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The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language
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| Zeitschriftentitel: | Applied Psycholinguistics |
|---|---|
| Personen und Körperschaften: | |
| In: | Applied Psycholinguistics, 17, 1996, 4, S. 401-426 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
Cambridge University Press (CUP)
|
| Schlagwörter: |
| author_facet |
Byrne, Brian Byrne, Brian |
|---|---|
| author |
Byrne, Brian |
| spellingShingle |
Byrne, Brian Applied Psycholinguistics The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language General Psychology Linguistics and Language Language and Linguistics Experimental and Cognitive Psychology |
| author_sort |
byrne, brian |
| spelling |
Byrne, Brian 0142-7164 1469-1817 Cambridge University Press (CUP) General Psychology Linguistics and Language Language and Linguistics Experimental and Cognitive Psychology http://dx.doi.org/10.1017/s0142716400008171 <jats:title>ABSTRACT</jats:title><jats:p>This research examines the hypotheses about how print represents the speech that preliterate children select when they receive input compatible with several such hypotheses. In Experiment 1, preschoolers were taught to read<jats:italic>hat</jats:italic>and<jats:italic>hats</jats:italic>and<jats:italic>book</jats:italic>and<jats:italic>books</jats:italic>. Then, in generalization tests, they were probed for what they had learned about the letter<jats:italic>s</jats:italic>. All of the children were able to transfer to other plurals (e.g., to decide that<jats:italic>bikes</jats:italic>said “bikes” rather than “bike,” and that<jats:italic>dog</jats:italic>said “dog” and not “dogs”), but only those who knew the sound of the letter s prior to the experiment were able to decide, for example, that<jats:italic>bus</jats:italic>said “bus” and not “bug.” The failure to detect the phonemic value of s on the part of alphabetically naive children was replicated in Experiments 2, 3, and 4, which instituted a variety of controls. In Experiment 5, it was found that, although preschoolers who had been taught to read pairs of words distinguished by the comparative affix<jats:italic>er</jats:italic>(such as<jats:italic>small/smaller</jats:italic>) were able to generalize to other comparatives (e.g.,<jats:italic>mean/meaner</jats:italic>), they could not generalize to pairs where<jats:italic>er</jats:italic>had no morphemic value (e.g.,<jats:italic>corn/corner</jats:italic>). A similar failure by alphabetically naive children to detect the syllabic, as compared with the morphemic, status of the superlative affix<jats:italic>est</jats:italic>was found in Experiment 6. Overall, the results indicate that most preliterate children fail to select phonologically based hypotheses, even when these are available in the input. Instead, they focus on morphophonology and/or semantic aspects of words' referents. The research is couched in terms of the Learnability Theory (LT) (Gold, 1967), which provides a convenient framework for considering a series of interrelated questions about the acquisition of literacy. In particular, it is argued that if the data available to the child includes the pronunciation of written words, the alphabetic principle may be unlearnable, given the hypothesis selection procedures identified in these experiments.</jats:p> The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language Applied Psycholinguistics |
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10.1017/s0142716400008171 |
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Applied Psycholinguistics |
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| title |
The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_unstemmed |
The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_full |
The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_fullStr |
The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_full_unstemmed |
The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_short |
The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_sort |
the learnability of the alphabetic principle: children's initial hypotheses about how print represents spoken language |
| topic |
General Psychology Linguistics and Language Language and Linguistics Experimental and Cognitive Psychology |
| url |
http://dx.doi.org/10.1017/s0142716400008171 |
| publishDate |
1996 |
| physical |
401-426 |
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<jats:title>ABSTRACT</jats:title><jats:p>This research examines the hypotheses about how print represents the speech that preliterate children select when they receive input compatible with several such hypotheses. In Experiment 1, preschoolers were taught to read<jats:italic>hat</jats:italic>and<jats:italic>hats</jats:italic>and<jats:italic>book</jats:italic>and<jats:italic>books</jats:italic>. Then, in generalization tests, they were probed for what they had learned about the letter<jats:italic>s</jats:italic>. All of the children were able to transfer to other plurals (e.g., to decide that<jats:italic>bikes</jats:italic>said “bikes” rather than “bike,” and that<jats:italic>dog</jats:italic>said “dog” and not “dogs”), but only those who knew the sound of the letter s prior to the experiment were able to decide, for example, that<jats:italic>bus</jats:italic>said “bus” and not “bug.” The failure to detect the phonemic value of s on the part of alphabetically naive children was replicated in Experiments 2, 3, and 4, which instituted a variety of controls. In Experiment 5, it was found that, although preschoolers who had been taught to read pairs of words distinguished by the comparative affix<jats:italic>er</jats:italic>(such as<jats:italic>small/smaller</jats:italic>) were able to generalize to other comparatives (e.g.,<jats:italic>mean/meaner</jats:italic>), they could not generalize to pairs where<jats:italic>er</jats:italic>had no morphemic value (e.g.,<jats:italic>corn/corner</jats:italic>). A similar failure by alphabetically naive children to detect the syllabic, as compared with the morphemic, status of the superlative affix<jats:italic>est</jats:italic>was found in Experiment 6. Overall, the results indicate that most preliterate children fail to select phonologically based hypotheses, even when these are available in the input. Instead, they focus on morphophonology and/or semantic aspects of words' referents. The research is couched in terms of the Learnability Theory (LT) (Gold, 1967), which provides a convenient framework for considering a series of interrelated questions about the acquisition of literacy. In particular, it is argued that if the data available to the child includes the pronunciation of written words, the alphabetic principle may be unlearnable, given the hypothesis selection procedures identified in these experiments.</jats:p> |
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| description | <jats:title>ABSTRACT</jats:title><jats:p>This research examines the hypotheses about how print represents the speech that preliterate children select when they receive input compatible with several such hypotheses. In Experiment 1, preschoolers were taught to read<jats:italic>hat</jats:italic>and<jats:italic>hats</jats:italic>and<jats:italic>book</jats:italic>and<jats:italic>books</jats:italic>. Then, in generalization tests, they were probed for what they had learned about the letter<jats:italic>s</jats:italic>. All of the children were able to transfer to other plurals (e.g., to decide that<jats:italic>bikes</jats:italic>said “bikes” rather than “bike,” and that<jats:italic>dog</jats:italic>said “dog” and not “dogs”), but only those who knew the sound of the letter s prior to the experiment were able to decide, for example, that<jats:italic>bus</jats:italic>said “bus” and not “bug.” The failure to detect the phonemic value of s on the part of alphabetically naive children was replicated in Experiments 2, 3, and 4, which instituted a variety of controls. In Experiment 5, it was found that, although preschoolers who had been taught to read pairs of words distinguished by the comparative affix<jats:italic>er</jats:italic>(such as<jats:italic>small/smaller</jats:italic>) were able to generalize to other comparatives (e.g.,<jats:italic>mean/meaner</jats:italic>), they could not generalize to pairs where<jats:italic>er</jats:italic>had no morphemic value (e.g.,<jats:italic>corn/corner</jats:italic>). A similar failure by alphabetically naive children to detect the syllabic, as compared with the morphemic, status of the superlative affix<jats:italic>est</jats:italic>was found in Experiment 6. Overall, the results indicate that most preliterate children fail to select phonologically based hypotheses, even when these are available in the input. Instead, they focus on morphophonology and/or semantic aspects of words' referents. The research is couched in terms of the Learnability Theory (LT) (Gold, 1967), which provides a convenient framework for considering a series of interrelated questions about the acquisition of literacy. In particular, it is argued that if the data available to the child includes the pronunciation of written words, the alphabetic principle may be unlearnable, given the hypothesis selection procedures identified in these experiments.</jats:p> |
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| spelling | Byrne, Brian 0142-7164 1469-1817 Cambridge University Press (CUP) General Psychology Linguistics and Language Language and Linguistics Experimental and Cognitive Psychology http://dx.doi.org/10.1017/s0142716400008171 <jats:title>ABSTRACT</jats:title><jats:p>This research examines the hypotheses about how print represents the speech that preliterate children select when they receive input compatible with several such hypotheses. In Experiment 1, preschoolers were taught to read<jats:italic>hat</jats:italic>and<jats:italic>hats</jats:italic>and<jats:italic>book</jats:italic>and<jats:italic>books</jats:italic>. Then, in generalization tests, they were probed for what they had learned about the letter<jats:italic>s</jats:italic>. All of the children were able to transfer to other plurals (e.g., to decide that<jats:italic>bikes</jats:italic>said “bikes” rather than “bike,” and that<jats:italic>dog</jats:italic>said “dog” and not “dogs”), but only those who knew the sound of the letter s prior to the experiment were able to decide, for example, that<jats:italic>bus</jats:italic>said “bus” and not “bug.” The failure to detect the phonemic value of s on the part of alphabetically naive children was replicated in Experiments 2, 3, and 4, which instituted a variety of controls. In Experiment 5, it was found that, although preschoolers who had been taught to read pairs of words distinguished by the comparative affix<jats:italic>er</jats:italic>(such as<jats:italic>small/smaller</jats:italic>) were able to generalize to other comparatives (e.g.,<jats:italic>mean/meaner</jats:italic>), they could not generalize to pairs where<jats:italic>er</jats:italic>had no morphemic value (e.g.,<jats:italic>corn/corner</jats:italic>). A similar failure by alphabetically naive children to detect the syllabic, as compared with the morphemic, status of the superlative affix<jats:italic>est</jats:italic>was found in Experiment 6. Overall, the results indicate that most preliterate children fail to select phonologically based hypotheses, even when these are available in the input. Instead, they focus on morphophonology and/or semantic aspects of words' referents. The research is couched in terms of the Learnability Theory (LT) (Gold, 1967), which provides a convenient framework for considering a series of interrelated questions about the acquisition of literacy. In particular, it is argued that if the data available to the child includes the pronunciation of written words, the alphabetic principle may be unlearnable, given the hypothesis selection procedures identified in these experiments.</jats:p> The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language Applied Psycholinguistics |
| spellingShingle | Byrne, Brian, Applied Psycholinguistics, The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language, General Psychology, Linguistics and Language, Language and Linguistics, Experimental and Cognitive Psychology |
| title | The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_full | The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_fullStr | The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_full_unstemmed | The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_short | The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| title_sort | the learnability of the alphabetic principle: children's initial hypotheses about how print represents spoken language |
| title_unstemmed | The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language |
| topic | General Psychology, Linguistics and Language, Language and Linguistics, Experimental and Cognitive Psychology |
| url | http://dx.doi.org/10.1017/s0142716400008171 |