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U-shaped development in error-driven child phonology.

Anne-Michelle Tessier1

  • 1Linguistics, University of British Columbia, Vancouver, British Columbia, Canada.

Wiley Interdisciplinary Reviews. Cognitive Science
|June 1, 2019
PubMed
Summary

Phonological regressions in child speech are common but poorly understood. This study explores whether these regressions align with error-driven learning models, categorizing them based on learnability.

Keywords:
constraint-based grammarlearning algorithmsphonological acquisitionregressions

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Area of Science:

  • Linguistics
  • Language Acquisition
  • Phonological Development

Background:

  • Phonological regressions (U-shaped development) are observed in child speech but lack detailed analysis in current constraint-based phonological development literature.
  • The definition and grammatical basis of phonological regressions require clarification, especially concerning the assumed learner grammar.

Purpose of the Study:

  • To investigate if phonological regressions are compatible with error-driven grammatical development.
  • To categorize attested phonological regressions based on their explainability within error-driven learning frameworks.
  • To examine the role of variation and lexical exceptions in phonological regression patterns.

Main Methods:

  • Systematic survey of existing literature on phonological regressions in child speech.
  • Categorization of case studies based on their compatibility with error-driven learning algorithms.
  • Analysis of how child-specific phonetic experience and lexical variability are incorporated.

Main Results:

  • Identified three types of phonological regressions: easily explained by constraint-reranking, explainable with added phonetic experience, and those with unclear error-driven motivation.
  • Highlighted the importance of considering learner-specific factors and lexical exceptions.
  • Demonstrated that some phonological regressions can be explained within an error-driven learning paradigm.

Conclusions:

  • Phonological regressions are not necessarily incompatible with error-driven learning, with varying degrees of explainability.
  • Further empirical and theoretical research is needed to fully understand the mechanisms and variability of phonological regressions.
  • The study provides a framework for analyzing phonological regressions within language acquisition theories.