Compare and Contrast Between Egypt and China
Clinical Forum
The Lexicon and Phonology:
Interactions in Language Acquisition
Holly L. Storkel1
Michele L. Morrisette
Indiana University, Bloomington
24 LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS • Vol. 33 • 24–37 • January 2002 © American Speech-Language-Hearing Association
0161–1461/02/3301–0024
ABSTRACT: The purpose of this paper is to underscore the importance of the link between lexical and phonological acquisition by considering learning by children beyond the 50-word stage and by applying cognitive models of spoken word processing to development.
Lexical and phonological variables that have been shown to influence perception and production across the lifespan are considered relative to their potential role in learning by preschool children. The effect of these lexical and phonological variables on perception, production, and learning are discussed in the context of a two-representation connectionist model of spoken word processing. The model appears to offer insights into the complex interaction between the lexicon and phonology and may be useful for clinical diagnosis and treatment of children with language delays.
KEY WORDS: language development, lexicon, phonology, neighborhood density, phonotactic probability
LSHSS
To acquire the native language, a child must do two things: Learn the words of the language and extract the relevant phonological characteristics of those words. For the most part, the acquisition of words and sounds has been investigated independently.
That is, some lines of investigation concentrate exclusively on how the words of the language are acquired (e.g., Carey
& Bartlett, 1978; Dollaghan, 1985; Heibeck & Markman,
1987; Jusczyk & Aslin, 1995; Rice & Woodsmall, 1988), whereas other lines of research examine how the sounds of the language emerge (e.g., Dinnsen, Chin, Elbert, &
Powell, 1990; Dyson, 1988; Smit, Hand, Freilinger,
Bernthal, & Bird, 1990; Stoel-Gammon,
The Lexicon and Phonology:
Interactions in Language Acquisition
Holly L. Storkel1
Michele L. Morrisette
Indiana University, Bloomington
24 LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS • Vol. 33 • 24–37 • January 2002 © American Speech-Language-Hearing Association
0161–1461/02/3301–0024
ABSTRACT: The purpose of this paper is to underscore the importance of the link between lexical and phonological acquisition by considering learning by children beyond the 50-word stage and by applying cognitive models of spoken word processing to development.
Lexical and phonological variables that have been shown to influence perception and production across the lifespan are considered relative to their potential role in learning by preschool children. The effect of these lexical and phonological variables on perception, production, and learning are discussed in the context of a two-representation connectionist model of spoken word processing. The model appears to offer insights into the complex interaction between the lexicon and phonology and may be useful for clinical diagnosis and treatment of children with language delays.
KEY WORDS: language development, lexicon, phonology, neighborhood density, phonotactic probability
LSHSS
To acquire the native language, a child must do two things: Learn the words of the language and extract the relevant phonological characteristics of those words. For the most part, the acquisition of words and sounds has been investigated independently.
That is, some lines of investigation concentrate exclusively on how the words of the language are acquired (e.g., Carey
& Bartlett, 1978; Dollaghan, 1985; Heibeck & Markman,
1987; Jusczyk & Aslin, 1995; Rice & Woodsmall, 1988), whereas other lines of research examine how the sounds of the language emerge (e.g., Dinnsen, Chin, Elbert, &
Powell, 1990; Dyson, 1988; Smit, Hand, Freilinger,
Bernthal, & Bird, 1990; Stoel-Gammon,
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