Abstract
Using elicited experimental data from 35 kindergartners, this article investigates the ability of children aged 3-6 to deal with German ambisyllabic consonants. In this age group - yet without structured tuition in reading and writing, the development of the phonologic system still in progress - both intra-and inter-subject variation appears to be greater than previous studies conducted on school children revealed. It is argued that this variability supports the view of an exemplar-based theory on language acquisition;stable analytic knowledge on this specific syllable structure emerges as a function of age and frequency. Simultaneously, the data suggest a second kind of underlying variation, stemming from the contact of two conflicting typological syllable systems.
| Item Type: | Journal article |
|---|---|
| Faculties: | Languages and Literatures > Department 1 |
| Subjects: | 400 Language > 400 Language |
| URN: | urn:nbn:de:bvb:19-epub-47156-2 |
| ISSN: | 0301-3294 |
| Alliance/National Licence: | This publication is with permission of the rights owner freely accessible due to an Alliance licence and a national licence (funded by the DFG, German Research Foundation) respectively. |
| Language: | German |
| Item ID: | 47156 |
| Date Deposited: | 27. Apr 2018 08:12 |
| Last Modified: | 04. Nov 2020 13:24 |

