Use of secondary cues in prosodic focus marking in speech of children with phonological disorder
DOI:
https://doi.org/10.1590/1678-460x202258881Palabras clave:
language acquisition; phonological disorder; speech production; prosodic focus.Resumen
This paper presents an acoustic description of prosodic focus marking in speech of children with phonological disorder to identify which phonetic cues can be seen as markers of constrastive focus. The data was obtained in speech evaluation sessions through a task of repeating focus marking sentences. Duration, intensity and intonation on focused words were the phonetic cues under analysis. Results show that prosodic focus marking in speech of children with phonological disorder is characterized by increased duration and intensity, but is not characterized by the use of contrastive focus marking nuclear accent. These results are discussed considering, on one hand, the combination of phonetic cues relevant for characterizing the production of contrative focus and, on the other hand, its clinical implications. We present contributions for both linguistic and clinical studies in language acquisition.
Citas
American Speech-Language-Hearing Association (2021). Speech sound disorders - Articulation and phonology. https://www.asha.org/ practice-portal/clinical-topics/articulation-and-phonology.
Arnhold, A., Chen, A., & Jarvikivi, J. (2016). Acquiring complex focus- marking: Finnish 4-to 5 years olds use prosody and word order interaction. Frontiers in Psychology, 7, Article 1886. https://doi. org/10.3389/fpsyg.2016.01886.
Arvaniti, A., & Fletcher, J. (2020). The autosegmental-metrical theory of intonational phonology. In C. Gussenhoven, & A. Chen (Eds.), The Oxford handbook of language prosody (pp. 78-95). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198832232.013.4.
Barbosa, P. (2012). Conhecendo melhor a prosódia: Aspectos teóricos e metodológicos daquilo que molda nossa enunciação. Revista Estudos da Linguagem, 20(3), 11-27. http://dx.doi.org/10.17851/2237- 2083.20.1.11-27.
Barbosa, P., & Madureira, S. (2015). Manual de fonética acústica experimental: Aplicações a dados do português. Cortez.
Beckman, M. E. (1986). Stress and non-stress accent. De Gruyter Mouton. http://dx.doi.org/10.1515/9783110874020.
Beckman, M. E., & Edwards, J. (1994). Articulatory evidence for differentiating stress categories. In P.A. Keating (Ed.), Phonological structure and phonetic form. Papers in laboratory phonology III (pp. 7-33). Cambridge University Press. https://doi.org/10.1017/ CBO9780511659461.002.
Beckman, M., & Pierrehumbert, J. (1986). Intonational structure in Japanese and English. Phonology Yearbook, 3, 255-309. https://doi. org/10.1017/S095267570000066X.
Berti, L. C., Polli, L., Oliveira, A. M., & Soncin, G. (in preparation). Differentiation on linguistic manifestations in children with delayed phonological development.
Boersma, P., & Weenink, D. (2022). Praat: Doing phonetics by computer (Version 6. 2.1.4) [Computer software]. https://www.fon.hum.uva. nl/praat/.
Bolinger, D. L. (1958). A theory of pitch accent in English. Word, 14(2-3), 109-149. https://doi.org/10.1080/00437956.1958.11659660.
Carnaval, M., Moraes, J. A., & Rilliard, A. (2022). Focus types in Brazilian Portuguese: Multimodal production and perception. Special issue Prosody and interfaces (Ed. by C. Serra, F. Fernandes-Svartman, and M. Cruz). DELTA, 38(3), Article 202258881, 1-27. https://dx.doi. org/10.1590/1678-460X202258881.
Chafe, W. L. (1976). Givenness, contrastiveness, definiteness, subjects, topics, and point of view. In N. C. Li (Ed.), Subject and topic (pp. 25-55). Academic Press.
Chomsky, N. (1972). Deep structure, surface structure, and semantic representation. In D. D. Steinberg, & L. A. Jakobovitz (Eds.), Semantics: An interdisciplinary reader in philosophy, linguistics and psychology (pp. 183-216). Cambridge University Press.
De Ruiter, L. E. (2014). How German children use intonation to signal information status in narrative discourse. Journal of Child Language, 41(5), 1015-1061. https://doi.org/10.1017/S0305000913000251.
Diehl, J. J., & Paul, R. (2009). The assessment and treatment of prosodic disorders and neurological theories of prosody. International Journal of Speech Language Pathology, 11(4), 287-292. https://dx.doi.org/1 0.1080%2F17549500902971887.
Dodd, B. (2014). Differential diagnosis of pediatric speech sound disorder. Current Developmental Disorders Reports, 1, 189-196. http://dx.doi. org/10.1007%2Fs40474-014-0017-3.
Fernandes, F. R. (2007). Ordem, focalização e preenchimento em português: sintaxe e prosódia [Unpublished doctoral dissertation]. State University of Campinas. https://doi.org/10.47749/T/ UNICAMP.2007.398459.
Filipe, M., Frota, S., & Vicente, G. S. (2012). Aquisição prosódica entre os 4 e 18 anos de idade. In L. Mata, F. Peixoto, J. Morgado, L. C. Silva, & V. Monteiro (Ed.), Actas do 12o. Colóquio Psicoligia e Educação (pp. 444-458).
Use of secondary cues in prosodic focus marking in speech of children ...
Filipe, M., Peppé, S., Frota, S., & Vicente, S. G. (2017). Prosodic development in European Portuguese from childhood to adulthood. Applied Psycholinguistics, 38(5), 1045-1070. https://doi.org/10.1017/ S0142716417000030.
Frota, S., Cruz, M., Fernandes-Svartman, F., Collischonn, G., Fonseca, A., Serra, C., Oliveira, P., & Vigário, M. (2015). Intonational variation in Portuguese: European and Brazilian varieties. In S. Frota, & P. Prieto. Intonation in Romance (pp. 235-283). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199685332.003.0007.
Gerken, L., & McGregor, K. (1998). An overview of prosody and its role in normal and disordered child language. American Journal of Speech- Language Pathology, 7(2), 38-48. https://doi.org/10.1044/1058- 0360.0702.38.
Gibbon, F. E., & Lee, A. (2017). Preface to the special issue on covert contrasts. Clinical Linguistics & Phonetics, 31(1), 1-3. https://doi. org/10.1080/02699206.2016.1254684.
Gonçalves, C. A. V. (1997). Focalização no português do Brasil [Unpublished doctoral dissertation]. Federal University of Rio de Janeiro.
Gussenhoven, C. (2006). Types of focus in English. In C. Lee, M. Gordon, & D. Büring (Eds.), Topic and focus. Cross-linguistic perspectives on meaning and intonation (pp. 83-100). Springer Netherlands.
Gussenhoven, C. (2011). Sentential prominence in English. In M. Ostendorp, C. Ewen, & E. Hume & K. Rice. (Eds.), The Blackwell companion to phonology (pp. 2780-2806). Wiley-Blackwell.
Halliday, M. A. K. (1967). Notes on transitivity and theme in English: Part 2. Journal of Linguistics, 3(2), 199-244. https://doi.org/10.1017/ S0022226700016613.
Jackendoff, R. (1972). Semantic interpretation in generative grammar. The MIT Press.
Kalathottukaren. R. T., & Purdy, S. C. (2017). Prosody perception in typically developing school-aged children. Journal of Phonetics and Audiology, 3(1), Article 1000131. http://dx.doi.org/10.4172/2471- 9455.1000131.
Kiss, K. É. (1998). Identificacional focus versus information focus. Language, 74(2), 245-273. http://dx.doi.org/10.1353/LAN.1998.0211. Ladd, D. R. (1996). Intonational phonology. Cambridge University Press. Lambrecht, K. (1994). Information structure and sentence form. Cambridge
University Press. https://doi.org/10.1017/CBO9780511620607. Lehiste, I. (1970). Suprassegmentals. The MIT Press.
Geovana Soncin, Luiza Polli, Larissa Cristina Berti
Leite, D. R. (2009). Estudo prosódico sobre as manifestações de foco [Unpublished master thesis]. Federal University of Minas Gerais.
Moraes, J. A. (2009). Three types of prosodic focus in Brazilian Portuguese: Form and meaning. In P. Prieto, G. Elordieta, & J. Peytaví (Eds.), Book of abstracts of the Workshop on Prosody and Meaning (pp. 59-60). http://prosodia.upf.edu/activitats/prosodyandmeaning/ book_of_abstracts/Book_of_Abstracts.pdf.
Nespor, M., & Vogel, I. (1986). Prosodic phonology. Foris Publications. Nespor, M., & Vogel, I. (2007). Prosodic phonology: With a new foreword.
Walter de Gruyter. https://doi.org/10.1515/9783110977790.
Peng, S.-C., Tomblin, J. B., & Turner, C. W. (2008). Production and perception of speech intonation in pediatric cochlear implant recipients and individuals with normal hearing. Ear and Hearing,
(3), 336-351. https://doi.org/10.1097/aud.0b013e318168d94d. Peppé, S. (2009). Why is prosody in speech-language pathology so difficult? International Journal of Speech-Language Pathology, 11(4),
-271. https://doi.org/10.1080/17549500902906339.
Peppé, S. (2018). Prosodic development in atypical populations. In P. Prieto, & N. Esteve-Gibert. (Eds.), The development of prosody in first language acquisition (pp. 343-362). John Benjamins Publishing
Company. https://doi.org/10.1075/tilar.23.
Peppé, S., & Mccann, J. (2003). Assessing intonation and prosody in
children with atypical language development: The PEPS-C test and the revised version. Clinical Linguistics and Phonetics, 17(4-5), 345- 354. https://doi.org/10.1080/0269920031000079994.
Peppé, S., McCann, J., Gibbon, F., O’Hare, A., & Rutherford, M. (2007). Receptive and expressive prosodic ability in children with high- functioning autism. Journal of Speech, Language & Hearing Research, 50(4), 1015-1028. https://doi.org/10.1044/1092-4388(2007/071).
Pettinato, M., & Verhoeven J. (2009). Production and perception of word stress in children and adolescents with Down syndrome. Down Syndrome Research and Practice, 13(1), 48-61. https://assets.cdn. down-syndrome.org/pubs/a/reports-2036.pdf.
Pierrehumbert, J. (1980). The phonology and phonetics of English intonation. The MIT Press. https://dspace.mit.edu/handle/1721.1/16065.
Preston, J. L., Maas, E., Whittle, J., Leece, M. C., & McCabe, P. (2016). Limited acquisition and generalisation of rhotics with ultrasound visual feedback in childhood apraxia. Clinical Linguistics & Phonetics, 30(3- 5), 363-381. https://dx.doi.org/10.3109%2F02699206.2015.1052563.
Rvachew, S. (2013). Developmental phonological disorder. In L. Cummings (Ed.), The Cambridge handbook of communication
Use of secondary cues in prosodic focus marking in speech of children ...
disorders (pp. 61-72). Cambridge University Press. https://dx.doi.
org/10.1017/CBO9781139108683.
Scobbie, J., Gibbon, F., Hardcastle, W., & Fletcher, P. (1996). Covert
contrast as a stage in the acquisition of phonetics and phonology. QMC Working Papers in Speech and Language Sciences, 1, 43-62. https://eresearch.qmu.ac.uk/handle/20.500.12289/10.
Terken, J. (1991). Fundamental frequency and perceived prominence. The Journal of the Acoustical Society of America, 89(4), 1768-1776. https://doi.org/10.1121/1.401019.
Terken J., & Hermes D. (2000). The perception of prosodic prominence. In: M. Horne (Ed.), Prosody: Theory and experiment (pp. 89-127). KluwerAcademicPublishers. https://doi.org/10.1007/978-94-015- 9413-4_5.
Truckenbrodt, H., Sandalo, F., & Abaurre, M. B. (2009). Elements of Brazilian Portuguese intonation. Journal of Portuguese Linguistics, 8(1), 75-114. https://doi.org/10.5334/jpl.122.
Wells, B., Peppé, S., & Goulandris, N. (2004). Intonation development from five to thirteen. Journal of child language, 31(4), 749-778. http:// dx.doi.org/10.1017/S030500090400652X.
Weber-Fox, C., Wray, A. H., & Arnold, H. (2013). Early childhood stuttering and electrophysiological indices of language processing. Journal of Fluency Disorders, 38(2), 206-221. https://doi. org/10.1016/j.jfludis.2013.01.001.
Yano, C. T., & Fernandes-Svartman, F. R. (2020). Um estudo preliminar sobre a prosódia de construções com tópico e foco no português paulista. Entrepalavras, 10(1), 256-282. http://dx.doi. org/10.22168/2237-6321-11724.
Zubizarreta, M. L. (1998). Prosody, focus and word order. The MIT Press.
