2-1 - Phonological Acquisition: The First Words Flashcards

1
Q

What is Phonology?

A

The sounds of a language

How they are organized to form words

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2
Q

What does the child need to learn when acquiring language?

A

Speech sounds

Phonotactics

Vocabulary

Mental representations

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3
Q

What are speech sounds?

A

Combinations of consonants and vowels

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4
Q

What do we call the way speech sounds combine to form words?

A

Phonotactics

splash - good
psash - bad
esplash - bad

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5
Q

What are mental representations (in language acquisition)?

A

How is each word supposed to be pronounced

Conceptual knowledge of phonemes

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6
Q

What is a Lean Interpretation of child language acquisition?

A

What does the child know about word? (Do the perceive /@/ as /k@t/? Do they perceive /t/ as /k/?)

They may not have a specific knowledge of /k/, but they might be able to distinguish its sound from other sounds

What features are they listening for?

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7
Q

What is a Rich Interpretation of child language acquisition?

A

The child hears the specific phonemes but can’t pronounce them yet

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8
Q

Is is easy to prove a rich interpretation of child language acquisition?

A

No!

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9
Q

During the first words stage, how many words does the child usually acquire? Is this number set in stone?

A

50

No

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10
Q

A Child’s First Words usually contain _____ syllables (______, ______) and ______.

A

Simple

CV

CVC

Reduplications

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11
Q

What nasals usually appear in a child’s first words?

A

/m/

/n/

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12
Q

What stops usually appear in a child’s first words?

A

/b/

/d/

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13
Q

What affricates are usually in a children’s first words?

A

None

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14
Q

What liquids are usually in a child’s first words?

A

None

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15
Q

What glides are usually in a child’s first words?

A

/w/

/y/

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16
Q

What fricatives are usually in a child’s first words?

A

/f/

/s/

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17
Q

What three things seems to help determine a child’s first sounds?

A

Phonetic simplicity

Language Input

Token Frequency

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18
Q

What is Phonetic Simplicity?

A

Sounds that seem to require less effort than other sounds

This may not be identical for all children even if they are learning the same language

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19
Q

What is Language Input?

A

Linguistic environment of the child

A child is going to mimics the words being used around them

(This will change depending on the linguistic environment)

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20
Q

Who is Cliff Pye?

A

Studied “k’iche” /kiʧe/ (Guatmalan)

Noted that the two most frequent early consonants were /ʧ/ & /l/

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21
Q

What is Token Frequency?

A

How often a sound occurs in speech

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22
Q

What is Type Frequency?

A

How many unique words have this particuuar sound

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23
Q

Does Dr Ingram believe that token frequency is an important determiner of first words in English?

A

No

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24
Q

Is there evidence that Token Frequency may play a role in first words for other languages?

A

Yes

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25
Q

What is an unusually first phoneme for Chinese infants? Why do we think they learn this so early?

A

Initial nasal velar

Children learn this early but it has a high Type Frequency but a low Token Frequency

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26
Q

Do some kids take a while to pick up final consonants?

A

Yes

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27
Q

What word structure is more common in Spanish kids but not in English?

A

VCV

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28
Q

What word structure is most common in English?

A

CV

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29
Q

What word structure is the most rare?

A

VC

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30
Q

Do words show variable pronunciations? Why?

A

Yes

Kids don’t always pronounce words the same way each time they say them

Sounds may be pronounced differently when in different words or in a different position within the words (intitial, medial, final, etc.)

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31
Q

What are three Transition Phenomena?

A

Word shifts

Proto-Words

Presyntactic Forms

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32
Q

What are Word Shifts?

A

Change from one word to another

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33
Q

What are Proto-Words?

A

Child created words

Ex:
Momma = /mamama/
Woof = /u’u/

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34
Q

What are Presyntactic Forms?

A

Brief, unstressed phonetic material around lexical words

Example:

 dog = /ʌda͞ʊgɪ/
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35
Q

Why do kids often produce presyntactic forms?

A

They rarely hear words on their own. They are usually in the midst of continuous speech

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36
Q

When does the Word Spurt occur? What can the child’s word acquisition rate reach?

A

1;6

6 words/day

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37
Q

Why does the Word Spurt occur?

A

The child’s phonology needs to keep up with new sounds & syllables

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38
Q

What is the Lexical Pattern of Emergence?

A

That some speech sounds come in and are only used in very few, specific words: /mɑmɑ/

Child has /m/ but only lexically. It doesn’t generalize to other words. It only uses the sound for one word.

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39
Q

What is the Gradual Pattern of Emergence?

A

Most common pattern

A sound will come in lexically then then gradually spread to new words

40
Q

What was word stress like in English during the 1600s? In the 1900s?

A

1600s - Words (whose stress can distinguish meaning) had stress at the end

Project (PROject vs. proJECT)

1900s - Stress has moved to the beginning of the word

41
Q

What is Sudden Emergence? How common is it?

A

A child will avoid a sound for a long time then will all of the sudden master it

Rarest pattern

42
Q

What is Salience?

A

That some children will prefer certain sounds and templates

43
Q

What is a Template? When do they occur?

A

Syllable forms with similar consonants and vowels

They characterize a subset of words in first 100 words, but Dr. Ingram doesn’t feel like this is clinically vital for SLPs

44
Q

What can templates be used to estimate? Is this applicable for all children?

A

How the would child pronounce an “unpronounceable” word

(Dr. Ingram sees this as somewhat controversial)

No

45
Q

What is Avoidance?

A

Refusing to pronounce difficult sounds

46
Q

What did “T” avoid?

A

/p/

47
Q

What did “Ian” avoid?

A

Fricatives (Could only form /h/)

j -> “It’s called a lemon”

zither -> “Can’t say the word”

sheriff -> “Lemon”

saxophone -> “I call’em a lemon-hone”

48
Q

What did Samuel Ingram used when avoiding sounds?

A

/jai jai jai/

49
Q

What is Whole Word Complexity?

A

Looking at the correctness of the whole word (syllables, vowels, etc.) instead of just the consonant correctness

50
Q

Do words differ dramatically in their complexity?

A

Yes

51
Q

First words are phonologically _______.

A

Simple

e.g. dog, cat, fish, mama, dada

52
Q

Words become more complex due to ______ and ______.

A

More syllables, (e.g. banana, elephant)

Consonant clusters, (e.g. splash, branch)

53
Q

What did Dr. Ingram devise as a way to measure complexity?

A

Whole Word Complexity

Using Phonological Mean Length of Utterance (PMLU

54
Q

What does PMLU stand for?

A

Phonological Mean Length of Utterance

55
Q

How do you score Phonological Mean Length of Utterance (PMLU)?

A

1 point for each phoneme they produce

1 additional point for each correct consonant

Example: /kæt/

 /kæt/ = 5 or 100% (maximum score)

 /tæt/ = 4   or 80%

 /tæp/ = 3 or 60%

 /tæ/ = 2 or 40%

 /æ/ = 1 or 20%

 Raspberry = 0 or 0%
56
Q

What is Proximity Measure?

A

The child’s PMLU divided by the target PMLU

57
Q

Typically developing English speaking children usually have proximitiy scores over ______.

A

60%

58
Q

Proximity Measures tend to even out the scores between kids who maintain _______ versus those who are better at _______.

A

Syllable correctness

Consonant correctness

59
Q

When we are looking at Syllable Structure/Early Syllable Shapes, what are we looking for?

A

What syllable shapes are most used

CV, V, CVC, etc

60
Q

What does Dr. Ingram likes to measure in regards to syllable structure? Why

A

Percent of Monosyllables

Some kids preserve syllable structure but with inaccurate consonants

Some kids drop syllables but preserve consonant accuracy

61
Q

The percent of monosyllables that English speaking kids tend to produce tends to range from _______.

A

50-100%

62
Q

Why is there such a wide range in the percent of monosyllables produced by English speaking children?

A

Due to the fact that some kids aren’t so keen on reduplication

Some kids seem more drawn to molosyllables and others to multi-syllables.

63
Q

Monosyllabic kids tend to get _______ earlier

Multi-syllabic kids tend to not get _______ and seem to only be able to _______.

A

Final consonants

Final consonants as quickly / produce them if they can add a vowel afterwards

64
Q

It takes kids ______ years to master consonant clusters.

A

6-7

65
Q

Who tends to get higher articulation scores: monosyllabic kids or non-monosyllabic kids? Who is more intelligible?

A

Monosyllabic kids

Both

66
Q

What did Stoel-Gammon find in his experiment on 33 2-yr-olds?

A

Found that their words were…

     CV, V (all samples)
     CVC (97%)
     CVCV (79%)
     CVCVC (65%)
     Some instances of clusters
67
Q

What should SLPs have in their tool box in order to perform Multidimensional Analysis?

A

Whole Word Complexity

Syllable Structure

Phonetic Inventories

Phonological Processes

68
Q

What are Phonetic Inventories?

A

The particular phonemes a child knows

69
Q

What sounds would Dr. Ingram want a child to master first? What position are these phonemes usually found?

A

Word Initial Position

Nasals: /m/, /n/

Stops: All

Fricatives: /f/, /s/, /h/

Glides: /w/, /j/

70
Q

What phonemes are usually acquired in Word Final Position during language acquisition?

A

Nasals: /n/

Stops: Unvoiced

Fricatives: /s/

Liquids: /r/ but only sometimes

71
Q

Are more phonemes acquired in Word Initial or in Word Final Position?

A

Word Initial Position

72
Q

What did David Stampe write? When?

A

“Natural Phonology”

Late 1960s

73
Q

What was the point of Stampe’s “Natural Phonology”?

A

When child is learning fricatives, but can’t make them, they might change them all into stops

/f/ -> /p/
/s/ & /ʃ/ -> /t/

74
Q

What is the process of substituting stops for fricatives called? What is its purpose?

A

Stopping

To simplify words until they are learned correctly

75
Q

At what ages is stopping commonly seen?

A

First words to age 6 or so

76
Q

Why does Stopping simplify words?

A

Stopping airflow is easier than impeding it

e.g. ‘foot’ as ‘put’

77
Q

What is Final Consonant Deletion?

A

Omitting word final consonants to preserve CV

e.g. ‘back’ spoken as ‘baa’

78
Q

What is Unstressed Syllable Deletion?

A

Deleting syllables that carriy weak stress

e.g. ‘banana’ spoken as ‘nana’

79
Q

What is Cluster Reduction?

A

Deleting consonant combinations,

e.g. ‘play’ spoken as ‘pay’

80
Q

What is Consonant Simplifications?

A

Using a simpler consonant for a more difficult one

81
Q

What is Fronting? What types of sounds are fronted?

A

Substituting consonants to those produce more forward in the mouth

Always Velars -> Alveolars

(e. g. ‘d’ & ‘t’ are easier than ‘g’ or ‘k’)
(e. g. ‘cow’ spoken as ‘dow’)

82
Q

What is the benefit to Fronting?

A

Consonants produced at the forward part of the mouth are easier than those produced further back

83
Q

Are Velars -> Bilabials considered fronting?

A

No. They tend to be a perceptual issue

84
Q

What is Backing? Does Dr. Ingram believe this is a real thing?

A

Changing alveolars to velars (/t/ -> /k/)

Dr. Ingram thinks this is bunk

85
Q

What is Gliding?

A

Replacing /r/ and/or /l/ with /w/

(e.g. ‘rock’ spoken as ‘wo(ck)’

86
Q

What is Assimilation?

A

Making one sound the same as, or similar to, another in the word

(e.g. ‘dark’ pronounced as ‘guck’ (in really early stages)

87
Q

What is Prevocalic Voicing?

A

Voicing consonants that come before vowels

e.g. ‘top’ [dap]

88
Q

What is Postvocalic Devoicing?

A

Devoicing consonants that come after vowels

e.g. ‘pig’ [bik]

89
Q

What is the Neo-Jakobson Approach?

A

Syllable structure starts with CV or reduplicated CV (e.g. ma, mama, pa, papa)

This will expand to CVC, CVCV

90
Q

Are consonants are acquired systematically? How so?

A

Yes

Either by contrasting place or contrasting classes/manner or articulation (stops vs. fricatives, etc.)

91
Q

What were Joan Velten’s First INITIAL Consonants? What was weird about this?

A

Nasals: /m/, /n/

Stops: /b/, /d/

Fricatives: /f/, /z/

Glides: /w/

Weird = /z/ (Turns out she had a French nanny)

92
Q

What were Joan Velten’s First FINAL Consonants?

A

Nasals: /m/, /n/

Stops: /p/, /t/

Fricatives: /f/, /s/

93
Q

What were Joan Velten’s First Vowels?

A

/u/

/ɑ/

94
Q

What Phonological Processes did Joan Velten employ?

A

Syllable Deletion (e.g. bottle [ba], banana [na:’na])

Final Consonant Deletion (e.g. ban [ba])

Voicing (e,g, push [bus])

Fronting (e.g. duck [dat], push [bus])

95
Q

What four things do languages differ in?

A

Phonological inventories

Phonotactics

Functional load

Number of contrasts (minimal pairs) for a particular phoneme

96
Q

The sequence of phoneme acquistion is determined by ______ and ______.

A

Phonetic Complexity

Functional Load

97
Q

Order of acquisition is influenced by the ______ that a phoneme occurs in.

A

Number of words

e.g. Italian [v]