Acoustic Correlates of Stress in Young Children's Speech

csg{at}u.washington.edu

This study examined the acoustic correlates of stress in children's productions of familiar words. Previous research has employed experimental words rather than familiar words to examine children's phonetic marking of stress, or has not adequately controlled for phonetic environment. Subjects in this study included 22 children, aged 18–30 months, and 6 adults. Fundamental frequency, duration, and amplitude measures were extracted from stressed and unstressed syllables in two types of comparisons: one that controlled phonetic environment and syllable position (interword) and one that measured the relative effects of stress within the same word (intraword). When the tokens were analyzed on the basis of target stress pattern, results revealed no differences between adults and children in their acoustic marking of stress. Listener judgments showed that approximately 30% of children's two-syllable productions were coded unreliably or were perceived as inaccurately stressed. Overall findings indicate that children control fundamental frequency, amplitude, and duration to derive perceptually identifiable stress contrasts in the majority of their productions but they are not completely adult-like in their marking of stress.

KEY WORDS: phonological acquisition, word stress, acoustic correlates

Submitted on June 20, 1994
Accepted on November 3, 1994

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