Phonological Development

Marilyn Vihman is Professor of Language and Linguistic Science at the University of York. She is co-editor of The Emergence of Phonology: Whole-word approaches and cross-linguistic evidence (with T. Keren-Portnoy, 2013), which includes both classic and new empirical studies of phonological development in eight languages.

• Note on Second Edition xiAcknowledgments xiii1 Introduction 1Biological Foundations of Language Development 3Phonological Development: Goals and Challenges 10Methodologies: Data Sources and Theoretical Perspectives 13Overview 162 Precursors to Language: The First 18 Months of Life 18The Development of Linguistic Form and Function 201 Early Capacities: Birth to 2 Months 232 Early Capacities: 2 to 4 Months 263 Early Capacities: 4 to 6 Months 284 First Advances: 6 to 9 Months 295 Bringing the Strands Together: 9 to 12 Months 316 Transition to Language Use: 12 to 18 Months 35Learning Mechanisms 40Summary: Precursors and the Transition to Language Use 463 Development in Perception: Early Capacities, Rapid Change 49Issues that Motivated the Study of Infant Speech Perception 49Methods Used to Study Infant Speech Perception 56Discrimination: Infant Capacities 59Mechanisms Underlying Infant Perception 60Developmental Change in Perception 63"Perceptual Narrowing": Models of Developmental Change 67Cross-Modal Perception 75Summary: The Infant Listener – From Universal to Particular 784 Infant Vocal Production 80Early Vocal Production 81The Social Context, I: Precanonical Period 91The Emergence of Adult-Like Syllables 95The Social Context, II: Canonical Period 101Vowel Production in the First Year 103Influence from the Ambient Language 105Summary: Biological and Social Foundations 1105 Perceptual Advances in the First Year: Prosody, Segmentation and Distributional Learning 112The Role of Prosody and Infant-Directed Speech (IDS) 113Prosodic Bootstrapping 117Advances in Knowledge of Accentual Patterns and Phonotactics 121Experimental Studies of Segmentation 125Distributional or Statistical Learning 139Summary: Rhythms and Segmental Patterns 1436 The Transition to Language Use 145Beginnings of Word Comprehension 146Development of Intentional Communication 150Referential Word Use 161Phonetic and Phonological Development 163Rhythm in Child Production 168Emergence of Phonological Systematicity 175Summary: Continuity and Change 1777 Experimental Studies of Word-Form Learning 179The Role of Phonology in Word Recognition and Word Learning 179The Perceptual Basis of Word Learning 180Explorations of "Phonological Specificity" 186Integrating the Findings 200Neurophysiological Investigation of Word Learning 202Summary:Understanding the Development of Representation 2098 Phonological Development in the Bilingual Child 212The Study of Child Bilingualism 213"Non-selectivity" in Adult Bilingual Processing 214Speech Perception and Processing 217Bilingual Production 231Separate Systems with Interaction 241Summary: The Experience of the Bilingual Child 2439 Theories, I: Formalist and Perception Models 245What is the Source of the Linguistic System? 246The First Linguistic Models 248Contemporary Formalist Models 254Contemporary Formalist Models: Critique and Appreciation 268Perception Models 270Perception Models: Critique and Appreciation 275Summary: Theory and Data in Developmental Models 27510 Theories, II: Functionalist or Emergentist Models 277Biological Model 278Self-Organizing Models 279Usage-Based Models 285Whole-Word Phonology 290Functionalist or Emergentist Models: Critique and Appreciation 307Summary: Emergent Phonology 30911 Conclusion 311Linking Perception and Production 312Effects of Lexical Learning and Language Use 315Appendix 1: Data Sources 318Appendix 2: Protoword Forms and Uses 321Appendix 3: Template Analyses 323Word Template Analysis: A Diary Study 323Word Template Analysis: Research Studies 331Generality of Template Use 346References 349Name Index 407Subject Index 417