LINGUIST List 21.3171|
Wed Aug 04 2010
Diss: Phonetics/Phonology/Lang Acq: Lintfert: 'Phonetic and ...'
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Phonetic and Phonological Development of Stress in German
Message 1: Phonetic and Phonological Development of Stress in German
From: Britta Lintfert <Britta.Lintfertims.uni-stuttgart.de>
Subject: Phonetic and Phonological Development of Stress in German
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Institution: Universität Stuttgart
Program: Institute for Natural Language Processing
Dissertation Status: Completed
Degree Date: 2009
Author: Britta Lintfert
Dissertation Title: Phonetic and Phonological Development of Stress in German
Dissertation URL: http://elib.uni-stuttgart.de/opus/volltexte/2010/5424/
The purpose of this thesis is to describe the development of stress in
children's speech and its evolution over the first few years of their
lives. Within the results of the conducted analyses an exemplar-based
speech production model of the acquisition of stress was developed. To this
end the phonological and phonetic development of stress were analysed as
well as the development of vowel space. The development of different
perceptual spaces was addressed in the context of stress development of
Longitudinal speech samples of children from 5 months up to 36 months of
age were recorded and analysed to create a prosodically annotated speech
corpus of babbling, first words and meaningful speech of German-speaking
children. In order to compare the child's use of the acoustic parametres,
the parental use of the acoustic parametre of stress was also annotated and
analysed. Furthermore, for describing the vowel development,
cross-sectional data for children between 4 and 10 years were evaluated.
First the crucial role of stress in the development of different syllable
structures is described. Then the acoustic realisation of stress is
analysed. The correlates of German word stress which include vowel
duration, RMS Intensity, fundamental frequency, first four formants and
different voice quality parameters were therefore also analysed in children
between 5 and 36 months of age and their parents. Besides, the development
of the F1-F2 and F2-F3 vowel space depending on stress is described
illustrating a cognitive map of representations in the perceptual space.
The development of the articulatory-acoustic relationship seems to be
nonlinear and dependent on an increased control of motor abilities.
The results of the different analyses are integrated in a comprehensive
neural model of speech production using a self-organising neural network.
This model is very appropriate to describe the differences in the
production of babbling and words as there are possibilities to develop
different neural maps depending on the stage of development as well as on
the articulatory abilities. Self-feedback as well as feedback from the
environment is also integrated in this model of production and perception.
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