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Peer reviewedCaravolas, Marketa; Bruck, Maggie – Journal of Experimental Child Psychology, 2000
Examined ability of Quebec French-speaking first graders to categorize words on the basis of vowel categories. Found that ability to categorize vowels does not develop uniformly but is affected by degree of spectral/articulatory proximity between vowels, by syllable structure, and potentially by characteristics of the input phonology. (JPB)
Descriptors: Cognitive Development, Distinctive Features (Language), Elementary Education, Elementary School Students
