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| ERIC #: | ED288367 |
| Title: | The Acquisition of Word Stress Rules in Spanish. |
| Authors: | Hochberg, Judith G. |
| Descriptors: | Child Language; Language Acquisition; Linguistic Theory; Phonetic Analysis; Phonology; Preschool Children; Pronunciation; Spanish; Spanish Speaking; Speech Acts; Stress (Phonology); Suprasegmentals; Syllables |
| Source: | N/A |
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| Publisher: | N/A |
| Publication Date: | 1987-04-00 |
| Pages: | 9 |
| Pub Types: | Reports - Research; Speeches/Meeting Papers |
| Abstract: | A study investigated the hypothesis that children learning Spanish as a first language learn rules for assigning stress, as opposed to simply memorizing stress for individual words. The subjects were 50 Spanish-speaking preschool children. In one portion of the experiment, they imitated sets of 2, 3, or 4 Spanish nonsense words that were segmentally identical but minimally contrasting in stress placement. The novel word sets contained regular/irregular stress contrasts in two- and three-syllable consonant- and vowel-final words and three prohibited stress types. In another portion of the experiment, spontaneous speech data containing a variety of word types were collected in an object-naming task. The imitation-task data clearly support the rule-learning hypothesis, and the spontaneous speech data support it somewhat less well. Results also suggest that the stress rule learning is essentially complete by age 3 because few age differences were found in the data. (MSE) |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | In: Papers and Reports on Child Language Development, Volume 26; see FL 017 001. |
| Identifiers: | Nonsense Words; Spontaneous Speech |
| Record Type: | Non-Journal |
| Level: | 1 - Available on microfiche |
| Institutions: | N/A |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | N/A |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | N/A |
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