The syllabic bridge: the first step in learning spelling-to-sound correspondences*

Authors: Doignon-Camus N, Zagar D Abstract ABSTRACT It is widely agreed that learning to read starts with the establishment of letter-to-phoneme correspondences. However, it is also widely agreed that prereaders do not have access to phoneme units. Here we show that the building of associations between letters and syllables, which we call the ‘syllabic bridge’, […]

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 […]