2>phonological development Flashcards
what do children need to learn (to learn human speech)? (3)
- phones (sound inventories)
- phonemes & minimal pairs (distinctive features that vary across langs)
- phonotactics (what sounds can be combined within words, within a specific lang)
phonemes & minimal pairs can be distinguihsed via>
-aspiration (e.g. in eng allophonic ‘pin’ vs not in ‘spin; sometimes phonemic)
-tone (i.e. mandarin)
phonotatics=
what sounds can be combined within words, within a specific lang
(e.g. in eng cant start with “nt”)
Production before the first word involves> (4)>
-vegetative sounds
-cooing and laughter
-vocal play
-babbling
2 types of vegetative sounds>
-crying
-burping
what are vegetative sounds>
vocal folds vibrate, airflow is started and stopped
^more of a reflex
features of cooing and laughter> (3)
-as a sign of happiness and content in social interaction
-long vowels develop into a variety of vowels
- as more voluntary, with attempt of positive response of carefivers
what is vocal play?>
when children play around with more sounds (experimenting with VT & tongue)
features of vocal play> (2)
- mostly vowels, velars (k,g), bilabial (p,b) & alveolars (m,d)
- produce all sounds of worlds lang?
Problems with idea (16-30 weeks) infants produce ‘all sounds of world’s lang’?> (3)
- mostly vowels at their stage
- cannot transcribe infants easily
infant VTs are not fully developed yet (big tongue, small VTs> more like chimp)
babbling=
first syllables produced & combined
2 main types of babbling>
1>reduplicated/repetitive (dada)
2>variegated/non-repetitive (dadi)
reduplicated/repetive babbling=
e.g. ‘dada’
variegated/non-repetitive babbling=
e.g. [dadi]
features of babbling> (3)
- no communicative intentions, also produced without an addresse
- reproduce prosody of lang but not words (will sound english even if no words)
-deaf child manually babble (sign)
cross-ling differences in babbling> (3)
-french speaking adults can distinguish french & chinese babies babbling mainly based on prosody
- frecnh babies produce more nasal sounds than eng babies
- more commonalities than differences across langs (vowels as easier for all children)
protowords=
specific sounds consistently used for specific meanings & in specific contexts
production of first words involve: (2)
-sound inventoy at end of babling phase (11 consonants, no clusters, no /l/ or /r/)
- phonological processes: deletion (kul for school) and reduplication (baba for bottle)
what is the phonological process of deletion?
when some sounds are deleted from a word in infants use of it (/kul/ for “school”)
what is the phonological process of reduplication?
when babies repeat sounds for words (e.g. /baba/ for bottle)
Phonological development> word position>
/d/ & /p/ in word initial vs word-final makes a difference (for some easier in either)
Main factors affecting production> (3)
- development of VT
- nervous system (cooinng & limbic system< both related to emotion)
3> experience with native lang (children try to match what they hear)
Methods of testing comprehension> (2)
- high amplitude sucking technique
- head turn technique
comprehension: high amplitude sucking technique> (4)
- babies like to hear sounds
- babies need to suck to hear a sound
- they lose interest in sounds when they are presented repeatedly
-thus, they show interest by sucking
comprehension: head turn technique> (2)
- conditioned association of sounds changing with a mechanical toy moving
- babies show anticipatory looks toward location of moving toy as soon as they hear a new soun & before it starts moving
What can newborns hear & disitnguish? (3)
- mothers voice
- own langs prosody
- can remember what heard before birth
what is categorical perception?>
a universal skill of distinguishing via voice onset time (i.e. difference between /p/ & /b/)
evidence for categorical perception as an innate skill>
-chinchillas also hear a difference between /ba/ & /pa/
study: VOT, newborns & sucking rate> (3)
1-4 months are already sensitive to the VOT boundary between /b/ & /b/
- sucking rate increases when changes from /p/ /b/ in VOT; no change when crossed boundary; when no sound change sucking rate decreases
lang-specific perception> (3)
- until 6-12 months, japanese infants can distinguish between /l/ & /r/
- sensitivity to native (& not non-native) sound contrasts is improtant to better learning of lang
- children can relearn to make some distinction when exposed to non-native lang in ‘natural settings’
Speech segmentation> Cues to word boundaries> (6)
1>pauses
2>words that tend to occur in isolation
3> frequent words
4> prosody
5>stress
6> transitional probabilities
