Psychological Significance of Production Templates in Phonological and Lexical Advance: A Cross-Linguistic Study.
From June 2009 to December 2011
Project Leader(s): Marilyn Vihman, Tamar Keren-Portnoy, Rory DePaolis, Ghada Khattab and Sophie Wauquier
Contact: Ghada Khattab
Sponsors: ESRC
Partners: York, James Madison, Newcastle, and Paris 8 Universities.
Project Summary
Phonological studies of children learning a variety of different languages have long provided support for the idea that, at least for word production, children are guided by incomplete or holistic word form representations - known as 'templates' - in a time of rapid lexical growth, toward the end of the single-word period. Less is known about the perception-production link in phonological acquisition in light of the potential influence of production templates. The primary aim of this project is to investigate this link and to test the functional value of templates by using a combination of both observational and experimental methods and both qualitative and quantitative analyses of longitudinal data collected from children learning three languages, Arabic, English and French. This will allow us to and evaluate the extent to which word production - a form of 'action on the world'- informs other aspects of perception, memory and learning in the second and third years of life.
Budget
£592K (with Newcastle receiving around £140k share of that)
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Dr Ghada Khattab
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