Relevant bibliographies by topics / Phonological stage

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Phonological stage'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Phonological stage"

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Feng, Chen, Markus F. Damian, and Qingqing Qu. "Parallel Processing of Semantics and Phonology in Spoken Production: Evidence from Blocked Cyclic Picture Naming and EEG." Journal of Cognitive Neuroscience 33, no. 4 (2021): 725–38. http://dx.doi.org/10.1162/jocn_a_01675.

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Spoken language production involves lexical-semantic access and phonological encoding. A theoretically important question concerns the relative time course of these two cognitive processes. The predominant view has been that semantic and phonological codes are accessed in successive stages. However, recent evidence seems difficult to reconcile with a sequential view but rather suggests that both types of codes are accessed in parallel. Here, we used ERPs combined with the “blocked cyclic naming paradigm” in which items overlapped either semantically or phonologically. Behaviorally, both semant
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Youssef, Islam. "Affrication in Baghdadi Arabic: Synchrony and Diachrony." Arabica 61, no. 6 (2014): 746–57. http://dx.doi.org/10.1163/15700585-12341323.

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This paper examines phonological affrication in Baghdadi Arabic, which is classified as a historical shift. The discussion of the chronological development of this process stretches across the stages by which sound changes take place, namely the outset (phonetic) stage, the active (phonological) stage, and the post-active (phonemic) stage. In addition, the paper explores the featural composition of the segmental classes involved in affrication—its triggers, targets, and outputs—and proposes a straightforward phonological analysis of their interactions.
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French, Ann. "The systematic acquisition of word forms by a child during the first-fifty-word stage." Journal of Child Language 16, no. 1 (1989): 69–90. http://dx.doi.org/10.1017/s0305000900013441.

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ABSTRACTThis paper sets out to examine two findings reported in the literature: one, that during the one-word stage a child's word productions are highly phonetically variable, and two, that the one-word stage is qualitatively distinct from subsequent phonological development. The complete set of word forms produced by a child at the one-word stage were collected and analysed both cross-sectionally (month by month) and longitudinally (looking for changes over time). It was found that the data showed very little variability, and that phonological development during the period studied was qualit
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Kohn, Susan E., and Katherine L. Smith. "Distinctions between two phonological output deficits." Applied Psycholinguistics 15, no. 1 (1994): 75–95. http://dx.doi.org/10.1017/s0142716400006986.

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ABSTRACTTwo aphasics with a similar level of phonological production difficulty are compared to distinguish the properties of disruption to two stages in the phonological system for producing single words: activation of stored lexical-phonological representations versus construction of phonemic representations. A set of distinguishing behavioral features for breakdown at each stage is generated on the basis of a model of single word production. Important variables for analyzing output include: (a) the unit of phonological encoding (morpheme versus syllable), (b) the phonemic relationship betwe
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Catts, Hugh W. "Speech Production Deficits in Developmental Dyslexia." Journal of Speech and Hearing Disorders 54, no. 3 (1989): 422–28. http://dx.doi.org/10.1044/jshd.5403.422.

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In this study, dyslexic and normal subjects rapidly repeated a series of phonologically complex and simple phrases. Dyslexic subjects repeated the phrases at a significantly slower rate and, in the complex condition, made significantly more errors. An examination of errors suggested that dyslexics may have difficulties in the planning stage of speech production. Findings are discussed in reference to other phonological deficits and oral reading problems in dyslexia.
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Gray, Shelley, Hope Lancaster, Mary Alt, et al. "The Structure of Word Learning in Young School-Age Children." Journal of Speech, Language, and Hearing Research 63, no. 5 (2020): 1446–66. http://dx.doi.org/10.1044/2020_jslhr-19-00186.

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Purpose We investigated four theoretically based latent variable models of word learning in young school-age children. Method One hundred sixty-seven English-speaking second graders with typical development from three U.S. states participated. They completed five different tasks designed to assess children's creation, storage, retrieval, and production of the phonological and semantic representations of novel words and their ability to link those representations. The tasks encompassed the triggering and configuration stages of word learning. Results Results showed that a latent variable model
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James, Deborah. "Book Review: Soundaround. Developing phonological awareness skills in the foundation stage." Child Language Teaching and Therapy 20, no. 1 (2004): 91–93. http://dx.doi.org/10.1177/026565900402000108.

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Dillon, Brian, Ewan Dunbar, and William Idsardi. "A Single-Stage Approach to Learning Phonological Categories: Insights From Inuktitut." Cognitive Science 37, no. 2 (2012): 344–77. http://dx.doi.org/10.1111/cogs.12008.

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Bermúdez-Margaretto, Beatriz, David Beltrán, Yury Shtyrov, Alberto Dominguez, and Fernando Cuetos. "Neurophysiological Correlates of Top-Down Phonological and Semantic Influence during the Orthographic Processing of Novel Visual Word-Forms." Brain Sciences 10, no. 10 (2020): 717. http://dx.doi.org/10.3390/brainsci10100717.

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The acquisition of new vocabulary is usually mediated by previous experience with language. In the visual domain, the representation of orthographically unfamiliar words at the phonological or conceptual levels may facilitate their orthographic learning. The neural correlates of this advantage were investigated by recording EEG activity during reading novel and familiar words across three different experiments (n = 22 each), manipulating the availability of previous knowledge on the novel written words. A different pattern of event-related potential (ERP) responses was found depending on the p
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Zhao, Jing, John X. Zhang, and Hong-Yan Bi. "The Special Role of Higher-Frequency Neighbors at the Phonological Level: An Event-Related Potential Study of Chinese Character Naming." ISRN Neuroscience 2013 (July 2, 2013): 1–6. http://dx.doi.org/10.1155/2013/579216.

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The present study explored the time course of neighborhood frequency effect at the early processing stages, examining whether orthographic neighbors with higher frequency exerted an influence on target processing especially at the phonological stage by using the event-related potential (ERP). Thirteen undergraduate students were recruited in this study, and they were required to covertly name Chinese characters with or without higher-frequency neighbors (HFNs); meanwhile, their brain activity was recorded. Results showed that the effect of neighborhood frequency was significant in frontocentra
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Dissertations / Theses on the topic "Phonological stage"

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Ingram, Elaine Barbara. "Developing foreign language reading skills : how the interplay of phonological and orthographic information impacts on the language processing and decoding skills of learners of French to key stage 4." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/367312/.

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Twelve aspects of the communicative language teaching approach which have placed FL reading skills development in English at discordance with L1 and L2 reading research findings and models of memory and word recognition are identified. Cognitive aspects of reading, which are not developed implicitly, are highlighted. The impact of curricular change on FL reading development since 1995 is considered in relation to theoretical models of memory and word recognition and L1 literacy development. Decoding sub-processes are identified through Goodman's (1968) model of L1 Levels of Reading Proficiency
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Azevedo, Fernanda Quintanilha. "Perfil vitivinícola, fenologia, qualidade e produção de uvas americanas e híbrida em Pelotas-RS." Universidade Federal de Pelotas, 2010. http://repositorio.ufpel.edu.br/handle/ri/1181.

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Made available in DSpace on 2014-08-20T13:25:43Z (GMT). No. of bitstreams: 1 Dissertacao_Fernanda_Quintanilha_Azevedo.pdf: 3392201 bytes, checksum: 5816f2730395a48e9057193ce2ad8a22 (MD5) Previous issue date: 2010-04-19<br>The vitiviniculture is an antique activity in the region of Pelotas-RS. The viability of the grape cultivation is facilitated by its tradition in the horticulture; however there are little technical and scientific data of growing in the particular region. Therefore, the objective of this work was to describe the wine-producing profile, to determine the phenology and t
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Ranbom, Larissa J. "Lexical representation of phonological variation in spoken word recognition." Diss., Online access via UMI:, 2005. http://wwwlib.umi.com/dissertations/fullcit/1425750.

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McCarthy, Laura Mary. "STAGES OF RECOVERY IN INDIVIDUALS WITH DEEP TO PHONOLOGICAL DYSPHASIA: INSIGHT INTO TREATMENT APPROACHES." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/464666.

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Communication Sciences<br>Ph.D.<br>The presented dissertation grew out of the need to achieve a better understanding of the relationship between language processing and short-term memory (STM) in persons with aphasia (PWA). Deep dysphasia and phonological dysphasia form a classification of aphasia identified by a pattern of speech errors attributed to chronic verbal STM impairment. Exploring evidence demonstrating the pattern of speech errors mediated by STM impairment in PWA, research objectives were three-fold: • To add to the knowledge base on deep dysphasia and phonological dysphasia and e
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Sweeney, Latanya. "Sprees, a finite-state orthographic learning system that recognizes and generates phonologically similar spellings." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/44491.

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Priesnitz, Rafael. "Influência do espaçamento entre linhas na fenologia, produtividade de biomassa e de grãos em genótipos de milheto pérola." Universidade Estadual do Oeste do Paraná, 2009. http://tede.unioeste.br:8080/tede/handle/tede/1381.

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Made available in DSpace on 2017-07-10T17:37:35Z (GMT). No. of bitstreams: 1 Rafael_Priesnitz.pdf: 607862 bytes, checksum: 2fbd7ddd5123c410b3945fbc5fa25c6a (MD5) Previous issue date: 2009-07-30<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The objective of this study was to evaluate the influence of spacing between lines in phenology, the yield of biomass and grain cultivars in common and IPA-BULK 1 pearl millet. The experiment was installed at the Experimental Farm Dr. Antônio Carlos Santos Pessoa (Unioeste), located on Guará Line, Marechal Cândido Rondon PR city. Th
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Amorim, Karen Santos. "Estado da arte sobre consciência fonológica na educação infantil no Brasil no período de 2001-2011." Faculdade de Educação, 2014. http://repositorio.ufba.br/ri/handle/ri/17429.

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Submitted by Karen Amorim (krenamorim@gmail.com) on 2015-04-15T23:52:51Z No. of bitstreams: 1 Dissertação Karen Santos Amorim.pdf: 819449 bytes, checksum: 86fc3a82d2626c6a98b80e59e1a75daa (MD5)<br>Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-04-17T20:54:08Z (GMT) No. of bitstreams: 1 Dissertação Karen Santos Amorim.pdf: 819449 bytes, checksum: 86fc3a82d2626c6a98b80e59e1a75daa (MD5)<br>Made available in DSpace on 2015-04-17T20:54:08Z (GMT). No. of bitstreams: 1 Dissertação Karen Santos Amorim.pdf: 819449 bytes, checksum: 86fc3a82d2626c6a98b80e59
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Tessier, Anne-Michelle. "Biases and stages in phonological acquisition." 2007. https://scholarworks.umass.edu/dissertations/AAI3254906.

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This dissertation presents Error-Selective Learning, an error-driven model of phonological acquisition in Optimality Theory which is both restrictive and gradual. Together these two properties provide a model that can derive many attested intermediate stages in phonological development, and yet also explains how learners eventually converge on the target grammar. Error-Selective Learning is restrictive because its ranking algorithm is a version of Biased Constraint Demotion (BCD: Prince and Tesar, 2004). BCD learners store their errors in a table called the Support, and use ranking biases to b
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Books on the topic "Phonological stage"

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Burnett, Andrew. Soundaround: Developing Phonological Awareness Skills in the Foundation Stage. David Fulton Publish, 2002.

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Karttunen, Lauri. Finite-State Technology. Edited by Ruslan Mitkov. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199276349.013.0018.

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The article introduces the basic concepts of finite-state language processing: regular languages and relations, finite-state automata, and regular expressions. Many basic steps in language processing, ranging from tokenization, to phonological and morphological analysis, disambiguation, spelling correction, and shallow parsing, can be performed efficiently by means of finite-state transducers. The article discusses examples of finite-state languages and relations. Finite-state networks can represent only a subset of all possible languages and relations; that is, only some languages are finite-
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Bird, Steven. Phonology. Edited by Ruslan Mitkov. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199276349.013.0001.

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This article presents the fundamentals of descriptive phonology and gives an overview of computational phonology. Phonology is the systematic study of sounds used in language, and their composition into syllables, words, and phrases. It introduces some of the key concepts of phonology by simple examples involving real data and gives a brief discussion of early generative phonology. It analyses the autosegmental phonology using some data from African tone language. This article considers in detail one level of phonological hierarchy, namely, the syllable. It reveals many interesting issues that
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Pescarini, Diego. Romance Object Clitics. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198864387.001.0001.

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This book focuses on the evolution of object clitic pronouns in the Romance languages. It aims to explore the empirical facets of cliticization and elaborate on the theoretical ramifications of the topic. On the empirical side, the book deals with data ranging from Latin to modern languages and less well-known dialects from all areas of Romance. Medieval vernaculars take centre stage both in the reconstruction of the evolution from Latin to Romance and in the modelling of clitic placement in the modern languages. Syntactic, phonological, and morphological aspects are examined, but the main foc
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Déchaine, Rose-Marie, Dayanqi Si, and Joash J. Gambarage. Nata Deverbal Nominalizations. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256340.003.0006.

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In Nata, an endangered Eastern Bantu language (E45) spoken in the Mara region of Tanzania, deverbal nominalizations present certain properties. Morphologically, they consist of four morphemes, ordered left to right: (i) a phonologically predictable pre-prefix; (ii) an N-Class prefix; (iii) a verb stem; (iv) a harmonic final vowel (FV) suffix. Semantically, Nata nominalizations fall into three classes: entity-denoting, state-denoting, and event-denoting. Syntactically, (i) entity Ns have a singular/plural distinction, but event Ns are number-neutral; (ii) entity Ns cannot be modified by an adve
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Easterbrooks, Susan R., and Hannah M. Dostal, eds. The Oxford Handbook of Deaf Studies in Literacy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780197508268.001.0001.

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The Oxford Handbook on Deaf Studies Series began in 2010 with it first volume. The series presents state-of-the-art information across an array of topics pertinent to deaf individuals and deaf learners, such as cognition, neuroscience, attention, memory, learning, and language. The present handbook, The Oxford Handbook of Deaf Studies in Literacy, is the fifth in the series, and it offers the most up-to-date information on literacy learning among deaf and hard-of-hearing (DHH) learners. Topic examined in this concise volume include the importance of language and cognition and the elements of p
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Book chapters on the topic "Phonological stage"

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Song, Chenqing. "What is in the Final Stage of Inter-Language? Tone Errors and Phonological Constraints in Spontaneous Speech in Very Advanced Learners of Mandarin." In The Acquisition of Chinese as a Second Language Pronunciation. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_2.

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Ben-David, Avivit, and Outi Bat-El. "Paths and stages in acquisition of the phonological word in Hebrew." In Acquisition and Development of Hebrew. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.19.02ben.

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Vihman, Marilyn May. "Whole-word phonology." In Phonological Templates in Development. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198793564.003.0002.

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This chapter provides a historical overview of the ideas underlying ‘whole-word phonology’, from the 1970s to the present. The importance of a prosodic (syntagmatic) analysis is grounded in the ideas of Firth, as adapted to early child language (Waterson, 1971). Other studies have proposed ways in which ideas based on analyses of early child data, such as lexical primacy (Ferguson &amp; Farwell, 1975) or Radical Templatic Phonology (Vihman &amp; Croft, 2007), are relevant for adult as well as child language. Key ideas included in the overview are developmental reorganization (Macken, 1979), template matching and the two-stage model (Menn, 1983), and exemplar theory and usage-based models (Menn et al., 2013). The principles of Dynamic Systems Theory (Thelen &amp; Smith, 1994) are related to early phonological and lexical development.
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Alqassas, Ahmad. "The Jespersen Cycle of negation." In A Multi-locus Analysis of Arabic Negation. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474433143.003.0006.

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This chapter explores the dynamic interaction between syntax and morpho-phonology behind the complex variation in negation strategies in Jordanian Arabic involving unexpected change-in-progress counter to the direction of the Jespersen Cycle (JC). This chapter discusses free variation and mutual exclusivity of negation strategies from diachronic perspective within the JC of negation. The primary focus is on the limited distribution of enclitic negation (JC stage III) and ongoing spread of single negation (JC stage I) in pragmatically marked contexts. Enclitic negation of labial-initial predicates is analysed as phonological reduction and deletion of proclitic ma (JC stage II). This analysis sheds light on the interplay between the I-language and E-language with respect to the locus of negation. Internal factors (both syntactic and pragmatic) block the spread of stage III negation using the enclitic negative marker by itself, the new marker from a Jespersen Cycle perspective, despite phonological factors spreading stage III. Pragmatic ambiguity as a trigger for change in the spread of single negation in subtle contexts (ambiguous contexts) is an E-language feature, explaining its spread in unmarked contexts. The ongoing spread of single negation in unmarked contexts is an I-language change-in-progress from single-locus to multi-locus distribution for the negative marker maa.
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Derouesné, J., and M. F. Beauvois. "The “Phonemic” Stage in the Non-lexical Reading Process: Evidence From a Case of Phonological Alexia." In Surface Dyslexia. Routledge, 2017. http://dx.doi.org/10.4324/9781315108346-22.

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Hayes, Bruce. "Phonological acquisition in Optimality Theory: the early stages." In Constraints in Phonological Acquisition. Cambridge University Press, 2004. http://dx.doi.org/10.1017/cbo9780511486418.006.

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"Schwa in phonological theory." In The Second Glot International State-of-the-Article Book. De Gruyter Mouton, 2003. http://dx.doi.org/10.1515/9783110890952.431.

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Bosch, Laura. "Language proximity and speech perception in young bilinguals." In Romance Phonetics and Phonology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198739401.003.0017.

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Linguistic experience shapes speech perception from the earliest stages of development. Infants growing up in bilingual contexts are exposed to a more complex linguistic input from which they will gradually build language-specific phonetic and phonological categories, eventually characterizing words in their early lexicons. Input languages can show different levels of proximity relative to their rhythmic, phonetic, phonological, or lexical properties. Does language proximity affect early speech perception processes, from language differentiation to perceptual narrowing and phonological representation of words in the bilinguals’ vocabulary? Data from infants growing up in Catalan-Spanish contexts, acquiring a close pair of Romance languages, are reviewed and contrasted with data from infants exposed to more distant language pairs. It is argued that language proximity can determine specific adjustments in bilinguals’ early phonetic perception and phonological encoding of words. Language proximity factors can account for differences among bilingual infants’ trajectories previously reported in the literature.
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Treiman, Rebecca. "The Influence of Orthography on Children’s Spelling of Vowels and Consonants." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0009.

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So far, the first graders’ spellings have been studied from a phonological perspective. Spellings have been classified according to the phonemes they symbolize in order to examine children’s knowledge of the various phoneme-grapheme correspondences of English. The results of these analyses have shown that children’s spellings are built on their conceptions of phonemic structure. But orthographic influences have been visible too. As we have seen, the words that children see and read affect their own attempts to spell. In this chapter, these orthographic influences take center stage. The children’s spellings are classified according to the conventional spellings of the words that they represent in order to examine children’s knowledge of such orthographic features as digraphs and final is. The question is whether and how the conventional spelling of a word affects children’s attempts to spell the word. The special characteristics of these children’s first-grade experience make it particularly interesting to examine their learning of orthographic conventions. These children received little direct instruction in spelling. Even if they asked how to spell a word, their teacher did not tell them. The children were not explicitly taught about such orthographic conventions as the fact that ck occurs in the middles and at the ends of words but not at the beginnings of words. Did the children nevertheless pick up such conventions from the words they saw and read? For example, did they induce that ck occurs only in the middles and at the ends of words from seeing words like package and sick but not words like ckatl To anticipate the results presented in this chapter, the children did pick up this and other orthographic patterns on their own. Thus, the findings suggest that children can learn about certain orthographic conventions from their experiences with printed words, in the absence of direct instruction. The results presented in this book show that children often misspell graphemes such as ai and sh. Clearly, children have difficulty with graphemes in which two or more letters symbolize a single phoneme. Less clear, at this point, are the sources of this difficulty and the conditions under which it occurs.
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Amaro, Jennifer Cabrelli, and Magdalena Wrembel. "Investigating the acquisition of phonology in a third language – a state of the science and an outlook for the future." In Advances in the Investigation of L3 Phonological Acquisition. Routledge, 2018. http://dx.doi.org/10.4324/9781315148465-1.

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Conference papers on the topic "Phonological stage"

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Gildea, Daniel, and Daniel Jurafsky. "Automatic induction of finite state transducers for simple phonological rules." In the 33rd annual meeting. Association for Computational Linguistics, 1995. http://dx.doi.org/10.3115/981658.981660.

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Olaso, Javier M., M. Inés Torres, and Raquel Justo. "Representing phonological features through a two-level finite state model." In Interspeech 2011. ISCA, 2011. http://dx.doi.org/10.21437/interspeech.2011-194.

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