Description
Book SynopsisDrawing on major research developments in the field, Vihman has updated and extensively revised the 1996 edition of her classic text to provide a thorough and stimulating overview of current studies of child production and perception and early word learning.
Table of ContentsNote on Second Edition xi
Acknowledgments xiii
1 Introduction 1
Biological Foundations of Language Development 3
Phonological Development: Goals and Challenges 10
Methodologies: Data Sources andTheoretical Perspectives 13
Overview 16
2 Precursors to Language: The First 18 Months of Life 18
TheDevelopment of Linguistic Form and Function 20
1 Early Capacities: Birth to 2 Months 23
2 Early Capacities: 2 to 4 Months 26
3 Early Capacities: 4 to 6 Months 28
4 First Advances: 6 to 9 Months 29
5 Bringing the Strands Together: 9 to 12 Months 31
6 Transition to Language Use: 12 to 18 Months 35
Learning Mechanisms 40
Summary: Precursors and the Transition to Language Use 46
3 Development in Perception: Early Capacities, Rapid Change 49
Issues that Motivated the Study of Infant Speech Perception 49
Methods Used to Study Infant Speech Perception 56
Discrimination: Infant Capacities 59
Mechanisms Underlying Infant Perception 60
Developmental Change in Perception 63
‘Perceptual Narrowing’: Models of Developmental Change 67
Cross-Modal Perception 75
Summary:The Infant Listener – From Universal to Particular 78
4 Infant Vocal Production 80
Early Vocal Production 81
The Social Context, I: Precanonical Period 91
The Emergence of Adult-Like Syllables 95
The Social Context, II: Canonical Period 101
Vowel Production in the First Year 103
Influence from the Ambient Language 105
Summary: Biological and Social Foundations 110
5 Perceptual Advances in the First Year: Prosody, Segmentation and Distributional Learning 112
The Role of Prosody and Infant-Directed Speech (IDS) 113
Prosodic Bootstrapping 117
Advances in Knowledge of Accentual Patterns and Phonotactics 121
Experimental Studies of Segmentation 125
Distributional or Statistical Learning 139
Summary: Rhythms and Segmental Patterns 143
6 The Transition to Language Use 145
Beginnings ofWord Comprehension 146
Development of Intentional Communication 150
ReferentialWord Use 161
Phonetic and Phonological Development 163
Rhythm in Child Production 168
Emergence of Phonological Systematicity 175
Summary: Continuity and Change 177
7 Experimental Studies ofWord-Form Learning 179
The Role of Phonology inWord Recognition andWord Learning 179
The Perceptual Basis ofWord Learning 180
Explorations of ‘Phonological Specificity’ 186
Integrating the Findings 200
Neurophysiological Investigation ofWord Learning 202
Summary:Understanding theDevelopment of Representation 209
8 Phonological Development in the Bilingual Child 212
The Study of Child Bilingualism 213
‘Non-selectivity’ in Adult Bilingual Processing 214
Speech Perception and Processing 217
Bilingual Production 231
Separate Systems with Interaction 241
Summary: The Experience of the Bilingual Child 243
9 Theories, I: Formalist and PerceptionModels 245
What is the Source of the Linguistic System? 246
The First Linguistic Models 248
Contemporary Formalist Models 254
Contemporary Formalist Models: Critique and Appreciation 268
Perception Models 270
Perception Models: Critique and Appreciation 275
Summary:Theory and Data in Developmental Models 275
10 Theories, II: Functionalist or Emergentist Models 277
Biological Model 278
Self-Organizing Models 279
Usage-Based Models 285
Whole-Word Phonology 290
Functionalist or Emergentist Models: Critique and Appreciation 307
Summary: Emergent Phonology 309
11 Conclusion 311
Linking Perception and Production 312
Effects of Lexical Learning and Language Use 315
Appendix 1: Data Sources 318
Appendix 2: Protoword Forms and Uses 321
Appendix 3: Template Analyses 323
Word Template Analysis: A Diary Study 323
Word Template Analysis: Research Studies 331
Generality of Template Use 346
References 349
Name Index 407
Subject Index 417
