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<P class=MsoNormal style="MARGIN: 0in 0in 0pt; tab-stops: 3in"><SPAN
style="FONT-SIZE: 10pt"><FONT face="Times New Roman">Sharing this article re:
syllable omission.</FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt; tab-stops: 3in"><SPAN
style="FONT-SIZE: 10pt"></SPAN> </P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt; tab-stops: 3in"><SPAN
style="FONT-SIZE: 10pt"><FONT face="Times New Roman">Levey, S., & Schwartz,
R. G. (2002). Syllable omission by two-year-old children. <I
style="mso-bidi-font-style: normal">Communication Disorders Quarterly</I>, <I
style="mso-bidi-font-style: normal">23</I>(4),
169-177.<o:p></o:p></FONT></SPAN></P></DIV>
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style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #000000 2px solid; MARGIN-RIGHT: 0px">
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV style="FONT: 10pt arial"><B>From:</B> <A
title=mailto:lise.menn@colorado.edu href="mailto:lise.menn@colorado.edu">Menn,
Lise</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=mailto:santelmannl@pdx.edu
href="mailto:santelmannl@pdx.edu">Lynn Santelmann</A> ; <A
title=mailto:info-childes@mail.talkbank.org
href="mailto:info-childes@mail.talkbank.org">info-childes@mail.talkbankorg</A>
</DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Tuesday, January 11, 2005 10:08
PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: Summary: Default unstressed
initial syllable? re-</DIV>
<DIV><BR></DIV>
<DIV>Sorry, I've had a family emergency, or I would have been more active in
this conversation! In my older son Stephen's case (and I'm trying
to figure out where I published it, as it was only a note in passing),
the dummy syllable seemed to have been influenced by the English article; it
was found before articles were used, and was normally /tih/ (sorry, no
IPA available on this e-mail, ih = small capital i) (barrette > tih'bet),
but /tihm/ if there was a nasal in the target word (Melissa > tihm'lissa).
However, for two words commonly found with 'some' (as in Do you want some
salami/baloney?), he said /sihm'sami/ and /sihm'boni/ respectively...which is
why I think the article is involved here.</DIV>
<DIV><X-TAB> </X-TAB>I know I used
the 'dummy syllable' term pretty early, but I don't know if I made it up or
got it from Smith ormaybe Ferguson (anybody have a copy of Ferguson, Peiser,
& Weeks handy?)</DIV>
<DIV><BR></DIV>
<DIV>The 'recycling retruck' reminds me of a later isolated perseverative
rhythm-based error that Stephen was very aware of but was unable to inhibit
(at least for a few days): attempts at 'pencil sharpener' came out, willy
nilly, as 'pencinal sharpener' /'pehnsihnal/. His immediate awareness
that it was wrong puts it on the borderline between a slip of the tongue and
an isolated child phonology 'rule'.</DIV>
<DIV><X-TAB>
</X-TAB><X-TAB> </X-TAB></DIV>
<DIV><X-TAB> </X-TAB>Lise</DIV>
<DIV><BR></DIV>
<DIV>At 4:46 PM -0800 1/10/05, Lynn Santelmann wrote:</DIV>
<BLOCKQUOTE cite="" type="cite"><FONT face=Arial>Thank you to all you
responded to my query.<BR><BR>It appears that the use of a type of default
syllable for unstressed syllables is relatively common (just unfamiliar to
me). The use of [ri] for all unstressed syllables was documented by Neil
Smith (1973) for his son Amahl (pp. 172-173). In addition,
Gnanadesikan (2004) reports a child using<I> fi</I> as a replacement
syllable in much the same contexts. Several people reported that they have
seen this commonly in clinical practice and in child phonology
research. Joe Stemberger noted that many children show restrictions on
initial unstressed syllables when they first appear, noting that
reduplication is more common than default syllables such as my son is using.
(Bernhardt & Stemberger, 1998).<BR><BR>What appears to be uncommon is my
son's earlier use of "recycling retruck". I still haven't a clue as to where
that came from. Johanne Paradis noted that her French/English bilingual son
overused re, as in re-see, re-put, but that use is at least semantically
appropriate! This earlier use of 're' was definitely epenthetic, and opened
up a new slot. I wonder if he was making the words in the phrase parallel in
structure?<BR><BR>As for the choice of re- [ri], Patricia Donegan also
speculates that these might be idiosyncratic based on the initial unstressed
syllables of a child's favorite or perhaps first word, e.g., Ross's [mA]
appeared to occur first in [mAgini] 'Lamborghini' (a toy car). This is
definitely true for my son's re [ri] – recycling trucks were (and still are)
a favorite topic of conversation!<BR><BR>The choice of 'default' syllable
does seem to vary, as can be seen by the variety of examples that I received
that have not been reported in the literature:<BR>Sharon Glennen reported
that her son had a similar phenomenon at age 3, but used "buh" ([b+schwa],
I'm assuming).<BR>Brenda L. Beverly reported that her son (same age as mine)
is using [b+schwa] (the syllable of 'before') in words like
'bagot'.<BR>Karin Pollock reported her daughter using 'kuh' [k+schwa]<BR>Eve
Clark wrote: "D doing something very similar, and opting for a single
unstressed prefix on words that required that. His was based on the first
syllable of 'forget' I think, and it turned up as 'fe-' (no 'r') on a
variety of words as the 'default prefix'.<BR>Patricia Donegan wrote: "Two
other cases I'm aware of are John (son of David) Stampe's use of<BR>[tu] or
[tA] for an initial unstressed syllable ([tutar] for guitar, [tAkAmbAs
tuhaido] for Columbus Ohio, etc.), and John Ross' son's use of [mA] in
similar contexts. Neither is, as far as I know, reported in the
literature, though."</FONT></BLOCKQUOTE>
<BLOCKQUOTE cite="" type="cite"><FONT
face=Arial><BR>References:<BR>Bernhardt, B.H., & Stemberger, J.P.
(1998). Handbook of Phonological Development: From the Perspective of
constraint-based nonlinear phonology. San Diego: Academic
Press.<BR><BR>Gnandesikan, Amalia. 2004. Markedness and faithfulness
constraints in <BR>child phonology. In R, Kager, J. Pater and W.
Zonneveld, eds. <BR>Constraints in Phonological Acquisition. CUP.
73-108.<BR><BR>Peters, A.M. & L. Menn. (1993). False starts and filler
syllables: ways to learn<BR>grammatical morphemes. Language 69,
742-777<BR><BR>Smith, Neilson V. 1973. The Acquisition of Phonology: A Case
Study. CUP.<BR><BR></FONT></BLOCKQUOTE>
<BLOCKQUOTE cite=""
type="cite">********************************************************************<SPAN></SPAN>*******************<BR>Lynn
Santelmann, Ph.D.<BR>Associate Professor, Applied Linguistics<BR>Portland
State University<BR>P.O. Box 751<BR>Portland, OR 97201-0751<BR>phone:
503-725-4140<BR>fax: 503-725-4139<BR>e-mail: santelmannl@pdx.edu (that's
last name, first initial)<BR>web:
www.web.pdx.edu/~dbls<BR>*********************************************************************<SPAN></SPAN>**********</BLOCKQUOTE>
<DIV><BR></DIV>
<DIV><BR></DIV><X-SIGSEP><PRE>--
</PRE></X-SIGSEP>
<DIV><FONT color=#000000 size=-1>Beware Procrustes bearing Occam's
razor.<BR><BR><X-TAB> </X-TAB>Lise
Menn<X-TAB>
</X-TAB><X-TAB>
</X-TAB><X-TAB>
</X-TAB><X-TAB> </X-TAB>office phone
303-492-1609</FONT></DIV>
<DIV><FONT color=#000000
size=-1><X-TAB>
</X-TAB>Professor<X-TAB> </X-TAB>of
Linguistics<X-TAB>
</X-TAB><X-TAB> </X-TAB>home
fax 303-413-0017</FONT></DIV>
<DIV><FONT color=#000000
size=-1><X-TAB> </X-TAB>University
of Colorado<X-TAB>
</X-TAB><X-TAB> </X-TAB>Visiting
Professor, University of Hunan</FONT></DIV>
<DIV><FONT color=#000000
size=-1><X-TAB>
</X-TAB><X-TAB> </X-TAB>Office:
Hellems 293<X-TAB>
</X-TAB><X-TAB>
</X-TAB><X-TAB>
</X-TAB><X-TAB>
</X-TAB>April-May</FONT></DIV>
<DIV><FONT color=#000000
size=-1><X-TAB>
</X-TAB>Secretary-elect, AAAS section Z (Linguistics)</FONT></DIV>
<DIV><FONT color=#000000 size=-1>Mailing
address:<X-TAB>
</X-TAB><X-TAB>
</X-TAB><X-TAB>
</X-TAB></FONT></DIV>
<DIV><FONT color=#000000
size=-1><X-TAB> </X-TAB>UCB
295<BR><X-TAB></X-TAB>University of Colorado<BR><X-TAB> </X-TAB>Boulder,
CO 80309-0295</FONT><BR><FONT color=#000000 size=-1></FONT></DIV>
<DIV><FONT color=#000000 size=-1>Lise Menn's home
page<BR>http://www.colorado.edu/linguistics/faculty/lmenn/<BR><BR>"Shirley
Says: Living with
Aphasia"<BR>http://spot.colorado.edu/~menn/Shirley4.pdf<BR><BR>Japanese
version of "Shirley Says"</FONT></DIV>
<DIV><FONT color=#000000
size=-1>http://www.bayget.com/inpaku/kinen9.htm</FONT></DIV>
<DIV><FONT color=#000000 size=-1><BR></FONT></DIV>
<DIV><FONT color=#000000 size=-1>Academy of Aphasia</FONT></DIV>
<DIV><FONT color=#000000 size=-1>http://</FONT><FONT face=Arial color=#008000
size=-1>www.academyofaphasia.org/</FONT></DIV></BLOCKQUOTE></DIV></BODY></HTML>