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This study investigated the relationships between the phonological and metaphonological skills of 19 children aged 3-5 years with moderate to severe phonological disorders, and the effects of intervention on the children's awareness skills. Seven tasks were used which required children to produce alliterations and rhymes, to segment sentences, disyllabic(More)
Children begin language acquisition with systems that produce many errors. Error correction leads to a more adult-like system. Each model of learning imposes particular characteristics on how change can occur. R Some models allow any sort of change to occur. R Other models strongly restrict the sorts of change that are possible. This paper tests whether the(More)
(1999). "Regressions" ("u"-shaped learning) in the acquisition of prosodic structure. This paper addresses learning of constraint rankings by children. We argue that constraint demotion cannot account for all developmental patterns observed in child phonology. Learning algorithms that allow for constraint promotion fare better, but some still cannot account(More)
In this chapter, we explore the implications of Optimality Theory (OT) for speech-language pathology.. But at the time of writing, the most accessible readings in OT for the speech-language pathologist are to be found in Bernhardt, Gilbert, and Ingram (1996). The first part of the chapter outlines major aspects of OT, and the second part discusses(More)
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