cognition, Development and Educational Psychology/Cognition and Brain Plasticity Group (Bellvitge Biomedical Research Institute) IDIBELL/Institut de Recerca Sant Joan de Déu (IRSJD)
3
A01
Laura Bosch
Bosch, Laura
Laura
Bosch
University of Barcelona, Department of Cognition, Development and Educational Psychology/Institut de Recerca Sant Joan de Déu (IRSJD)/Institut de Neurociències, University of Barcelona
4
A01
Claudia Männel
Männel, Claudia
Claudia
Männel
Max Planck Institute for Human Cognitive and Brain Sciences, Department of Neuropsychology and Department of Neurology/University of Leipzig, Medical Faculty, Clinic for Cognitive Neurology
01
This chapter reviews electrophysiological studies on early word-form segmentation and word-referent mapping, with a focus on the role of prosody in these early abilities closely related to vocabulary acquisition. First, we will review event-related brain potential (ERP) studies on word segmentation showing the impact of lexical stress cues, infant-directed speech (IDS) properties and melodic information on word-form extraction. Then, we will review research on word-referent mapping, revealing the scarcity of ERP studies specifically exploring the contribution of prosody in this domain. Throughout the chapter we will emphasize how electrophysiological methods offer a more fine-grained perspective of the brain processes supporting segmentation and mapping abilities, often revealing infants’ sensitivities to auditory input before overt responses from behavioral methods can be obtained.
10
01
JB code
tilar.23.p2
104
224
121
Section header
7
01
Part 2. Learning to produce prosody
10
01
JB code
tilar.23.06rus
103
124
22
Chapter
8
01
Chapter 6. Set in time
Temporal coordination of prosody and gesture in the development of spoken language production
1
A01
Heather Leavy Rusiewicz
Rusiewicz, Heather Leavy
Heather Leavy
Rusiewicz
Duquesne University
2
A01
Núria Esteve-Gibert
Esteve-Gibert, Núria
Núria
Esteve-Gibert
Aix Marseille Université, CNRS, LPL UMR 7309/Universitat de Barcelona
01
The purpose of this chapter is to discuss the relationship between prosody, gesture, and spoken language production from a developmental perspective. The coordination of prosody and manual movements from theoretical, behavioral and neuroanatomical perspectives will be explored. We focus on how gesture landmarks coordinate with prosodic prominence from infants to school-aged children, and we compare these results with adult patterns. The reviewed literature shows that gesture movements, prosody, and speech abilities in general, develop in a parallel and dynamic way, the emergence of a specific ability in one modality entraining the emergence of a parallel ability in another modality. Lastly, implications of the coordination of prosody and gesture for children with communication disorders will be explored.
10
01
JB code
tilar.23.07pos
125
143
19
Chapter
9
01
Chapter 7. Speech rhythm in development
What is the child acquiring?
1
A01
Brechtje Post
Post, Brechtje
Brechtje
Post
University of Cambridge
2
A01
Elinor Payne
Payne, Elinor
Elinor
Payne
University of Oxford
01
Perception and production studies of speech rhythm development in infants and children paint a complex picture of a universal early perceptual sensitivity to – and production mastery of – cues to rhythm, while the rate of acquisition of rhythmic properties across and within languages appears to be typologically and structurally determined. In this chapter we provide a critical and comprehensive review of the literature that has led to these insights. We then explore how child rhythm development can be accommodated in an integrated approach to speech rhythm in which various structural and performance aspects interact to determine developmental trajectories in rhythm acquisition.
10
01
JB code
tilar.23.08fro
145
164
20
Chapter
10
01
Chapter 8. Early development of intonation
Perception and production
1
A01
Sónia Frota
Frota, Sónia
Sónia
Frota
Universidade de Lisboa
2
A01
Joseph Butler
Butler, Joseph
Joseph
Butler
Universidade de Lisboa
01
This chapter focuses on early development of intonation. Together with a precocious sensitivity to prosody documented in the literature, recent research has shown that infants’ early perception of pitch-based categories is already language-specific by 4–5 months, and that their discrimination abilities differ not only according to ambient language but also as a function of pitch properties (e.g., pitch direction, or pitch alignment). On the production side, and focusing on studies within the Autosegmental-Metrical framework, findings suggest that key landmarks in intonational development precede and constrain the acquisition of other aspects of grammar (e.g., word and phrase size, and combinatorial speech). Both from a perception and production point of view, language specific effects emerge very early on in development, underlying cross-linguistic differences.
10
01
JB code
tilar.23.09keh
165
184
20
Chapter
11
01
Chapter 9. Prosodic phonology in acquisition
A focus on children’s early word productions
1
A01
Margaret M. Kehoe
Kehoe, Margaret M.
Margaret M.
Kehoe
University of Geneva
01
This chapter investigates how the theory of prosodic phonology has been applied to child language data, focusing on children’s early words. First, we consider early accounts of prosodic structure development in which the tools of prosodic phonology were used to explain the shape of children’s word productions. We then go on to consider later accounts in which factors apart from prosodic structure, such as the frequency of input forms, perceptual bias, and segmental factors, have been integrated into recent models. Referring to findings on a wide range of languages (e.g., Spanish, Catalan, Portuguese, Hebrew, Greek, and Japanese) we examine support for the minimal word, a bimoraic constraint on word production, and compare prosodic structure development across different groups of languages.
10
01
JB code
tilar.23.10vih
185
206
22
Chapter
12
01
Chapter 10. The development of prosodic structure
A usage-based approach
1
A01
Marilyn Vihman
Vihman, Marilyn
Marilyn
Vihman
University of York
01
Scholarly views are divided as to the source of children’s knowledge of prosodic structure. Within the framework of a usage-based approach, this chapter compares prosodic structures in children learning four languages at the end of the single-word period in order to identify sources of both similarities and differences between children, within and across language groups. The similarities can generally be traced back to common constraints on the neurophysiology of infant vocal production, while the differences between language groups reflect ambient language accentual patterning and dominant word shapes. Individual differences within and across groups additionally relate to differing child mappings of input forms to familiar production patterns.
10
01
JB code
tilar.23.11dem
207
224
18
Chapter
13
01
Chapter 11. Understanding the development of prosodic words
The role of the lexicon
1
A01
Katherine Demuth
Demuth, Katherine
Katherine
Demuth
Macquarie University
01
Children’s early speech productions are not entirely adult-like, with syllables and morphemes often missing from early utterances. However, these patterns of development also appear to be influenced by the language being learned. This chapter explores the role of the lexicon as a driving force in understanding both lower Prosodic Word (PW) and higher Phonological Phrase and Intonational Phrase (PP, IP) aspects of children’s early speech. Using evidence from cross-linguistic studies, it shows how the prosodic shape and structure of the ambient lexicon influences the course of PW development and the implications this has for the acquisition of grammatical morphemes such as determiners. It concludes by exploring the implications of these findings for a developmental model of speech planning and production.
10
01
JB code
tilar.23.p3
228
314
87
Section header
14
01
Part 3. Moving to meaning: Prosody and pragmatic development
10
01
JB code
tilar.23.12est
227
246
20
Chapter
15
01
Chapter 12. Early development of the prosody-meaning interface
1
A01
Núria Esteve-Gibert
Esteve-Gibert, Núria
Núria
Esteve-Gibert
Aix Marseille Université, CNRS, LPL UMR 7309/Universitat de Barcelona
2
A01
Pilar Prieto
Prieto, Pilar
Pilar
Prieto
Institució Catalana de Recerca i Estudis Avançats (ICREA)/Universitat Pompeu Fabra, Department of Translation and Language Sciences
01
This chapter reviews evidence on how infants up to 18 months of age develop the ability to use prosody as a sign of the expression of pragmatic meanings, from both a comprehension and a production point of view. Developmental research reveals that pre-lexical infants use prosodic information not only to comprehend emotions in the speech of their communicative partners, the intentional value of the partners’ speech, and their speech act motivation, but also to express these same pragmatic meanings when they communicate with others. In essence, before the emergence of lexical and grammatical skills, infants use prosody to communicate intentionally with the world around them.
10
01
JB code
tilar.23.13ito
247
270
24
Chapter
16
01
Chapter 13. Gradual development of focus prosody <i>and</i> affect prosody comprehension
A proposal for a holistic approach
1
A01
Kiwako Ito
Ito, Kiwako
Kiwako
Ito
Ohio State University
01
Excellence in communication skills requires an ability to appropriately represent the discourse structure including focus, as well as good comprehension of speaker affect. Both focus and affect are communicated in large part through prosody, so comprehension and production of the accompanying prosody is essential. However, past studies on focus prosody have been both theoretically and methodologically separated from the research on affect prosody. (In this chapter, I use the term ‘focus prosody’ to refer to prosodic phenomena that are either produced or perceived as the cue to a specific part of speech that conveys the focal content of a message. This includes ‘narrow focus’, which is defined in terms of the informational scope (e.g., answers to Wh-questions), and ‘contrastive focus’, which is a subtype of narrow focus that evokes interpretational alternatives.) This chapter argues that the suggested difference in the developmental trajectory (i.e., focus prosody develops slower as compared to affect prosody) may be an artifact of the perspective divergence, and points out that the mastery of prosodic skills in both these domains must be necessarily <i>gradual</i> – though they may not develop hand-in-hand. A holistic approach that considers the interaction between affect prosody and focus prosody is proposed as a future direction of the research on prosodic development within and across individuals.
10
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JB code
tilar.23.14arm
271
293
23
Chapter
17
01
Chapter 14. Children’s development of internal state prosody
1
A01
Meghan E. Armstrong
Armstrong, Meghan E.
Meghan E.
Armstrong
University of Massachusetts Amherst
2
A01
Iris Hübscher
Hübscher, Iris
Iris
Hübscher
Universitat Pompeu Fabra
01
Infants have access to the prosodic aspects of their ambient language even prior to birth, but many aspects of prosody are produced and comprehended well after infancy. One of these aspects includes prosody related to <i>internal states</i> such as beliefs, desires, feelings and emotions. In this chapter, we review the literature on prosody related to internal states, paying special attention to prosodic meanings associated with <i>emotions</i> and <i>belief states</i> and drawing from production and comprehension studies of preschool- and school-aged children. We show that there are many parallels in the development of these two aspects of prosody, suggesting the usefulness of studying them in tandem. Implications for these findings are discussed as well as fruitful directions for future work.
10
01
JB code
tilar.23.15che
295
314
20
Chapter
18
01
Chapter 15. Get the focus right across languages
Acquisition of prosodic focus-marking in production
1
A01
Aoju Chen
Chen, Aoju
Aoju
Chen
Utrecht University
01
Languages differ in both the use of prosody in focus marking and prosodic systems. In the light of recent studies of acquisition of prosodic focus marking in typologically different languages, we argue that typological differences have direct influences on acquisition of prosodic focus marking. More specifically, differences in reliance on phonetic uses of prosody and transparency of how prosody is used phonologically to encode focus can lead to cross-linguistic differences in rate of acquisition. Differences in whether the prosodic means involved are also used for lexical purposes and in interface between prosody and word order can trigger cross-linguistic differences in route of acquisition.
10
01
JB code
tilar.23.p4
318
362
45
Section header
19
01
Part 4. Prosody in bilingualism and in specific populations
10
01
JB code
tilar.23.16lle
317
342
26
Chapter
20
01
Chapter 16. Bilingual children’s prosodic development
1
A01
Conxita Lleó
Lleó, Conxita
Conxita
Lleó
University of Hamburg
01
This chapter focuses on various domains of prosodic development – syllables, metrical feet, prosodic words, stress patterns, phonological phrases, intonation and rhythm – as they are acquired by bilingual children, exposed to two languages from birth: a societal or majority language and a minority or heritage language. The studies reviewed in this chapter discuss the bilingual acquisition of these prosodic domains and the influence of one language onto the other when children develop surrounded by two languages in contact. The discussion deals with the various aspects of the acquisition of prosody and prosodic structure described in the main section of the chapter, and reports on the outcomes of cross-language interaction: acceleration, delay, transfer, order of acquisition, and fusion.
10
01
JB code
tilar.23.17pep
343
362
20
Chapter
21
01
Chapter 17. Prosodic development in atypical populations
1
A01
Sue Peppé
Peppé, Sue
Sue
Peppé
Queen Margaret University College
01
This chapter concerns various atypical conditions in children and how the development of prosody may be affected in them. Methods for evaluating prosodic ability are considered, taking into account receptive and expressive ability. Brief summaries of research into several conditions in which prosodic development is affected are given, including hearing impairment, language disorder, Down syndrome, childhood onset fluency disorder, Williams syndrome and a more detailed treatment of autism spectrum disorder. The chapter concludes with a brief summary of current strategies for rehabilitation.
10
01
JB code
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363
368
6
Miscellaneous
22
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20180524
2018
John Benjamins B.V.
02
WORLD
13
15
9789027200594
01
JB
3
John Benjamins e-Platform
03
jbe-platform.com
09
WORLD
21
01
00
115.00
EUR
R
01
00
97.00
GBP
Z
01
gen
00
173.00
USD
S
728016715
03
01
01
JB
John Benjamins Publishing Company
01
JB code
TiLAR 23 Hb
15
9789027200594
13
2017058997
BB
01
TiLAR
02
1569-0644
Trends in Language Acquisition Research
23
01
The Development of Prosody in First Language Acquisition
The
Development of Prosody in First Language Acquisition
01
tilar.23
01
https://benjamins.com
02
https://benjamins.com/catalog/tilar.23
1
B01
Pilar Prieto
Prieto, Pilar
Pilar
Prieto
ICREA-Universitat Pompeu Fabra
2
B01
Núria Esteve-Gibert
Esteve-Gibert, Núria
Núria
Esteve-Gibert
Aix-Marseille Université, CNRS, LPL / Universitat de Barcelona
01
eng
374
vi
368
LAN009040
v.2006
CFDC
2
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.PHON
Phonology
24
JB Subject Scheme
LIN.PSYLIN
Psycholinguistics
24
JB Subject Scheme
LIN.THEOR
Theoretical linguistics
06
01
Prosodic development is increasingly recognized as a fundamental stepping stone in first language acquisition. Prosodic sensitivity starts developing very early, with newborns becoming attuned to the prosodic properties of the ambient language, and it continues to develop during childhood until early adolescence. In the last decades, a flourishing literature has reported on the varied set of prosodic skills that children acquire and how they interact with other linguistic and cognitive skills. This book compiles a set of seventeen short review chapters from distinguished experts that have contributed significantly to our knowledge about how prosody develops in first language acquisition. The ultimate aim of the book is to offer a complete state of the art on prosodic development that allows the reader to grasp the literature from an interdisciplinary and critical perspective. This volume will be of interest to scholars and students of psychology, linguistics, cognitive science, speech therapy, and education.
04
09
01
https://benjamins.com/covers/475/tilar.23.png
04
03
01
https://benjamins.com/covers/475_jpg/9789027200594.jpg
04
03
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10
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JB code
tilar.23.01pri
1
14
14
Chapter
1
01
Chapter 1. Introduction
An overview of research on prosodic development
1
A01
Pilar Prieto
Prieto, Pilar
Pilar
Prieto
Institució Catalana de Recerca i Estudis Avançats (ICREA)/Universitat Pompeu Fabra, Department of Translation and Language Sciences
2
A01
Núria Esteve-Gibert
Esteve-Gibert, Núria
Núria
Esteve-Gibert
Aix Marseille Université, CNRS, LPL UMR 7309/Universitat Pompeu Fabra, Department of Translation and Language Sciences/Universitat de Barcelona
10
01
JB code
tilar.23.p1
18
100
83
Section header
2
01
Part 1. Early sensitivity to prosody
10
01
JB code
tilar.23.02car
17
35
19
Chapter
3
01
Chapter 2. Early perception of phrasal prosody and its role in syntactic and lexical acquisition
1
A01
Alex de Carvalho
Carvalho, Alex de
Alex
de
Carvalho
Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d'Études Cognitives, (École Normale Supérieure – PSL Research University)
2
A01
Isabelle Dautriche
Dautriche, Isabelle
Isabelle
Dautriche
Centre for Language Evolution School of Philosophy, Psychology and Language Sciences, University of Edinburgh
3
A01
Séverine Millotte
Millotte, Séverine
Séverine
Millotte
Laboratoire d'Etude de l'Apprentissage et du Développement, CNRS UMR 5022, UB, Université Bourgogne Franche-Comté
4
A01
Anne Christophe
Christophe, Anne
Anne
Christophe
Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d'Études Cognitives (École Normale Supérieure – PSL Research University)
01
This chapter will review empirical findings on the perception of phrasal prosody in very young infants, and how it develops in first language acquisition. The ability to process phrasal prosody impacts learning of important aspects of language, specifically word segmentation and syntactic parsing. We will see that infants are able to perceive crucial aspects of phrasal prosody before the end of their first year of life, and that a few months later they are able to exploit the prosodic structure of an utterance to constrain its syntactic analysis, and therefore, to infer the meaning of unknown words.
10
01
JB code
tilar.23.03bha
37
57
21
Chapter
4
01
Chapter 3. Early sensitivity and acquisition of prosodic patterns at the lexical level
1
A01
Anjali Bhatara
Bhatara, Anjali
Anjali
Bhatara
Université Paris Descartes, Sorbonne Paris Cité & CNRS (Laboratoire Psychologie de la Perception, UMR 8158)
2
A01
Natalie Boll-Avetisyan
Boll-Avetisyan, Natalie
Natalie
Boll-Avetisyan
University of Potsdam
3
A01
Barbara Höhle
Höhle, Barbara
Barbara
Höhle
University of Potsdam
4
A01
Thierry Nazzi
Nazzi, Thierry
Thierry
Nazzi
Université Paris Descartes, Sorbonne Paris Cité CNRS (Laboratoire Psychologie de la Perception, UMR 8158)
01
This chapter reviews sensitivity to prosodic information at the lexical level during the first year of life, considering crosslinguistic data that bear on both monolingual and bilingual acquisition. First, we discuss infants’ early ability to discriminate lexical stress, and how this sensitivity changes across development depending on the native language, reflecting the acquisition of native prosodic properties. Second, we present data establishing the emergence of language-specific lexical stress preferences during that same period, also attesting language-specific acquisition. We then discuss data on the less well studied perception of lexical pitch accent and tone. Finally, we consider the role of lexical stress in early word segmentation abilities, and discuss the representations and processes underlying early prosodic perception at the lexical level.
10
01
JB code
tilar.23.04tho
59
77
19
Chapter
5
01
Chapter 4. The role of prosody in early word learning
Behavioral evidence
1
A01
Jill C. Thorson
Thorson, Jill C.
Jill C.
Thorson
University of New Hampshire
01
Successful word learning in first language acquisition requires three components: segmentation of words from a continuous speech stream, identification of real-word referents or concepts, and mapping of linguistic label to meaning. This review presents behavioral evidence for how prosody is integral to each of these processes, with particular prosodic structures creating optimal word learning environments. Different prosodic strategies aid the three facets of word learning, with rhythm, stress, intonation, and phrasing interacting to facilitate learning. For example, recent behavioral work shows that word learning is enhanced when words appear at prosodic phrase boundaries and when new words carry a more prominent pitch accent. Finally, an integrative account of word learning is discussed in light of these findings.
10
01
JB code
tilar.23.05tei
79
100
22
Chapter
6
01
Chapter 5. The role of prosody in early speech segmentation and word-referent mapping
Electrophysiological evidence
1
A01
Maria Teixidó
Teixidó, Maria
Maria
Teixidó
University of Barcelona, Department of Cognition, Development and Educational Psychology
2
A01
Clément François
François, Clément
Clément
François
University of Barcelona, Department of Cognition, Development and Educational Psychology/Cognition and Brain Plasticity Group (Bellvitge Biomedical Research Institute) IDIBELL/Institut de Recerca Sant Joan de Déu (IRSJD)
3
A01
Laura Bosch
Bosch, Laura
Laura
Bosch
University of Barcelona, Department of Cognition, Development and Educational Psychology/Institut de Recerca Sant Joan de Déu (IRSJD)/Institut de Neurociències, University of Barcelona
4
A01
Claudia Männel
Männel, Claudia
Claudia
Männel
Max Planck Institute for Human Cognitive and Brain Sciences, Department of Neuropsychology and Department of Neurology/University of Leipzig, Medical Faculty, Clinic for Cognitive Neurology
01
This chapter reviews electrophysiological studies on early word-form segmentation and word-referent mapping, with a focus on the role of prosody in these early abilities closely related to vocabulary acquisition. First, we will review event-related brain potential (ERP) studies on word segmentation showing the impact of lexical stress cues, infant-directed speech (IDS) properties and melodic information on word-form extraction. Then, we will review research on word-referent mapping, revealing the scarcity of ERP studies specifically exploring the contribution of prosody in this domain. Throughout the chapter we will emphasize how electrophysiological methods offer a more fine-grained perspective of the brain processes supporting segmentation and mapping abilities, often revealing infants’ sensitivities to auditory input before overt responses from behavioral methods can be obtained.
10
01
JB code
tilar.23.p2
104
224
121
Section header
7
01
Part 2. Learning to produce prosody
10
01
JB code
tilar.23.06rus
103
124
22
Chapter
8
01
Chapter 6. Set in time
Temporal coordination of prosody and gesture in the development of spoken language production
1
A01
Heather Leavy Rusiewicz
Rusiewicz, Heather Leavy
Heather Leavy
Rusiewicz
Duquesne University
2
A01
Núria Esteve-Gibert
Esteve-Gibert, Núria
Núria
Esteve-Gibert
Aix Marseille Université, CNRS, LPL UMR 7309/Universitat de Barcelona
01
The purpose of this chapter is to discuss the relationship between prosody, gesture, and spoken language production from a developmental perspective. The coordination of prosody and manual movements from theoretical, behavioral and neuroanatomical perspectives will be explored. We focus on how gesture landmarks coordinate with prosodic prominence from infants to school-aged children, and we compare these results with adult patterns. The reviewed literature shows that gesture movements, prosody, and speech abilities in general, develop in a parallel and dynamic way, the emergence of a specific ability in one modality entraining the emergence of a parallel ability in another modality. Lastly, implications of the coordination of prosody and gesture for children with communication disorders will be explored.
10
01
JB code
tilar.23.07pos
125
143
19
Chapter
9
01
Chapter 7. Speech rhythm in development
What is the child acquiring?
1
A01
Brechtje Post
Post, Brechtje
Brechtje
Post
University of Cambridge
2
A01
Elinor Payne
Payne, Elinor
Elinor
Payne
University of Oxford
01
Perception and production studies of speech rhythm development in infants and children paint a complex picture of a universal early perceptual sensitivity to – and production mastery of – cues to rhythm, while the rate of acquisition of rhythmic properties across and within languages appears to be typologically and structurally determined. In this chapter we provide a critical and comprehensive review of the literature that has led to these insights. We then explore how child rhythm development can be accommodated in an integrated approach to speech rhythm in which various structural and performance aspects interact to determine developmental trajectories in rhythm acquisition.
10
01
JB code
tilar.23.08fro
145
164
20
Chapter
10
01
Chapter 8. Early development of intonation
Perception and production
1
A01
Sónia Frota
Frota, Sónia
Sónia
Frota
Universidade de Lisboa
2
A01
Joseph Butler
Butler, Joseph
Joseph
Butler
Universidade de Lisboa
01
This chapter focuses on early development of intonation. Together with a precocious sensitivity to prosody documented in the literature, recent research has shown that infants’ early perception of pitch-based categories is already language-specific by 4–5 months, and that their discrimination abilities differ not only according to ambient language but also as a function of pitch properties (e.g., pitch direction, or pitch alignment). On the production side, and focusing on studies within the Autosegmental-Metrical framework, findings suggest that key landmarks in intonational development precede and constrain the acquisition of other aspects of grammar (e.g., word and phrase size, and combinatorial speech). Both from a perception and production point of view, language specific effects emerge very early on in development, underlying cross-linguistic differences.
10
01
JB code
tilar.23.09keh
165
184
20
Chapter
11
01
Chapter 9. Prosodic phonology in acquisition
A focus on children’s early word productions
1
A01
Margaret M. Kehoe
Kehoe, Margaret M.
Margaret M.
Kehoe
University of Geneva
01
This chapter investigates how the theory of prosodic phonology has been applied to child language data, focusing on children’s early words. First, we consider early accounts of prosodic structure development in which the tools of prosodic phonology were used to explain the shape of children’s word productions. We then go on to consider later accounts in which factors apart from prosodic structure, such as the frequency of input forms, perceptual bias, and segmental factors, have been integrated into recent models. Referring to findings on a wide range of languages (e.g., Spanish, Catalan, Portuguese, Hebrew, Greek, and Japanese) we examine support for the minimal word, a bimoraic constraint on word production, and compare prosodic structure development across different groups of languages.
10
01
JB code
tilar.23.10vih
185
206
22
Chapter
12
01
Chapter 10. The development of prosodic structure
A usage-based approach
1
A01
Marilyn Vihman
Vihman, Marilyn
Marilyn
Vihman
University of York
01
Scholarly views are divided as to the source of children’s knowledge of prosodic structure. Within the framework of a usage-based approach, this chapter compares prosodic structures in children learning four languages at the end of the single-word period in order to identify sources of both similarities and differences between children, within and across language groups. The similarities can generally be traced back to common constraints on the neurophysiology of infant vocal production, while the differences between language groups reflect ambient language accentual patterning and dominant word shapes. Individual differences within and across groups additionally relate to differing child mappings of input forms to familiar production patterns.
10
01
JB code
tilar.23.11dem
207
224
18
Chapter
13
01
Chapter 11. Understanding the development of prosodic words
The role of the lexicon
1
A01
Katherine Demuth
Demuth, Katherine
Katherine
Demuth
Macquarie University
01
Children’s early speech productions are not entirely adult-like, with syllables and morphemes often missing from early utterances. However, these patterns of development also appear to be influenced by the language being learned. This chapter explores the role of the lexicon as a driving force in understanding both lower Prosodic Word (PW) and higher Phonological Phrase and Intonational Phrase (PP, IP) aspects of children’s early speech. Using evidence from cross-linguistic studies, it shows how the prosodic shape and structure of the ambient lexicon influences the course of PW development and the implications this has for the acquisition of grammatical morphemes such as determiners. It concludes by exploring the implications of these findings for a developmental model of speech planning and production.
10
01
JB code
tilar.23.p3
228
314
87
Section header
14
01
Part 3. Moving to meaning: Prosody and pragmatic development
10
01
JB code
tilar.23.12est
227
246
20
Chapter
15
01
Chapter 12. Early development of the prosody-meaning interface
1
A01
Núria Esteve-Gibert
Esteve-Gibert, Núria
Núria
Esteve-Gibert
Aix Marseille Université, CNRS, LPL UMR 7309/Universitat de Barcelona
2
A01
Pilar Prieto
Prieto, Pilar
Pilar
Prieto
Institució Catalana de Recerca i Estudis Avançats (ICREA)/Universitat Pompeu Fabra, Department of Translation and Language Sciences
01
This chapter reviews evidence on how infants up to 18 months of age develop the ability to use prosody as a sign of the expression of pragmatic meanings, from both a comprehension and a production point of view. Developmental research reveals that pre-lexical infants use prosodic information not only to comprehend emotions in the speech of their communicative partners, the intentional value of the partners’ speech, and their speech act motivation, but also to express these same pragmatic meanings when they communicate with others. In essence, before the emergence of lexical and grammatical skills, infants use prosody to communicate intentionally with the world around them.
10
01
JB code
tilar.23.13ito
247
270
24
Chapter
16
01
Chapter 13. Gradual development of focus prosody <i>and</i> affect prosody comprehension
A proposal for a holistic approach
1
A01
Kiwako Ito
Ito, Kiwako
Kiwako
Ito
Ohio State University
01
Excellence in communication skills requires an ability to appropriately represent the discourse structure including focus, as well as good comprehension of speaker affect. Both focus and affect are communicated in large part through prosody, so comprehension and production of the accompanying prosody is essential. However, past studies on focus prosody have been both theoretically and methodologically separated from the research on affect prosody. (In this chapter, I use the term ‘focus prosody’ to refer to prosodic phenomena that are either produced or perceived as the cue to a specific part of speech that conveys the focal content of a message. This includes ‘narrow focus’, which is defined in terms of the informational scope (e.g., answers to Wh-questions), and ‘contrastive focus’, which is a subtype of narrow focus that evokes interpretational alternatives.) This chapter argues that the suggested difference in the developmental trajectory (i.e., focus prosody develops slower as compared to affect prosody) may be an artifact of the perspective divergence, and points out that the mastery of prosodic skills in both these domains must be necessarily <i>gradual</i> – though they may not develop hand-in-hand. A holistic approach that considers the interaction between affect prosody and focus prosody is proposed as a future direction of the research on prosodic development within and across individuals.
10
01
JB code
tilar.23.14arm
271
293
23
Chapter
17
01
Chapter 14. Children’s development of internal state prosody
1
A01
Meghan E. Armstrong
Armstrong, Meghan E.
Meghan E.
Armstrong
University of Massachusetts Amherst
2
A01
Iris Hübscher
Hübscher, Iris
Iris
Hübscher
Universitat Pompeu Fabra
01
Infants have access to the prosodic aspects of their ambient language even prior to birth, but many aspects of prosody are produced and comprehended well after infancy. One of these aspects includes prosody related to <i>internal states</i> such as beliefs, desires, feelings and emotions. In this chapter, we review the literature on prosody related to internal states, paying special attention to prosodic meanings associated with <i>emotions</i> and <i>belief states</i> and drawing from production and comprehension studies of preschool- and school-aged children. We show that there are many parallels in the development of these two aspects of prosody, suggesting the usefulness of studying them in tandem. Implications for these findings are discussed as well as fruitful directions for future work.
10
01
JB code
tilar.23.15che
295
314
20
Chapter
18
01
Chapter 15. Get the focus right across languages
Acquisition of prosodic focus-marking in production
1
A01
Aoju Chen
Chen, Aoju
Aoju
Chen
Utrecht University
01
Languages differ in both the use of prosody in focus marking and prosodic systems. In the light of recent studies of acquisition of prosodic focus marking in typologically different languages, we argue that typological differences have direct influences on acquisition of prosodic focus marking. More specifically, differences in reliance on phonetic uses of prosody and transparency of how prosody is used phonologically to encode focus can lead to cross-linguistic differences in rate of acquisition. Differences in whether the prosodic means involved are also used for lexical purposes and in interface between prosody and word order can trigger cross-linguistic differences in route of acquisition.
10
01
JB code
tilar.23.p4
318
362
45
Section header
19
01
Part 4. Prosody in bilingualism and in specific populations
10
01
JB code
tilar.23.16lle
317
342
26
Chapter
20
01
Chapter 16. Bilingual children’s prosodic development
1
A01
Conxita Lleó
Lleó, Conxita
Conxita
Lleó
University of Hamburg
01
This chapter focuses on various domains of prosodic development – syllables, metrical feet, prosodic words, stress patterns, phonological phrases, intonation and rhythm – as they are acquired by bilingual children, exposed to two languages from birth: a societal or majority language and a minority or heritage language. The studies reviewed in this chapter discuss the bilingual acquisition of these prosodic domains and the influence of one language onto the other when children develop surrounded by two languages in contact. The discussion deals with the various aspects of the acquisition of prosody and prosodic structure described in the main section of the chapter, and reports on the outcomes of cross-language interaction: acceleration, delay, transfer, order of acquisition, and fusion.
10
01
JB code
tilar.23.17pep
343
362
20
Chapter
21
01
Chapter 17. Prosodic development in atypical populations
1
A01
Sue Peppé
Peppé, Sue
Sue
Peppé
Queen Margaret University College
01
This chapter concerns various atypical conditions in children and how the development of prosody may be affected in them. Methods for evaluating prosodic ability are considered, taking into account receptive and expressive ability. Brief summaries of research into several conditions in which prosodic development is affected are given, including hearing impairment, language disorder, Down syndrome, childhood onset fluency disorder, Williams syndrome and a more detailed treatment of autism spectrum disorder. The chapter concludes with a brief summary of current strategies for rehabilitation.
10
01
JB code
tilar.23.ind
363
368
6
Miscellaneous
22
01
Index
02
JBENJAMINS
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2018
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