References (52)
Referencias
Allen, G. D., & Hawkins, S. (1980). Phonological rhythm: Definition and development. En G. H. Yeni-Komshian, J. F. Kavanagh, & C. A. Ferguson (Eds.), Child phonology (pp. 227–256). Nueva Jersey: Academic Press. DOI logoGoogle Scholar
Archibald, J. (1995). The acquisition of stress. En J. Archibald (Ed.), Phonological acquisition and phonological theory (pp. 81–109). Hillsdale, Nueva Jersey/Hove, UK: Lawrence Erlbaum Associates.Google Scholar
(1996). The acquisition of Yucatec Maya prosody. Calgary Working Papers in Linguistics, 181(winter), 1–22.Google Scholar
Arias, J., & Lleó, C. (2009). Comparing the representation of iambs by monolingual German, monolingual Spanish and bilingual German-Spanish children. En K. Braunmüller & J. House (Eds.), Convergence and divergence in language contact situations (pp. 205–234). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Correia, S. (2007). Acoustic correlates of stress in early disyllabic productions of 2 Portuguese children. Presentado en GALA 20071, Universidad Autónoma de Barcelona.Google Scholar
Demuth, K. (1995). Markedness and the development of prosodic structure. En J. Beckman (Ed.). Proceedings of the North Eastern Linguistic Society (pp. 13–25). Amherst, Mass.: GLSA, Universidad de Massachussets.Google Scholar
Echols, C. H., & Newport, E. L. (1992). The role of stress and position in determining first words. Language Acquisition, 21, 189–220. DOI logoGoogle Scholar
Eddington, D. (2000). Spanish stress assignment within the analogical modeling of language. Language, 761, 92–109. DOI logoGoogle Scholar
(2004): Spanish phonology and morphology: Experimental and quantitative perspectives. Amsterdam/Filadelfia: John Benjamins. DOI logoGoogle Scholar
Fikkert, P. (1994). The acquisition of prosodic structure. La Haya: HAG.Google Scholar
Gennari, S., & Demuth, K. (1997). Syllable omission in the acquisition of Spanish. En Proceedings of the 21st Annual Boston University Conference on Language (pp. 182–193). Somerville, Mass.: Cascadilla Press.Google Scholar
Gerken, L. (1991). The metrical basis for children’s subjectless sentences. Journal of Memory and Language, 301, 431–451. DOI logoGoogle Scholar
(1994). Young children’s representation of prosodic phonology: Evidence from English-speakers’ weak syllable productions. Journal of Memory and Languag, 331, 19–38. DOI logoGoogle Scholar
Goad, H., & Buckley, M. (2006). Prosodic structure in child French: Evidence for the foot. Catalan Journal of Linguistics, 51, 109–142. DOI logoGoogle Scholar
Hayes, B. (1980). A metrical theory of stress rules. Tesis de doctorado, MIT.Google Scholar
(1995). Metrical stress theory. Chicago: University of Chicago Press.Google Scholar
Harris, J. W. (1983). Syllable structure and stress in Spanish: A nonlinear analysis. Cambridge, Mass.: The MIT Press.Google Scholar
Hochberg, J. (1988a). First steps in the acquisition of Spanish stress. Journal of Child Language, 151, 273–292. DOI logoGoogle Scholar
(1988b). Learning Spanish stress: developmental and theoretical perspectives. Language, 641, 683–707. DOI logoGoogle Scholar
Johnson, J. S., Lewis, L. B., & Hogan, J. C. (1997). A production limitation in syllable number: a longitudinal study of one child’s early vocabulary. Journal of Child Language, 241, 327–349. DOI logoGoogle Scholar
Jusczyk, P., & Thompson, E. (1978). Perception of a phonetic contrast in multisyllabic utterances by 2-month-old infants. Perception and Psychophysics, 23(2), 105–109. DOI logoGoogle Scholar
Kehoe, M. (1997). Stress error patterns in English-speaking children’s word productions. Clinical Linguistics and Phonetics, 111, 389–409. DOI logoGoogle Scholar
(1998). Support for Metrical Stress Theory in stress acquisition. Clinical Linguistics and Phonetics, 121, 1–23. DOI logoGoogle Scholar
Klein, H. (1984). Learning to stress: A case study. Journal of Child Language, 111, 375–390. DOI logoGoogle Scholar
Liberman, M. (1975). The intonation system of English. Tesis de doctorado, MIT.Google Scholar
Liberman, M., & Prince, A. (1977). On stress and linguistic rhythm. Linguistic Inquiry, 81, 249–336.Google Scholar
Lleó, C. (2002). The role of markedness in the acquisition of complex prosodic structures by German-Spanish bilinguals. International Journal of Bilingualism, 6(3), 291–313. DOI logoGoogle Scholar
(2006). The acquisition of prosodic word structures in Spanish by monolingual and Spanish-German bilingual children. Language and Speech, 491, 205–229. DOI logoGoogle Scholar
Lleó, C., & Arias, J. (2006). Foot, word, and phase constraints in first language acquisition of Spanish stress. En F. Martínez-Gil & S. Colina (Eds.), Optimality-theoretic studies in Spanish phonology (pp. 470–496). Amsterdam/Filadelfia: John Benjamins.Google Scholar
Montes Giraldo, J. J. (1971). Acerca de la apropiación por el niño del sistema fonológico español. Thesaurus, 261, 322–346.Google Scholar
Navarro Tomás, N. (1918). Manual de pronunciación española. Madrid: Junta para la Ampliación de Estudios (Publicaciones de la Revista de Filología Española. III). Nueva York: Stechert & Hafner. Reimpresiones de la 4a ed. [5a ed. 1940 … 28a ed., 2004] Madrid: CSIC.Google Scholar
Nespor, M., & Vogel, I. (1986). Prosodic phonology. Dordrecht: Foris.Google Scholar
Olmsted, D. L. (1971). Out of the mouths of babes: Earliest stages in language learning. La Haya: Mouton. DOI logoGoogle Scholar
Prieto, P. (2006). The relevance of metrical information in early prosodic word acquisition: A comparison of Catalan and Spanish. Language and Speech, 491, 231–259. DOI logoGoogle Scholar
Pollock, K., Brammer, D., & Hageman, C. (1993). An acoustic analysis of young children’s productions of word stress. Journal of Phonetics, 211, 183–203. DOI logoGoogle Scholar
Quilis, A. (1983). Frecuencia de los esquemas acentuales en español. Estudios ofrecidos a Emilio Alarcos Llorach, 51, 113–126.Google Scholar
Quilis, A., & Esgueva, M. (1980). Frecuencia de fonemas en el español hablado. Lingüística Española Actual, 21, 1–25.Google Scholar
Real Academia Española. (2011). Nueva gramática de la lengua española: Fonética y fonología. Madrid: Espasa.Google Scholar
Roark, B., & Demuth, K. (2000). Prosodic constraints and the learners’s environment: A corpus study. En S. C. Howell, S. A. Fish, & T. Keith-Lucas (Eds.), Proceedings of the 24th Annual Boston University Conference on Language Development, Vol. 21 (pp. 597–608). Somerville, Mass.: Cascadilla Press.Google Scholar
Roca, I. (1988). Theoretical implications of Spanish word stress. Linguistic Inquiry, 191, 393–423.Google Scholar
(2006). The Spanish stress window. En F. Martínez-Gil & S. Colina (Eds.), Optimality-theoretic studies in Spanish phonology (pp. 239–277). Amsterdam/Filadelfia: John Benjamins.Google Scholar
Rose, Y. (2009). Internal and external influences on child language productions. En F. Pellegrino, E. Marsico, I. Chitoran, & C. Coupé (Eds.), Approaches to phonological complexity (pp. 329–351). Berlín: Mouton de Gruyter. DOI logoGoogle Scholar
Rose, Y., & Champdoizeau, C. (2008). There is no innate trochaic bias: Acoustic evidence in favour of the neutral start hypothesis. En A. Gavarró & M. João Freitas (Eds.), Proceedings of the Generative Approaches to Language Acquisition Conference (2007) (pp. 359–369). Newcastle: Cambridge Scholars Publishing.Google Scholar
(2011). Debunking the trochaic bias myth: Evidence from phonological development. En T. Crane, O. David, D. Fenton, H. J. Haynie, S. Katseff, R. Lee-Goldman, R. Rouvier, & D. Yu (Eds.), Proceedings of the 33rd Meeting of the Berkeley Linguistics Society (pp. 323–334). Berkeley: Berkeley Linguistics Society.Google Scholar
Rose, Y., MacWhinney, B., Byrne, R., Hedlund, G., Maddocks, K., O’Brien, P., & Wareham, T. (2006). Introducing Phon: A software solution for the study of phonological acquisition. En D. Bamman, T. Magnitskaia, & C. Zaller (Eds.), Proceedings of the 30th Annual Boston University Conference on Language Development (pp. 489–500). Somerville, Mass.: Cascadilla Press.Google Scholar
Saceda Ulloa, M. (2005). Adquisición prosódica en español peninsular: La sílaba y la palabra prosódica. Tesina de Máster, Universidad Autónoma de Barcelona.Google Scholar
Santos, R. S. (2005). Strategies for word stress acquisition in Brazilian Portuguese. En M. Tzakosta, C. Levelt, & J. van de Weijer (Eds.), Developmental paths in phonological acquisition. Special Issue of Leiden Papers in Linguistics. 2(1), 71–91.Google Scholar
Vigário, M., Freitas, M. J., & Frota, S. (2006). Grammar and frequency effects in the acquisition of prosodic words in European Portuguese. Language and Speech, 491, 175–203. DOI logoGoogle Scholar
Vihman, M., Depaolis, R., & Davis, B. (1998). Is there a ‘trochaic bias’ in early word learning?: Evidence from infant production in English and French. Child Development, 691, 935–949. DOI logoGoogle Scholar
Wijnen, F., Krikhaar, E., & den Os, E. (1994). The (non)realization of unstressed elements in children’s utterances: ·vidence for a rhythmic constraint. Journal of Child Language, 211, 59–83. DOI logoGoogle Scholar
Zamuner, T. S. (2003). Input-based phonological acquisition. Nueva York/Londres: Routledge.Google Scholar
Zamuner, T. S., Gerken, L., & Hammond, M. (2004). Phonotactic probabilities in young children’s speech production. Journal of Child Language, 311, 515–36. DOI logoGoogle Scholar