Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Language Development

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...

Common Leveling Mistakes and Errors

Common Leveling Mistakes and Errors

A survey team is tasked with determining the elevation difference between points Point A and Point B, separated by uneven terrain. They use a leveling instrument and a leveling rod.Common MistakesMisreading the Rod: During a backsight reading at Point A, the instrumentman observes the rod partially obscured by tall grass. Instead of reading 1.135 m, they mistakenly record 1.735 m due to the misalignment of the crosshair with the wrong graduation. This error adds 0.600 m to all subsequent...

Types of Errors: Detection and Minimization

Types of Errors: Detection and Minimization

Error is the deviation of the obtained result from the true, expected value or the estimated central value. Errors are expressed in absolute or relative terms.
Absolute error in a measurement is the numerical difference from the true or central value. Relative error is the ratio between absolute error and the true or central value, expressed as a percentage.
Errors can be classified by source, magnitude, and sign. There are three types of errors: systematic, random, and gross.
Systematic or...

Components of Language

Components of Language

Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...

Elaborative Rehearsals

Elaborative Rehearsals

Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...

Detection of Gross Error: The Q Test

Detection of Gross Error: The Q Test

When one or more data points appear far from the rest of the data, there is a need to determine whether they are outliers and whether they should be eliminated from the data set to ensure an accurate representation of the measured value. In many cases, outliers arise from gross errors (or human errors) and do not accurately reflect the underlying phenomenon. In some cases, however, these apparent outliers reflect true phenomenological differences. In these cases, we can use statistical methods...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Spanish Phonological Awareness in Kindergarten Uniquely Supports Second-Grade English Morphological Awareness in Spanish-English Dual Language Learners.

Language, speech, and hearing services in schools·2023

Same author

Cross-linguistic contributions of acoustic cues and prosodic awareness to first and second language vocabulary knowledge.

Journal of research in reading·2022

Same author

Allophony in English Language Learners: The Case of Tap in English and Spanish.

Language, speech, and hearing services in schools·2019

Same author

Difficulties Using Standardized Tests to Identify the Receptive Expressive Gap in Bilingual Children's Vocabularies.

Bilingualism (Cambridge, England)·2018

Same author

Stress Judgment and Production in English Derivation, and Word Reading in Adult Mandarin-Speaking English Learners.

Journal of psycholinguistic research·2017

Same author

Metalinguistics, stress accuracy, and word reading: does dialect matter?

Language, speech, and hearing services in schools·2012

Search research articles

Related Experiment Video

Updated: Jun 28, 2026

Transcranial Direct Current Stimulation (tDCS) of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition

Transcranial Direct Current Stimulation (tDCS) of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition

Published on: July 13, 2019

Derivational morphophonology: exploring errors in third graders' productions.

Linda Jarmulowicz¹, Sarah E Hay

¹The University of Memphis, School of Audiology and Speech-Language Pathology, Memphis, TN 38105, USA. ljrmlwcz@memphis.edu

Language, Speech, and Hearing Services in Schools

|October 28, 2008

Summary

Third graders made more errors on nonsense words than real words, with prosody influencing stress and syllabification errors. Syllabification mastery appeared to precede stress placement in derived English word production.

Related Experiment Videos

Last Updated: Jun 28, 2026

Transcranial Direct Current Stimulation (tDCS) of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition

Transcranial Direct Current Stimulation (tDCS) of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition

Published on: July 13, 2019

Area of Science:

Linguistics
Developmental Psychology
Phonology

Background:

Understanding how children acquire morphophonological rules is crucial for developmental linguistics.
English derived words with stress-shifting suffixes present unique challenges for young learners.
Previous research has explored segmental and stress errors, but the interplay with syllabification in derived words needs further investigation.

Purpose of the Study:

To analyze segmental, stress, and syllabification errors in third graders' productions of derived English words.
To investigate the influence of derived word frequency and stress patterns on error types.
To determine if stress and syllabification errors co-occur and the role of prosody in these errors.

Main Methods:

A post hoc analysis of 1,900 productions from 81 third graders.
Children produced real (high/low frequency) and nonsense derived words with stress-changing suffixes (-ity, -ic).
Productions were transcribed and coded for segmental, stress, and syllabification errors.

Main Results:

Nonsense words elicited more segmental and stress errors than real words.
Low-frequency words showed more syllabification errors and vowel alternations than high-frequency words.
Syllabification errors often co-occurred with stress errors, but stress errors persisted even when syllabification was correct. Words with two trochaic feet had fewer errors.

Conclusions:

A lexical effect, not just frequency, influenced errors, with real words showing more similarity in errors than nonsense words.
Prosody appears critical: suprasegmental errors were more common than segmental ones.
Children seemed to master syllabification before stress placement, highlighting prosody's role in morphophonological acquisition.