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Spoken Language Development and the Challenge of Skill Integration
The development of phonological awareness, the knowledge of the structural combinatoriality of a language, has been widely investigated in relation to reading (dis)ability across languages. However, the extent to which knowledge of phonemic units may interact with spoken language organization in (tr...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6938249/ https://www.ncbi.nlm.nih.gov/pubmed/31920826 http://dx.doi.org/10.3389/fpsyg.2019.02777 |
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author | Noiray, Aude Popescu, Anisia Killmer, Helene Rubertus, Elina Krüger, Stella Hintermeier, Lisa |
author_facet | Noiray, Aude Popescu, Anisia Killmer, Helene Rubertus, Elina Krüger, Stella Hintermeier, Lisa |
author_sort | Noiray, Aude |
collection | PubMed |
description | The development of phonological awareness, the knowledge of the structural combinatoriality of a language, has been widely investigated in relation to reading (dis)ability across languages. However, the extent to which knowledge of phonemic units may interact with spoken language organization in (transparent) alphabetical languages has hardly been investigated. The present study examined whether phonemic awareness correlates with coarticulation degree, commonly used as a metric for estimating the size of children’s production units. A speech production task was designed to test for developmental differences in intra-syllabic coarticulation degree in 41 German children from 4 to 7 years of age. The technique of ultrasound imaging allowed for comparing the articulatory foundations of children’s coarticulatory patterns. Four behavioral tasks assessing various levels of phonological awareness from large to small units and expressive vocabulary were also administered. Generalized additive modeling revealed strong interactions between children’s vocabulary and phonological awareness with coarticulatory patterns. Greater knowledge of sub-lexical units was associated with lower intra-syllabic coarticulation degree and greater differentiation of articulatory gestures for individual segments. This interaction was mostly nonlinear: an increase in children’s phonological proficiency was not systematically associated with an equivalent change in coarticulation degree. Similar findings were drawn between vocabulary and coarticulatory patterns. Overall, results suggest that the process of developing spoken language fluency involves dynamical interactions between cognitive and speech motor domains. Arguments for an integrated-interactive approach to skill development are discussed. |
format | Online Article Text |
id | pubmed-6938249 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-69382492020-01-09 Spoken Language Development and the Challenge of Skill Integration Noiray, Aude Popescu, Anisia Killmer, Helene Rubertus, Elina Krüger, Stella Hintermeier, Lisa Front Psychol Psychology The development of phonological awareness, the knowledge of the structural combinatoriality of a language, has been widely investigated in relation to reading (dis)ability across languages. However, the extent to which knowledge of phonemic units may interact with spoken language organization in (transparent) alphabetical languages has hardly been investigated. The present study examined whether phonemic awareness correlates with coarticulation degree, commonly used as a metric for estimating the size of children’s production units. A speech production task was designed to test for developmental differences in intra-syllabic coarticulation degree in 41 German children from 4 to 7 years of age. The technique of ultrasound imaging allowed for comparing the articulatory foundations of children’s coarticulatory patterns. Four behavioral tasks assessing various levels of phonological awareness from large to small units and expressive vocabulary were also administered. Generalized additive modeling revealed strong interactions between children’s vocabulary and phonological awareness with coarticulatory patterns. Greater knowledge of sub-lexical units was associated with lower intra-syllabic coarticulation degree and greater differentiation of articulatory gestures for individual segments. This interaction was mostly nonlinear: an increase in children’s phonological proficiency was not systematically associated with an equivalent change in coarticulation degree. Similar findings were drawn between vocabulary and coarticulatory patterns. Overall, results suggest that the process of developing spoken language fluency involves dynamical interactions between cognitive and speech motor domains. Arguments for an integrated-interactive approach to skill development are discussed. Frontiers Media S.A. 2019-12-17 /pmc/articles/PMC6938249/ /pubmed/31920826 http://dx.doi.org/10.3389/fpsyg.2019.02777 Text en Copyright © 2019 Noiray, Popescu, Killmer, Rubertus, Krüger and Hintermeier. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Noiray, Aude Popescu, Anisia Killmer, Helene Rubertus, Elina Krüger, Stella Hintermeier, Lisa Spoken Language Development and the Challenge of Skill Integration |
title | Spoken Language Development and the Challenge of Skill Integration |
title_full | Spoken Language Development and the Challenge of Skill Integration |
title_fullStr | Spoken Language Development and the Challenge of Skill Integration |
title_full_unstemmed | Spoken Language Development and the Challenge of Skill Integration |
title_short | Spoken Language Development and the Challenge of Skill Integration |
title_sort | spoken language development and the challenge of skill integration |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6938249/ https://www.ncbi.nlm.nih.gov/pubmed/31920826 http://dx.doi.org/10.3389/fpsyg.2019.02777 |
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