<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2636</journal-id>
<journal-title><![CDATA[Káñina]]></journal-title>
<abbrev-journal-title><![CDATA[Káñina]]></abbrev-journal-title>
<issn>2215-2636</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26362018000100209</article-id>
<article-id pub-id-type="doi">10.15517/rk.v42i1.33436</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Patterns in the acquisition of the spanish trill: a study involving children ages 3; 0 to 5; 6]]></article-title>
<article-title xml:lang="es"><![CDATA[Patrones en la adquisición de la vibrante multiple del español: Un estudio con niños y niñas entre los 3; 0 y los 5; 6 años de edad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasquez Carranza]]></surname>
<given-names><![CDATA[Luz Marina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>42</volume>
<numero>1</numero>
<fpage>209</fpage>
<lpage>225</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26362018000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26362018000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26362018000100209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study describes the substitution patterns of the trill found in naturalistic speech by 34 monolingual Spanish-speaking Costa Rican children between ages 3 and 5;6. In the 843 target-words identified, a total of six different phonetic realizations of the trill were found: a trill [&#961;] (2% of the time), an assibilated rhotic [&#961;&#9674;] (45% of the time), a post alveolar affricate [&#676;] (9% of the time), a voiced labio-dental fricative [&#982;](17% of the time), a voiced interdental fricative [&#916;] (9% of the time), and a lateral approximant [&#955;] (3% of the time). Interestingly, these phonetic realizations were not used consistently, as children relied on two or more phonetic realizations, regularly within a single session and to pronounce the same word. [&#961;&#9674;] surfaced most likely as a result of the children&#8217;s input, whereas [&#982;] and [&#916;], which are not part of the children&#8217;s input, as well as the other phonetic realizations, surfaced most likely as approximations of the articulatorily very complex trill.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio describe los patrones de sustitución de la vibrante múltiple identificados en el lenguaje espontáneo de 34 niños y niñas costarricenses monolingües del español, con edades entre los 3;6 y 5;6 años. En las 843 palabras meta identificadas se encontró un total de seis realizaciones fonéticas de la vibrante múltiple: un sonido vibrante múltiple [&#961;] (2% de las veces), una vibrante asibilada [&#961;&#9674;] (45% de las veces), una vibrante post-alveolar africada [&#676;] (9% de las veces), un sonido vibrante labio dental fricado [&#982;] (17% de las veces), un sonido vibrante africado ínter-dental [&#676;] (9% de las veces), y un sonido lateral aproximante fricativo [&#955;] (3% de las veces). Es interesante que esas realizaciones fonéticas no son utilizadas de manera consistente, por cuanto los niños y las niñas utilizan 2 o más realizaciones fonéticas de manera regular dentro de una misma sesión y para pronunciar una misma palabra. El sonido [&#961;&#9674;] emerge muy posiblemente como resultado del input al que están expuestos estos niños y niñas, mientras [&#982;] y [&#916;], las cuales no son parte del input, así como otras realizaciones fonéticas surgen posiblemente como aproximaciones de la muy compleja articulación de la vibrante múltiple.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[phonetic substitution]]></kwd>
<kwd lng="en"><![CDATA[Spanish trill]]></kwd>
<kwd lng="en"><![CDATA[assibilation of rhotics]]></kwd>
<kwd lng="en"><![CDATA[Costa Rican Spanish]]></kwd>
<kwd lng="en"><![CDATA[acquisition of trills]]></kwd>
<kwd lng="es"><![CDATA[sustitución fonética]]></kwd>
<kwd lng="es"><![CDATA[vibrante múltiple del español]]></kwd>
<kwd lng="es"><![CDATA[asibilación de róticas]]></kwd>
<kwd lng="es"><![CDATA[español costarricense]]></kwd>
<kwd lng="es"><![CDATA[adquisición de las róticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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