401
Views
6
CrossRef citations to date
0
Altmetric
Original Articles

Computational modelling of phonological acquisition: Simulating error patterns in nonword repetition tasks

, , &
Pages 901-946 | Received 08 Dec 2009, Accepted 15 Apr 2011, Published online: 06 Jan 2012

References

  • Baddeley, A. D. (2000a). The magic number and the episodic buffer. Behavioral and Brain Sciences, 24, 117–118.
  • Baddeley, A. D. (2000b). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423.
  • Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 47–90). New York, NY: Academic Press.
  • Baddeley, A. D., Thompson, N., & Buchanan, M. (1975). Word length and the structure of short-term memory. Journal of Verbal Learning and Verbal Behaviour, 14, 575–589.
  • Bailey, T. M., & Plunkett, K. (2002). Phonological specificity in early words. Cognitive Development, 17, 1265–1282.
  • Berg, T. (1991). Phonological processing in a syllable-timed language with pre-final stress: Evidence from Spanish speech error data. Language and Cognitive Processes, 6, 265–301.
  • Bernhardt, B. H., & Stemberger, J. P. (1998). Handbook of phonological development from the perspective of constraint-based non-linear phonology. San Diego, CA: Academic Press.
  • Bishop, D. V. M., North, T., & Donlan, C. (1996). Nonword repetition as a behavioural marker for inherited language impairment: Evidence from a twin study. Journal of Child Psychology and Psychiatry, 37, 391–403.
  • Blevins, J. (1995). The syllable in phonological theory. In John A. Goldsmith (Ed.) The Handbook of Phonological Theory (pp. 206–244). Cambridge, MA and Oxford: Blackwell.
  • Botting, N., & Conti-Ramsden, G. (2001). Nonword repetition and language development in children with language impairments. International Journal of Language and Communication Disorders, 36, 421–432.
  • Botvinick, M., & Plaut, D. C. (2006). Short-term memory for serial order: A recurrent neural network model. Psychological Review, 113, 201–233.
  • Bowey, J. A. (1996). On the association between phonological memory and receptive vocabulary in five-year-olds. Journal of Experimental Child Psychology, 63, 44–78.
  • Bowey, J. A. (2001). Nonword repetition and young children's receptive vocabulary: A longitudinal study. Applied Psycholinguistics, 22, 441–469.
  • Cantor, J., & Engle, R. W. (1993). Working-memory capacity as long-term memory activation: An individual-differences approach. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1101–1114.
  • Catts, H. W., & Kamhi, A. G. (1984). Simplification of /s/ + stop consonant clusters: a developmental perspective. Journal of Speech and Hearing Research, 27, 556–561.
  • Chiat, S. (2001). Mapping theories of developmental language impairment: Premises, predictions and evidence. Language and Cognitive Processes, 16, 113–142.
  • Clark, E. (2003). First language acquisition. Cambridge: Cambridge University Press.
  • Conti-Ramsden, G., & Hesketh, A. (2003). Risk markers for SLI: A study of young language-learning children. International Journal of Language and Communication Disorders, 38, 251–263.
  • Cowan, N. (1997). The development of working memory. In Cowan N (Ed.), The development of memory in childhood (pp. 163–200). Hove, UK: Psychology Press.
  • Croker, S., Pine, J. M., & Gobet, F. (2003). Modelling children's negation errors using probabilistic learning in MOSAIC. In F. Detje, D. Dörner & H. Schaub (Eds.), Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 69–74). Bamberg: Universitäts-Verlag.
  • Demuth, K. (2001). A prosodic approach to filler syllables. Journal of Child Language, 28, 246–249.
  • Demuth, K., Culbertson, J., & Alter, J. (2006). Word-minimality, epenthesis and coda licensing in the early acquisition of English. Language and Speech, 49, 137–174.
  • Dodd, B., Hua, Z., Crosbie, S., Holm, A., & Ozanne, A. (2002). Diagnostic evaluation of articulation and phonology. London: Psychological Corporation.
  • Dollaghan, C. A., Biber, M. E., & Campbell, T. F. (1995). Lexical influences on nonword repetition. Applied Psycholinguistics, 16, 211–222.
  • Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136–1146.
  • Dunn, L. M., Dunn, L. M., Whetton, C., & Burley, J. (1997). The British Picture Vocabulary Scale (2nd ed.). Windsor, UK:NFER-Nelson.
  • Edwards, J., & Lahey, M. (1996). Auditory lexical decisions of children with specific language impairment. Journal of Speech and Hearing Research, 39, 1263–1273.
  • Ellis, N. C. (1996). Sequencing in SLA: Phonological memory, chunking and points of order. Studies in Second Language Acquisition, 18, 91–126.
  • Freudenthal, D., Pine, J., & Gobet, F. (2006). Modelling the development of children's use of optional infinitives in English and Dutch using MOSAIC. Cognitive Science, 30, 277–310.
  • Feigenbaum, E. A., & Simon, H. A. (1984). EPAM-like models of recognition and learning. Cognitive Science, 8, 305–336.
  • Frisch, S. A., Large, N. R., & Pisoni, D. B. (2000). Perception of wordlikeness: Effects of segment probability and length on the processing of nonwords. Journal of Memory and Language, 42, 481–496.
  • Fum, D., Del Missier, F., & Stocco, A. (2007). The cognitive modelling of human behavior: Why a model is (sometimes) better than 10,000 words. Cognitive Systems Research, 8, 135–142.
  • Gathercole, S. E. (1995). Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords. Memory & Cognition, 23, 83–94.
  • Gathercole, S. E., & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28, 200–213.
  • Gathercole, S. E., & Baddeley, A. D. (1996). The Children's Test of Nonword Repetition. London, UK: The Psychological Corporation.
  • Gathercole, S. E., Willis, C. S., Baddeley, A. D., & Emslie, H. (1994). The children's test of nonword repetition: A test of phonological working memory. Memory, 2, 103–127.
  • Gathercole, S. E., Willis, C. S., Emslie, H., & Baddeley, A. D. (1991). The influence of number of syllables and wordlikeness on children's repetition of nonwords. Applied Psycholinguistics, 12, 349–367.
  • Giegerich, H. J. (1992). English phonology: An introduction. Cambridge: Cambridge University Press.
  • Gimson, A. C. (1980). An introduction to the pronunciation of English (3rd ed.). London: Edward Arnold.
  • Goad, H., & Brannen, K. (2003). Phonetic evidence for phonological structure in syllabification. In Joost van de Weijer, Vincent J. van Heuven & Harry van der Hulst (Eds.), The phonological spectrum (pp. 3–30). Amsterdam: John Benjamins.
  • Gobet, F., & Simon, H. A. (2000). Five seconds or sixty? Presentation time in expert memory. Cognitive Science, 24, 651–682.
  • Goldsmith, J. (1992). Local Modeling in Phonology. In Steven Davis (Ed.), Connectionism: Theory and Practice (pp. 229–246). Oxford: Oxford University Press.
  • Gupta, P. (2005). Primacy and recency in nonword repetition. Memory, 13, 318–324.
  • Gupta P., & Tisdale J. (2009). Does phonological short-term memory causally determine vocabulary learning? Toward a computational resolution of the debate. Journal of Memory and Language, 61, 481–502.
  • Harris, J. (1994). English sound structure. Oxford: Blackwell.
  • Hartley, T., & Houghton, G. (1996). A linguistically constrained model of short-term memory for nonwords. Journal of Memory and Language, 35, 1–31.
  • Ho, S.-H., & Lai, N.-C. (1999). Naming-speed deficits and phonological memory deficits in Chinese developmental dyslexia. Learning and Individual Differences, 11, 173–186.
  • Hulme, C., Maughan, S., & Brown, G. D. A. (1991). Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span. Journal of Memory and Language, 30, 385–401.
  • Hulme, C., Roodenrys, S., Schweickert, R., Brown, G. D., Martin, M., & Stuart, G. (1997). Word-frequency effects on short-term memory tasks: Evidence for a redintegration process in immediate serial recall. Journal of Experimental Psychology, 23, 1217–1232.
  • Jakobson, R. (1941/1968). Child language, aphasia, and phonological universals (A.R. Keiler, Trans.). The Hague: Mouton.
  • Joanisse, M. F., & Seidenberg, M. S. (1998). Specific Language Impairment in children: An impairment in grammar or processing? Trends in Cognitive Sciences, 2, 240–246.
  • Johnson, C. E., & Wilson, I. L. (2002). Phonetic evidence for early language differentiation: Research issues and some preliminary data. International Journal of Bilingualism, 6, 271–289.
  • Jones, D. (1997). In P. Roach & J. Hartman (Eds.), English Pronouncing Dictionary (15th ed.). Cambridge: Cambridge University Press.
  • Jones, G., Gobet, F., & Pine, J. M. (2007). Linking working memory and long-term memory: A computational model of the learning of new words. Developmental Science, 10, 853–873.
  • Jones, G., Gobet, F., & Pine, J. M. (2008). Computer simulations of developmental change: The contributions of working memory capacity and long-term knowledge. Cognitive Science, 32, 1148–1176.
  • Jusczyk, P. W., Luce, P. A., & Charles-Luce, J. (1994). Infants’ sensitivity to phonotactic patterns in the native language. Journal of Memory and Language, 33, 630–645.
  • Kehoe, M., & Stoel-Gammon, C. (2001). Development of syllable structure in English-speaking children with particular reference to rhymes. Journal of Child Language, 28, 393–432.
  • Kirk, C., & Demuth, K. (2005). Asymmetries in the acquisition of word-initial and word-final consonant clusters. Journal of Child Language, 32, 709–734.
  • Laver, J. (1994). Principles of phonetics. Cambridge: Cambridge University Press.
  • Macken, M. A., & Barton, D. (1980). The acquisition of the voicing contrast in English: A study of voice onset time in word-initial stop consonants. Journal of Child Language, 7, 41–74.
  • MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Marshall, C. R., Ebbels, S., Harris, J., & van der Lely, H. K. J. (2002). Investigating the impact of prosodic complexity on the speech of children with specific language impairment. University College London Working Papers in Linguistics, 14, 43–68.
  • Marshall, C. R., & van der Lely, H. K. J. (2009). Effects of word position and stress on onset cluster production: Evidence from typical development, SLI and dyslexia. Language, 85, 39–57.
  • McLeod, S., van Doorn, J, & Reed, V. A. (2001). Normal acquisition of consonant clusters. American Journal of Speech-Language Pathology, 10, 99–110.
  • Metsala, J. L. (1999). Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3–19.
  • Metsala J. L., &. Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89–120). Hillsdale: Erlbaum.
  • Munson, B., Edwards, J., & Beckman, M. (2005). Relationships between nonword repetition accuracy and other measures of linguistic development in children with phonological disorders. Journal of Speech, Language, and Hearing Research, 48, 61–78.
  • Munson, B., Kurtz, B. A., & Windsor, J. (2005). The influence of vocabulary size, phonotactic probability, and wordlikeness on nonword repetitions of children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 48, 1033–1047.
  • Onnis, L., Monaghan, P., Richmond, K., & Chater, N. (2005). Phonology impacts segmentation in online speech processing. Journal of Memory & Language, 53, 225–237.
  • Prince, A. & Smolensky, P. (1993/2004). Optimality Theory: Constraint interaction in generative grammar (Technical Report). Boulder: Rutgers University and University of Colorado. Blackwell (Rev. ed. 2004).
  • Pulgram, E. (1970). Syllable, word, nexus, cursus. The Netherlands: The Hague, Mouton.
  • Radeborg, K., Barthelom, E., Sjöberg, M., & Sahlén, B. (2006). A Swedish nonword repetition test for preschool children, Scandinavian Journal of Psychology, 47, 187–192.
  • Roach, P. (2000). English phonetics and phonology: A practical course (3rd ed.). Cambridge: Cambridge University Press.
  • Santiago, J., MacKay, D. G., Palma, A., & Rho C. (2000). Sequential activation processes in producing words and syllables: Evidence from picture naming. Language and Cognitive Processes, 15, 4–44.
  • Selkirk, E. (1982). Syllables. In H. van der Hulst & N. Smith (Eds.), The Structure of Phonological Representations (vol.2, pp. 337–384). Dordrecht: Foris.
  • Sibley, D. E., Kello, C. T., Plaut, D., & Elman, J. L. (2008). Large-scale modelling of wordform learning and representation. Cognitive Science, 32, 741–754.
  • Smit, A. B., Hand, L., Freilinger, J. J., Bernthal, J. E., & Bird, A. (1990). The Iowa articulation norms project and its Nebraska replication. Journal of Speech and Hearing Disorders, 55, 779–798.
  • Snowling, M. J. (1981). Phonemic deficits in developmental dyslexia. Psychological Research, 43, 219–234.
  • Stoel-Gammon, C. (1985). Phonetic inventories, 15–24 months: A longitudinal study. Journal of Speech and Hearing Research, 28, 505–512.
  • Stokes, S. F., Wong, A. M-Y., Fletcher, P., & Leonard, L. B. (2006). Nonword repetition and sentence repetition as clinical markers of specific language impairment: The case of Cantonese. Journal of Speech, Language, and Hearing Research, 49, 219–236.
  • Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. (2001). The role of performance limitations in the acquisition of Verb-Argument structure: An alternative account. Journal of Child Language, 28, 127–152.
  • Vitevitch, M. S., & Luce, P. A. (1998). When words compete: Levels of processing in perception of spoken words. Psychological Science, 9, 325–329.
  • Vitevitch, M. S., Luce, P. A., Charles-Luce, J., & Kemmerer, D. (1997). Phonotactics and syllable stress: Implications for the processing of spoken nonsense words. Language and Speech, 40, 47–62.
  • Vousden, J. I., Brown, G. D. A., & Harley, T. A. (2000). Serial control of phonology in speech production: A hierarchical model. Cognitive Psychology 41, 101–175.
  • Walley, A. C., Metsala, J. L., & Garlock, V. M. (2003). Spoken vocabulary growth: its role in the development of phoneme awareness and early reading ability, Reading and Writing, 16, 5–20.
  • Wechsler, D. (2002). The wechsler preschool and primary scale of intelligence. London: Psychological Corporation.
  • Zhang, G., & Simon, H. A. (1985). STM capacity for Chinese words and idioms: Chunking and acoustical loop hypothesis. Memory and Cognition, 13, 193–201.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.