Phonetic Variation in Consonants in Infant-Directed and Adult-Directed Speech: The Case of Regressive Place Assimilation in Word-Final Alveolar Stops

Autor/inn/en	Dilley, Laura C.; Millett, Amanda L.; McAuley, J. Devin; Bergeson, Tonya R.
Titel	Phonetic Variation in Consonants in Infant-Directed and Adult-Directed Speech: The Case of Regressive Place Assimilation in Word-Final Alveolar Stops
Quelle	In: Journal of Child Language, 41 (2014) 1, S.155-175 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000912000670
Schlagwörter	Phonetics; Phonemes; Pronunciation; Infants; Adults; Mothers; Phonology; Speech + Suchen Sie Ihr Suchwort? Phonetik; Fonetik; Fonem; Aussprache; Infant; Toddler; Toddlers; Kleinkind; Mother; Mutter; Fonologie; Speaking; Sprechen
Abstract	Pronunciation variation is under-studied in infant-directed speech, particularly for consonants. Regressive place assimilation involves a word-final alveolar stop taking the place of articulation of a following word-initial consonant. We investigated pronunciation variation in word-final alveolar stop consonants in storybooks read by forty-eight mothers in adult-directed or infant-directed style to infants aged approximately 0;3, 0;9, 1;1, or 1;8. We focused on phonological environments where regressive place assimilation could occur, i.e., when the stop preceded a word-initial labial or velar consonant. Spectrogram, waveform, and perceptual evidence was used to classify tokens into four pronunciation categories: canonical, assimilated, glottalized, or deleted. Results showed a reliable tendency for canonical variants to occur in infant-directed speech more often than in adult-directed speech. However, the otherwise very similar distributions of variants across addressee and age group suggested that infants largely experience statistical distributions of non-canonical consonantal pronunciation variants that mirror those experienced by adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10