Phonological Development Flashcards
Phoneme
Smallest unit of sound that makes a difference in meaning.
-results in meaning contrast ->(“Bat” vs “Pat”)
Allophone
Unit of sound that does not make a difference in meaning.
- do not result in a meaning contrast
- different sounds that correspond to one phoneme
Feature
A single aspect or property of a speech sound.
Consonants
Constriction in the vocal track. -Does not have to be complete. >Complete: e.g., /ptkbdg/ >Partial: e.g., /szfv/ >Minimal: e.g., /lrjw/
Vowels
No constriction
-(Some consonants have properties of both
>Approximants: /w/,/r/,/y/
>Laterals: /l/ )
Place of articulation
The place where the constriction occurs.
-English: Labial, Labiodental, Interdental, Alveolar, Alveo-palatal, Velar, Glottal
Labial
Lips
- /p,b,m,w/
Labiodental
Lips and teeth
- /f,v/
Interdental
Tongue and teeth
- /ð θ/
Alveolar
Tongue and alveolar ridge
- /z s n d t l ɹ/
Alveopalatal
Tongue blade and palate
- /ʒ ʃ dʒ tʃ y/
- [check printed images]
Velar
Tongue and velum
-/k g ŋ /
Manner
The way or “manner” in which the constriction is made.
- English: stop, fricative, affricate, nasal, approximant and lateral.
Stop
Complete constriction
- Flap/tap is a type of stop
Fricative
partial constriction
Affricate
Combination of stop and fricative
Nasal
complete constriction in oral tract but sound passes through nasal cavity (velum down)
Approximant and Lateral
Minimal constriction
-Liquids and glides
Voicing
Presence or absence of vocal fold vibration
-English:
>Voiced
>Voiceless
Front/back feature
Front: Tongue body advanced
Back: Tongue body retracted
High/low feature
High: Tongue is raised toward palate
Low: Tongue body lowered
Tense/lax feature
Muscular tension
- : e.g., tense: /i/ vs lax: /I/
Phonotactics
Rules for combinations of phonemes
Phonological rules
Rules governing how phonemes are mapped onto allophones
Phonological rules example
Example (English):
–Regular past tense form is /d/, but different
allophonic forms are used in different words
–roamed: voiced [d]
–dripped: voiceless [t]
•The rule:
– [d] after a voiced phoneme
– [t] after an unvoiced phoneme
•Unless final phoneme of base word is /t/ or /d/
–then “-ed” /əd/; carded, parted
Wug Task
Children know some phonological rules by age 4. - Wug task (Berko, 1958): Children are shown two nonsense objects and asked to give the plural form. By age 4 years, they reliably produce the right allophone
Expansion stage
Variety of consonants and vowel sounds
Developing control over production
Marginal babbling
End of expansion stage. Longer more complex series of sounds
Canonical or reduplicated babbling
Syllables, repeated syllables (mama, dada)
non-reduplicated or variegated babbling
Series of different syllables. Prosody (intonation contour) more pronounced.
Jargon
Sequences of non-reduplicated syllables with intonation contour
Babbling drift
Around 6 months, sounds show influence of target language.
-Sources: acoustic analyses and adults’ perception
Proto-words
Idiosyncratic sequences of sounds
Word recognition
Mapping acoustic-phonetic information in the speech waveform onto representations of sounds of words in the mental lexicon
Phonological idioms
Example of holistic representation. Cannot produce the same speech sounds in other words.
Stop (sound substitution)
Replacing fricative/affricate with stop. Place and voicing do not change.
- Church>turt; Shoes>Toot; Sing>Ting
Fronting (sound substitution)
Replace back consonant with front consonant. Manner and voicing do not change.
- Thumb>Fumb; Ship>Sip
Gliding
Replace a liquid (/l,r/) with glide (/j,w/).
-Lion>Yion; Rabbit>Wabbit
Deletions
Final consonant deletion: DOG>DAH
Unstressed syllable deletion: giRAFFE>Raffe
Reduplication
Repetition of syllalble
- Bottle>BaBa
Cluster simplification
Blanket>Banket; Bring>Bing
Phonological processes
Strategies for producing first words.
>Avoid new words with difficult sounds
>Modify new words to make them fit into a
template
Intonation babies
Produce larger intonational “sentences” at the expense of adult-like segments.
Word babies
Focus more on individual sounds in shorter utterances.
Phonological awareness
Ability to think about and reflect on the speech sounds.
> Evidence: Rhymes/alliterations, counting syllables
