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Production-comprehension (A)Symmetry: individual differences in the acquisition of prosodic focus-marking
... There is evidence in CWTH that production can exceed perceptual abilities (Chen, 2014). There is also evidence that through continued maturation and training, the ability to detect amplitude differences can improve (Saki et al., 2015). ...
The aim of this study was to examine the abilities of eight early-implanted children with cochlear implants (mean age 7.1 years) to produce contrastive stress and to compare their use of amplitude, duration, and fundamental frequency, to an age-matched group of children with typical hearing (mean age 6.11 years). A set of 16 utterances were elicited in which the child was required to stress either an adjective or noun in a short phrase. Although both groups of children produced similar proportions of utterances with stress patterns perceived by hearing listeners as accurate, they employed different strategies for achieving contrastive stress.
... There is evidence in CWTH that production can exceed perceptual abilities (Chen, 2014). There is also evidence that through continued maturation and training, the ability to detect amplitude differences can improve (Saki et al., 2015). ...
The aim of this study was to examine the abilities of eight early-implanted children with cochlear implants (mean age 7.1 years) to produce contrastive stress and to compare their use of amplitude, duration, and fundamental frequency, to an age-matched group of children with typical hearing (mean age 6.11 years). A set of 16 utterances were elicited in which the child was required to stress either an adjective or noun in a short phrase. Although both groups of children produced similar proportions of utterances with stress patterns perceived by hearing listeners as accurate, they employed different strategies for
achieving contrastive stress.
Studies on children's use of intonation in reference are few in number but are diverse in terms of theoretical frameworks and intonational parameters. In the current review, I present a re-analysis of the referents in each study, using a three-dimension approach (i.e. referential givenness-newness, relational givenness-newness, contrast), discuss the use of intonation at two levels (phonetic, phonological), and compare findings from different studies within a single framework. The patterns stemming from these studies may be limited in generalisability but can serve as initial hypotheses for future work. Furthermore, I examine the role of input as available in infant direct speech in the acquisition of intonational encoding of referents. In addition, I discuss how future research can advance our knowledge.
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