Phonological Development Flashcards

1
Q

Place of Articulation

A

refers to the place in the mouth where the sound originates

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2
Q

Manner of Articulation

A

refers to the way in which the sound is produced

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3
Q

All booboos (8)

A

1) Final consonant deletion
2)Reduplication
3) Deletion of Unstressed Syllables
4) Consonant Cluster
5) Assimilation
6) Reduction
7) Substitution
8) Addition

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4
Q

Final Consonant Deletion

A

When they don’t say the consonant if it ends in it. (cvcv is easier)

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5
Q

For what age group is final consonant deletion common?

A

1-3 years

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6
Q

Deletion of Unstressed Syllables

A

Eg “…nana” not “banana”

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7
Q

Consonant Cluster Reduction

A

Groups of consonants together (consonant clusters) are more difficult to say. Eg. Glu (glue) becomes gu.

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8
Q

At what age are consonant clusters common?

A

up to age 4

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9
Q

Common Substitutions (6)

A
  1. Stopping (as it is sometimes called)
  2. Velar Fronting
  3. Voicing
  4. De-affrication
  5. Gliding
  6. Substituting nasal sounds with denasalised ones
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10
Q

Common Substitutions
1. Stopping (as it is sometimes called)

A

a. Replacing a fricative with a plosive
b. (shoe becomes to)
c. If it’s a “th” sound it can be “th stopping”
i. ‘th’ often becomes ‘f’
ii. (θɪn becomes fɪn)

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11
Q

Common Substitutions
2. Velar Fronting

A

a. Sounds made at the back of the mouth replaced by sounds made at the front of the mouth.
b. (car becomes tar)

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12
Q

Common Substitutions
3. Voicing

A

a. Voiceless sounds replaced with voiced sounds.
b. (tea becomes dea)

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13
Q

Common Substitutions
4. De-affrication

A

a. Affricate sounds replaced with fricative sounds.
b. (‘sh’ ‘j’ ‘ch’ become ‘s’ or ‘z’)
c. Sometimes happens with ‘t’ or ‘d’.

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14
Q

Common Substitutions
5. Gliding

A

a. ‘l’ and ‘r’ get replaced by ‘w’ ‘y’.
b. ræbɪt becomes wæbɪt

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15
Q

Common Substitutions
6. Substituting nasal sounds with denasalised ones

A

a. e.g. nɒt becomes dɒt (not becomes dot)

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16
Q

Addition (4)

A

Adds a noise.
Could be easier if it was in cvcv pattern.
Could break up a consonant cluster.
Stop a consonant ending.
eg. beloo not blue, or doggy not dog.

17
Q

Reduplication

A

Where a whole syllable is repeated eg nana instead of nanny or grandma, mama instead of mummy, choochoo instead of train.

18
Q

Assimilation

A
  • The idea that the pronunciation of a sound is influenced by the sounds close to it.
  • They might say a phoneme that has already been said, or one they are about to say.
  • A child might say gɒg or dɒd instead of dɒg.
19
Q

Who were the ones who researched for the “fis” phenomenon?

A

Berko and Brown

20
Q

What was this very specific case study thingy? (fis phenomenon)

A

A child couldn’t say ‘fish’ and instead said ‘fis’, but noticed when an adult got it wrong and tried to correct them.

21
Q

What was the resulting theory for the fis phenomenon?

A

‘perception of phonemes occurs earlier than the ability of the child to produce those phonemes.’

22
Q

What was Patricia Kuhls Theory? (title)

A

The native Language Magnet Theory.

23
Q

Who made the native Language Magnet Theory?

A

Patricia Kuhl

24
Q

The native Language Magnet Theory: (4)

A
  1. The language that we hear around us warps our perceptions of the noises we hear as we find it difficult to distinguish noises that we don’t typically hear.
  2. Babies are born with the ability to hear/recognise the phonemes of many different languages.
  3. Babies have been ‘taking statistics’ all along.
  4. Watching or hearing a speaker on a device does not have the same impact – babies need a live speaker in the room.
25
Q

The native Language Magnet Theory: (4)
2. Babies are born with the ability to hear/recognise the phonemes of many different languages. (3)

A

a. After 6 months babies start to ‘tune in’ to the sounds of their own language only and ‘tune out’ of the sounds not used in their native tongue.
i. They tune out the phonemes that they aren’t hearing around them.
b. U.S. babies were able to ‘learn’ Mandarin at 6 months.
c. Critical period for sound development 6-10 months. (When they start to lose sounds and be selective by tuning in to the phonemes used in their in use around them language).

26
Q

The native Language Magnet Theory: (4)
3. Babies have been ‘taking statistics’ all along. (3)

A

a. Recording in their brains the sounds they hear.
b. They pay attention to the frequency of phonemes.
c. Billingual babies can ‘take statistics’ from two different languages at once.

27
Q

The native Language Magnet Theory: (4)
4. Watching or hearing a speaker on a device does not have the same impact – babies need a live speaker in the room.

A

a. Interactivity is therefore needed for phonological development.