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57 Cards in this Set
- Front
- Back
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Speech Mechanism
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Respiratory
Laryngeal Resonance Articulatory |
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Velopharynx
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Joins or separates oral and nasal cavities so air passes through one or the other or both
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Tongue Divided into 4 parts for articulatory purposes:
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Tip
Blade Dorsum Root |
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Sonorants
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Relatively loud, greater sonority
Relatively open vocal tract Less obstruction All vowels Nasals, liquids and glides |
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Obstruents
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Complete or narrow constriction of vocal tract
Stops, fricatives, affricates |
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Vowels: 3 Types
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Monophthongs Diphthongs
Rhotics |
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Types of Assimilation
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Contact
Assimilation affecting directly neighboring sounds Dentalization of the /d/ in “width” Remote Assimilation affecting sounds separated by one or more segments |
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Coalescence
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Two neighboring segments are merged into a new and different segment
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Distinctive Features
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Smallest indivisible sound property that established phonemes
l Parts of a phoneme that distinguishes it from another phoneme – A group of distinctive features makes up a single phoneme l Used to group, separate phonemes |
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Generative Phonology
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l Appliesdistinctivefeatureconceptstospeech patterns
l Intendedtoexplainsoundstructureofalanguage – Developed by Chomsky & Halle (1968) – Linguistics – Furthered by Gierut (1992) & Others – CSD l Identifysoundpatternsoflanguageusing phonological rules l Linguistsusedtodescribeotherlanguages l Alsousedtodescribedisorderedspeech |
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Major Class Distinctive Features
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Sonorant
l Consonantal Vocalic |
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Strident
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The “strident” (harsh) noise
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Phonological Rules with DF
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/ in the environment of ___ (a specific location)
___ # word-final # ___ word-initial ____ $ syllable-final $ ___ syllable-initial |
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Disadvantages of Generative Phonology
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Time consuming
l Descriptive, not explanatory l Can’t describe syllable-level changes – Unstressed syllable deletion l Can’t describe remote changes |
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Natural Phonology
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Shared GP Assumptions: Natural Classes
Soundssharesimilarfeatures Followsimilarpatternswithinalanguage Markedness Unmarked: earlier speech acquisition occur across languages  |
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Natural/Phonological Processes: Proposed changes from child to adult system in 3 stages:
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Limitation
Processoccurslessfrequently Ordering Processoccursinonlycertainsituations Suppression Nomoreuseofprocess |
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3 Phonological Process Types
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Word/Syllable structure
Affect utterance shape, usually simplify Substitution Affect an individual phoneme Assimilation Affect of one sound on another sound (remote or contact) |
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Epenthesis
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Inserting a sound, typically a vowel within a consonant cluster
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Metathesis
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Switching order of production of sounds
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Optimality Theory
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Constraint-based approach
What are physiological constraints of system Constrains indicate Universal patterns across language Pattern variations between languages Markedness |
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Optimality Theory: Important Concepts
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Ranking of constrains
Markedness and Faithfulness Phonological development Gradual acquisition of correct ranking of constrains |
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Nonlinear phonology
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Larger linguistic units taken into account
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Phonological Development Entails
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• Development/mastery of a phonological system
– Understanding of phonemes and phonotactics of child’s language • Mastery of speech sound production – Speech mechanism maturity – Motor planning capabilities – Appropriate articulatory movement |
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Phonological Development (first 50 words)
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First 50 words, single-word stage
Beyond 50 words, combining words |
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Respiratory Development
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• Changes in shape, size, composition of lung size
▫ Infants have fewer alveoli ▫ Relatively larger lungs • Greater subglottal pressure in children • Lack of fine-grained control of respiration |
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Respiratory Development
Breathing rate |
• Infant
– Rest breathing 30-80 breaths/minute at birth – Paradoxical breathing • 11⁄2to3years – Decrease to 20-30 per minute by age 3 – Respiratory control supports longer utterances • 7 to 8 years – 20 per minute at age 8 – Adultlike control |
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For phonological development, must have:
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• Perceptual Abilities
– Typically thought to develop first – Go from universal (acoustic) to language-specific • Production Abilities – Can’t develop without perception – Needs • Phonemic knowledge (language-specific rules for sounds) • Phonetic capabilities (can produce the sounds correctly) |
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Evidence for Infants’ Perception
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• Categorical perception
– Perception of phonemic categories in one’s language • Discrimination of non-native sounds • Perceptual constancy – Identification of same sound across different speakers |
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Auditory Perception: 1-4 Months
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• Can detect differences in intonation
patterns • Can recognize same syllable in different utterances • Can normalize (generalize) for speaking rates and changes in talkers • Can discriminate most place & manner differences • Can discriminate large vowel differences /i, a, u/ |
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Auditory Perception: 4-6 Months
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• Can match some vocalizations with
appropriate facial shapes • Prefer infant-directed speech over adult- directed speech |
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Auditory Perception: 51⁄2 to 10 Months
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• Perceptual constancy for
– Vowels – Consonants within different vowel contexts |
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Auditory Perception: 6-8 Months
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Can use prosodic (suprasegmental) features to distinguish foreign from native language words
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Auditory Perception: 8-10 Months
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• Decline in ability to detect certain phonetic contrasts in foreign languages
• Can detect foreign from native language words on basis of phonetic cues – Still not phonemic – don’t get meaning differences |
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Auditory Perception: 10-12 Months
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• Reorganization of perceptual categories to reflect structure of phonemes in native language begins
• Adult like in discrimination of nonnative sounds – Have “lost” earlier general discrimination abilities • First step to Linguistic Perception! |
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Auditory Perception: 18-36 Months
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• Hierarchy of phonemic perceptual contrasts develops with a trend from the more general to the more elaborate
– Distinctions among vowels – Distinctions among consonants |
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Linguistic Perception: 13-35 Months
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Ability to discriminate phonemes used to contrast words develops gradually
– Some distinctions easier to detect – Better at using distinctions for familiar words • Word knowledge bootstrapping phonemic distinction? • Individual variability – Perceptual ability generally is thought to precede production of the words involved. |
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Vocal Production: 0-2 Months
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Reflexive, Phonation Stage
– Reflexive Crying and Vegetative Sounds • healthy cry • burps, sneezes, coughs • nasalized vowels • cannot produce many speech like sounds |
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Vocal Production: 2-4 Months
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• Coo/Goo Stage
– Cooing and Laughter – single syllables – prolonged vowel or consonant-like sounds – laughter appears – three kinds of cry—discomfort, call, request |
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Vocal/Verbal Production: 4-6 Months
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• Expansion Stage/Vocal Play
– Exploration of Speech Mechanism • Squeals • Raspberries • Yells • Exploring vocal tract, testing phonation |
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Vocal/Verbal Production:
6 months – 9 months (onset) |
– Canonical Babbling Stage
• contains true consonant & vowel – Reduplicated Babbling • same consonant and vowel types repeated - [bababa, • repeated as a stereotype • First real close and open sequence • self-stimulating rather than in social situations • Typical sounds in babbling – manner: stops, nasals, glides – place: labial & alveolar – vowels: mid & low, front & central – Variegated Babbling: • variability within strings of babbling - different consonant and vowel types - [babibabi, denedene] – Intonation, rhythm, pausing employed consistently. – Reduplication & Variegated co-occur – Reduplication typically more frequent |
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Vocal Production: 10-18 Months
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– Jargon Stage
• Sequences of syllables with intonation & stress • Imitation of adult intonation patterns – they sound like adults – Overlaps with words – Repertoire of consonants increases – Social use • Will use in situations when adults are talking |
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Verbal Production: 10-18 Months
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• FirstWordAMempts: TypicalSounds
▫ stops /b, d, g/, nasals /m, n/, and glides /w, j/ usually appear first ▫ 2 of 3 major places of ar-cula-on (labial, alveolar, velar) usually produced ▫ voiced stops /b, d, g/ first appear in word- ini-al posi-on ▫ voiceless stops /p, t, k/ first appear in word- final posi-on ▫ vowels: mid & low, front & central |
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Verbal Production: 10-18 Months (cont.)
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• First Words, Typical Sounds, Cont’d
– Fricative usually appear first in word-final position – 2-syllable words often show consonant or vowel harmony – Syllable Shapes • CV, CVCV, and CVC shapes – Lots of production variability in earliest words – Children vary widely in learning styles – “careful” v. “careless” learners – Use of “proto-words” • Consistently used but don’t have an adult model – Sounds used similar to babbling • Discontinuity hypothesis (Jakobson) disproven |
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Prosodic Development
10-12 months |
– First words with falling contour or flat contour
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Prosodic Development
13-15 months |
– Rising contours
• Requesting, attention getting curiosity, surprise |
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Prosodic Development
<18 months |
– Emphatic stress, playful anticipation
– High rising and high falling-contour |
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Prosodic Development
~ 18 months |
– Falling-rising contour & Rising-falling develop
• No (repeat a warning) vs. (playful) |
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Verbal Production: 18-36 Months
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• Single and Multi-word Productions
– all vowels, except rhotics, are acquired by age three years – stops in word-initial position are the most stable – stops in word-final position are the least stable – fricatives appear first in postvocalic position – fricative, affricates, & liquid categories incomplete – consonant clusters begin. Earliest: • word-initial: s+nasal, s+stop, stop+glide, stop+liquid • word-final: liquid+stop, liquid+nasal – acquisition is gradual – must allow for individual variation – Initially words unanalyzed wholes |
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Salience & Avoidance
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A childs active selection in early word productions of words containing sounds that are important or remarkable (salient) to the child.
the avoidance of words that do not contain sounds within a child's inventory. |
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Prelinguistic/Linguistic Relationship
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• Vocalizations at 3 months & Vocabulary Size at 27 months
• #ofCVsat12months&AgeofFirst Word • Use of Cs at 12 months, Phonological Skills at 3 years |
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Typical 2 Year Old
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• PercentofConsonantsCorrect(PCC)=70%
• 50%Intelligible |
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Typical 3 Year Old
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• 75% Intelligible (Range 54-80%) – Intelligibility related to complexity
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More Developmental Characteristics
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• Sounds first appear in word-initial position – Although fricatives may appear first word-finally
• Labial & coronal stops and nasals acquired earlier • Rhotics nearly always appeared in word-final position first (as part of vowel) • Word-initial inventories: first voiced stops • Word-final inventories first voiceless stops |
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Developmental Sound Classes
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“Early8” /bpmdnwjh/
- should be seen in first words “Middle8”/t k g ŋ f v ʧʤ/ -by ~3 “Late 8” / s z ʃ ʒ θ ð l ɹ / - by ~6 |
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Consonant Clusters
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Last to develop:
/sl, bɹ, θɹ, skw, spɹ, stɹ, skɹ/ Up to 8, inserting a vowel between consonant cluster elements (epenthesis) occurs in some situations, some children |
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Idiosyncra2c Phonological Error PaFerns
if frequent, may warrant assessment/intervention |
Initial Consonant Deletion
Glottal Replacement Backing Sound Preference Fricative for Stops Stops for Glides |
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Phonology and vocabulary
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Oral motor control
Phonological rules |
