quiz 2 topics Flashcards
phonological deviations
accepted groupings of sounds within an oral language;
also referred to as speech pattern errors
omissions - syllable
ex.“happy” to “hap”
Weak syllable deletion- delete the syllable that doesn’t have stress
omissions- single consonant
Final, medial or initial
Initial syllable deletion is not common in English
final is most common
omissions- consonant sequence/clusters
Consonant cluster reduction: spider but say pider
Consonant cluster deletion: spider but say ider
Substitutions=Still a sound there, but they changed the sound. could be more than one
fronting, backing, stopping, gliding, vowelization, palatalization, depalatalization, affrication and deaffrication
fronting
when you say a back sound for a front sound; “cup” to tup
backing
a front sound for a back sound
not a common deviation
tie -> kie
stopping
when you use a stop sound for a strident sound: sam might say bam
gliding
when a w or j replace another consonant, typically a liquid (rabbit- wabbit)
vowelization
when they make a consonant into a vowel-like production- spiduh instead of spider
a substitution of a pure vowel for a vocalic liquid
palatalization
the palatal feature is added; she for see
depalatalization
palatal feature is omitted; sip for ship
affrication
when you add an affricate: she to chee
addition of the combo of a stop and fricative
deaffrication
loss of the combo of a stop and fricative: chair to tair
assimilations
A sound in a word taking on a character of another sound in that same word
more on assimilations
Labial, velar, alveolar Common in children, but children with impairments do it excessively “look” to “kook” “mop” to “mom” “take” to “tat”
glottal stop replacement
“Uh-oh”
Used by some children to mark the final consonant in a word until the sounds are developed
Cleft palate repair
D,t,k,g,b,p
syllable structure
/context related changes
metathesis
occurs when two sounds or syllables in a word change places; ask to aks
migration
when only one sound moves.: snake to nakes
coalescence
Coalescence—two sounds in a word are replaced by a single sound but neither is the original sound. Spoon to foon
reduplication
the repetition of phonemes or syllables that young children demonstrate as a part of typical developing language; bottle = baba
epenthesis
the insertion of a sound; black to balack
diminutive
involves the addition of /i/ at the ends of words. Pig to piggy
suppression of phonological processes:
Stoel-Gammon and Dunn, 1985
Still serves as a classic reference for suppression of phonological processes
Only a few persist past 3: cluster reduction, epenthesis, gliding, vowelization, stopping, depalatization, final devoicing
child directed speech
formerly known as motherese/ adults speak differently to children
cds
Utterances directed to children are shorter in length, simpler in grammatical complexity, and slower in rate of speech
cds
Fewer verbs, fewer tense markers, vocabulary is less diverse and more concrete.
Higher fundamental frequency, exaggerated stress, wider range of intonation, and more distinct pausing
cds
CDS makes semantics, syntactic, phonological, and pragmatic information more accessible to the young infant
John Dore
identified the primitive speech acts of children at the one-word stage of language
Primitive Speech Acts
labeling, answering, requesting an action, requesting an answer, calling, greeting, protesting, repeating/imitating and practicing
Interactionist: Social Interactionist Paradigm
Social Cognitive, Social Pragmatic, and Intentionality Models
Vygotsky and children’s cognitive development
resulted from the interaction between children’s innate skills and their social experiences
zone of proximal development
area between what the child can accomplish independently and what he can accomplish with another person’s help
private speech
when a child and an adult engage in a dialogue while collaborating on a task; the info can be stored away by the child for future use and can be used as a tool to guide and direct problem solving and other cognitive activities
Bruner
suggested that when caregivers and infants engage in joint referencing, they share a common focus of interest that contributes to language acquisition
indicator
using gestural, postural, or vocal means to get baby attention
deictic terms
here, this, that, you, me: spatial and contextual clues to assist children in comprehending this terminology
naming
when child can associate a label with a referent which is accomplished receptively before expressively
scaffolding
caregivers facilitate language learning and dialogue. They adjust the degree of linguistic and nonlinguistic support that they offer to children as they are learning language
social pragmatic model
Pragmatics is concerned with functions of language, speaker-listener roles, conversational discourse, and presupposition
3 types of speech acts
perlocutions (how listeners interpret speakers speech acts), illocutions(the intentions of the speaker) and locutions (the meanings expressed in the utterance)
perlocutionary stage
Birth to 9 months
Child’s actions and behaviors are given communicative intent by the caregiver.
ex. Cooing can be interpreted by the caregiver as pleasure.
illocutionary stage
8 to 12 months
True intentional behavior emerges either vocally or gesturally
Gestures such as showing, giving, pointing are sometimes accompanied by vocalizations.
protodeclarative
gesturing or vocalizing to point out an object or event
protoimperative
gesturing or vocalizing to request an object or event.
locutionary stage
12 months of age
Characterized by the use of words produced with gestures to convey specific meanings and intentions
intentionality model
A contemporary model that reflects an integrated perspective on the developmental language process
