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Article: Perceptual evidence for protracted development in monosyllabic Mandarin lexical tone production in preschool children in Taiwan

TitlePerceptual evidence for protracted development in monosyllabic Mandarin lexical tone production in preschool children in Taiwan
Authors
KeywordsSpeech
Issue Date2013
Citation
Journal of the Acoustical Society of America, 2013, v. 133 n. 1, p. 434-443 How to Cite?
AbstractThis study used the same methodology in Wong [J. Speech Lang. Hear. Res. 55, 1423–1437 (2012b)] to examine the perceived accuracy of monosyllabic Mandarin tones produced by 4- and 5-year-old Mandarin-speaking children growing up in Taiwan and combined the findings with those of 3-year-olds reported in Wong [J. Speech Lang. Hear. Res. 55, 1423–1437 (2012b)] to track the development of monosyllabic tone production in preschool children. Tone productions of adults and children were collected in a picture naming task and low-pass filtered to remove lexical information and reserve tone information. Five native-speakers categorized the target tones in the filtered productions. Children's tone accuracy was compared to adults' to determine mastery and developmental changes. The results showed that preschool children in Taiwan have not fully mastered the production of monosyllabic Mandarin tones. None of the tones produced by the children in the three age groups reached adult-like accuracy. Little developmental change was found in children's tone accuracy during the preschool years. A similar order of accuracy of the tones was observed across the three age groups and the order appeared to follow the order of articulatory complexity in producing the tones. The findings suggest a protracted course of development in children's acquisition of Mandarin tones and that tone development may be constrained by physiological factors.
Persistent Identifierhttp://hdl.handle.net/10722/192207
ISSN
2015 Impact Factor: 1.572
2015 SCImago Journal Rankings: 0.938
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorWong, Pen_US
dc.date.accessioned2013-10-23T09:28:07Z-
dc.date.available2013-10-23T09:28:07Z-
dc.date.issued2013en_US
dc.identifier.citationJournal of the Acoustical Society of America, 2013, v. 133 n. 1, p. 434-443en_US
dc.identifier.issn0001-4966en_US
dc.identifier.urihttp://hdl.handle.net/10722/192207-
dc.description.abstractThis study used the same methodology in Wong [J. Speech Lang. Hear. Res. 55, 1423–1437 (2012b)] to examine the perceived accuracy of monosyllabic Mandarin tones produced by 4- and 5-year-old Mandarin-speaking children growing up in Taiwan and combined the findings with those of 3-year-olds reported in Wong [J. Speech Lang. Hear. Res. 55, 1423–1437 (2012b)] to track the development of monosyllabic tone production in preschool children. Tone productions of adults and children were collected in a picture naming task and low-pass filtered to remove lexical information and reserve tone information. Five native-speakers categorized the target tones in the filtered productions. Children's tone accuracy was compared to adults' to determine mastery and developmental changes. The results showed that preschool children in Taiwan have not fully mastered the production of monosyllabic Mandarin tones. None of the tones produced by the children in the three age groups reached adult-like accuracy. Little developmental change was found in children's tone accuracy during the preschool years. A similar order of accuracy of the tones was observed across the three age groups and the order appeared to follow the order of articulatory complexity in producing the tones. The findings suggest a protracted course of development in children's acquisition of Mandarin tones and that tone development may be constrained by physiological factors.-
dc.languageengen_US
dc.relation.ispartofJournal of the Acoustical Society of Americaen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectSpeech-
dc.titlePerceptual evidence for protracted development in monosyllabic Mandarin lexical tone production in preschool children in Taiwanen_US
dc.typeArticleen_US
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1121/1.4768883en_US
dc.identifier.pmid23297915-
dc.identifier.scopuseid_2-s2.0-84872080063en_US
dc.identifier.hkuros230606-
dc.identifier.volume133en_US
dc.identifier.issue1en_US
dc.identifier.spage434en_US
dc.identifier.epage443en_US
dc.identifier.isiWOS:000313034700051-

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