PSYCHOLINGUISTIC MODEL The psycholinguistic model aims to explain a child’s speech acquisition at a cognitive or psychological level. It attempts to identify psychological processes or mental mechanisms involved in “perception, storage, planning and production of speech as it is produced in real time in real utterances” (McCormack, 1997, p.4). Psycholinguists’ focus is that which takes place between the first and final point of the speech process. The first being the speech signal that is heard by the child, and the final being the speech signal that is spoken by the child. There are two lexicon models of underlying representation: the input lexicon which is perceptually based phonological representations that enables the child to perceive
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It identifies weaknesses of the natural phonology model as an introduction to the nonlinear phonology model’s basic concepts. This article would be extremely useful to Ms. Chen because not only does it provide a breakdown of the basic concepts, but it also demonstrates clinical applications of the theory for assessment and intervention. Included in the article is analyzation of a speech sample from a child with a phonological disorder. The phonological processes framework and nonlinear framework were both independently used analyze the sample, and their outcomes were compared in order to show the similarities and differences in (a) description of the child's system, and (b) derivation of targets for phonological intervention (Bernhardt & Stoel-Gammon, 1994). The results of the sample analysis using the nonlinear framework provided a deeper analysis of the child’s phonological system than the phonological process analysis. Specifically the concepts of underspecification, tier autonomy, and tier association principles were particularly useful for analysis (Bernhardt & Stoel-Gammon, 1994). Provided these specificities, Ms. Chen may be able to better apply this model by having a greater sense of application of this model in her practice as an SLP. It was also found that with respect to syllable and word structure a more clearly delineated intervention plan was possible. Which would also assist in guiding Ms. Chen when preparing treatment plans for her
It identifies weaknesses of the natural phonology model as an introduction to the nonlinear phonology model’s basic concepts. This article would be extremely useful to Ms. Chen because not only does it provide a breakdown of the basic concepts, but it also demonstrates clinical applications of the theory for assessment and intervention. Included in the article is analyzation of a speech sample from a child with a phonological disorder. The phonological processes framework and nonlinear framework were both independently used analyze the sample, and their outcomes were compared in order to show the similarities and differences in (a) description of the child's system, and (b) derivation of targets for phonological intervention (Bernhardt & Stoel-Gammon, 1994). The results of the sample analysis using the nonlinear framework provided a deeper analysis of the child’s phonological system than the phonological process analysis. Specifically the concepts of underspecification, tier autonomy, and tier association principles were particularly useful for analysis (Bernhardt & Stoel-Gammon, 1994). Provided these specificities, Ms. Chen may be able to better apply this model by having a greater sense of application of this model in her practice as an SLP. It was also found that with respect to syllable and word structure a more clearly delineated intervention plan was possible. Which would also assist in guiding Ms. Chen when preparing treatment plans for her