@article{YUENetal2020cues,
title = {Five-year-olds produce prosodic cues to distinguish compounds from lists in Australian English},
author = {Ivan Yuen and Nan Xu Rattanasone and Elaine Schmidt and Gretel Macdonald and Rebecca Holt and Katherine Demuth},
url = {https://doi.org/10.1017/S0305000920000227},
doi = {https://doi.org/10.1017/S0305000920000227},
year = {2021},
date = {2021},
journal = {Journal of Child Language},
pages = {110-128},
publisher = {Cambridge University Press},
volume = {48},
number = {1},
abstract = {<div class="abstract-content">
<div class="abstract" data-abstract-type="normal">

Although previous research has indicated that five-year-olds can use acoustic cues to disambiguate <span class="italic">compounds</span> (N<span class="sub">1</span> + N<span class="sub">2</span>) from <span class="italic">lists</span> (N<span class="sub">1</span>, N<span class="sub">2</span>) (e.g., ‘<span class="italic">ice</span>-<span class="italic">cream</span>’ vs. ‘<span class="italic">ice, cream</span>’) (Yoshida &amp; Katz, 2004, 2006), their productions are not yet fully adult-like (Wells, Pepp{\'e} &amp; Goulandris, 2004). The goal of this study was to examine this issue in Australian English-speaking children, with a focus on their use of F<span class="sub">0</span>, word duration, and pauses. Twenty-four five-year-olds and 20 adults participated in an elicited production experiment. Like adults, children produced distinct F<span class="sub">0</span> patterns for the two structures. They also used longer word durations and more pauses in lists compared to compounds, indicating the presence of a boundary in lists. However, unlike adults, they also inappropriately inserted more pauses within the compound, suggesting the presence of a boundary in compounds as well. The implications for understanding children's developing knowledge of how to map acoustic cues to prosodic structures are discussed.

</div>
</div>},
pubstate = {published},
type = {article}
}