Children’s Speech Errors Reflect Phonotactics That They Say and Hear

References

• Abramson, M., & Goldinger, S. D. (1997). What the reader’s eye tells the mind’s ear: Silent reading activates inner speech. Perception & Psychophysics, 59(7), 1059–1068. https://doi.org/10.3758/BF03205520
   PubMed Web of Science ®Google Scholar
• Adriaans, F. W., & Kager, R. (2017). Learning novel phonotactics from exposure to continuous speech. Laboratory Phonology, 8(1), 1–14. https://doi.org/10.5334/labphon.20
   PubMed Web of Science ®Google Scholar
• Anderson, N. D., & Dell, G. S. (2018). The role of consolidation in learning context-dependent phonotactic patterns in speech and digital sequence production. Proceedings of the National Academy of Sciences, 115(14), 3617–3622. https://doi.org/10.1073/pnas.1721107115
   PubMed Web of Science ®Google Scholar
• Arciuli, J., & Simpson, I. C. (2012). Statistical learning is related to reading ability in children and adults. Cognitive Science, 36(2), 286–304. https://doi.org/10.1111/j.1551-6709.2011.01200.x
   PubMed Web of Science ®Google Scholar
• Baayen, R. H., Davidson, D. J., & Bates, D. (2008). Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory & Language, 59(4), 390–412. https://doi.org/10.1016/j.jml.2007.12.005
   Web of Science ®Google Scholar
• Baese-Berk, M. M. (2019). Interactions between speech perception and production during learning of novel phonemic categories. Attention, Perception, & Psychophysics, 81(4), 981–1005. https://doi.org/10.3758/s13414-019-01725-4
   PubMed Web of Science ®Google Scholar
• Bates, D., Machler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/10.18637/jss.v067.i01
   Web of Science ®Google Scholar
• Boersma, P., & Weenink, D. (2021). Praat: Doing phonetics by computer. [Computer software]. http://www.praat.org/
   Google Scholar
• Brehm, L., & Alday, P. M. (2022). Contrast coding choices in a decade of mixed models. Journal of Memory and Language, 125, 104334. https://doi.org/10.1016/j.jml.2022.104334
   Web of Science ®Google Scholar
• Chambers, K. E., Onishi, K. H., & Fisher, C. (2003). Infants learn phonotactic regularities from brief auditory experience. Cognition, 87(2), B69–B77. https://doi.org/10.1016/s0010-0277(02)00233-0
   PubMed Web of Science ®Google Scholar
• Chang, F., & Dell, G. S. (2014). The P-chain: Relating sentence production and its disorders to comprehension and acquisition. Philosophical Transactions of the Royal Society B, 369(1634), 1–9. https://doi.org/10.1098/rstb.2012.0394
   Web of Science ®Google Scholar
• Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100(4), 589–608. https://doi.org/10.1037/0033-295X.100.4.589
   Web of Science ®Google Scholar
• de Boysson-Bardies, B., Halle, P., Sagart, L., & Durand, C. (1989). A crosslinguistic investigation of vowel formants in babbling. Journal of Child Language, 16(1), 1–17. https://doi.org/10.1017/S0305000900013404
   PubMed Web of Science ®Google Scholar
• Dell, G. S., Reed, K. D., Adams, D. R., & Meyer, A. S. (2000). Speech errors, phonotactic constraints, and implicit learning: A study of the role of experience in language production. Journal of Experimental Psychology: Learning Memory and Cognition, 26(6), 1355–1367. https://doi.org/10.1037//0278-7393.26.6.1355
   PubMed Web of Science ®Google Scholar
• Edwards, J., Beckman, M. E., & Munson, B. (2004). The interaction between vocabulary size and phonotactic probability effects on children’s production accuracy and fluency in nonword repetition. Journal of Speech, Language, and Hearing Research, 47(2), 421–436. https://doi.org/10.1044/1092-4388(2004/034)
   PubMed Web of Science ®Google Scholar
• Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, J. S., & Bates, E. (2007). The MacArthur-bates communicative development inventories. Brookes Publishing.
   Google Scholar
• Fromkin, V. A. (1971). The non-anomalous nature of Anomalous Utterances. Language, 47(1), 27–52. https://doi.org/10.2307/412187
   Web of Science ®Google Scholar
• Gaskell, M. G., Warker, J., Lindsay, S., Frost, R., Guest, J., Snowdon, R., & Stackhouse, A. (2014). Sleep underpins the plasticity of language production. Psychological Science, 25(7), 1457–1465. https://doi.org/10.1177/0956797614535937
   PubMed Web of Science ®Google Scholar
• Goldman, R., & Fristoe, M. (2000). Goldman-Fristoe test of articulation-2 [assessment instrument]. Pearson.
   Google Scholar
• Goldrick, M. (2004). Phonological features and phonotactic constraints in speech production. Journal of Memory and Language, 51(4), 586–603. https://doi.org/10.1016/j.jml.2004.07.004
   Web of Science ®Google Scholar
• Hallé, P. A., Dominguez, A., Cuetos, F., & Segui, J. (2008). Phonological mediation in visual masked priming: Evidence from phonotactic repair. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 177–192. https://doi.org/10.1037/0096-1523.34.1.177
   PubMed Web of Science ®Google Scholar
• Jaeger, T. F. (2008). Categorical data analysis: Away from ANOVAs (transformation or not) and towards logit mixed models. Journal of Memory and Language, 59(4), 434–446. https://doi.org/10.1016/j.jml.2007.11.007
   PubMed Web of Science ®Google Scholar
• Jusczyk, P. W. (1999). The discovery of spoken language. MIT Press.
   Google Scholar
• 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(5), 630–645. https://doi.org/10.1006/jmla.1994.1030
   Web of Science ®Google Scholar
• Kittredge, A. K., & Dell, G. S. (2016). Learning to speak by listening: Transfer of phonotactics from perception to production. Journal of Memory and Language, 89, 8–22. https://doi.org/10.1016/j.jml.2015.08.001
   PubMed Web of Science ®Google Scholar
• Mattys, S. L., & Jusczyk, P. W. (2001). Phonotactic cues for segmentation of fluent speech by infants. Cognition, 78(2), 91–121. https://doi.org/10.1016/S0010-0277(00)00109-8
   PubMed Web of Science ®Google Scholar
• Matuschek, H., Kliegl, R., Vasishth, S., Baayen, H., & Bates, D. (2017). Balancing type I error and power in linear mixed models. Journal of Memory and Language, 94, 305–315. https://doi.org/10.1016/j.jml.2017.01.001
   Web of Science ®Google Scholar
• Menn, L. (1971). Phonotactic rules in beginning speech. Lingua, 26(3), 225–241. https://doi.org/10.1016/0024-3841(71)90011-8
   Google Scholar
• Munson, B. (2001). Phonological pattern frequency and speech production in adults and children. Journal of Speech, Language, and Hearing Research, 44(4), 778–792. https://doi.org/10.1044/1092-4388(2001/061)
   PubMed Web of Science ®Google Scholar
• National Reading Panel. (2000). Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development https://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf
   Google Scholar
• Onishi, K. H. (2002). Learning phonotactic constraints from brief auditory experience. Cognition, 83(1), B13–B23. https://doi.org/10.1016/S0010-0277(01)00165-2
   PubMed Web of Science ®Google Scholar
• Ota, M., & Green, S. J. (2013). Input frequency and lexical variability in phonological development: A survival analysis of word-initial cluster production. Journal of Child Language, 40(3), 539–566. https://doi.org/10.1017/S0305000912000074
   PubMed Web of Science ®Google Scholar
• Pickering, M. J., & Garrod, S. (2013). An integrated theory of language production and comprehension. Behavioral and Brain Sciences, 36(4), 329–347. https://doi.org/10.1017/S0140525X12001495
   PubMed Web of Science ®Google Scholar
• Qi, Z., Sanchez Araujo, Y., Georgan, W. C., Gabrieli, J. D. E., & Arciuli, J. (2019). Hearing matters more than seeing: A cross-modality study of statistical learning and reading ability. Scientific Studies of Reading, 23(1), 101–115. https://doi.org/10.1080/10888438.2018.1485680
   Web of Science ®Google Scholar
• R Core Team. (2021). R: A language and environment for statistical computing. http://www.R-project.org/
   Google Scholar
• Redford, M. A. (2019). Speech production from a developmental perspective. Journal of Speech, Language, and Hearing Research, 62(8S), 2946–2962. https://doi.org/10.1044/2019_JSLHR-S-CSMC7-18-0130
   PubMed Web of Science ®Google Scholar
• Richtsmeier, P. T. (2011). Word-types, not word-tokens, facilitate extraction of phonotactic sequences by adults. Laboratory Phonology, 2(1), 157–183. https://doi.org/10.1515/labphon.2011.005
   PubMedGoogle Scholar
• Richtsmeier, P. T., Gerken, L., & Ohala, D. K. (2011). Contributions of phonetic token variability and word-type frequency to phonological representations. Journal of Child Language, 38(5), 951–978. https://doi.org/10.1017/S0305000910000371
   PubMed Web of Science ®Google Scholar
• Richtsmeier, P. T., & Goffman, L. (2017). Perceptual statistical learning over one week in child speech production. Journal of Communication Disorders, 68, 70–80. https://doi.org/10.1016/j.jcomdis.2017.06.004
   PubMed Web of Science ®Google Scholar
• Richtsmeier, P. T., & Moore, M. (2020). Perceptual learning and production practice differentially affect how children produce novel words. Journal of Speech, Language, and Hearing Research, 63(10). https://doi.org/10.1044/2020_JSLHR-20-00077
   PubMed Web of Science ®Google Scholar
• Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274(5294), 1926–1928. https://doi.org/10.1126/science.274.5294.1926
   PubMed Web of Science ®Google Scholar
• Schmalz, X., Moll, K., Mulatti, C., & Schulte-Körne, G. (2019). Is statistical learning ability related to reading ability and if so, why?. Scientific Studies of Reading, 23(1), 64–76. https://doi.org/10.1080/10888438.2018.1482304
   Web of Science ®Google Scholar
• Smalle, E. H. M., Muylle, M., Szmalec, A., & Duyck, W. (2017). The different time course of phonotactic constraint learning in children and adults: Evidence from speech errors. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(11), 1821–1827. https://doi.org/10.1037/xlm0000405
   PubMed Web of Science ®Google Scholar
• Stoel-Gammon, C. (1998). Sounds and words in early language acquisition: The relationship between lexical and phonological development. In R. Paul (Ed.), Exploring the speech-language connection (Vol. 8, pp. 25–52). Brookes.
   Google Scholar
• Sun, Y., & Peperkamp, S. (2016). The role of speech production in phonological decoding during visual word recognition: Evidence from phonotactic repair. Language, Cognition and Neuroscience, 31(3), 391–403. https://doi.org/10.1080/23273798.2015.1100316
   Web of Science ®Google Scholar
• Taylor, C. F., & Houghton, G. (2005). Learning artificial phonotactic constraints: Time course, durability, and relationship to natural constraints. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(6), 1398–1416. https://doi.org/10.1037/0278-7393.31.6.1398
   PubMed Web of Science ®Google Scholar
• Telkemeyer, S., Rossi, S., Nierhaus, T., Steinbrink, J., Obrig, H., & Wartenburger, I. (2011). Acoustic processing of temporally modulated sounds in infants: Evidence from a Combined Near-infrared spectroscopy and EEG study [original research]. Frontiers in Psychology, 1, (2). https://doi.org/10.3389/fpsyg.2011.00062
   PubMedGoogle Scholar
• Warker, J. A. (2013). Investigating the retention and time course of phonotactic constraint learning from production experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(1), 96–109. https://doi.org/10.1037/a0028648
   PubMed Web of Science ®Google Scholar
• Warker, J. A., & Dell, G. S. (2006). Speech errors reflect newly learned phonotactic constraints. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(2), 387–398. https://doi.org/10.1037/0278-7393.32.2.387
   PubMed Web of Science ®Google Scholar
• Warker, J. A., Dell, G. S., Whalen, C. A., & Gereg, S. (2008). Limits on learning phonotactic constraints from recent production experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(5), 1289–1295. https://doi.org/10.1037/a0013033
   PubMed Web of Science ®Google Scholar
• Warker, J. A., Xu, Y., Dell, G. S., & Fisher, C. (2009). Speech errors reflect the phonotactic constraints in recently spoken syllables, but not in recently heard syllables. Cognition, 112(1), 81–96. https://doi.org/10.1016/j.cognition.2009.03.009
   PubMed Web of Science ®Google Scholar
• Woodcock, R. W. (2011). Woodcock reading mastery tests (Third ed.). Pearson.
   Google Scholar
• Zamuner, T. S. (2006). Sensitivity to word-final phonotactics in 9- to 16-month-old infants. Infancy, 10(1), 77–95. https://doi.org/10.1207/s15327078in1001_5
   PubMed Web of Science ®Google Scholar
• Zamuner, T. S., Gerken, L., & Hammond, M. (2004). Phonotactic probabilities in young children’s speech production. Journal of Child Language, 31(3), 515–536. https://doi.org/10.1017/S0305000904006233
   PubMed Web of Science ®Google Scholar