PUBLICATIONS

Permanent link for this collectionhttps://hdl.handle.net/2022/20064

The PUBLICATIONS collection includes a bibliography of published work generated from the Learnability Project, with links to all manuscripts; this bibliography is also available in the BASICS collection. The PUBLICATIONS collection provides access to only those limited publications where permission was granted by the publisher for deposit in an institutional repository pursuant to copyright law.

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Now showing 1 - 20 of 61

A problem of allophonic variation in a speech disordered child
(IULC Publications, 1987) Williams, A. Lynn; Dinnsen, Daniel A.
A reconsideration of children's phonological representations
(Cascadilla Press, 2002) Dinnsen, Daniel A.
A sympathy account of multiple opacity in Wintu
(IULC Publications, 1999) McGarrity, Laura W.
Wintu, a Penutian language, exhibits three phonological rules that interact in ways that produce two different kinds of opacity. One rule that raises mid vowels before a low vowel with one consonant intervening interacts with a rule of cluster simplification that deletes the first of two consonants in a cluster. The raising rule also interacts with a rule of absolute neutralization so that it appears that some mid vowels do not raise even when the structural description of the rule is met. These cases of opacity are shown to be analyzable within the framework of optimality theory through an appeal to McCarthy's (1998) proposal of 'sympathy'. While McCarthy describes cases where a language with multiple opaque interactions can have distinct ❀-candidates which are subject to distinct sympathy relations, this paper will show that distinct ❀-candidates may also be subject to the same sympathetic correspondence, thus lending support to the validity and universality of sympathy constraints
A typology of cluster reduction: Conflicts with sonority
(Cascadilla Press, 2002) Pater, Joe; Barlow, Jessica A.
Age of word acquisition effects in treatment of children with phonological delays
(Cambridge University Press, 2012) Gierut, Judith A.; Morrisette, Michele L.
The effects of the age of acquisition (AoA) of words were examined in the clinical treatment of 10 preschool children with phonological delays. Using a single-subject multiple-baseline experimental design, children were enrolled in one of four conditions that varied the AoA of the treated words (early vs. late acquired) relative to their corresponding word frequency (high vs. low frequency). Phonological generalization to treated and untreated sounds in error served as the dependent variable. Results showed that late acquired words induced greater generalization, with an effect size four times greater than early acquired words, whereas the effects of word frequency were minimized. Results are discussed relative to hypotheses about the role of AoA in language acquisition and the relevance of this variable for phonological learning.
An argument for adjuncts: Evidence from a phonologically disordered system
(Cascadilla Press, 1999) Barlow, Jessica A.
An astronomical opacity effect
(IULC Publications, 2008) Dinnsen, Daniel A.
An opacity-tolerant conspiracy in phonological acquisition
(IULC Publications, 2008) Dinnsen, Daniel A.; Farris-Trimble, Ashley W.
Clinical application of phonological complexity
(California Speech-Language Hearing Association, 2004) Gierut, Judith A.
Commentary: Contributions of evidence-based practices to clinical treatment
(California Speech-Language Hearing Association, 2005) Gierut, Judith A.
Comparability of lexical corpora: Word frequency in phonological generalization
(Informa Healthcare, 2007) Gierut, Judith A.; Dale, Rachel A.
Statistical regularities in language have been examined for new insight to the language acquisition process. This line of study has aided theory advancement, but it also has raised methodological concerns about the applicability of corpora data to child populations. One issue is whether it is appropriate to extend the regularities observed in the speech of adults to developing linguistic systems. The purpose of this paper is to establish the comparability of lexical corpora in accounting for behavioural effects of word frequency on children's phonological generalization. Four word frequency corpora were evaluated in comparison of child/adult and written/spoken sources. These were applied post-hoc to generalization data previously reported for two preschool children. Results showed that the interpretation of phonological generalization was the same within and across children, regardless of the corpus being used. Phonological gains were more evident in low than high frequency words. The findings have implications for the design of probabilistic studies of language acquisition and clinical treatment programmes.
Comparative markedness and induced opacity
(Language Education Institute, 2010) Dinnsen, Daniel A.; Gierut, Judith A.; Farris-Trimble, Ashley W.
Results are reported from a descriptive and experimental study that was intended to evaluate comparative markedness (McCarthy 2002, 2003) as an amendment to optimality theory. Two children (aged 4;3 and 4;11) with strikingly similar, delayed phonologies presented with two independent, interacting error patterns of special interest, i.e., Deaffrication ([tIn] 'chin') and Consonant Harmony ([$\text{g}$ↄ$\text{g}$] 'dog') in a feeding interaction ([kik] 'cheek'). Both children were enrolled in a counterbalanced treatment study employing a multiple base-line single-subject experimental design, which was intended to induce a grandfather effect in one case ([dↄ$\text{g}$] 'dog' and [kik] 'cheek') and a counterfeeding interaction in the other ([$\text{g}$ↄ$\text{g}$] 'dog' and [tik] 'cheek'). The results were largely supportive of comparative markedness, although some anomalies were observed. The clinical implications of these results are also explored.
Consonant clusters in phonological acquisition: Applications to assessment and treatment
(California Speech-Language Hearing Association, 2004) Barlow, Jessica A.
Constraints in phonological acquisition
(Cambridge University Press, 2004) Dinnsen, Daniel A.
Context effects in acquisition of fricatives
(Cascadilla Press, 1996) Dinnsen, Daniel A.
Cumulative faithfulness effects: Opaque or transparent?
(IULC Publications, 2008) Farris-Trimble, Ashley W.
Dense neighborhoods and mechanisms of learning: Evidence from children with phonological delay
(Cambridge University Press, 2015) Gierut, Judith A.; Morrisette, Michele L.
There is a noted advantage of dense neighborhoods in language acquisition, but the learning mechanism that drives the effect is not well understood. Two hypotheses–long-term auditory word priming and phonological working memory–have been advanced in the literature as viable accounts. These were evaluated in two treatment studies enrolling 12 children with phonological delay. Study 1 exposed children to dense neighbors versus nonneighbors before training sound production in evaluation of the priming hypothesis. Study 2 exposed children to the same stimuli after training sound production as a test of the phonological working memory hypothesis. Results showed that neighbors led to greater phonological generalization than nonneighbors, but only when presented prior to training production. There was little generalization and no differential effect of exposure to neighbors or nonneighbors after training production. Priming was thus supported as a possible mechanism of learning behind the dense neighborhood advantage in phonological acquisition.
Density, frequency and the expressive phonology of children with phonological delay
(Cambridge University Press, 2012) Gierut, Judith A.; Morrisette, Michele L.
The effect of word-level variables on expressive phonology has not been widely studied, although the properties of words likely bear on the emergence of sound structure (Stoel-Gammon, 2011). Eight preschoolers, diagnosed with phonological delay, were assigned to treatment to experimentally induce gains in expressive phonology. Erred sounds were taught using stimulus words that varied orthogonally in neighborhood density and word frequency as the independent variables. Generalization was the dependent variable, defined as production accuracy of treated and untreated (erred) sounds. Blocked comparisons showed that dense neighborhoods triggered greater generalization, but frequency did not have a clear differential effect. Orthogonal comparisons revealed graded effects, with frequent words from dense neighborhoods being optimal for generalization. The results contrast with prior literature, which has reported a sparse neighborhood advantage for children with phonological delay. There is a suggestion that children with phonological delay require greater than usual cue redundancy and convergence to prompt expressive phonological learning.
Do children still pick and choose? The relationship between phonological knowledge and lexical acquisition beyond 50 words
(Informa Healthcare, 2006) Storkel, Holly L.
Previous studies document an influence of phonological knowledge on word learning that differs across development. Specifically, children with expressive lexicons of fewer than 50 words learn words composed of IN sounds more rapidly than those composed of OUT sounds (Leonard, Schwartz, Morris, and Chapman, 1981; Schwartz and Leonard, 1982). In contrast, preschool children with larger expressive lexicons show the reverse effect (Storkel, in press). The goal of the current study was to provide a re-analysis of existing data to determine if this discrepancy across studies may be related to how phonological knowledge has been defined. This study defines knowledge on a continuum from most to more to less. Results showed a continuous inverse relationship between phonological knowledge and word learning by preschool children. Specifically, most phonological knowledge was associated with poorest word learning, more knowledge with intermediate word learning, and less knowledge with best word learning. Theoretical implications are discussed.
Effect size in clinical phonology
(Informa Healthcare, 2011) Gierut, Judith A.; Morrisette, Michele L.
The purpose of this article is to motivate the use of effect size (ES) for single-subject research in clinical phonology, with an eye towards meta-analyses of treatment effects for children with phonological disorders. Standard mean difference (SMD) is introduced and illustrated as one ES well suited to the multiple baseline (MBL) design and evaluation of generalization learning, both of which are key to experimental studies in clinical phonology.

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