To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure no-reply@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Reports of developing phonologies agree that the fricatives are generally acquired later than stops, and the hierarchy of distinctive features places [+ strident] at the foot of the list on the basis of linguistic evidence. Neurophysiological evidence seems to indicate that the differentiation of [+ strident] consonants is a function of degree of myelination of the auditory nerve and the cortical bodies with which it is connected. Evidence from pathological cases supports the hypothesis that differentiation of high frequencies is impaired in cases of demyelinating disease. It is concluded that the fricative consonants are acquired last because they are auditorily discriminated last by the developing child.
Texts in Classical Nahuatl of the year 1524, in the genre of formal oratory, reveal extensive use of lines showing parallel morphosyntactic and semantic structure; this parallelism expresses likeness rather than contrast, and is organized in binary sequences which display successive embedding. Analysis and translation of an extended passage point to (a) the applicability of structural analysis to ‘expressive’ as well as ‘referential’ texts; and (b) the importance of understanding oral literatures not just in terms imposed by translators, but in the light of their inherent esthetic principles.