TY - JOUR
T1 - Planning of Hiatus-breaking inserted /ɹ/ in the speech of Australian english–Speaking children
AU - Yuen, Ivan
AU - Cox, Felicity
AU - Demuth, Katherine
PY - 2017/4/14
Y1 - 2017/4/14
N2 - Purpose: Non-rhotic varieties of English often use /ɹ/ insertion as a connected speech process to separate heterosyllabic V1. V2 hiatus contexts. However, there has been little research on children’s development of this strategy. This study investigated whether children use /ɹ/ insertion and, if so, whether hiatus-breaking /ɹ/ can be considered planned, as evidenced by F3 lowering on V1. Method: Thirteen Australian English–speaking children (7 girls, 6 boys; mean age 6;1 [years;months]) participated in an elicited production task. The stimuli included carrier sentences containing 4 test words (linking /ɹ/ context: door, floor; intrusive /ɹ/ context: paw, claw) followed by of (e.g., “This is the paw of the cat”). After familiarization containing auditory and picture prompts, children produced test sentences upon presentation of picture prompts alone. Results: Eight children produced /ɹ/ insertion; the others used (some) glottalization. The incidence of /ɹ/ did not vary across linking or intrusive contexts, and inserted /ɹ/ was associated with F3 lowering at V1 onset relative to control items without /ɹ/. Conclusion: Six-year-old Australian English–speaking children who use /ɹ/ insertion show evidence of planning ahead and inserting /ɹ/ as a segment. The implications for the development of speech-planning processes and phonological and lexical representations are discussed.
AB - Purpose: Non-rhotic varieties of English often use /ɹ/ insertion as a connected speech process to separate heterosyllabic V1. V2 hiatus contexts. However, there has been little research on children’s development of this strategy. This study investigated whether children use /ɹ/ insertion and, if so, whether hiatus-breaking /ɹ/ can be considered planned, as evidenced by F3 lowering on V1. Method: Thirteen Australian English–speaking children (7 girls, 6 boys; mean age 6;1 [years;months]) participated in an elicited production task. The stimuli included carrier sentences containing 4 test words (linking /ɹ/ context: door, floor; intrusive /ɹ/ context: paw, claw) followed by of (e.g., “This is the paw of the cat”). After familiarization containing auditory and picture prompts, children produced test sentences upon presentation of picture prompts alone. Results: Eight children produced /ɹ/ insertion; the others used (some) glottalization. The incidence of /ɹ/ did not vary across linking or intrusive contexts, and inserted /ɹ/ was associated with F3 lowering at V1 onset relative to control items without /ɹ/. Conclusion: Six-year-old Australian English–speaking children who use /ɹ/ insertion show evidence of planning ahead and inserting /ɹ/ as a segment. The implications for the development of speech-planning processes and phonological and lexical representations are discussed.
UR - http://www.scopus.com/inward/record.url?scp=85017504298&partnerID=8YFLogxK
UR - http://purl.org/au-research/grants/arc/CE110001021
UR - http://purl.org/au-research/grants/arc/FL130100014
UR - http://purl.org/au-research/grants/arc/DP110102479
U2 - 10.1044/2016_JSLHR-S-16-0085
DO - 10.1044/2016_JSLHR-S-16-0085
M3 - Article
C2 - 28384698
AN - SCOPUS:85017504298
SN - 1558-9102
VL - 60
SP - 826
EP - 835
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 4
ER -