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Question 1

Write notes on CATERGORICAL PERCEPTION

Answer 1

WORD PROMPTS: phoneme perception, variable, continuum, acoustic variations, English, thai, F2, identification, discrimination expeeiment, boundary, peak, predicted, continuum perception vs CP, testing infants, Werker and Tees hindi, Attunment theory, Juzczyk

• CP is important for speech perception as it allows us to perceive the phonemes of our native language
• CP is perceiving a change in a variable along a continuum, not as gradual, but as instances of distinct categories.
• It’s the ability to categories acoustic variations of the same phoneme as equivalent and requires internal representations.
• E.g. English children must know that [p] and [ph] are allophones but Thai children must know they’re different sounds.
• To test CP, a continuum between to categories is set up e.g. /ba/ and /da/. They vary slightly in f2. An identification experiment is set up; then a discrimination experiment.
• According to this, CP is defined as a sharp phoneme boundary, discrimination peak at phoneme boundary, discrimination is predicted from identification.
• In a continuum, such as loudness, you can tell the variables apart, but you cannot label them separately (they share the same labels).
• With CP, if two variables share a label, we cannot tell them apart.
• CP is not restricted to speech; it can apply to music intervals. It’s also not exclusive to humans.
• To test CP, in infants, we can play a sound repeatedly whilst the child sucks on a electronically wired nipple (high sucking amplitude), monitoring heart rate, turning head when hearing a change (6 mo).
• WERKER AND TEES – looked at discrimination between /t/ and hindi /t/ using head turning paradigm. Ability to discriminate deteriorates with age. Non-native contract deteriorates after 6 months and is lost by 12 months.
• ATTUNMENT THEORY – JUSZYK babies can make contrasts between any of the phonemes in the world’s languages, but exposure to their native language means they retain the contrasts relative to their native language. More attune to important contrasts they hear in the native language around them.

Question 2

Talk to me about literacy development

1. English intro
2. Model
3. Who made it
4. Phases
5. DESCRIBE THEM
6. Reading feeding into spelling

Answer 2

• Written English is an alphabetical script, that requires the understanding of relationships between graphemes (written letters), phonemes (sounds), orthographic units (letter strings) and morphemes (units of grammatical meaning).
• 26 graphemes (letters) and 44 phonemes (sounds).
• PHASE MODEL OF DEVELOPMENT proposed by Frith.
• Phases: Pre-literate phrase, logographic, alphabetic, orthographic

Firths model:

• Accounts for the developmental relationship between reading and spelling
• Accounts for an individual being at different levels of reading and spelling
• Demonstrates an importance of logographic stage first in reading, and of the alphabetic stage in spelling (ie children learn to use letter/sound correspondence through writing first and transfer their knowledge to reading).
• Uses a ‘building blocks’ model that allows a child to use skills from an earlier stage to solve a novel task ie. A child in the orthographic stage of spelling can use alphabetic skills to spell new or non-words.
• Phases are achieved in reading then transfer to spelling.
• Proposes that children with phonological dyslexia are arrested at the logographic phase of development.
• PRE-LITERATE – Stackhouse and Wells
• Children demonstrate reading readiness, and awareness of the purpose of written language.
• Attempts are written language do not look like the adult form, but awareness of how print looks like.
• Forms basis of motivation to read and write for child.
• LOGOGRAPHIC STAGE: children’s reading is limited to their storage of written words (orthographic lexicon) – they can only recognise words that they know in familiar script (spelling is non-phonetic).
• Phase is dependent of visuo-processing skills and reading errors reflect this e.g. confusing ‘paint’ with ‘pint’.
• Spelling may be incorrect as word has not been learnt. Word may be spelt bizarre – unable to see sound strategy.
• DISASSOCIATION BETWEEN READING AND SPELLING AT THIS AGE; word spelt correctly doesn’t mean it’s read correctly.
• ALPHABETIC PHASE: children can apply letter-sound rules to decode unfamiliar words.
• Child may sound out words then blend them.
• Spelling is semi-phonetic – may omit vowels.
• Gradually spelling becomes more phonemic and child fills out gaps. Targets are recognisable if not correct (orange -> orinj). Indicates development of phonological awareness skills.
• Increased knowledge of the alphabet allows the relationship between written letters (graphemes) and sounds (phonemes) to be learned.
• Children become increasingly skilled at discriminating and recalling letter shapes: Children at this stage can invent spellings, Children starting school with alphabetic experience learn to read earlier than those without - hence nursery schools preoccupation with literacy.
• Spelling errors at this stage show children’s increasing sound awareness.
• ORTHOGRAPHIC STAGE: children recognise later chucks of words such as prefixes and suffixes, and read more efficiently by analogy to known words.
• Child may adopt more appropriate strategy.
  Phonetic spelling supplements more morphemic spelling (e.g. reading new or non-words)
  Non-phonetic spelling may occur in attempt to read using morphemes (e.g. kitchen -> kittion).
  Spelling may regress at this stage.