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More About This Title Phonological Development: The First Two Years
English
Drawing on major research developments in the field, Vihman has updated and extensively revised the 1996 edition of her classic text to provide a thorough and stimulating overview of current studies of child production and perception and early word learning.
- Offers a full survey of the thinking on how babies develop phonological knowledge
- Provides a much needed update on the field – one in which this book remains unique, and in which there have also been dramatic developments since the publication of the first edition
- Surveys what has been learned about phonological development and raises questions for further study
- The only book that includes balanced treatment of research in perception and production and attempts a synthesis of these fields, which have generally developed in isolation from one another
- Includes a new chapter providing an overview of communicative and attentional development, as well as perceptual and vocal development, in the first 18 months, with additional focus on both implicit and explicit learning mechanisms
English
Marilyn Vihman is Professor of Language and Linguistic Science at the University of York. She is co-editor of The Emergence of Phonology: Whole-word approaches and cross-linguistic evidence (with T. Keren-Portnoy, 2013), which includes both classic and new empirical studies of phonological development in eight languages.
English
Acknowledgments xiii
1 Introduction 1
Biological Foundations of Language Development 3
Phonological Development: Goals and Challenges 10
Methodologies: Data Sources andTheoretical Perspectives 13
Overview 16
2 Precursors to Language: The First 18 Months of Life 18
TheDevelopment of Linguistic Form and Function 20
1 Early Capacities: Birth to 2 Months 23
2 Early Capacities: 2 to 4 Months 26
3 Early Capacities: 4 to 6 Months 28
4 First Advances: 6 to 9 Months 29
5 Bringing the Strands Together: 9 to 12 Months 31
6 Transition to Language Use: 12 to 18 Months 35
Learning Mechanisms 40
Summary: Precursors and the Transition to Language Use 46
3 Development in Perception: Early Capacities, Rapid Change 49
Issues that Motivated the Study of Infant Speech Perception 49
Methods Used to Study Infant Speech Perception 56
Discrimination: Infant Capacities 59
Mechanisms Underlying Infant Perception 60
Developmental Change in Perception 63
‘Perceptual Narrowing’: Models of Developmental Change 67
Cross-Modal Perception 75
Summary:The Infant Listener – From Universal to Particular 78
4 Infant Vocal Production 80
Early Vocal Production 81
The Social Context, I: Precanonical Period 91
The Emergence of Adult-Like Syllables 95
The Social Context, II: Canonical Period 101
Vowel Production in the First Year 103
Influence from the Ambient Language 105
Summary: Biological and Social Foundations 110
5 Perceptual Advances in the First Year: Prosody, Segmentation and Distributional Learning 112
The Role of Prosody and Infant-Directed Speech (IDS) 113
Prosodic Bootstrapping 117
Advances in Knowledge of Accentual Patterns and Phonotactics 121
Experimental Studies of Segmentation 125
Distributional or Statistical Learning 139
Summary: Rhythms and Segmental Patterns 143
6 The Transition to Language Use 145
Beginnings ofWord Comprehension 146
Development of Intentional Communication 150
ReferentialWord Use 161
Phonetic and Phonological Development 163
Rhythm in Child Production 168
Emergence of Phonological Systematicity 175
Summary: Continuity and Change 177
7 Experimental Studies ofWord-Form Learning 179
The Role of Phonology inWord Recognition andWord Learning 179
The Perceptual Basis ofWord Learning 180
Explorations of ‘Phonological Specificity’ 186
Integrating the Findings 200
Neurophysiological Investigation ofWord Learning 202
Summary:Understanding theDevelopment of Representation 209
8 Phonological Development in the Bilingual Child 212
The Study of Child Bilingualism 213
‘Non-selectivity’ in Adult Bilingual Processing 214
Speech Perception and Processing 217
Bilingual Production 231
Separate Systems with Interaction 241
Summary: The Experience of the Bilingual Child 243
9 Theories, I: Formalist and PerceptionModels 245
What is the Source of the Linguistic System? 246
The First Linguistic Models 248
Contemporary Formalist Models 254
Contemporary Formalist Models: Critique and Appreciation 268
Perception Models 270
Perception Models: Critique and Appreciation 275
Summary:Theory and Data in Developmental Models 275
10 Theories, II: Functionalist or Emergentist Models 277
Biological Model 278
Self-Organizing Models 279
Usage-Based Models 285
Whole-Word Phonology 290
Functionalist or Emergentist Models: Critique and Appreciation 307
Summary: Emergent Phonology 309
11 Conclusion 311
Linking Perception and Production 312
Effects of Lexical Learning and Language Use 315
Appendix 1: Data Sources 318
Appendix 2: Protoword Forms and Uses 321
Appendix 3: Template Analyses 323
Word Template Analysis: A Diary Study 323
Word Template Analysis: Research Studies 331
Generality of Template Use 346
References 349
Name Index 407
Subject Index 417
English
–Sharon Inkelas, University of California, Berkeley
"Phonological Development: The First Two Years (Second Edition) is essential reading and a primary text for all specialists and students in language development as well as those interested in phonological development in particular. It provides in-depth and up-to-date coverage of all areas of research relevant to understanding phonological development, with comprehensive reviews of both empirical findings and theoretical frameworks. An emphasis is made on the need to relate the development of perception and production, and the study of phonological development to broader areas of language acquisition. Besides eleven chapters, it also contains valuable appendices on protowords and template analyses. To my knowledge it is the most thorough and important book on this topic to date."
–David Ingram, Arizona State University
“Marilyn Vihman’s work unfolds on the center court of child phonology research. This book gives a broad and insightful account of this complex topic—a treatment that is likely to serve, for a long time, as an indispensable reference on the early stages of learning to speak.” –Björn Lindblom, Stockholm University
“This eagerly awaited second edition masterfully updates Vihman's review of research on earlier themes as well as on several new themes, much of which attests to the profound inspiration of the seminal first edition.” –Mary Beckman, Ohio State University
