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The influence of prosodic stress pat...

Gladfelter, Allison Lynn.

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The influence of prosodic stress patterns and semantic depth on novel word learning in typically developing children.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The influence of prosodic stress patterns and semantic depth on novel word learning in typically developing children./
Author:	Gladfelter, Allison Lynn.
Description:	67 p.
Notes:	Source: Masters Abstracts International, Volume: 49-01, page: 0436.
Contained By:	Masters Abstracts International49-01.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1479707
ISBN:	9781124155036

The influence of prosodic stress patterns and semantic depth on novel word learning in typically developing children.
Gladfelter, Allison Lynn.

The influence of prosodic stress patterns and semantic depth on novel word learning in typically developing children. - 67 p.

Source: Masters Abstracts International, Volume: 49-01, page: 0436.

Thesis (M.S.)--Purdue University, 2010.

The goal of this study is to investigate the effect of prosodic stress patterns and semantic depth on word learning in preschool-aged children. Twelve preschool-aged children with typically developing speech and language skills participated in a word learning task. Novel words with either a trochaic or iambic prosodic pattern were embedded in two different semantically varied learning conditions, either in children's stories or picture matching games. Three main analyses were used to measure word learning: semantic comprehension and production probes, phonetic accuracy, and speech motor stability. Results revealed that, similar to what is observed in segmental phonology, frequency and density influence the learnability of prosodic structure. Generally, structures that are in sparser neighborhoods (i.e., iambs) are more learnable than those that are in denser neighborhoods (i.e., trochees). Semantic depth also influences word learning. Words learned within a rich semantic context are initially comprehended and produced similarly to words learned in a sparse semantic context. But, with increased experiences with the novel words, those that are learned in the rich semantic context are produced more accurately than those learned in the sparse semantic context.

ISBN: 9781124155036Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

The influence of prosodic stress patterns and semantic depth on novel word learning in typically developing children.
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020 $a 9781124155036
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040 $a UMI $c UMI
100 1 $a Gladfelter, Allison Lynn. $3 1676171
245 1 4 $a The influence of prosodic stress patterns and semantic depth on novel word learning in typically developing children.
300 $a 67 p.
500 $a Source: Masters Abstracts International, Volume: 49-01, page: 0436.
500 $a Adviser: Lisa Goffman.
502 $a Thesis (M.S.)--Purdue University, 2010.
520 $a The goal of this study is to investigate the effect of prosodic stress patterns and semantic depth on word learning in preschool-aged children. Twelve preschool-aged children with typically developing speech and language skills participated in a word learning task. Novel words with either a trochaic or iambic prosodic pattern were embedded in two different semantically varied learning conditions, either in children's stories or picture matching games. Three main analyses were used to measure word learning: semantic comprehension and production probes, phonetic accuracy, and speech motor stability. Results revealed that, similar to what is observed in segmental phonology, frequency and density influence the learnability of prosodic structure. Generally, structures that are in sparser neighborhoods (i.e., iambs) are more learnable than those that are in denser neighborhoods (i.e., trochees). Semantic depth also influences word learning. Words learned within a rich semantic context are initially comprehended and produced similarly to words learned in a sparse semantic context. But, with increased experiences with the novel words, those that are learned in the rich semantic context are produced more accurately than those learned in the sparse semantic context.
590 $a School code: 0183.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0460
690 $a 0620
710 2 $a Purdue University. $b Speech, Language, and Hearing. $3 1676172
773 0 $t Masters Abstracts International $g 49-01.
790 1 0 $a Goffman, Lisa, $e advisor
790 1 0 $a Leonard, Laurence $e committee member
790 1 0 $a Smith, Anne $e committee member
790 1 0 $a Seidl, Amanda $e committee member
790 $a 0183
791 $a M.S.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1479707