chapter 3 pt 2 Flashcards
behaviorism contributors
Watson
Skinner
Pavlov
behavorism
use imitation & reinforcement
babies produce the sounds they do because they imitate the sounds they hear & get reinforcement for doing so
generative phonology contributor
Noam Chomsky
generative phonology
underlying representation of sound & the rules they operate under to produce speech
children’s job to learn the rules & relevant features
innate
natural phonology contributor
Stampe
natural phonology
phonological processes substituted for a class/sequence of hard sounds
substitution made w/ easier sounds
children;s underlying representation is adult-like
nonlinear phonology contributor
Goldsmith
nonlinear phonology
made up of things on many different levels
word features, articulatory & motor function
speech & language cannot be separated –> speech production develops as language matures
separated into prosodic & segmental tiers
sonority hypothesis contributors
old theory
contemporary research = Ladefoged
sonority hypothesis
children get rid of the least sonorant consonants (stops & fricatives)
& keep the most sonorant
optimality theory contributors
Prince
Smolensky
optimality theory
constraints –> markedness & faithfulness
children’s job is to learn the ranking of the rules
increase faithfulness constraints & decrease markedness
errors are not arbitrary
constraints
features children pay attention to
faithfulness constraints
sounds/features that must preserved in order for speech to be intelligible
markedness constraints
production limitations
psycholinguistics theory
explanation of phonological development, not just description
happens between input & output
stage 1: reflexive vocalization
0-2 mos
crying
fussing
mouth open during cry
tongue touches soft palate
infant cannot:
voluntarily direct tongue position
sustain vocalization in non-cry sounds
stage 2: control of phonation
1-4 mos
vowel & consonant like sounds
raspberries, clicks, laughter
infants can sustain vocalization in non-cry sounds
stage 3: expansion
3-8 mos
increase in oral cavity size
sustained vocalizations more vowel like
child produces 2+ vowels in a row
squeals
marginal babbling
marginal babbling
series of open-closed vowel segments
CV
ma, ba, da
Stage 4: basic canonical syllables
5-10 mos
canonical babbling
whispers
canonical babbling
series of speech like CV syllable & single CV syllables
reduplicated & non-reduplicated
magaga, googoomee
stage 5: advanced forms
9-18 mos
different consonants, vowels, & syllable types
complex syllables
jargon
phonetically consistent forms (PCF)
mirror ambient language
babbling used in repetitive sounds & rituals
early 8 consonants
/m, b, j, n, w, d, p, h/
My big jellyfish needs way deeper pants, hilarious!
middle 8 consonants
/t, ŋ, k, g, f, v, tʃ, dʒ/
Tiny nongs kick giant furry vampires chucking jelly
late 8 consonants
/ʃ, θ, s, z, ð, l, ɹ, ʒ/
She thinks smart zebras this lunes ran (into) Jacques
velar assimilation
nonvelar becomes velar due to neighboring velar sound
duck –> guck
stopping
fricatives &/or affricates realized as stops
sun –> tun
fronting
velars realized as sounds produced farther forward in velar cavity (usually alveolar)
car –> tar
deaffrication
affricates realized as fricatives
church –> shursh
gliding
liquids replaced by a glide or another liquid
rabbit –> wabbit
weak syllable deletion
deletion of the unstressed syllable
banana –> nana
final consonant deletion
deletion of the final consonant in the word
dog –> do
cluster reduction
deletion of one element of cluster
plane –> pane
labial assimilation
a sound is changed to a labial sound because of another labial sound in the word
bug –> bup
bub –> bup
alveolar assimilation
a non-alveolar sound is changed to an alveolar sound
top –> tod
top –> tot
prevocalic voicing
a voiceless sound becomes voiced before a vowel
pie –> bie
ten –> den
devoicing
ride –> rite
vocalization
a syllabic liquid is replaced w/ a vowel
paper –> apo
able –> abuh
reduplication
the syllable of a target word is repeated
creates a multi-syllabic form
bottle –> baba
phonic
relationships between sounds & letters
phonological awareness
ability to break down speech into smaller units
very helpful for early literacy
rhyming first, then segmentation & blending slowly
what % of consonants produced correctly at 2 yrs
70%
what % of consonants produced correctly at 6 yrs
95%
what % of consonantclusters produced correctly at 2 yrs
22%
78% incorrect
intelligibility is a dyadic construct
influenced by both speaker & listener
intelligibility at 2 yrs
80% to parents
intelligibility at 3 yrs
80% to strangers
true words
phonetic relationship to adult form
phonetically consistent forms
child must use word consistently in presence of particular situation or object
inventory constraints
sounds the child produces
positional constraints
sounds in syllable positions
sequence constraints
restrictions in co-occurrence of sounds
