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CS&D 315 > chapter 3 pt 2 > Flashcards

chapter 3 pt 2 Flashcards

1
Q

behaviorism contributors

A

Watson
Skinner
Pavlov

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2
Q

behavorism

A

use imitation & reinforcement

babies produce the sounds they do because they imitate the sounds they hear & get reinforcement for doing so

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3
Q

generative phonology contributor

A

Noam Chomsky

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4
Q

generative phonology

A

underlying representation of sound & the rules they operate under to produce speech

children’s job to learn the rules & relevant features

innate

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5
Q

natural phonology contributor

A

Stampe

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6
Q

natural phonology

A

phonological processes substituted for a class/sequence of hard sounds

substitution made w/ easier sounds

children;s underlying representation is adult-like

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7
Q

nonlinear phonology contributor

A

Goldsmith

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8
Q

nonlinear phonology

A

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

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9
Q

sonority hypothesis contributors

A

old theory

contemporary research = Ladefoged

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10
Q

sonority hypothesis

A

children get rid of the least sonorant consonants (stops & fricatives)

& keep the most sonorant

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11
Q

optimality theory contributors

A

Prince
Smolensky

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12
Q

optimality theory

A

constraints –> markedness & faithfulness

children’s job is to learn the ranking of the rules
increase faithfulness constraints & decrease markedness

errors are not arbitrary

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13
Q

constraints

A

features children pay attention to

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14
Q

faithfulness constraints

A

sounds/features that must preserved in order for speech to be intelligible

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15
Q

markedness constraints

A

production limitations

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16
Q

psycholinguistics theory

A

explanation of phonological development, not just description

happens between input & output

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17
Q

stage 1: reflexive vocalization

A

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

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18
Q

stage 2: control of phonation

A

1-4 mos

vowel & consonant like sounds
raspberries, clicks, laughter

infants can sustain vocalization in non-cry sounds

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19
Q

stage 3: expansion

A

3-8 mos

increase in oral cavity size

sustained vocalizations more vowel like

child produces 2+ vowels in a row

squeals

marginal babbling

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20
Q

marginal babbling

A

series of open-closed vowel segments

CV

ma, ba, da

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21
Q

Stage 4: basic canonical syllables

A

5-10 mos

canonical babbling

whispers

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22
Q

canonical babbling

A

series of speech like CV syllable & single CV syllables

reduplicated & non-reduplicated

magaga, googoomee

23
Q

stage 5: advanced forms

A

9-18 mos

different consonants, vowels, & syllable types
complex syllables
jargon
phonetically consistent forms (PCF)

mirror ambient language

babbling used in repetitive sounds & rituals

24
Q

early 8 consonants

A

/m, b, j, n, w, d, p, h/

My big jellyfish needs way deeper pants, hilarious!

25
Q

middle 8 consonants

A

/t, ŋ, k, g, f, v, tʃ, dʒ/

Tiny nongs kick giant furry vampires chucking jelly

26
Q

late 8 consonants

A

/ʃ, θ, s, z, ð, l, ɹ, ʒ/

She thinks smart zebras this lunes ran (into) Jacques

27
Q

velar assimilation

A

nonvelar becomes velar due to neighboring velar sound

duck –> guck

28
Q

stopping

A

fricatives &/or affricates realized as stops

sun –> tun

29
Q

fronting

A

velars realized as sounds produced farther forward in velar cavity (usually alveolar)

car –> tar

30
Q

deaffrication

A

affricates realized as fricatives

church –> shursh

31
Q

gliding

A

liquids replaced by a glide or another liquid

rabbit –> wabbit

32
Q

weak syllable deletion

A

deletion of the unstressed syllable

banana –> nana

33
Q

final consonant deletion

A

deletion of the final consonant in the word

dog –> do

34
Q

cluster reduction

A

deletion of one element of cluster

plane –> pane

35
Q

labial assimilation

A

a sound is changed to a labial sound because of another labial sound in the word

bug –> bup
bub –> bup

36
Q

alveolar assimilation

A

a non-alveolar sound is changed to an alveolar sound

top –> tod
top –> tot

37
Q

prevocalic voicing

A

a voiceless sound becomes voiced before a vowel

pie –> bie
ten –> den

38
Q

devoicing

A

ride –> rite

39
Q

vocalization

A

a syllabic liquid is replaced w/ a vowel

paper –> apo
able –> abuh

40
Q

reduplication

A

the syllable of a target word is repeated

creates a multi-syllabic form

bottle –> baba

41
Q

phonic

A

relationships between sounds & letters

42
Q

phonological awareness

A

ability to break down speech into smaller units

very helpful for early literacy

rhyming first, then segmentation & blending slowly

43
Q

what % of consonants produced correctly at 2 yrs

A

70%

44
Q

what % of consonants produced correctly at 6 yrs

A

95%

45
Q

what % of consonantclusters produced correctly at 2 yrs

A

22%

78% incorrect

46
Q

intelligibility is a dyadic construct

A

influenced by both speaker & listener

47
Q

intelligibility at 2 yrs

A

80% to parents

48
Q

intelligibility at 3 yrs

A

80% to strangers

49
Q

true words

A

phonetic relationship to adult form

50
Q

phonetically consistent forms

A

child must use word consistently in presence of particular situation or object

51
Q

inventory constraints

A

sounds the child produces

52
Q

positional constraints

A

sounds in syllable positions

53
Q

sequence constraints

A

restrictions in co-occurrence of sounds

CS&D 315 (12 decks)

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