Phonological reduction in maternal speech in northern Australian English: change over time.

This study investigated variation in non-citation speech processes in a longitudinal, 26-hour corpus of maternal northern Australian English. Recordings were naturalistic parent-child interactions when children (N=4) were 1;6, 2;0, and 2;6. The mothers’ speech was phonetically transcribed and analyzed. Based on previous sociophonetic research showing proportional changes in speech variants in maternal speech as children […]

Infinitives or bare stems? Are English-speaking children defaulting to the highest-frequency form?

Authors: Räsänen SH, Ambridge B, Pine JM Abstract ABSTRACT Young English-speaking children often produce utterances with missing 3sg -s (e.g., *He play). Since the mid 1990s, such errors have tended to be treated as Optional Infinitive (OI) errors, in which the verb is a non-finite form (e.g., Wexler, 1998; Legate & Yang, 2007). The present […]

English-learning one- to two-year-olds do not show a consonant bias in word learning.

Authors: Floccia C, Nazzi T, Luche CD, Poltrock S, Goslin J Abstract ABSTRACT Following the proposal that consonants are more involved than vowels in coding the lexicon (Nespor, Peña & Mehler, 2003), an early lexical consonant bias was found from age 1;2 in French but an equal sensitivity to consonants and vowels from 1;0 to […]

Show me the pragmatic contribution: a developmental investigation of contrastive inference.

Authors: Kronmüller E, Morisseau T, Noveck IA Abstract ABSTRACT An utterance such as ‘Show me the large rabbit’ potentially generates a contrastive inference, i.e., the article the and the adjective large allow listeners to pragmatically infer the existence of other entities having the same noun (e.g. a small rabbit). The primary way to measure children’s […]