SUPPORT FOR METRICAL STRESS THEORY IN STRESS ACQUISITION

This study provides a detailed analysis of stress errors in English-sp eaking children's word productions to determine whether the patterns o f errors are consistent with the theoretical notions of metrical phono logy. Children (aged 22-34 months) produced three-syllable novel and r eal words which varied according to metrical pattern. Results revealed three general stages in stress acquisition and support for metrical p arameters, such as quantity-sensitivity, extrametricality, and main st ress. Findings are compared with a recent analysis of stress developme nt in Dutch-speaking children, based on a parametric metrical framewor k.