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Vowel Length From Latin to Romance

By Michele Loporcaro

This book "draws on extensive empirical data, including from lesser known varieties" and "puts forward a new account of a well-known diachronic phenomenon."


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Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

This book "challenges the assumption that there is only one 'legitimate' and homogenous form of English or of any other language" and "supports the view of different/alternative histories of the English language and will appeal to readers who are skeptical of 'standard' language ideology."


Academic Paper


Title: Quantifying phonological representation abilities in Spanish-speaking preschool children
Author: Jason L. Anthony
Institution: University of Texas Health Science Center at San Antonio
Author: Rachel G. Aghara
Institution: University of Houston
Author: Emily J. Solari
Institution: University of Texas Health Science Center at San Antonio
Author: Martha J. Dunkelberger
Institution: University of Houston
Author: Jeffrey M. Williams
Institution: University of Texas Health Science Center at San Antonio
Author: Lan Liang
Institution: University of Texas Health Science Center at San Antonio
Linguistic Field: Applied Linguistics; Psycholinguistics
Subject Language: English
Spanish
Abstract: Individual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed three important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Third, we supply data on Spanish phonological representation abilities of incipient Spanish–English bilingual children to address the need for information on phonological representation across languages. Specifically, nine measures of accessibility to and precision of phonological presentations were administered to 129 preschool children in the United States. Confirmatory factor analyses validated three separate but correlated a priori phonological processing abilities, that is, efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. Most prototypic measures were strong indicators of their respective representation-related phonological ability. We discuss how the current data in Spanish compares to limited data in English, and the implications for the organization of phonological representations abilities.

CUP AT LINGUIST

This article appears IN Applied Psycholinguistics Vol. 32, Issue 1, which you can READ on Cambridge's site or on LINGUIST .



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