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On the interaction of deaffrication and consonant harmony*

Published online by Cambridge University Press:  01 June 2010

DANIEL A. DINNSEN ,
JUDITH A. GIERUT ,
MICHELE L. MORRISETTE ,
CHRISTOPHER R. GREEN  and
ASHLEY W. FARRIS-TRIMBLE
DANIEL A. DINNSEN*
Affiliation:
Indiana University
JUDITH A. GIERUT
Affiliation:
Indiana University
MICHELE L. MORRISETTE
Affiliation:
Indiana University
CHRISTOPHER R. GREEN
Affiliation:
Indiana University
ASHLEY W. FARRIS-TRIMBLE
Affiliation:
University of Iowa
*
Address for correspondence: Daniel A. Dinnsen, Department of Linguistics, Indiana University, Memorial Hall 322, 1021 East Third Street, Bloomington, IN 47405, USA. tel: (812) 855-7948; e-mail: dinnsen@indiana.edu
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Abstract

Error patterns in children's phonological development are often described as simplifying processes that can interact with one another with different consequences. Some interactions limit the applicability of an error pattern, and others extend it to more words. Theories predict that error patterns interact to their full potential. While specific interactions have been documented for certain pairs of processes, no developmental study has shown that the range of typologically predicted interactions occurs for those processes. To determine whether this anomaly is an accidental gap or a systematic peculiarity of particular error patterns, two commonly occurring processes were considered, namely Deaffrication and Consonant Harmony. Results are reported from a cross-sectional and longitudinal study of twelve children (age 3 ; 0–5 ; 0) with functional phonological delays. Three interaction types were attested to varying degrees. The longitudinal results further instantiated the typology and revealed a characteristic trajectory of change. Implications of these findings are explored.

Type
Articles
Information
Journal of Child Language , Volume 38 , Issue 2 , March 2011 , pp. 380 - 403
Copyright
Copyright © Cambridge University Press 2010

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Footnotes

[*]

We are especially grateful to Amber Smith and the members of the Learnability Project for their help with various aspects of this work. This research was supported in part by grants to Indiana University from the National Institutes of Health (DC001694 & DC00012).

References

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