Chapter 5: Speech Sound Development and Disorders Flashcards
What is Language?
The abstract system of symbols used to communicate meaning; it is larger than speech
What is Speech?
The motor production of oral language
How are vowels and consonants described?
Vowel: distinctive features paradigm
Consonants: voice- place- manner
Behavioral Theory
Based on conditioning and learning
Focuses on describing observable and overt behaviors
Emphasizes that the child develops the adult-like speech of his or her community through interactions with the caregiver
The child-s babbling is gradually shaped into adult forms through principles of classical conditioning that happens during caregiver interactions
Generative Phonology Theory
A theory of the sound structure oh human language
2 main ideas
1. phonological descriptions are dependent on information from other linguistic levels
2. Phonological rules map underlying representations onto surface pronunciations
Enables a description of the relationship of children’s productions to adult pronunciations in terms of phonological rules
Natural Phonology Theory
Natural phonological processes are innate processes that simplify the adult target word
Children learn to suppress processes that do not occur in their language
Does not account for “nonnatural” simplification in the speech of children. Highly unintelligible children produce sounds of speech that cannot be described using natural phonology
Linear Phonology Theories
Foundation goals
1. Describe phonological patterns that occur in natural languages
2. Create rules that account for these systems
3. Identify universal principles that apply to various phonological system
Based on the premise that
- All speech segments are arranged in a sequential order
- All sound segments have equal value
- All distinctive features are equal
Basically: It is characterized by rules that operate in a domain of linear strings of segments. It is assumed that phonological properties are linear strings of segments and that so
Nonlinear Phonology Theories
Accounts for the influence of stress and tone features in levels of representation independent of segmental or linear representation
Deemphasize processes or rules and focus on prosodic phenomena
Assumes there is some sort of hierarchy that helps organize both segmental and suprasegmental phonological units/ properties
Acknowledges the fact that syllable structure could affect the segmental level of a child’s production
Optimality Theory
Basic unit are 2 major types of constraints
1. marked constraints: denoites limitations on output or what can br produced. Sounds that are difficult to produce are condisered marked
2. Faithfulness constraints: caputre the features that are to be preserved, prohibiting deletion and addition that violate the ambient language
The aim during children’s speech development is for the child’s output to match the adult target through demoting markedness constraints and promoting faithfulness constraints.
Infant Perception
Infant perception is studied through a high-amplitude sucking paradigm and visually reinforced head turn
Infants under 1 year are able to distinguish sounds that are not used in their language, but this ability declines around 12 months
Examples of structural differences in an infant related to sound production
- high larynx
- a tongue placed far forward in the oral cavity
Overlapping stages of development of prelinguistic, nonreflexive vocalizations (infant development of production)
- Phonation stage (birth- 1 month): Speech-like sounds are rare. Vocalizations are reflexive (burping, coughing, crying)
- Cooing or goo stage (2-4 months): Most of infants productions are acoustically similar to /u/. Some velar consonant-like sounds may occur
- Expansion stage (4-6 months): Infant is exploring their capabilities through productions like growls, squeals, yells, raspberries, etc. Some consonant-vowel-like combinations and vowel-like sounds may be produced
- Canonical or reduplicated babbling (6-8 months): Infant produces strings of CV syllables (mamama, dadada, dedede). There is no meaning to the sounds. Children with hearing loss fall behind here
- Variegated or nonreduplicated babbling stage (8 months- 1 year): Infant continued to use adult-like syllables in CV sequences. A variety of consonants and vowels appear in single vocalizations
Changes in child’s vocal tract anatomy and function
- Lip closure improves
- Larynx moved farther down the vocal tract
- tongue muscles increase
- tongue movements becomes dissociated from jaw movements
Ability to articulate improves
3 basic stages of phoneme acquisition
Stage 1 (age 2;0- 3;11): /b, m, p, n, w, d, h, k, g, t, f, ŋ/
Stage 2 (age 4;0-4-11) : /s, v, dʒ, l, z, ʃ, tʃ/
Stage 3 (age 5;0-6;11) : / r, ʒ, θ, ð/
Consonant clusters acquire later than most sounds
Speech intelligibility
The perceptual judgment made by listening to the child speaking and how well they are understood
