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221016716 03 01 01 JB John Benjamins Publishing Company 01 JB code TiLAR 23 Eb 15 9789027264213 06 10.1075/tilar.23 13 2018000598 DG 002 02 01 TiLAR 02 1569-0644 Trends in Language Acquisition Research 23 <TitleType>01</TitleType> <TitleText textformat="02">The Development of Prosody in First Language Acquisition</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Development of Prosody in First Language Acquisition</TitleWithoutPrefix> 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 01 https://benjamins.com/covers/475_tif/9789027200594.tif 06 09 01 https://benjamins.com/covers/1200_front/tilar.23.hb.png 07 09 01 https://benjamins.com/covers/125/tilar.23.png 25 09 01 https://benjamins.com/covers/1200_back/tilar.23.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tilar.23.hb.png 10 01 JB code tilar.23.01pri 1 14 14 Chapter 1 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Introduction</TitleText> <Subtitle textformat="02">An overview of research on prosodic development</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;1. Early sensitivity to prosody</TitleText> 10 01 JB code tilar.23.02car 17 35 19 Chapter 3 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. Early perception of phrasal prosody and its role in syntactic and lexical acquisition</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Early sensitivity and acquisition of prosodic patterns at the lexical level</TitleText> 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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. The role of prosody in early word learning</TitleText> <Subtitle textformat="02">Behavioral evidence</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. The role of prosody in early speech segmentation and word-referent mapping</TitleText> <Subtitle textformat="02">Electrophysiological evidence</Subtitle> 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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;2. Learning to produce prosody</TitleText> 10 01 JB code tilar.23.06rus 103 124 22 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. Set in time</TitleText> <Subtitle textformat="02">Temporal coordination of prosody and gesture in the development of spoken language production</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Speech rhythm in development</TitleText> <Subtitle textformat="02">What is the child acquiring?</Subtitle> 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&#160;&#8211; and production mastery of&#160;&#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. Early development of intonation</TitleText> <Subtitle textformat="02">Perception and production</Subtitle> 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&#8217; early perception of pitch-based categories is already language-specific by 4&#8211;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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. Prosodic phonology in acquisition</TitleText> <Subtitle textformat="02">A focus on children&#8217;s early word productions</Subtitle> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. The development of prosodic structure</TitleText> <Subtitle textformat="02">A usage-based approach</Subtitle> 1 A01 Marilyn Vihman Vihman, Marilyn Marilyn Vihman University of York 01 Scholarly views are divided as to the source of children&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Understanding the development of prosodic words</TitleText> <Subtitle textformat="02">The role of the lexicon</Subtitle> 1 A01 Katherine Demuth Demuth, Katherine Katherine Demuth Macquarie University 01 Children&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;3. Moving to meaning: Prosody and pragmatic development</TitleText> 10 01 JB code tilar.23.12est 227 246 20 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;12. Early development of the prosody-meaning interface</TitleText> 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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;13. Gradual development of focus prosody <i>and</i> affect prosody comprehension</TitleText> <Subtitle textformat="02">A proposal for a holistic approach</Subtitle> 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 &#8216;focus prosody&#8217; 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 &#8216;narrow focus&#8217;, which is defined in terms of the informational scope (e.g., answers to Wh-questions), and &#8216;contrastive focus&#8217;, 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>&#160;&#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;14. Children&#8217;s development of internal state prosody</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;15. Get the focus right across languages</TitleText> <Subtitle textformat="02">Acquisition of prosodic focus-marking in production</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;4. Prosody in bilingualism and in specific populations</TitleText> 10 01 JB code tilar.23.16lle 317 342 26 Chapter 20 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;16. Bilingual children&#8217;s prosodic development</TitleText> 1 A01 Conxita Lleó Lleó, Conxita Conxita Lleó University of Hamburg 01 This chapter focuses on various domains of prosodic development&#160;&#8211; syllables, metrical feet, prosodic words, stress patterns, phonological phrases, intonation and rhythm&#160;&#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 17. Prosodic development in atypical populations</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">The Development of Prosody in First Language Acquisition</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Development of Prosody in First Language Acquisition</TitleWithoutPrefix> 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 01 https://benjamins.com/covers/475_tif/9789027200594.tif 06 09 01 https://benjamins.com/covers/1200_front/tilar.23.hb.png 07 09 01 https://benjamins.com/covers/125/tilar.23.png 25 09 01 https://benjamins.com/covers/1200_back/tilar.23.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tilar.23.hb.png 10 01 JB code tilar.23.01pri 1 14 14 Chapter 1 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Introduction</TitleText> <Subtitle textformat="02">An overview of research on prosodic development</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;1. Early sensitivity to prosody</TitleText> 10 01 JB code tilar.23.02car 17 35 19 Chapter 3 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. Early perception of phrasal prosody and its role in syntactic and lexical acquisition</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Early sensitivity and acquisition of prosodic patterns at the lexical level</TitleText> 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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. The role of prosody in early word learning</TitleText> <Subtitle textformat="02">Behavioral evidence</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. The role of prosody in early speech segmentation and word-referent mapping</TitleText> <Subtitle textformat="02">Electrophysiological evidence</Subtitle> 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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;2. Learning to produce prosody</TitleText> 10 01 JB code tilar.23.06rus 103 124 22 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. Set in time</TitleText> <Subtitle textformat="02">Temporal coordination of prosody and gesture in the development of spoken language production</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Speech rhythm in development</TitleText> <Subtitle textformat="02">What is the child acquiring?</Subtitle> 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&#160;&#8211; and production mastery of&#160;&#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. Early development of intonation</TitleText> <Subtitle textformat="02">Perception and production</Subtitle> 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&#8217; early perception of pitch-based categories is already language-specific by 4&#8211;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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. Prosodic phonology in acquisition</TitleText> <Subtitle textformat="02">A focus on children&#8217;s early word productions</Subtitle> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. The development of prosodic structure</TitleText> <Subtitle textformat="02">A usage-based approach</Subtitle> 1 A01 Marilyn Vihman Vihman, Marilyn Marilyn Vihman University of York 01 Scholarly views are divided as to the source of children&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Understanding the development of prosodic words</TitleText> <Subtitle textformat="02">The role of the lexicon</Subtitle> 1 A01 Katherine Demuth Demuth, Katherine Katherine Demuth Macquarie University 01 Children&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;3. Moving to meaning: Prosody and pragmatic development</TitleText> 10 01 JB code tilar.23.12est 227 246 20 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;12. Early development of the prosody-meaning interface</TitleText> 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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;13. Gradual development of focus prosody <i>and</i> affect prosody comprehension</TitleText> <Subtitle textformat="02">A proposal for a holistic approach</Subtitle> 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 &#8216;focus prosody&#8217; 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 &#8216;narrow focus&#8217;, which is defined in terms of the informational scope (e.g., answers to Wh-questions), and &#8216;contrastive focus&#8217;, 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>&#160;&#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;14. Children&#8217;s development of internal state prosody</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;15. Get the focus right across languages</TitleText> <Subtitle textformat="02">Acquisition of prosodic focus-marking in production</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;4. Prosody in bilingualism and in specific populations</TitleText> 10 01 JB code tilar.23.16lle 317 342 26 Chapter 20 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;16. Bilingual children&#8217;s prosodic development</TitleText> 1 A01 Conxita Lleó Lleó, Conxita Conxita Lleó University of Hamburg 01 This chapter focuses on various domains of prosodic development&#160;&#8211; syllables, metrical feet, prosodic words, stress patterns, phonological phrases, intonation and rhythm&#160;&#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 17. Prosodic development in atypical populations</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20180524 2018 John Benjamins B.V. 02 WORLD 08 790 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 22 16 01 02 JB 1 00 115.00 EUR R 02 02 JB 1 00 121.90 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 16 02 02 JB 1 00 97.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 16 01 gen 02 JB 1 00 173.00 USD