Abstract
Three 10-step continua were constructed with F2 as the single place-of-articulation cue. The continua were different in F3, which was rising, level, or falling. Identification tests using these continua were presented to 22 first-, second-, and fourth-grade children. Using logit analysis, individual phoneme boundary values were calculated for each F3 level. It was found that the phoneme-boundary shifts to slightly higher F2 starting values as age increases. Although no definite explanation is available yet, some possible interpretations are discussed.
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