5. Articulatory-Phonological Development and Speech Sound Disorders Flashcards
Articulation vs Phonological Disorder
- Articulation approach looks at children’s acquisition of individual phonemes and emphasizes speech-motor control; “surface” representation/what we produce
- Phonological approach studies children’s aquisition of sound patterns and the processes underlying such patterns; Phonology focuses on the underlying knowledge of the rules of the soun system of language; “underlying” representation of what we produce
Naturalness and Marked/Unmarked Sounds
- A natural class, process, property, or rule is one that is preferred or frequently used in phonologic systems; tends to be used in more langauges and develop before other properties
- Unmarked sounds: natural; appear in more langs; easier to aquire and aquired earlier (e.g., /b/)
- Marked sounds: less natural and tend to be acquired later (e.g., /th/)
Phoneme
- Smallest unit of sound that can affect meaning
* Variations of phonemes are allophones
Phonemic vs Phonetic
- Phonemic: abstract system of sounds; requires slashes; e.g., /t/
- Phonetic: concrete productions of specific sounds; requires brackets; e.g., [t]
Manner of Articulation:
Stops/Plosives
Produced by completely stopping airflow; Air pressure builds up in oral cavity and then realeased in a “plosive” manner
*p, b, t, d, k, g
Fricatives
Produced by severely constricting oral cavity and then forcing air through it, creating a hissing or “friction” type of noise
*f, v, θ̱, ð̠, s, z, ʃ, ʒ, h
Affricates
Combination of stops and fricatives
*tʃ, dʒ
Glides
Produced by gradually changing shape of the articulators
*w, j
Liquids/Semi-vowels
Produced with the least restriction of the oral cavity
*r, l (/l/ sound is also called a “lateral” b/c air escapes through sides of tongue )
Nasals
Produced while keeping VP port open so sound produced by the larynx passes through nose
*m, n, “ng”
Place of Articulation (7)
Bilabials: p, b, m, w
Labiodentals: f, v
(Lingua)dentals: “th,” “th”
(Lingua-)alveolars: t, d, s, z, n, l
(Lingua)palatals (tongue to hard palate): “sh,” “3,” “ch,” “d3,” r, j
(Lingua)velars (back of tongue to velum): k, g, “ng”
Glottal (VFs open and air passes thru them): h
Theories of Speech Sound Development:
Behavioral Theory
Speech-sound acquisition learned via caregiver interactions via principles of classifical conditioning; Observable and overt behaviors
Structural Theory (Jakobson, Chomsky, Halle)
- Based on linguisits’ structural theory of language
- Phonological development follows innate, universal and hierarchial order of acquisition of distinctive features
- Jakobson: “hypothesis of discontinuity” between early babbling and later speech development
Natural Phonology Theory (Stampe)
- Natural phonological processes are innate processes (or aquired very early on) that simplify adult target word; “universal” status of of child phonological processes/rules
- Children learn to suppress processes that do not occur in their language
- Children represent/store speech forms correctly but “output constraints” leads to use of phonological processes that simplify adult model
- Theory does not take into account “nonnatural” simplifications
Generative Phonology Theory
- Theory of sound structure of langauges
- Enables description of the relationship of children’s productions to adult pronunciation in terms of phonological rules
- 2 major ideas: 1) Phonological descriptions are dependent on info from other linguisitic levels and 2) Phonological rules map underlying representations onto surface productions
Linear vs Nonlinear Phonology Theories
Linear
- All speech segments are arranged in a sequential order; All sound segments have equal value; Alll distincitive features are equal
- I.e., no one specific sound segment has control over other segments
- Characterized by rules that operate in a domain of linear strings of segments”
Nonlinear
- Alternative theory; Accounts for influence of stress and tone features
- Deemphasize processes or rules and focus on prosodic phenomena
- Assume some sort of hierarchy that helps organize both segmental and suprasegmental phonological units or properties
- Explores relationships among units of different sizes (e.g., syllable structure could affect segmental level)
- Biggest contribution: attention to multisyllabic words and way in which tx is organized
Infant Development: Production
- VT differences bet. infant vs. adult (high larynx, tongue placed far forward in oral cavity) → constrained productions; Between 4-6 mos, when epiglottis and velum grow further apart, infant becomes more capable of producing variety of sounds
- All babies seem to pass through same stages of vocal development
Stages of Development of Prelinguistic Vocalizations (5)
- Phonation (birth-1 mos): most vocalizations are reflexive (burping, coughing, crying, etc)
- Cooing/Gooing (2-4 mos): acoustically similar to /u/; some velar consonantlike sounds
- Expansion (4-6 mos): “playing” w/ speech mechanism; growls, squeals, yells, rasberries
- Cononical/Reduplicated Babbling (6-8 mos): strings of CV syllables (e.g., mamama)
- Variegated/Nonreduplicated Babbling (8 mos-1 yr): CV sequences but variety of Cs and Vs in a single vocalization (e.g., [duwabel])
Research Findings: Speech Sound Aquisition (7)
[Research methods (cross-sectional vs longitudinal) and mastery definition affect results]
Most commonly reported norms (based on white, monolingual, English-speaking kids):
- Vowels aquired before consonants
- Nasals among earliest to be aquired, usually mastered between 3 and 4 y/o
- Stops are mastered earlier than fricatives, usually mastered between 3 and 4.5 y/o (/p/ earliest)
- Glides /w/ and /j/ are mastered earlier than fricatives, usually between 2 and 4 y/o
- Liquids /r/ and /l/ are mastered relatively late, usually bet. 3 and 7 y/o
- Fricatives and Affricates are mastered later than stops and nasals; /f/ mastered earlier than other fricatives (around 3 y/o). Fricatives /s/, /z/, “th,” “th”, and “sh” are mastered last (3-6 y/o)
- Consonant clusters are acquired later than most other sounds
