Optimality Theory, Phonological Acquisition and Disorders
Edited by
Daniel A. Dinnsen [+–]
Indiana University
Daniel A. Dinnsen is Chancellor’s Professor of Linguistics and Adjunct Professor of Speech and Hearing Sciences at Indiana University, Bloomington. He is also a member of the Program in Cognitive Science and core faculty of the NIH Training Grant in Speech, Hearing, and Sensory Communication. He is Co-Principal Investigator of the Learnability Project, funded by the National Institutes of Health.
Judith A. Gierut [+–]
Indiana University
Judith A. Gierut is Professor of Speech and Hearing Sciences and Cognitive Science and Adjunct Professor of Linguistics at Indiana University, Bloomington. She is the Principal Investigator and Director of the Learnability Project, funded by the National Institutes of Health.
Focusing on the phonologies of children with functional (non-organic) speech disorders, this volume reports the latest findings in optimality theory, phonological acquisition and disorders. The book is based on typological, cross-sectional, longitudinal, and experimental evidence from over 200 children. It stands out because of the unique test case that the population offers to optimality theory, particularly with respect to puzzles of opacity, lawful orders of acquisition, and language learnability. Beyond its theoretical significance, this research holds clinical relevance for the assessment and treatment of disordered populations, most notably the systematic prediction of learning outcomes. The volume bridges the gap between theory and application by showing how each informs the other. It is intended for linguists, psychologists, speech pathologists, second-language instructors and those interested in the latest developments in phonological theory and its applied extensions.
Series: Advances in Optimality Theory
Table of Contents
Prelims
Indiana University
Daniel A. Dinnsen is Chancellor’s Professor of Linguistics and Adjunct Professor of Speech and Hearing Sciences at Indiana University, Bloomington. He is also a member of the Program in Cognitive Science and core faculty of the NIH Training Grant in Speech, Hearing, and Sensory Communication. He is Co-Principal Investigator of the Learnability Project, funded by the National Institutes of Health.
Indiana University
Judith A. Gierut is Professor of Speech and Hearing Sciences and Cognitive Science and Adjunct Professor of Linguistics at Indiana University, Bloomington. She is the Principal Investigator and Director of the Learnability Project, funded by the National Institutes of Health.
Preface ix-xiii
Indiana University
Daniel A. Dinnsen is Chancellor’s Professor of Linguistics and Adjunct Professor of Speech and Hearing Sciences at Indiana University, Bloomington. He is also a member of the Program in Cognitive Science and core faculty of the NIH Training Grant in Speech, Hearing, and Sensory Communication. He is Co-Principal Investigator of the Learnability Project, funded by the National Institutes of Health.
Indiana University
Judith A. Gierut is Professor of Speech and Hearing Sciences and Cognitive Science and Adjunct Professor of Linguistics at Indiana University, Bloomington. She is the Principal Investigator and Director of the Learnability Project, funded by the National Institutes of Health.
PART I: BACKGROUND TO THE STUDY
1 Fundamentals of optimality theory [+–] 3-36
Indiana University
Daniel A. Dinnsen is Chancellor’s Professor of Linguistics and Adjunct Professor of Speech and Hearing Sciences at Indiana University, Bloomington. He is also a member of the Program in Cognitive Science and core faculty of the NIH Training Grant in Speech, Hearing, and Sensory Communication. He is Co-Principal Investigator of the Learnability Project, funded by the National Institutes of Health.
This chapter presents a tutorial introduction to optimality theory with an emphasis on those aspects most relevant to acquisition and disorders. The principles and workings of the theory are illustrated by considering some fundamental phenomena in the developing sound systems of young children with phonological delays. Issues of learnability and the nature of children’s underlying representations are considered along with phonological conspiracies and their clinical implications.
Indiana University
Judith A. Gierut is Professor of Speech and Hearing Sciences and Cognitive Science and Adjunct Professor of Linguistics at Indiana University, Bloomington. She is the Principal Investigator and Director of the Learnability Project, funded by the National Institutes of Health.
This chapter describes a protocol that addresses limitations associated with the study of phonological development by shifting the focus from typically developing toddlers to preschoolers with functional phonological disorders. This population affords an opportunity for the use of sophisticated elicitation materials, procedures, and data analyses, as employed on the Learnability Project.
Indiana University
Judith A. Gierut is Professor of Speech and Hearing Sciences and Cognitive Science and Adjunct Professor of Linguistics at Indiana University, Bloomington. She is the Principal Investigator and Director of the Learnability Project, funded by the National Institutes of Health.
Single-subject experimental designs offer a unique framework from which to test the basic premises and predictions of linguistic theory. As applied to phonological development, this set of designs capitalizes on the heterogeneity that is characteristic of development, while aiming to extract patterns of learning that are common across children.
PART II: RESEARCH REPORTS OPACITY EFFECTS
4 A typology of opacity effects in acquisition [+–] 121-176
Indiana University
Daniel A. Dinnsen is Chancellor’s Professor of Linguistics and Adjunct Professor of Speech and Hearing Sciences at Indiana University, Bloomington. He is also a member of the Program in Cognitive Science and core faculty of the NIH Training Grant in Speech, Hearing, and Sensory Communication. He is Co-Principal Investigator of the Learnability Project, funded by the National Institutes of Health.
This chapter presents data and analyses for several different emergent opacity effects and situates them in a larger typology. Primary attention is given to a case study involving the emergence and loss of an opaque generalization in the phonology of a child with a phonological delay.
5 An unusual error pattern reconsidered [+–] 177-204
Daniel A. Dinnsen,Ashley W. Farris-Trimble £17.50
Indiana University
Daniel A. Dinnsen is Chancellor’s Professor of Linguistics and Adjunct Professor of Speech and Hearing Sciences at Indiana University, Bloomington. He is also a member of the Program in Cognitive Science and core faculty of the NIH Training Grant in Speech, Hearing, and Sensory Communication. He is Co-Principal Investigator of the Learnability Project, funded by the National Institutes of Health.
This chapter reconsiders a challenging case of an unusual error pattern documented by Leonard and Brown (1984). T (age 3;8) replaced all word-final consonants with [s] but more importantly inserted [s] after word-final vowels. The purpose of this chapter is to show that optimality theory offers a fresh perspective on this error pattern and its subsequent course of development.
6 Innovations in the treatment of chain shifts [+–] 205-222
Michele L. Morrisette,Judith A. Gierut £17.50
Indiana University
Judith A. Gierut is Professor of Speech and Hearing Sciences and Cognitive Science and Adjunct Professor of Linguistics at Indiana University, Bloomington. She is the Principal Investigator and Director of the Learnability Project, funded by the National Institutes of Health.
Chain shift error patterns are of particular importance in acquisition because of their reported prevalence and resistance to traditional treatment methods. This chapter reports the results of an innovative approach to treatment for three children with phonological delays who evidence the chain shift error pattern.
PART III: RESEARCH REPORTS DEVELOPMENTAL SHIFTS AND LEARNING
Indiana University
Judith A. Gierut is Professor of Speech and Hearing Sciences and Cognitive Science and Adjunct Professor of Linguistics at Indiana University, Bloomington. She is the Principal Investigator and Director of the Learnability Project, funded by the National Institutes of Health.
Indiana University
Daniel A. Dinnsen is Chancellor’s Professor of Linguistics and Adjunct Professor of Speech and Hearing Sciences at Indiana University, Bloomington. He is also a member of the Program in Cognitive Science and core faculty of the NIH Training Grant in Speech, Hearing, and Sensory Communication. He is Co-Pr