One idiosyncratic strategy in the acquisition of phonology

Abstract

ABSTRACT Data are presented which reflect a particular strategy used by a boy from 1; 10 to 2; 2 to manage certain polysyllabic words. Analysis shows that substitution – although probably an impetus for this strategy – was not involved in most or even all of the strategic processes themselves. An interpretation is made in terms of ‘underlying forms’ (Ingram 1970); details of the strategy and its component sub-strategies (‘ruses’) are presented.