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Comparative Markedness and Induced Opacity.
Daniel A Dinnsen1, Judith A Gierut, Ashley W Farris-Trimble
1Department of Linguistics, Indiana University Memorial Hall 322, 1021 E. Third Street Bloomington, IN 47405, U.S.A. dinnsen@indiana.edu.
This study explored comparative markedness in children's speech development. Results supported the theory, offering insights into phonological error patterns and treatment implications.
Area of Science:
- Linguistics
- Speech-Language Pathology
Background:
- Children with delayed phonologies often exhibit complex error patterns.
- Understanding these patterns is crucial for effective intervention.
Purpose of the Study:
- To evaluate comparative markedness as an amendment to optimality theory.
- To analyze specific phonological error patterns (Deaffrication, Consonant Harmony) in two children.
- To investigate treatment effects using a counterbalanced, multiple baseline design.
Main Methods:
- Descriptive and experimental study design.
- Single-subject experimental design with counterbalanced treatment.
- Analysis of phonological error patterns in two children aged 4;3 and 4;11.
Main Results:
- Results largely supported the principles of comparative markedness.
- Observed interactions between Deaffrication and Consonant Harmony error patterns.
- Treatment induced expected effects (grandfather effect, counterfeeding interaction) with some anomalies.
Conclusions:
- Comparative markedness provides a valuable framework for understanding phonological development and errors.
- Findings have implications for speech therapy and intervention strategies for children with speech sound disorders.
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