Frequency effects in Spanish phonological speech errors: Weak sources in the context of weak syllables and words.

IF 2.4 2区 文学 Q1 LINGUISTICS Applied Psycholinguistics Pub Date : 2023-09-01 Epub Date: 2023-05-04 DOI:10.1017/s0142716423000231
Julio Santiago, Elvira Pérez, Alfonso Palma, Joseph Paul Stemberger
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Abstract

The present study examines the effects of the frequency of phoneme, syllable, and word units in the Granada corpus of Spanish phonological speech errors. We computed several measures of phoneme and syllable frequency and selected the most sensitive ones, along with word (lexeme) frequency to compare the frequencies of source, target, and error units at the phoneme, syllable, and word levels. Results showed that phoneme targets have equivalent frequency to matched controls, whereas source phonemes are lower in frequency than chance (the Weak Source effect) and target phonemes (the David effect). Target, source, and error syllables and words also were of lower frequency than chance, and error words (when they occur) were lowest in frequency. Contrary to most current theories, which focus on faulty processing of the target units, present results suggest that faulty processing of the source units (phonemes, syllables, and words) is an important factor contributing to phonological speech errors. Low-frequency words and syllables have more difficulty ensuring that their phonemes, especially those of low frequency, are output only in their correct locations.

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西班牙语语音错误的频率效应:弱音节和单词背景下的弱来源。
本研究考察了格拉纳达西班牙语语音错误语料库中音位、音节和单词单位频率的影响。我们计算了音素和音节频率的几种测量方法,并选择了最敏感的测量方法,以及单词(词位)频率,以比较音素、音节和单词级别上源、目标和错误单元的频率。结果表明,音素目标与匹配的对照具有相同的频率,而源音素的频率低于偶然性(弱源效应)和目标音素(大卫效应)。目标、来源、错误音节和单词的频率也低于偶然,错误单词(当它们出现时)的频率最低。与目前大多数关注目标单元错误处理的理论相反,目前的研究结果表明,源单元(音素、音节和单词)的错误处理是导致语音错误的重要因素。低频单词和音节更难确保它们的音素,尤其是低频单词和元音,只在正确的位置输出。
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来源期刊
CiteScore
3.90
自引率
4.80%
发文量
38
期刊介绍: Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.
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