The theses of the PhD dissertation
EÖTVÖS LORÁND UNIVERSITY FACULTY OF ARTS
Doctoral School of Linguistic Studies Professor Dr. Vilmos Bárdosi CSc Hungarian Linguistics PhD Program Professor Dr. Jenő Kiss MHAS
AGE-SPECIFIC PROPERTIES IN THE DEVELOPMENT OF SPONTANEOUS SPEECH by Neuberger Tilda
Supervisor: Professor Dr. Mária Gósy DSc
Budapest 2013
1.
INTRODUCTION
Great and decisive interest of various scientific fields (linguistics, psychology, psycholinguistics, etc.) has been devoted to speech and language acquisition for a long time. Since speech development is rapid until the age of 6, most researches concentrate on this period, while the language acquisition of school children and that of the older ages have been sporadically investigated. Although the mechanism of children’s speech production system is organized similarly to that of adults’, their speech entirely differs from those particularly in its complexity and fluency. Fluency can be characterized by temporal organization of speech and the occurrences of disfluency phenomena. Complexity depends upon the grammatical forms and structures used in speech. Spontaneous speech production means uttering thoughts without any previous planning. The planning and the execution are quasi-simultaneous in this speech mode; the thought to be expressed is formed in the moment of speaking (Wacha 1974; Gósy 2005). The speaker plans the segmentation of the speech during the process of microplanning while in general less attention is paid to articulation (Levelt 1989). Speech fluency and the pauses in speech are affected by various factors, like physiological ones, the thoughts to be transformed, the type of the text, and the speech situation (Váradi 2008). The simultaneous operation of speech planning and execution may result in the occurrence of disfluencies. In addition, these disfluencies provide time for the speaker’s speech planning, self-monitoring and self-correction. Disfluency phenomena and self-monitoring appear during speech acquisition. The processes of monitoring and correction must be of a high relevance already during the early stages of speech development since the child never receives a perfect speech sample from the adults. Some amount of errors, slips of the tongue, corrections are apparent in the adults’ speech, therefore the child needs to apply processes of error-detection and -correction. These processes help the child to recognize and select both the correct and the erroneous (not following the rules and norm of the language) samples both in the heard and their own utterances. Since the erroneous and the well-formed, norm-following utterances are both produced by the same rules of production, the analysis of disharmonic phenomena can help the researcher to look into the hidden operation of the speech planning processes (Fromkin ed. 1973; Pouplier– Hardcastle 2005) The fluency of the speech is in close connection with its grammatical composition (see McLaughin–Cullinan 1989; Yaruss et al. 1999; Watanabe et al. 2008). It is well-known that at the earliest stage of grammatical development single words (holophrases) appear. Later, the acquisition of the
grammatical rules and the enlargement of the vocabulary, children become able to create structures and sentences of various complexities, as well as, coherent spoken texts. The grammatical errors occurring in their speech production denote that they have started acquiring new grammatical structures, thus the analysis of the spontaneous utterances is of high importance. The goal of the present PhD-dissertation is to retrace and describe some age-specific properties of language development characterizing the ages after six. The basic concept of the present PhD-dissertation is that the investigation of the surface phenomena of child speech production allows us to learn about the hidden processes of speech production. In order to reveal empirical data and knowledge on this subject, the fluency (temporal factors, disfluency phenomena), the grammatical structure of typically developing children’s spontaneous speech, as well as, the characteristics of the lexemes retrieved (number and variety of words, etc.) were studied in various phases of language acquisition. 2.
THE STRUCTURE OF THE DISSERTATION
The dissertation consists of twelve chapters. The spontaneous speech of children – ages between 6 and 14 – is studied from multiple aspects. The results of a word association test are also discussed in the dissertation. Chapter 1 is the Introduction including specification of the topic of dissertation and setting the general aims of the research. Chapter 2 discusses the speech production process and some characteristics of spontaneous speech, based on Levelt’s (1989) speech production model, and also gives an overview on the disfluency phenomena. Chapter 3 describes various theories of language acquisition and the stages of the language development in respect of speech production and vocabulary. Chapters 4 specifies the aim of the dissertation and its main hypotheses. Specific properties of speech production of Hungarian-speaking children (aged between 6 and 14 years) have not been described so far. The present research discusses the fluency and complexity characteristics of pre-school (6-yearolds) and school-aged children’s speech focusing on the stages of language acquisition in every two years. The empirical data support the children’s speech performance level according to the analyzed ages. Chapter 5 introduces the subjects involved, the corpora used for the research, and the general methodology of the experiments. The experimental results are discussed in four chapters. Chapter 6 deals with the temporal properties of children’s spontaneous speech. Chapter 7 presents another view of speech fluency which is based on the examination of disfluencies and self-corrections. Chapter 8 contains results concerning the
children’s speech complexity. Chapter 9 describes the characteristics of children’s mental lexicon using a free word association experiment. Chapter 10 discusses the conclusions in general as well as in relation to the specific areas mentioned above. Chapter 11 is a brief summary of the dissertation. Chapter 12 demonstrates the theses of the dissertation. Finally, the references are listed at the end of the dissertation. 3.
SUBJECTS, MATERIAL, AND METHODS
The study was carried out using the speech material of 70 children. None of the children had any hearing disorder. Their intelligence fell within the normal range. The analysis is synchronic contrastive, five age groups: 6-, 7-, 9-, 11-, and 13-year-old subjects participated in the experiments. The main material of the PhD-dissertation builds up from spontaneous speech recordings. The total duration of the corpus is 371.2 minutes. The corpus was recorded in kindergarten and at school. The children were recorded one-by-one. The recordings were labeled in order to analyze the temporal factors of the speech. The disfluency phenomena were also marked and categorized based on Gósy (ed.) 2009. The DSS-score (developmental sentence scoring) of the utterances were calculated (Lee–Canter 1971; adapted for Hungarian by Gerebenné et al. 1992). Quantitive (type/token) and qualitative (word class) analyses were carried out on the words of the utterances. Beside the recordings of spontaneous speech a word association experiment was performed with the children aged 6, 9 and 13 in order to examine their vocabulary. The labeling was carried out using Praat 5.2 (Boersma–Weenink 2011). The statistical analysis was conducted by the means of SPSS 13.0. 4.
RESULTS
4.1. Temporal factors of children’s speech The total duration of the recordings, the frequency of occurrence and the duration of the children’s and the interviewer’s pause-to-pause intervals, as well as the children’s silent and filled pauses, their speech tempi, and the interturn pauses were analyzed. The main questions of the research were (i) how the turns and pauses are organized in the children’s spontaneous speech, and (ii) how this organization varies with their ages.
Pauses added up 30% to 35% of the children’s speech, on average. This ratio is lower than that of the pauses’ in adults’ spontaneous speech (20% to 30%) found in previous studies (see Duez 1982; Misono–Kiritani 1990; Markó 2005; Bóna 2007). The range of the children’s data (15% to 46%) indicates great inter-speaker variability as also found for the adults. Filled pauses appeared less frequently in the speech of 6- and 7-year-old subjects than in the older speakers’ speech. There were children among the 6and 7-year-olds who did not produce any filled pauses during the recordings, while this did not happen to any subject in the older age groups. The occurrence of hesitations showed an important increase between the ages of 7 and 9 (Fig. 1).
Figure 1 Frequency of occurrences of filled pauses (occurrences/minute) The frequency of occurrences and the duration of the pause-to-pause intervals and the pauses showed age-specific results. The length of the pauseto-pause intervals increases, and in connection to that the length of the silent pauses decreases with the subjects’ age. This means that the older children produced more fluent speech than the younger ones did. Previous studies also showed increasing speech tempo with the age in childhood (e.g. Kowal et al. 1975). The difference between the speech tempi of the analyzed five age groups was proven to be statistically significant (one-
way ANOVA: F(4, 69) = 5,712; p = 0,001). Children acquire more and more routin in speech production, both in the articulatory movements, and in the cognitive planning processes. As the children get more awareness in language usage during language acquisition, their speech becomes more fluent affecting their speech tempo, as well. 4.2. Disfluency phenomena and self-correction in children’s spontaneous speech The meaningful parts of speech can be interrupted also by phenomena other than pauses, like lengthening, not-intended repetitions and slips of the tongue. These types of disfluencies can occur at any stages of the speech planning processes (Levelt 1989). Based on the place of occurrence and/or the realization on the surface, the disfluency phenomena can be categorized into various types that characterize the speech to different extent. Disfluency phenomena occurred sixteen times in every 100 word, and 14 times in a minute, on average, in the present corpus. They appeared less frequently in the 7-year-old children’s speech, and were most frequent in thirteen-year-olds’ speech material. The comparison of our data with the results of previous studies (Lutz–Mallard 1986; Fox Tree 1995; Lickley–Bard 1998; Gósy 2003; Menyhárt 2003) suggests that children produce more disfluencies in their spontaneous speech than adults do, however, the individual differences are independent of the children’s age. Those phenomena that were the results of uncertainty of speech planning, were proven to be more frequent than false execution in adults’ speech. The present data showed the same tendency in children’s speech. The ratio of uncertainty resulting in disfluencies was 85.1% to 92.8% of the cases (Fig. 2). The results showed that the frequency of each types of disfluency phenomena depends on the age of the speaker. Younger children apply different strategies than the older ones or adults do. Repetition is more frequent in the speech of the younger children, as opposed to elders that produced hesitations more frequently. The grammatical planning is more difficult for the younger speakers, as it is shown by the higher ratio of grammatical errors in their speech compared to the older ones. This might be caused partly by the education in their mother-tongue. The results showed that grammatical errors were not only more frequent in the speech of the kindergarten-children, but also the self-correction of these errors was sparser than in the speech of the school-age children. Children’s language competence is strengthened, and their grammatical knowledge is developed across the years of institutionalized education, therefore they intend to use the proper grammatical forms.
uncertainty
speech errors
13-year-olds 11-year-olds
9-year-olds 7-year-olds 6-year-olds 0%
20%
40%
60%
80%
100%
Figure 2 Ratio of the frequency of occurrences of uncertainty phenomena and speech errors (in percentages) We hypothesized that the ratio of self-correction would differ across the analyzed age groups, because the younger children’s self-monitoring system is supposed to be less matured, and that would result in their lower ability to correct their speech errors. The results did not entirely support this hypothesis. The mean ratios of the self-corrections were 45.86%, 65.88%, 56.48%, 78.43%, and 65.71% of all speech errors across the ages between 6 and 13 (Fig. 3). Although no linear increase is to be observed in the frequency of selfcorrections, some tendency can be clearly found in the data. The kindergartenchildren corrected 54.86% of their speech errors while the younger schoolchildren (7- and 9-year-olds) corrected them in 61.14% and the older children (11- and 13-year-olds) in 72.07% of all cases. The ratio of the corrected speech errors may be affected by individual characteristics, and the frequency of the types of the disfluency. Some types of disfluency phenomena are more spectacular for the perception than others that stay unobserved. Our hypothesis was that there are types of disfluency phenomena that can be perceived easier and earlier than others, thus these can be more easily corrected than others. The correction of false starts was the most frequent in most of the age groups, so this was proven to be the most easily perceived and corrected ones. The less frequently corrected phenomena were the contaminations, grammatical errors, and the slips of the tongue.
corrected
uncorrected
13-year-olds 11-year-olds 9-year-olds 7-year-olds 6-year-olds 0%
20%
40%
60%
80%
100%
Figure 3 The ratio of the corrected and uncorrected disfluency phenomena (in percentages) Our results evidenced that the time needed for the corrections also refers to its difficulty. The time needed for the correction did depend primarily on the type of the disfluency and not on the speaker’s age. The duration for selfcorrection of ordering errors was shorter in all age groups than the time needed for the correction of the problems of lexical access. The analysis of the disfluencies and their corrections yielded to the conclusion that the problems appearing at higher levels of the speech planning process raise more trouble to the speaker than those occurring at lower levels (e.g. during the articulatory execution). 4.3. Grammatical complexity of children’s spontaneous speech One of the main questions of the present research was how the grammatical complexity of children’s spontaneous speech changed with their age. The results showed gradual development of the morphological-syntactical complexity in the spontaneous speech in terms of DSS-scores (Table 1). The six-year-old children usually used simple sentences with object structures relying on the nouns. At this age all word classes appear in the speech, meaning that they have been already evolved. The ratio and the frequency of occurrence of the word classes in this age are similar to those in
the later ages. The spontaneous speech of the 7 and 9 year-old children shows greater variety than that of the kindergarten children: the older subjects used more adjuncts. The 11- and 13 year-old children’s speech consisted of relatively many words. Verb was the most frequent word class in their case. The data confirmed that their spontaneous utterances had become longer and consisted of more words with increasing age. There is almost no difference between the utterances of the 6- and 7 years-old children, so the lengthening of the utterances was found in the school-ages. This may be the consequence of the institutional education that aims to develop the creation of both the spoken and written texts. Table 1 Developmental sentence scores (mean, minimum, maximum) DSS-mean
DSS-minimum
DSS-maximum
6-year-olds
14.11
7.54
20.13
7-year-olds
19.87
15.44
22.84
9-year-olds
22.01
14.48
30.25
11-year-olds
25.72
17.46
36.05
13-year-olds
26.19
17.19
38.40
Total
21.58
7.54
38.40
Several studies have analyzed and proved the interrelations between the syntactic complexity and speech fluency (e.g. Kadi-Hanifi–Howell 1992; Logan–Conture 1995; Yaruss 1999). Hungarian children’s speech was, however, rarely analyzed in this respect (e.g. Horváth 2006). Our results showed medium, significant correlation between the DSS-score and the frequency of pauses (Pearson-correlation: r = 0.490; p < 0.001). These data suggest that the production of texts that are more complex make more intervals (i.e. pauses) necessary, as pauses allow continuous monitoring and serve the well-coordinated operation of planning and execution. Our hypothesis was that the complexity and the fluency of the speech would hinder each other’s operations: the more complex the utterances the more disfluencies they would contain. The results showed a medium, significant correlation between the DSS-scores and the frequency of the disfluency phenomena.
4.4. Analysis of the mental lexicon based on spontaneous speech and word association tests The number of words in the spontaneous speech samples correlated with its morphological-syntactic complexity, with the number of disfluency phenomena, and with speech tempo. These results suggest that (i) the knowledge of a great many lexemes is necessary to produce grammatically complex texts, and (ii) the longer the text the more disfluencies occur in it. The type/token ratio was analyzed in the spontaneous speech samples. This ratio increased with the speakers’ age (Fig. 4). This can be related to the enlargement of the children’s vocabulary, and to the more elaborated language usage affecting by education. The characteristics of the mental lexicon and the vocabulary were analyzed in spontaneous speech and using word association tests. The search in the mental lexicon rarely activates single lexemes; this happens mostly in artificial, experimental situations. During natural speaking not only the lemmas and lexemes are activated, but their syntactic structure, as well (Huszár 2000). Word association tests are appropriate to analyze the retrieved element without any context on the surface. This way information can be gained about the relations among the items in the mental lexicon, and also its size can be estimated. The results showed that the children’s word activation strategies are different in the different functions, however, the data obtained in the two tasks do interrelate to a certain extent: the tempo of word associations and the speech tempo showed correlations. The present research analyzed first time the temporal aspects of free word associations. The temporal organization of the activated words can be affected by several factors, like the number of sounds, syllables or morphemes in the lexeme, the frequency of the word, or its place in the chain of the association. Our analysis was carried out considering the possible effects of these factors. The analysis of the association chains showed that the extent of word activation changes during the test. The results supported our hypothesis that the duration of the words and the duration of the pauses between two consecutively retrieved elements decreased with the participants’ age. We think that the reason for these findings is that the children get more skilled in the word associations, and their lexical access becomes more advanced. The mean ratio of the pauses compared to the total duration of the word association test was higher in the 6-year-old children than in the 13-year-olds, who were able to activate more words with a lower ratio of pauses.
Figure 4 The type/token ratio (in percentages)
5.
CONCLUSIONS
The goal of the present research was to shed light the age-specific characteristics of language acquisition in the period of 6 and 14 years. The analysis had manifold aspects, and was carried out on 70 children’s spontaneous speech material. Statistical analysis was carried out in order to confirm the statistical relevance of the data. The following conclusions can be drawn based on the results. 1. The temporal factors of the speech changes with the age of the children: up from the age nine, the pause-to-pause intervals lengthen, the pauses shorten in the children’s speech production, and the speech tempo increases. This can be explained with the higher state of cognitive development that allows the quasisimultaneous operations of speech planning and execution. Furthermore, the more speech experience of the older children results in that they pay more attention to the listeners’ needs. 2. Children need more time for speech planning than adults. This is supported by the results that the ratio of pauses in children’s spontaneous speech is higher (30 to 35%) than in the adults’ (20% to 30 %).
3. The frequency of occurrence of the types of disfluency phenomena is agedependent. Younger children apply other strategies (e.g. repetition) to resolve their uncertainty as opposed to the older subjects. The adult-characteristic strategies form out during the years. The frequency of hesitation occurrence increase rapidly between the ages of seven and nine. 4. Children correct a large ratio of their disfluencies (appr. two third of all) similarly to the adults. The ratio of the correction and the time needed for it depend on the type of the phenomenon. The problems appearing at the start of the speech planning processes raise more difficulty to the speaker than those occurring at the end of the mechanism. 5. The years spent in the institutional education, the knowledge of the mother tongue develops children’s language competence; that can be traced back from the grammatical complexity of their spontaneous speech (more complex structures, longer utterances) and from the variety of the lexemes used in spontaneous utterances. 6. Production of more complex texts yields to the need of more intervals (i.e. pauses), larger vocabulary, and higher frequency of disfluencies. Pauses allow continuous self-monitoring, and thus serve the well-coordinated operations of speech planning and execution processes. 7. The results of the word association tests gave evidence that the articulatory movements become more skilled, the speed of lexical access increases, and the strategies of word association develop with the age of the speaker.
6.
REFERENCES
Boersma, Paul – Weenink, David 2011. Praat: doing phonetics by computer. (Version 5.3.02) [Computer program]. (Retrieved Oct 1, 2011, from http://www.praat.org). Bóna, Judit 2007. A felgyorsult beszéd produkciós és percepciós sajátosságai. Doctoral dissertation, ELTE, Budapest. Duez, Danielle 1982. Silent and non-silent pauses in three speech styles. Language and Speech 25. 11–25. Fox Tree, Jean E. 1995. The effects of false starts and repetitions on the processing of subsequent words in spontaneous speech. Journal of Memory and Language 34. 709–738. Fromkin, Victoria A. (ed.) 1973. Speech errors as linguistic evidence. Mouton, The Hague, Paris. Gerebenné, Várbíró Katalin – Gósy, Mária – Laczkó, Mária 1992. Spontán beszédmegnyilvánulások szintaktikai elemzése DSS technika segítségével. Kézirat, Budapest. Gósy, Mária 2003. A spontán beszédben előforduló megakadásjelenségek gyakorisága és összefüggései. Magyar Nyelvőr 127/3. 257–277. Gósy, Mária 2005. Pszicholingvisztika. Osiris Kiadó, Budapest. Gósy, Mária (ed.) 2009. „Nyelvbotlás”-korpusz. Beszédkutatás 2009. 257–267. Horváth, Viktória 2006. A spontán beszéd és beszédfeldolgozás összefüggései gyerekeknél. Beszédkutatás 2006. 134–146. Huszár, Ágnes 2000. A versengési elv a nyelvbotlások létrejöttében. Beszédkutatás 2000. 63–74. Kadi-Hanifi, Karima – Howell, Peter 1992. Syntactic analysis of the spontaneous speech of normally fluent and stuttering children. Journal of Fluency Disorders 17. 151–170. Kowal, Sabine – O’Connell, Daniel C. – Sabin, Edward J. 1975. Development of temporal patterning and vocal hesitations in spontaneous narratives. Journal of Psycholinguistic Research 4/3. 195–207. Lee, Laura L. – Canter, Susan M. 1971. Developmental sentence scoring: A clinical procedure for estimating syntactic development in children’s spontaneous speech. Journal of Speech and Hearing Disorders 36. 315–340. Levelt, Willem J. M. 1989. Speaking. From intention to articulation. A Bradford Book, The MIT Press, Cambridge, MA, London, England. Lickley, Robin J. – Bard, Ellen 1998. When can listeners detect disfluency in spontaneous speech? Language and Speech 41. 203–226. Logan, Kenneth J. – Conture, Edward G. 1995. Length, grammatical complexity, andrate differences in stuttered and fluent conversational utterances of children who stutter. Journal of Fluency Disorders20. 35–62. Lutz, Konie C. – Mallard, A. R. 1986. Disfluencies and rate of speech in young adult nonstutterers. Journal of Fluency Disorders11. 307–316.
Markó, Alexandra 2005. A spontán beszéd néhány szupraszegmentális jellegzetessége. Monologikus és dialogikus szövegek összevetése, valamint a hümmögés vizsgálata. Doctoral dissertation, ELTE, Budapest. McLaughin, Scott F. – Cullinan, Walter, L. 1989. Disfluencies, utterance length, and linguistic complexity in nonstuttering children. Journal of Fluency Disorders 14/1.17–36. Menyhárt, Krisztina 2003. A spontán beszéd megakadásjelenségei az életkor függvényében. In Hunyadi László (ed.): Kísérleti fonetika – laboratóriumi fonológia a gyakorlatban. Debreceni Egyetem Kossuth Egyetemi Kiadója, Debrecen, 125–138. Misono, Yasuko – Kiritani, Shigeru 1990. The distribution pattern of pauses in lecture-style speech. Annual Bulletin of the Research Institute of Logopedics and Phoniatrics 24. 101–111. Németh László – Halácsy Péter – Kornai András – Trón Viktor 2002. Nyílt forráskódú morfológiai elemző. MSZNY 2004. II. Magyar Számítógépes Nyelvészeti Konferencia. Szeged, 163–171. Pouplier, Marianne – Hardcastle, William J. 2005. A re-evaluation of the nature of speech errors in normal and disordered speakers. Phonetica 62. 227–244. Váradi, Viola 2008. A virtuális mondatok műfaji meghatározottsága. Beszédkutatás 2008. 134–147. Wacha, Imre 1974. Az elhangzó beszéd főbb akusztikus stíluskategóriáiról. Általános Nyelvészeti Tanulmányok X. 203–214. Watanabe, Michiko – Hirose, Keikichi – Den, Yasuharu – Minematsu, Nobuaki 2008. Filled pauses as cues to the complexity of upcoming phrases for native and nonnativelisteners. Speech Communication 50. 81–94. Yaruss, J. Scott 1999. Utterance length, syntactic complexity and childhood stuttering. Journal of Speech, Language, and Hearing Research 42. 329–344.
7.
PUBLICATIONS BY THE CANDIDATE ON THE TOPIC OF THE THESIS
Neuberger, Tilda 2008. Óvodások mentális lexikonának pszicho- és szociolingvisztikai vizsgálata. In: 4. Félúton Konferencia tanulmánykötete. http://linguistics.elte.hu/studies/fuk/fuk08/ Neuberger, Tilda 2008. A szókincs fejlődése óvodáskorban. Anyanyelv-pedagógia 3–4. http://www.anyanyelv-pedagogia.hu/cikkek.php?id=86 Neuberger, Tilda 2009. A spontán beszéd lejegyzése – a BEA adatbázis tapasztalatai alapján. Beszédkutatás 2009. 182–195. Neuberger, Tilda 2009. Óvodáskorú gyermekek szóaktiválásának funkcionális vizsgálata. In III. Alkalmazott Nyelvészeti Doktorandusz Konferencia tanulmánykötete. MTA Nyelvtudományi Intézet, Budapest. 97–108. Neuberger, Tilda 2010. Korrekciós folyamatok gyermekek spontán beszédében. In: IV. Alkalmazott Nyelvészeti Doktorandusz Konferencia tanulmánykötete. MTA Nyelvtudományi Intézet, Budapest. 112–123. Neuberger, Tilda 2011. Szóasszociációs vizsgálatok óvodásoknál és kisiskolásoknál. In Navracsics, Judit – Lengyel, Zsolt (eds.) Lexikai folyamatok egy- és kétnyelvű közegben. Pszicholingvisztikai tanulmányok II. Tinta Könyvkiadó, Budapest. 62–69. Neuberger, Tilda 2011. Gyermekek spontán beszédének szerkesztettsége és folyamatossága. Beszédkutatás 2011. 83–95. Neuberger, Tilda 2011. Az önkorrekciós folyamatok fejlődése gyermekkorban. In Gecső, Tamás – Sárdi, Csilla (eds.): Nyelvi funkciók – stílus és kapcsolat. KJF – Tinta Könyvkiadó, Székesfehérvár, Budapest. 189–195. Neuberger, Tilda 2012. Hogyan alakul a beszéd grammatikai komplexitása kisiskolás korig? In Balázs, Géza – Veszelszki, Ágnes (eds.): Nyelv és kultúra. Kulturális nyelvészet. Magyar Szemiotikai Társaság, Budapest. 259–264. Neuberger, Tilda 2012. Szóelőhívás gyermekek szóasszociációban és spontán beszédében. In Navracsics, Judit – Szabó, Dániel (eds.): Mentális folyamatok a nyelvi feldolgozásban. Pszicholingvisztikai tanulmányok III. Tinta Könyvkiadó, Budapest. 85–94. Neuberger, Tilda 2012. A spontán beszéd grammatikai fejlődése – a KFM-módszer alapján. In Markó, Alexandra (ed.) Beszédtudomány. Az anyanyelvelsajátítástól a zöngekezdési időig. ELTE Bölcsészettudományi Kar – MTA Nyelvtudományi Intézet, Budapest. 116–128. Neuberger, Tilda 2012. Virtuális mondatok gyermekek spontán beszédében. Beszédkutatás 2012. 217–233. Neuberger, Tilda 2013. Analógiás jelenségek hat- és hétévesek spontán beszédében (in press). Bóna Judit – Neuberger, Tilda 2012. A spontán beszéd önellenőrzési folyamatainak életkor-specifikus sajátosságai. Magyar Nyelv 108/4. 426–440.
8.
TALKS GIVEN BY THE CANDIDATE ON THE TOPIC OF THE THESIS
Óvodások mentális lexikonának pszicho- és szociolingvisztikai vizsgálata, 4. Félúton Konferencia, Budapest. April 2008. A szókincs fejlődése óvodáskorban, Magyar Fonetikai, Foniátriai és Logopédiai Társaság 2008. évi kongresszusa, Miskolc. June 2008. Óvodás gyermekek szóaktiválásának funkcionális vizsgálata, III. Alkalmazott Nyelvészeti Doktorandusz Konferencia, Budapest. February 2009. Módszerek a szókincs vizsgálatához óvodás- és kisiskoláskorban, NILD „All Need Competence – Kompetencia mindenkinek” nemzetközi konferencia, Budapest. April 2009. Óvodás lányok és fiúk megakadásjelenségei: azonosságok és különbözőségek, Magyar Fonetikai, Foniátriai és Logopédiai Társaság 2009. évi kongresszusa, Budapest. June 2009. Önmonitorozás óvodásoknál és kisiskolásoknál, Beszédkutatás 2009 Konferencia, Budapest. October 2009. Szókincsvizsgálatok kisiskolásoknál és gimnazistáknál (with Csiszár, Orsolya), I. Vályi András Anyanyelv-pedagógiai konferencia, Budapest. November 2009. Korrekciós folyamatok gyermekek spontán beszédében, IV. Alkalmazott Nyelvészeti Doktorandusz Konferencia, Budapest. February 2010. Szóasszociációs vizsgálatok óvodásoknál és kisiskolásoknál, XII. Pszicholingvisztikai Nyári Egyetem, Balatonalmádi. May 2010. Az önkorrekciós folyamatok fejlődése gyermekkorban, Nyelvi funkciók – stílus és kapcsolat, Budapest. October 2010. Hogyan alakul a beszéd grammatikai komplexitása kisiskoláskorig? Kultúra és nyelv, kulturális nyelvészet. Új nézőpontok a magyar nyelv leírásában 3. Budapest. November 2010. Szóelőhívás gyermekek szóasszociációiban és spontán beszédében, Pszicholingvisztikai Nyári Egyetem, Balatonalmádi. May 2011. Virtuális mondatok gyermekek spontán beszédében, Beszédkutatás 2011, Budapest. October 2011. Gyermekek és felnőttek tévelygései a mentális rengetegben (with Gyarmathy, Dorottya), XIV. Pszicholingvisztikai Nyári Egyetem, Balatonalmádi. May 2012. „Időzített szavak”, XIV. Pszicholingvisztikai Nyári Egyetem, Balatonalmádi. May 2012. Analógiás jelenségek az anyanyelv-elsajátításban, Analógia és modern nyelvleírás. A magyar nyelvészeti kutatások újabb eredményei III., Kolozsvár, July 2012. Self-monitoring strategies: false starts and false words (with Gyarmathy, Dorottya), Workshop Fluent Speech: combining cognitive and educational approaches, Utrecht. November 2012.
