Phonetics Final Exam

Front 1

What did we focus on?

Back 1

1.) speech sound production (errors) in young typically developing children
2.) speech sound production (errors) in children with speech sound disorders

Front 2

what did we see about the speech sound production (errors) of children with speech sound disorders?

Back 2

-errors are often the same made as that by the typically developing child except they are more frequent and persist at an older age.

-sometimes unusual examples are seen,
for example initial consonant deletion

Front 3

what does knowledge of errors help with?

Back 3

assessment and intervention

Front 4

true or false can disorder speech be found in adults?

Back 4

True.
what are some examples?

>stroke (dysarthia)
>brain injury

Front 5

Speech sound errors described?

Back 5

one of two ways
-SODA
-phonological processes

Front 6

SODA

Back 6

S= substitution
O=omission
D= distortion
A=addition

Front 7

example of subsitution

Back 7

e.g., [ti] for “key”

Front 8

example of omission

Back 8

e.g., [kʌ] for “cup”),

Front 9

example of distortion

Back 9

e.g., lisped s in “sun

Front 10

example of addition

Back 10

e.g., [ɛskul] for “school”)

Front 11

Phonological Processes

Back 11

-used when child makes several errors that appear to be systematic

-describes errors made
example: final consonant deletion

Front 12

Phonological Processes are

Back 12

patterns of sound errors that represent systematic simplification of adult structure

Front 13

3 kinds of processes

Back 13

1. syllable structure processes
2. substitution processes
3. assimilatory processes

Front 14

syllable structure process

Back 14

• Simplifies syllable structures, typically into CV or CVCV sequences, e.g., /bid/ becomes [bi]

Front 15

substitution process

Back 15

• One phoneme/segment is replaced for another, e.g., /ki/ becomes [ti] (syllable structure does not change)

Front 16

Assimalatory Process

Back 16

• Surrounding phonetic context changes the phoneme, e.g., /dag/ becomes [gag]
• Recall regressive and progressive assimilation from connected speech

Front 17

4 types of syllable structure processes

Back 17

1. weak or unstressed syllable deletion
2. final consonant deletion
3. reduplication
4. cluster reduction

Front 18

weak or unstressed syllable deletion

Back 18

unstressed syllable omitted
e.g., [nænə] for “banana”

Front 19

final consonant deletion

Back 19

Open syllables are produced, e.g., [pI] for “pig”

Front 20

reduplication

Back 20

Repetition of syllable typically on two-syllable (or more) words, e.g., [baba] for “bottle”

Front 21

cluster reduction

Back 21

deletion of consonant from a cluster
e.g., [paI] for “spy”

Front 22

6 substitution processes

Back 22

1. Stopping
2. Fronting
3. Deaffrication
4. Gliding
5. Vocalization (vowelization)
6. Derhotacization

Front 23

stopping

Back 23

Substitution of a stop for a fricative/affricate E.g., [tʌn] for “sun”,
>Place and voicing of target consonant is usually preserved. If no homorganic stop is available, stop with the closest place of articulation is substituted
E.g., [tʌn] for “sun”, [tip] for “sheep”, [dip] for “jeep”, [pIg] for “fig”
• Which examples are not homorganic?
Tip and sheep and dip for jeep

Front 24

homorganic

Back 24

articulated in the same place

Front 25

fronting

Back 25

Substitute velar (velar fronting) and palatal (palatal fronting) consonants typically with alveolar consonants
>Voicing and manner are typically preserved
k, g, ŋ  t, d, n respectively; ʃ, ʒ  s, z; and ʧ, ʤ  ts, dz (voiceless and voiced alveolar affricates, non-English affricates)

Front 26

example of fronting

Back 26

Examples: [tʌp] for “cup”, [su] for “shoe”
• Note that fricatives are merely fronted, not stopped

Front 27

Deaffrication

Back 27

>Child substitutes a fricative for an affricate
>Typically, place of articulation is preserved.
ʧ, ʤ  ʃ, ʒ
Example: [ʃip] for “cheap”

Front 28

Gliding

Back 28

Child substitutes glides for liquids
w, j for l, r
Examples: [wɛd] for “red”, “[jæmp] for “lamp”

Front 29

vocalization is also called?

Back 29

vowelization

Front 30

Vocalization (vowelization)

Back 30

>Vowels are substituted for schwars, postvocalic r, l, and syllabic l
>Typically, u, ɔ, o, are substituted
Examples: [bʌſo] for “butter”, [mIʊk] for “milk”

Front 31

more about vocalization

Back 31

If r-coloring is lost but no new vowel is substituted, e.g., [mʌðə] for “mother”, this is not vocalization, this is referred to as Derhotacization.
If [l] is lost in syllabic [l], e.g., [kʌſə] for “cuddle”, this is called Final Consonant Deletion.

Front 32

Assimalatory is also called?

Back 32

Harmony

Front 33

Assimalatory Process

Back 33

1. Direction
2. Place Assimilation
3. Voicing Assimilation

Front 34

Direction

Back 34

Progressive and Regressive assimilation

Front 35

Place Assimilation

Back 35

a. Labial Assimilation
b. Alveolar Assimilation
c. Velar Assimilation

Front 36

Voicing Assimilation

Back 36

(Most people classify these as substitution processes)
a. Prevocalic Voicing
b. Postvocalic Devoicing

Front 37

Regressive Assimilation

Back 37

>Change propagates backward
>Sound 1 is different because of sound 2, e.g., “quick” (labial /k/), “dog” - /gɔg/
>We start doing something early
>More common than progressive assimilation

Front 38

Progressive Assimilation

Back 38

>Change propagates forward
>Sound 2 is different because of Sound 1, e.g., “missed” /mIst/ vs “loved” /lʌvd/ (past tense, plurals, etc. - morphophonemics)
>We continue doing something
>Occurs less frequently than regressive assimilation

Front 39

Labial Assimilation

Back 39

Non-labial consonant changes to labial because of another labial consonant in the word, e.g., [bʊp] for “book” (progressive labial assimilation)

Front 40

Alveolar Assimilation

Back 40

Non-alveolar consonant changes to alveolar because of another alveolar consonant in the word, e.g., [sʌt] for “shut” (regressive alveolar assimilation)

Front 41

Velar Assimilation

Back 41

Non-velar consonant changes to velar because of another velar consonant in the word, e.g., [gɔg] for “dog” (regressive velar assimilation)

Front 42

which of these place assimilations is most common??

Back 42

Velar Assimilation

Front 43

Prevocalic Voicing

Back 43

Prevocalic Voicing (For stops, recall it is not prevocalic voicing, instead it is lack of aspiration!)
• Initial voiceless consonant becomes voiced due to following vowel, e.g., [bIg] for “pig”, [zu] for “Sue” (better example)

Front 44

Postvocalic Voicing

Back 44

(For stops, child is not using preceding vowel length appropriately)
• Final voiced consonant becomes voiceless due to following silence, e.g., [pIk] for “pig”, [kloʊs] for “close” (better example)
Is this progressive or regressive assimilation?

Front 45

Assimilation vs. Substitution

Back 45

Assimilation may be confused with substitution
E.g., [bʊp] for “book”
• Is this assimilation or fronting?
Look to see if another consonant in the word influenced its production. If it is obviously due to another consonant, then it is more likely assimilation rather than substitution
Look at child’s production of the consonant in words that have a different phonetic environment (if available). If the same error is produced in a different environment, then it is more likely substitution rather than assimilation, e.g., ______________________

Front 46

so how should you look in a client to see if it is assimilation or substitution??

Back 46

>look at other samples from the child. if the same error produced in a different phonemic enviroment then it is probably substitution

Front 47

Interaction of processes

Back 47

More than one process can occur on the same word in young children’s speech and in the speech of children with speech sound disorders.
Example: “bi” for “pig” demonstrates both final consonant deletion and prevocalic voicing.
How about [wIſo] for “little”?
vowelization and gliding

Front 48

Disordered (or Idiosyncratic) Phonological Processes

Back 48

Typically developing children also show these processes but not as frequently
1. Glottal Replacement
• A glottal stop is substituted for another consonant, e.g., [æʔə] for “apple”
2. Backing
• Velar consonants are substituted for anterior consonants, e.g., [ki] for “ti”
3. Initial Consonant Deletion, e.g., [i] for “bee”
4. Stops replacing a glide, e.g., [dɛs] for “yes”
5. Fricatives replacing a stop, e.g., [su] for “two”

Front 49

look at last part of notes look up IPA symbols

Back 49

look page
dentalization pg. 240
lateralization pg.252
nasalization pg. 244
voicing and devoicing pg.245-
deaspiration pg. 243