Infant word recognition is sometimes hindered by variability in the speech input. Previous research has shown that, at 9 months, monolinguals do not generalize wordforms across native- and accented-speakers (Schmale & Seidl, 2009). In the current study however, it was predicted that bilingual infants would be advantaged in accommodating for accented speech due to experience with phonetic variability across their two phonological systems. It was also predicted that this hypothesized ability would be restricted to accommodating for an accent derived from a familiar language (e.g., French-English bilinguals would accommodate for French-accented English but not Mandarin-accented English), since this type of variability would be consistent with the language sounds to which infants were regularly exposed. Study 1 set the experimental stage by identifying native and non-native speakers with similar voices, as perceived by a group of adults. This was done in order to restrict variability across speakers to differences in accent, rather than biological differences in voice (e.g., a higher or lower pitched voice). Following speaker selection, acoustic measurements of vowels and word stress placement were taken to compare native and non-native speakers and confirmed several expected deviations between native and accented speech. Study 2 tested the hypothesis that bilingual infants would be advantaged in accommodating for these deviations when the accent is derived from a familiar phonology. Using a headturn preference procedure (HPP), 9- and 13-month-old English-learning monolinguals and French-English learning bilingual infants were tested on their ability to recognize familiarized English wordforms across a native- and French-accented speaker. Bilinguals in both age groups succeeded in generalizing wordforms across speakers, however monolingual infants failed regardless of age. Study 3 tested whether bilinguals’ success would persist when the accented speaker’s first language was unfamiliar. Infants in this study failed as a group to generalize across native- and Mandarin-accented productions of English wordforms. However, bilinguals who received balanced exposure to their two languages performed better in accommodating for Mandarin accented speech than unbalanced bilinguals. This hints at a general ability to ignore irrelevant phonetic information, perhaps due to an advantage in cognitive control.

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The notion of literalness in linguistics is based on the following assumptions: Linguistic expressions are vehicle-meaning p airs (since literal meaning has to be the meaning of something). Linguistic expressions have to be cognised a nd used (especially uttered) in order for their meanings to be regarded as literally theirs. "Linguistie, vehicle-meaning relations are fixed and autonomous- - rather than having particular meanings in virtue of being used to express those meanings," linguistie' vehicle-meaning p airs are used to express certain meanings in virtue of having the meanings th at they have. This thesis criticises Chomsky's and Sperber and Wilson's attempts to establish the autonomy of "linguistie'vehicle-meaning pairs. I argue that " Both Chomsky and Sperber and Wilson fail to distinguish "linguistie' semantics from the "real" semantics of what "linguistic" vehicle-meaning pairs are used to express. " They persist in the idea that "linguistic" vehicles are specifically for being uttered (physically instantiated), thus defeating their own purpose of setting the linguistic absolutely apart from what it is used for. " Neither Chomsky's internalist conception of language nor Sperber and Wilson's relevance framework is able to account for the phenomenon of "language misuse", i.e. the use of a "linguistic" vehicle to express the "wrong" meaning. Burton-Roberts' representational conjecture is applied and developed in the presentation of an alternative non/ extra-linguistic account of "literal meaning" and "language use/ misuse". This account has it that neither "linguistic" vehicles nor "linguistic" vehicle-meaning relations are actually linguistic. It avoids the problems attending the notion of linguistic expressions as objects with sortally disjoint and arbitrarily conjoint properties (i.e. physically instantiable "vehicle" and mentally constituted "meaning"), and resolves the unease within Chomsky's Minimalist Program about the inclusion of phonology in I-language. Finally, by way of this resolution, I address some seemingly unrelated issues concerning vehicle-less "meanings" and the relations between l anguage,thought and consciousness.

The rhyming and segmentation tasks were readministered twelve months after the first experiments. The subject groups showed equivalent development in both tasks and the patterns of significant correlations obtained in the initial experiments were repeated. The results are discussed in relation to models of phonological acquisition and word production. Particular emphasis is given to the child's ability to pay attention to acoustic cues as a possible requirement for successful performance on rhyming and segmentation tasks and in the acquisition of phonology. It is suggested that therapeutic intervention directed towards developing metalinguistic awareness is an appropriate therapeutic strategy for the remediation of phonologically disordered children. The association between metalinguistic awareness and phonological disorder found in this investigation suggest that it is an area worthy of more investigation and possible directions for further research are suggested.

Video lecture on how to use the Mayan Hieroglyphic system to write your name.

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Thesis (Ph. D.)--University of Hawaii at Manoa, 1994. / Includes bibliographical references (leaves 153-161). / Microfiche. / xiii, 161 leaves, bound ill. 29 cm

Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 227-236). Print copy also available.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.