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Speech production Flashcards

1
Q

By the time children begin to learn their first ____, they can no longer produce and perceive phonemes that are not present in their native language

A

Words

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2
Q

Vocal tract differences in infants up to 3 months old

A

Higher larynx (can drink and breathe at the same time), shorter pharyngeal cavity, larger space taken up by tongue

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3
Q

Age at which infants’ fine motor control abilities for phonetic articulation are developed

A

7-10 months

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4
Q

Sounds that are produced before the motor control abilities are fully developed

A

Phonation

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5
Q

Changes in the vocal tract at 3-4 months

A

Larynx drops down, lenghtening of pharyngeal cavity,

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6
Q

Age at which babies start to produce syllables

A

4-6 months

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7
Q

Early language-like vocalizations

A
  • 12 weeks: Cooing (vowel sounds)
  • 16 weeks: Cooing in response to human sounds
  • 20 weeks: Consonants added to cooing
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8
Q

2 reasons babbling is important

A
  1. Allows practice of articulators
  2. Builds sensory-motor sound representations
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9
Q

Canonical babbling (6-9 months)

A

Vocalizations containing syllables (in isolation or reduplicated)

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10
Q

Variegated babbling (9-10 months):

A

Contains consonants and vowels sequences that differ in quality

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11
Q

Consonants in babbling usually _____precede/follow the vowel

A

Precede

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12
Q

Babies produce mostly syllables of this type

A

V, then CV

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13
Q

Late babbling (or jargon or gibberish) (10-12 months)

A

Sounds like the target language but with no recognizable words (no sound–meaning pairing yet);
* Adjacent syllables differ in prominence (stress) and intonation
* Syllable shape and segmental constraints (e.g. place of articulation harmony) depend on the target language

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14
Q

Adults can determine the target language of a babbling baby at this age

A

8 months old

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15
Q

How to distinguish a word from a babble ?

A

Word = fixed meaning

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16
Q

Generalization

A

Being able to recognize a linguistic structure like a phoneme even when spoken in different words, by different speakers and with different phonetic properties

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17
Q

Earliest acquired vowel

A

/a/

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18
Q

Earliest consonant

A

Labial stop

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19
Q

Children will acquire other consonants that constrast with the first one across one _____ dimension

A

Phonetic (e.g. [+- nasal], place of articulation)

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20
Q

Order of consonant acquisition

A

Manner of articulation : more stops than fricatives, nasals or liquids
Place of articulation : more labials than dentals for English and French, more dentals than labials for Swedish and Japanese; less velars for all languages

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21
Q

True or false : children may produce sounds that are more common in their own language before children with another native language (and vice-versa)

A

True

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22
Q

Phonological alterations are usually produced by children aged …

A

1 to beginning of 3 years old

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23
Q

Across-the-board alterations

A

Same alteration across many words (E.g. cup as [tʌp] and coffee as [tafi])

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24
Q

3 categories of phonological processes in children

A
  1. Substitution
  2. Assimilation
  3. Syllabic processes
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25
Children can substitute when 2 sounds share features but differ in terms of ____ or _____
Manner or place of articulation
26
Stopping
Substituting a stop for a fricative or another non stop such as a liquid
27
Fronting
A back sound like a velar or palatal consonant is replaced with a more front sound (e.g. alveolar consonant)
28
Gliding
Liquid (l or r) is replaced with a glide ([j] or [w])
29
Vocalization
Vowel is substitued for a sonorant consonant (usually a liquid or glide)
30
Assimilation
Altering a sound to make it more similar to adjacent sounds
31
2 types of consonant assimilation
1. Place assimilation 2. Manner assimilation
32
Voicing assimilation
Voicing of word-initial consonant (or voiceless unaspirated for stops)
33
Consonant cluster reduction (CCR)
A complex onset or coda (more than one consonant) is reduced to a single segment
34
Coda deletion
Type of CCR in which the coda is deleted
35
Weak syllable deletion
When an unstressed syllable is deleted in a multisyllabic word
36
Reduplication
Doubling of a syllable
37
Covert contrasts
When an acoustic analysis reveals that 2 child produced sounds that adults hear as identical are actually phonetically distinct
38
3 possible explanations for phonological errors in children
1. Cannot hear the target (adult) form 2. Incapable of articulating the sound 3. Represent the word in its adult form and can articulate it, but the sound is altered due to phonological rules
39
True or false : when his father says [sɪp], Amahl perceives it as [ʃɪp]
False, even though Amahl's own pronounciation of /ʃɪp/ is [sɪp]
40
Optimality theory
Proposes a set of universal constraints on how words can be phonologically structured. All languages share constraints but rank these constraints differently
41
*CODAVOICE meaning
A coda cannot be voiced in certain languages (not highly ranked constraint in English)
42
Candidates
For each word in the lexicon there is a set of possible phonological forms the word could have. The candidate that violates the lowest ranked constraints is the optimal form (the one that is pronounced).
43
Markedness constraints
Constraints that favor phonological forms that are very unmarked
44
Examples of markedness constraints
1. CV syllable structure : disallow (complex) coda and complex onsets, devoice codas 2. Single onset with max. contrast with vowel (favor stop) : disallow vowel-like onsets (liquids or glides)
45
Faithfulness constraints
Favor candidates that are very similar to the underlying form of the word along some phonological dimension
46
Examples of faithfulness constraints
Not adding or deleting sounds, changing features to make less marked syllables
47
IDENTVOICE
Each segment should have the same voicing feature as the corresponding underlying segment (no voicing change in word)
48
MAX
Do not delete any segment
49
DEP
Do not insert any segment
50
In a tableau, the highest ranked constraint is on the ___left/right
Left
51
Children tend to produce ___less/more marked sounds compared to adults' grammars
Less
52
Children have markedness constraints ranked ___lower/higher in their grammar and faithfulness constraints ___lower/higher
Higher markedness, lower faithfulness
53
According to optimality theory, children must rerank their constraints so that ______ constraints end up lower and _____ higher
Lower markedness, higher faithfulness
54
The first stage in the development of some property of language is typically cross-linguistically _______ structures
Unmarked
55
Developmental data suggest that stops are _____less/more marked than fricatives.
Less
56
S-shaped development
Incorrect production, followed by a period of gradual improvement, followed by target-like production.
57
Acquisition thresholds
Studies on the acquisition of segments over time often impose an acquisition threshold (cut-off); * Threshold varies from 75% to 90%, most commonly 80% Performance cannot go below threshold to make sure the child has achieved consistent production
58
Developmental path and the markedness hypothesis
Developmental path of children tends to mirror cross-language patterns : cross-linguistically common (unmarked) patterns are acquired earlier
59
Prediction of the order of acquisition of word-initial consonants in English based on the markedness hypothesis
most/(least) common consonants across the world’s languages should be the first/(last) acquired in any given language.
60
Kids go through ___ stages of acquisition of word-initial consonants in English
5 (sounds in most of the word languages are coming in the earliest stages, fricatives come in at stages 3-5 )
61
Onsets are either _____ or ______
Required or optional (never forbidden)
62
Codas are either _____ or ______
Optional or forbidden (never required)
63
Optimal syllable (core syllable)
Least marked syllable in adults, CV shape - the first syllable children acquire
64
Complex/branching onset
consonant cluster in onset position (e.g. [pleɪ] ‘play’, [ə.plaɪ] ‘apply’)
65
Complex/branching coda
Consonant cluster in coda position ([ɑrt] ‘art’, [ænt.lərz] ‘antlers’)
66
Singleton _____ are produced from the first stage in development (at 1;4) while singleton ____ are acquired late
Onsets, codas
67
_______ onsets are produced from the first stage in development (at 1;4) while _____ onsets are acquired later
Singleton, complex (same for codas)
68
Markedness in syllables
- Codas are more marked than onsets: CV over VC - Complex syllables are more marked than their singleton version: CV over CCV; VC over VCC - Complex codas are more marked than complex onsets
69
True or false : children's order of syllable shape acquisition matches the markedness of syllable shapes in adult languages
True
70
Least marked complex onset in English
stop + liquid (pl)
71
Least marked complex coda in English
Nasal + stop (mp)
72
True or false : children's productions are always less marked version of the target language
False because overriding constraints may exist in the child's grammar that lead to marked structures Example : If [t] is less marked than [s] : for some kids [s] will turn into [t] in words like slowly: [tloli] If sounds that are acquired late like [r] are too difficult to pronounce in complex onsets, kid could replace them In complex codas, kids can move consonant to the onset
73
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Language acquisition (7 decks)

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