Langue Adamawa-oubangui parlée au sud-ouest du Tchad et au nord-est du Cameroun, ayant près d’un million de locuteurs, le tupuri est en étroite cohabitation avec le français dans cette région ...frontalière de l’Afrique Centrale. Dans cet article, nous étudions le système de tupurisation phonologique, c’est-à-dire les caractéristiques phonétiques du français véhiculaire en milieu tupuri : il s’agit de décrire notamment les néologismes et les chevauchements tonologiques qui naissent des systèmes phonétiques des deux langues en contact. Le français parlé par les locuteurs natifs tupuri à l’Extrême-Nord camerounais apparaît comme le véhicule d’un patrimoine vocalique
It is widely accepted that general intelligence and phonological awareness contribute to children's acquisition of reading and spelling skills. A further candidate in this regard is orthographic ...knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N= 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge con- tribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed. (DIPF/Orig.)
Display omitted
•A transfer effect of musical training on listening to classic Chinese poems was confirmed for the first time.•We provide neuroscientific evidence for musician’s advantages in ...processing segmental and suprasegmental information.•Musicians show increased attentional focus on speech and diminished demands on detecting incorrect vowels and integration costs for tone changes.
Long-term rigorous musical training promotes various aspects of spoken language processing. However, it is unclear whether musical training provides an advantage in recognizing segmental and suprasegmental information of spoken language. We used vowel and tone violations in spoken unfamiliar seven-character quatrains and a rhyming judgment task to investigate the effects of musical training on tone and vowel processing by recording ERPs. Compared with non-musicians, musicians were more accurate and responded faster to incorrect than correct tones. Musicians showed larger P2 components in their ERPs than non-musicians during both tone and vowel processing, revealing increased focused attention on sounds. Both groups showed enhanced N400 and LPC for incorrect vowels (vs. correct vowels) but non-musicians showed an additional P2 effect for vowel violations. Moreover, both groups showed enhanced LPC for incorrect tones (vs. correct tones) but only non-musicians showed an additional N400 effect for tone violations. These results indicate that vowel/tone processing is less effortful for musicians (vs. non-musicians). Our study suggests that long-term musical training facilitates speech tone and vowel processing in a tonal language environment by increasing the attentional focus on speech and reducing demands for detecting incorrect vowels and integration costs for tone changes.
The picture-word interference paradigm (participants name target pictures while ignoring distractor words) is often used to model the planning processes involved in word production. The participants' ...naming times are delayed in the presence of a distractor (general interference). The size of this effect depends on the relationship between the target and distractor words. Distractors of the same semantic category create more interference (semantic interference), and distractors overlapping in phonology create less interference (phonological facilitation). The present study examined the relationships between these experimental effects, processing times, and attention in order to better understand the cognitive processes underlying participants' behavior in this paradigm. Participants named pictures with a superimposed line of Xs, semantically related distractors, phonologically related distractors, or unrelated distractors. General interference, semantic interference, and phonological facilitation effects were replicated. Distributional analyses revealed that general and semantic interference effects increase with naming times, while phonological facilitation decreases. The phonological facilitation and semantic interference effects were found to depend on the synchronicity in processing times between the planning of the picture's name and the processing of the distractor word. Finally, electroencephalographic power in the alpha band before stimulus onset varied with the position of the trial in the experiment and with repetition but did not predict the size of interference/facilitation effects. Taken together, these results suggest that experimental effects in the picture-word interference paradigm depend on processing times to both the target word and distractor word and that distributional patterns could partly reflect this dependency.
The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks as well as studies that provide new insights by building bridges to neighbouring fields such as ...neuroscience and cognitive science. The series considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language.
Cette étude examine l'origine du morphème latin -ā- de la première conjugaison et propose que celui-ci ne dérive pas directement d'une séquence indo-européenne, mais qu'il est, au contraire, le ...résultat d'une extension de l'élément -ā- présent dans les verbes dé-nominaux et dé-adjectivaux comme multāre. Dans ces verbes, -ā- est issu de la morphologie nominale. Son extension à des verbes primaires comme amāre, qui ne sont pas nécessairement pourvus d'une valeur sémantique fréquentative, peut être interprétée, dans le cadre de la « morphologie distribuée », comme le résultat d'une reconfiguration de la racine héritée, dépourvue des traits verbaux. The aim of this study is to analyse the morphological status of the -ā- morph which characterises Latin first class verbs. The well-known difficulty in finding an Indo-European etymology is to some extent mirrored in its incoherent distributional properties. It will be claimed that -ā- raised from the denominal/deadjectival verbs of the type multā- > multare, probably in a common west-IE stage. Conversely, in a Distributed Morphology perspective, the large diffusion of -ā- as a stem marker in primary verbs too is shown to depend on the morphological properties of verbal roots in Proto-Italic and Latin. A large amount of PIE verbal roots lost their verbal status, but the insertion of -ā- in their morphosyntactic structure allowed their reactivation.
Über den Erwerb prosodischer Merkmale von Wortformen bei Deutsch sprechenden Kindern liegt nur ein sehr begrenztes Wissen in Forschung und klinischer Praxis vor. Nur wenige Studien beschreiben ...speziell die Entwicklung der Wortform mit Fokus auf Silben oder andere über das Segment hinausgehenden Strukturebenen wie Konsonant-Vokal (KV)-Strukturen, Fuß oder prosodisches Wort. Dieses gilt für die normale wie insbesondere für die gestörte phonologische Entwicklung. Sprachtherapeutische Intervention zielt jedoch nicht nur auf die Segmentebene, sondern ebenso auf prosodische Wortstrukturen (Bernhardt & Stoel-Gammon 1994). Die aktuelle Studie legt erste Daten zum Prosodieerwerb auf der Basis der Untersuchung von insgesamt 48 Vorschulkindern (3;0 - 4;11 J.) vor. Teilgenommen haben jeweils 24 Kinder mit und ohne phonologische Störungen. Die Datenerhebung erfolgte durch ein Bildbenennungsverfahren (NILPOD, Ullrich 2011). Die Sprachproben wurden aufgezeichnet und phonetisch verschriftet. Quantitative und deskriptive Analysen wurden jeweils nach dem Kriterium Übereinstimmung bzw. Nichtübereinstimmung mit dem Zielwort für Betonungsmuster, Wortlänge und KV-Strukturen durchgeführt. Die Ergebnisse zeigen sowohl gleiche Muster wie auch Unterschiede zwischen Kindern mit und ohne phonologische Störungen. Komplexere, in der Entwicklungssequenz später auftretenden prosodische Merkmale erreichen in beiden Gruppen niedrigere Übereinstimmungswerte als vorausgehende Strukturen. Betonungsmuster sowie ein- und zweisilbige Wörter werden in gleicher Weise gemeistert. Signifikante Unterschiede bestehen bei mehrsilbigen Wörtern und singulärer Koda zwischen den Dreijährigen sowie zwischen den Drei- und Vierjährigen bei initialen und medialen Konsonantenverbindungen. Die Resultate bilden vorläufige kriteriumsorientierte Referenzdaten für die Diagnostik prosodischer Störungen wie auch letztendlich für die Auswahl von Therapiezielen. (Orig.).
Research and clinical practice have focused minimally on the structure of words in German children's speech development. Only few reports specifically describe the development of word structure form in terms of syllabic constituents or higher level structural form (word shape, foot, prosodic word), especially for children with protracted phonological development (PPD). Yet speech therapy for children with PPD aims to accelerate the development of not just segments, but also the form of words (Bernhardt& Stoel-Gammon 1994). The current paper provides initial criterion reference data for word structure development in 48 German-speaking 3- and 4-year-olds (24 with typical development, and 24 with protracted phonological development, PPD). Data were based on a single-word elicitation task (105 words), constructed to reflect major aspects of German phonology (Ullrich 2011). Samples were digitally recorded (audio and video) and transcribed by two phonetically trained listeners. Quantitative and descriptive analyses were conducted for word length, stress patterns and word shape in CV sequences, both in terms of matches with the adult targets and mismatch (error) patterns. Results show both similarities and differences between children with and without PPD. More complex, later-developing structures had lower values in both groups. Stress patterns and mono- and disyllabic words were equally well-mastered. Significant differences were found between the two 3-year-old groups for multisyllabic words and single- ton codas and between 3- and 4-year-olds for initial and medial clusters. This study provides preliminary criterion reference data in word structure acquisition for identification of PPD and ultimately, goal-setting for intervention. (Orig.).
Although children with specific reading disorder (RD) have often been comparen to typically achieving children on various phonological processing tasks, to our knowledge no study so far has examined ...whether the structure of phonological processing applies to both groups of children alike. According to Wagner and Torgesen (1987), phonological processing consists of 3 distinct constructs: phonological awareness (PA), rapid automatized naming (RAN), and the phonological loop (PL) of working memory. The present study examined whether this phonological processing model which was originally developed for English orthography is also applicable to a more transparent language such as German. Furthermore, we tested whether the structure of phonological processing is invariant across typically achieving children and children with RD. Therefore, 209 German-speaking 3rd graders (100 typical learners and 109 children with RD) completed a comprehensive test battery assessing PA, RAN, and PL. Using confirmatory factor analyses, we compared the latent structure of these phonological processing skills across both groups. The study yielded 3 important findings: First, Wagner and Torgesen's (1987) model transfers to the German language and its orthography with transparent grapheme-to-phoneme correspondences. Second, the tripartite structure of phonological processing was evident across both groups (factorial invariance). Third, group invariance was also found for the measurement and structural components of the model (measurement invariance). These findings suggest that the nature of phonological processing is invariant across typically achieving children and children with RD acquiring the transparent orthography of German. Theoretical and practical implications are discussed. (DIPF/Orig.)
The book series Linguistische Arbeiten (LA) publishes high-quality work in linguistics that addresses current issues in synchrony and diachrony, theoretically or empirically oriented.
Extinction learning and recovery effects are known to be essential learning mechanisms. We investigated whether spontaneous recovery effects transfer to skill acquisition and play a role in the ...context of widely used but also criticized German orthography instruction methods that implement a prolonged phase of phonological spelling without correction. To test our hypothesis in a controlled manner, in the current experimental study, adult participants learned how to spell an artificial vocabulary with the help of a phonological spelling instruction method that emulates the criticized German orthography instruction methods. We compared participants (148 University students) who did not receive correction in the initial learning phase (delayed correction) with participants who received correction from the beginning (immediate correction). Although the incorrect spellings which were practiced in the initial learning phase (acquisition phase) were extinguished in the subsequent learning phase (extinction phase), the erroneous spellings recovered after a break of 24 hr in the delayed correction condition. The results indicate that learning with methods that emphasize phonological spelling, without correction in the initial learning phase, can lead to spontaneous recovery of initially learned incorrect spellings after the incorrect spellings have seemingly been extinguished.
Public Significance Statement
The present study suggests that learning and practicing erroneous spellings with the help of a phonological spelling method can lead to robust memory traces of erroneously practiced spellings, which persist in memory even after acquiring the correct spellings (i.e., the apparent extinction of the erroneous spellings). The study highlights the risk of practicing erroneous memory in the context of orthography acquisition.
PDF
