Articulatory-Phonological Development and Disorders in Children

Question 1

Structural Theory: Jakobson and Chomsky

Answer 1

Phonological development follows innate, universal, and hierarchical order of acquisition of distinctive features
Babbling was not continuous with early speech-hypothesis of discontinuity
Theory is not supported

Question 2

Behavioral Theory

Answer 2

Based on condition and learning
Child develops adultlike speech through interactions with caretaker
Babbling shaped into adult forms through classical conditioning

Question 3

Biological Theory: Lock

Answer 3

Innate dispositions to certain motor actions (babbling child has universal phonetic reperoire b/c/ of motoric constraints and shape and size of vocal tract)
Child’s environment has aninfluence only around the time the first word emerges
Problem= children have individual differences even in the babbling stage

Question 4

Cognitive Theory

Answer 4

Children face various challenges in their attempts to acquire adult phonological system
Child uses strategies in this process and the strategies depend on child’s natural predispositions
This theory overemphasizes the creative individual aspects of phonological acquisition

Question 5

Prosodic Theory: Waterson’s (1971-1981)

Answer 5

Based on Firth’s linguistic theory: focus on words instead of segments
Describe early word groups as schemata that share overall features
Children’s perception and productions are imperfect at first and must undergo development and changes to arrive at adultlike system

Question 6

Natural Phonology: Stampe (1969)

Answer 6

Children are born with universal and innate set of rules (phonological processes which change into phonological units)
Suppress processes that do not occur in their languages

Question 7

Generative Phonology Theory: Smith (1973)

Answer 7

Developed based upon a description of the phonology of his son at 2-4 years
Child stores speech forms correctly but has production constraints that lead to the use of phonological processes

Question 8

Training Broad

Answer 8

Treating several sounds simultaneously

Question 9

Training Deep

Answer 9

One or several sounds being treated intensively

Question 10

Van Riper’s Traditional Approach

Answer 10

Isolation, syllables, words, phrases, sentences, reading, conversation

Question 11

McCabe and Bradley’s Multiple Phoneme Approach

Answer 11

All artic errors treated in all sessions, 6 or more errors
Phase 1: establishment and holding procedure
Phase 2: transfer of target sounds to syllables, words, phrases, and sentences, reading and storytelling, and conversation
Phase 3: Maintain of 90% in conversation

Question 12

Baker and Ryan’s Monterey Articulation Program

Answer 12

Establishment Phase
Transfer phase
Maintenance phase

Question 13

McDonalds Sensory-Motor Approach

Answer 13

Syllable is basic unit of speech production

McDonald’s Deep Test of Articulation

Question 14

Irwin and Weston’s Paired Stimuli Approach

Answer 14

Use of operant reinforcement

Question 15

Cognitive Linguistic Approaches

Answer 15

Trying to remediate underlying patterns (stridency deletion)
Minimal Pairs
Distinctive Features Approach

Question 16

Distinctive Features Approach

Answer 16

Teaching a feature in a few sounds will result in generalized production of other sounds with the same features

Question 17

Minimal Pair Contrast Approach

Answer 17

Pairs of words that differ by only one feature

Question 18

Phonological Knowledge Approach

Answer 18

Focus on sounds that child has least knowledge about

Question 19

Phonological Process Approach

Answer 19

Hodson and Paden’s Cycles APproach (40% orgreater occurence)