l3 Flashcards
Prelinguistic
time period in development prior to the acquisition of language where by infant vocalizations and speech perception are developing.
whats speech perception
the understanding of spoken
speech.
perception- proselecting, organizing, integrating,
and interpreting sensory information
How is speech perception observed?
Speech
perception
Cannot be directly observed.
Indirectly observed by an outward response to the
stimuli.
Infant Speech Perception: Sound localization h
basic perception skill, eye movement/head turn in the direction of the sound.
Study by Muir and Field (1979)
Infant hearing established in-utero around approximately 25 weeks
Infant Speech Perception:
The Perception of Different speech sounds
High amplitude sucking method
Experimental and Control Group
Suck on pacifiers
Baselines taken
papap
visually reinforced head turn method
Gain attention of infant by presenting a toy in visual field.
A repeated speech stimulus is introduced [vɑ vɑ vɑ] via a loudspeaker,
infant turns toward the loudspeaker initiall
Infant Speech Perception:
Innate or Learned?
Early studies supported the claim that infants have an
innate capacity to make discriminations between speech
sounds,
Oller stages are
Stage 1: Phonation
Stage 2: Primitive Articulation
Stage 3: Expansion
Stage 4: Canonical Babbling
Oller Stage 1: Phonation
Age:birth to 2 months
Characterized by:
Reflexive vocalizations: automatic responses mirroring the
physical status of the baby.
Examples during this stage:
“Quasi-vowels”
Produced when unattended/alone
Ambiguous function
Oller Stage 2: Primitive Articulation
Age: 1 to 4 months
Characterized by:
Squeals and growls
Coos and goos
A protophone whereby the phonation is interrupted by tongue
contact in the back of the oral cavity.
CV and VC syllables containing back vowels /u, ʊ, o, ɔ, ɑ/ and
back consonants /k, g/.
Primitive syllable sequences
Produced when alone and when accompanied by caregivers
Oller Stage 3: Expansion
Age:3 months to 8 months
Characterized by:
Vocal play and exploration
Vocalizations vary in pitch, amplitude, duration, and quality
Vocal raspberries: vocalizations including bilabial or lingualabial trills
Better control over the speech mechanism
“Fully resonant nuclei”: full vowels whereby the vocal tract is fully
open=good resonance
Marginal Babbling: CV and VC shapes that are more consonant and vowel
like, but do not possess typical timing, resonance, and loudness to be adult-
like consonants and vowels.
Continued precursory sound development
Oller Stage 4: Canonical
Babbling
Also known as reduplicated babbling
Age:5 months to 10 months
More typical and well-timed vocal tract opening/closing, typical
phonation, and repetitive patterns.
CV syllable shapes continue and resemble true vowels and
consonants
Syllable shapes now become reduplicated [bɑbɑ]
Not intended to be meaningful stops, nasals, glides, and lax vowels
Phonetic repertoire may include:
Back sounds less commonly produced and front sounds become
more frequent.
-also produce varigated babbling
Reduplicated Babbling
Starts at 6-7 months
Reduplication of CV syllable
strings
Vowel sounds may vary
Consonant sounds remain the
same
Examples:
Variegated Babbling
non reduplicated
Starts at 9 – 10 months
Consonants and vowels vary
for each syllable
Examples
protowords
are the first meaningful productions that do
not resemble the adult production, but are used
consistently to represent a referen
true words
examples-cat, dog, apple, run
Cross sectional studies:
sselection of subjects from each of the targeted age
groups.
Participants should reflect socioeconomic, gender, ethnic distribution of population.
Each child’s speech is then sampled
At each age level, the sounds mastered by the majority of children are established.
A criterion is set stipulating the age of acquisition for every sound.
For example 90% of children produce the sound correctly at a specific age
Provides group data, not individual variations
Types of errors are not provided
Longitudinal Studies
A small number of subjects are utilized in this type of
study and followed for longer periods of time.
May use spontaneous speech samples to reveal
developmental changes in the acquisition of speech
sounds.
Do not provide norms
Provide qualitative information on how children learn
specific phonemes.
sounds mastered in
Early (between 2-0 to 3-11):
/n, m, ŋ, w, j, b, p, d, t, g, k, h, f/
sounds mastered Late (between 5-0 to 6-11):
/ð, ʒ, θ, r/
intelligibility
s how understandable an
individual’s speech is.
It is not necessarily perfect speech as a child may be understood and
still make some speech errors.
Variables that impact intelligibility:
phonological patterns used
individual speech sounds that are misarticulated
Therefore, as phonological disorders are shed and individual speech
sounds are learned, speech intelligibility will seemingly improve.
Familiarity with a child’s speech may also affect the perception of
intelligibility
Context of speech
Knowledge of errors
