This study investigates the emergence of (mor)phonological consonant clusters in L1 acquisition. Following the Strong Morphonotactic Hypothesis (SMH), distribution and preferability of word-medial consonant clusters in the corpus of three children acquiring Croatian were explored. VCCV and VCCCV clusters were extracted from the Croatian Corpus of Child Language. Subsequently, all word-medial clusters were tagged as exclusively phonotactic, exclusively morphonotactic, and ones that occurred in both contexts. The results partially corroborated SMH, strengthening the premise that morphological richness of a language moderates the interaction between morphology and phonology in early language acquisition. The data showed a clear predominance of morphonotactic clusters in one out of three subcorpus. Developmentally, an increase in all three cluster types was observed and generally all clusters were predominantly less preferred. Early emerging phonotactic clusters appeared to be mostly preferred, while the first morphonotactic clusters comprised less preferred combinations, with a gradual increase in preferability. Individual differences in cluster distribution and preferability blurred the role of the importance of morphonotactic information in L1 acquisition, suggesting that children employ different paths to acquire a language, but also suggesting that further exploration of this hypothesis in different languages and using different approaches is needed.

中文翻译：

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早期词典中的克罗地亚语 (mor) 音位词-中间辅音群

本研究调查了 L1 习得中（形态）语音辅音簇的出现。遵循强词组假设 (SMH)，研究了三个习得克罗地亚语的儿童语料库中词中辅音簇的分布和偏好。VCCV 和 VCCCV 聚类是从克罗地亚儿童语言语料库中提取的。随后，所有的词中词簇都被标记为完全语音排列、完全形态排列以及在两种情况下都出现的。结果部分证实了 SMH，加强了语言形态丰富性调节早期语言习得中形态学和音韵学之间相互作用的前提。数据显示，在三分之一的子语料库中，形态分类集群明显占优势。在发展方面，观察到所有三种集群类型都有所增加，并且通常所有集群都不太受欢迎。早期出现的语音集群似乎最受青睐，而第一个形态集群包含不太受欢迎的组合，偏好逐渐增加。集群分布和偏好的个体差异模糊了形态信息在 L1 习得中的重要性，这表明儿童采用不同的途径来习得语言，但也表明需要在不同的语言和使用不同的方法中进一步探索这一假设。而第一个形态分类集群包含不太喜欢的组合，并且偏好逐渐增加。集群分布和偏好的个体差异模糊了形态信息在 L1 习得中的重要性，这表明儿童采用不同的途径来习得语言，但也表明需要在不同的语言和使用不同的方法中进一步探索这一假设。而第一个形态分类集群包含不太喜欢的组合，并且偏好逐渐增加。集群分布和偏好的个体差异模糊了形态信息在 L1 习得中的重要性，这表明儿童采用不同的途径来习得语言，但也表明需要在不同的语言和使用不同的方法中进一步探索这一假设。