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Chapter 3 Flashcards

0
Q

This term refers to infant vocalizations and speech perception. This term implies that sound productions at this level are not entirely linguistic because the child does not produce them to achieve desired effects.

A

Prelinguistic

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1
Q

The process by which a person selects, organizes, integrates, and interprets sensory stimuli he is receiving.

A

Perception

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2
Q

Understanding spoken speech

A

Speech perception

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3
Q

The infants understanding of speech

A

Infant speech perception

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4
Q

Infants ability to respond to the direction of incoming sound from an early age

A

Localization

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5
Q

Infants as young as 2 to 7 days turned in the direction of a rattling noise 75% of the time

A

True

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6
Q

Infants of what age are able to discriminate sound location, fundamental frequency, intensity and duration?

A

1 to 4 months

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7
Q

Infants have been found to prefer human speech to other noises

A

True

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8
Q

A child at what age can first recognize his or her mother’s voice?

A

Three days old

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9
Q

In this method need experimenter presents a repeating speech stimulus. There may be an increase in infant sucking rate as a result of this reinforcing sound stimulus. Once sucking rates decrease due to adaption of the sounds infants are presented with a different sound stimulus which usually increases the sucking rate again.

A

High-amplitude sucking method

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10
Q

This method exploits the tendency to turn towards a sound source (localization) and reinforces the behavior visually.

A

Visually reinforce head turned method

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11
Q

In this method they experimenter presents a repeated speech stimulus through loudspeaker. The infant gets adapted to this auditory syllable stimulus and keeps looking at the toy being manipulated. Experimenter then presents a different speech sound stimulus. If the infant promptly turned his or her head toward the speaker when the stimulus is changed this head turn is immediately reinforced by animated toy that is lighted. The plexiglass box holding the toys place in front of the speaker. Different speech stimulus are alternated A few times to see if the infant reliably turns his or her head towards the reinforcing box with the change trials are presented but does not turn when the controlled trials are presented.

A

Visually reinforced head turn method

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12
Q

Very young infants can be taught to make fine distinctions among speech sounds

A

True

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13
Q

Infants discrimination of non-native sound contrasts deteriorated as they got older. As infants grow older and begin to pay increasingly greater attention to the surrounding language, their ability to discriminate speech sounds in other languages tends to deteriorate.

A

True

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14
Q

Automatic responses reflecting the physical state of the infant including cry, coughing, burping, and hiccuping.

A

Reflexive vocalizations

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15
Q

Voluntary productions including cooing babbling, and playful screaming and yelling.

A

Non-reflexive vocalizations

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16
Q

Stage:

  • Reflexive vocalizations such as crying, saying, coughing, sneezing, and burping predominate.
  • Speech like sounds are rare.
  • Some non-reflexive vocalizations
A

Stage one: Phonation stage

-Birth to one month

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17
Q

Stage:

  • Sounds that are acoustically similar to back vowels and consonant vowels
  • Syllable sequences are primitive
A

Stage 2: Coo and Goo Stage

-2 to 3 months

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18
Q

Stage:
-This stage is characterized as a period of vocal play where the child games better control of the laryngeal and articulatory mechanisms

  • Squeals, growls, yells, raspberries
  • Marginal babbling appears
A

Stage 3: Exploration/Expansion Stage

-4 to 6 months

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19
Q

Stage:

  • The reduplicated babbling stage
  • The CV syllables become longer at this point and maybe reduplicated so that the syllable sequences such as (baba) (kaka) and (tata) result.
  • For parents, CV reduplicated syllables that resemble (mama) and (dada) are prime importance for obvious reasons.
A

Stage 4: Canonical Babbling Stage

  • 7 to 9 months
  • Reduplicated babbling stage
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20
Q

Stage:
-The infant phonetic repertoire, although limited, may consist of stops, nasals, glides, and the lax vowels /E/
/I/ /^/

A

Stage 4: Canonical Babbling Stage

-7 to 9 months

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21
Q

Stage:
-The production of back sounds ( velars) declined sharply, while production of front sounds increases (alveolars and bilabials)

A

Stage 4: Canonical Babbling Stage

-7 to 9 months

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22
Q

Stage:
-The infant in the variegated babbling stage combines a variety of CV sequences resulting in productions like (madaga), (putika), (tikadi).

A

Stage 5: Variegated Babbling Stage

-10 months to about the first year

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23
Q

Stage:
-The infants connected strings of variegated syllable sequences may resemble real statements, questions, and exclamations; However, the strings do not contain real words.

A

Stage 5: Variegated Babbling Stage

-10 months to about the first year

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24
Q

How long do most children continue to babble after the appearance of the first true word?

A

3 to 4 months

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25
Q

When does babbling begin?

A

6 to 7 months old

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26
Q

This form of babbling starts around seven months old

A

Reduplicated Babbling

27
Q

This form of babbling is characterized by the reduplication of similar consonant vowel syllable strings. Such as mama, papa, or baba

A variation in the vowel sounds may occur from syllable to syllable; however, the consonant tends to remain constant (mamu)

A

Reduplicated Babbling

28
Q

Marked as the second portion of babbling begins at 9 to 10 months

A

Non-reduplicated or Variegated Babbling

29
Q

Characterized by varying consonant and vowel or productions from one syllable string to another:
(mabi), (pamu), (banu)

A

Non-reduplicated or Variegated Babbling

30
Q

Reduplicated and variegated babbling have frequently been included in a single stage of development called:

A

Canonical Babbling

31
Q

This form of babbling frequently overlaps with the early period of meaningful speech and is

A

Conversational Babble or Jargon

32
Q

This form of babbling is characterized by strings of sounds and syllables produced within a variety of stress and intonational patterns

A

Conversational Babble or Jargon

33
Q

When does jargon usually begin?

A

Jargon usually begins once the variegated babbling stage has reached approximately 10 months old

34
Q

Is there a silent gap between babbling in meaningful speech production?

A

No

35
Q

A child’s first meaningful productions are frequently labeled as:

A

Protowords aka vocables

36
Q

Vocalizations absent of a recognizable adult model that are used consistently by the infant

A

Protowords aka vocables

37
Q

A stable phonetic form that is similar enough to the adult word form that is produced consistently by the child in a particular context

A

True word

38
Q

Speech sound production is generally characterized by the use of stops, nasals, and or glides.

Fricatives occur much less frequently.

Closed syllables occur but are less common.

A

True

39
Q

Which three phonological processes are characteristic of the late babbling period?

A

Stops, nasals, and glides

40
Q

Words that have an advanced pronunciation in comparison to the child’s current phonological system or production of other words

A

Progressive idioms or Advanced forms

41
Q

Saying “pretty” at 10 months old and then several months later producing “pretty” as “pitty”

A

Progressive idioms or Advanced forms

42
Q

The child’s static or unchanging pronunciation of words despite his or her advanced phonological skills.

Likely related to word names of some Milyer people or pets that are used often.

A

Regressive idioms or Frozen forms

43
Q

By what age is the production of early forms such as variegated babbling, jargon, and Protowords is virtually extinguished? (While the production of true words increases daily.)

A

Two years old

44
Q

In what method do researchers select a certain number of children from age groups targeted in the study?

A

The cross-sectional method

45
Q

How do researchers determine when the age level for specific sounds should be mastered?

A

A criterion of each acquisition or age of mastery is established for each sound.

For example, sounds may be considered mastered when 90% of the children tested in a particular age group produce the sound correctly and the initial, medial, and final position of words.

46
Q

Age of customary production

A

Age at which 51% of the children tested produced the sound correctly and at least two positions

47
Q

In this research method investigator set out to study the acquisition process by following a few children for an extended period of time.

Unlike the cross-sectional studies, in this study investigators frequently record spontaneous speech samples from the same child to trace the development of speech sounds.

A

Longitudinal method

48
Q

This study cannot provide norms but they do provide specific as well as detailed information on how children learn through juice individual speech sounds.

A

Longitudinal method

49
Q

Which three manners of articulation are developed first?

A

Nasals, stops, glides

50
Q

Which three manners of articulation generally develop later?

A

Liquids, fricatives, affricates

51
Q

Nasal consonants are among the earliest to develop

A

True

52
Q

M and N are developed at what age?

A

Three years old

53
Q

ING is developed at what age?

A

3 to 4 years old

54
Q

Which two sounds are the earliest acquired stops?

A

P and B

55
Q

At what age are P and B developed?

A

2 to 3 years old

56
Q

There is no specific order of acquisition for the alveolar stops T and D alveolar stops K and G. Either can develop first.

A

True

57
Q

Fricatives, affricates, and liquids are the later developing sound classes, although there is much variation in the acquisition of individual sounds with in each class.

A

True

58
Q

Which two fricatives are the earliest mastered around 3 to 4 years old?

A

H and F

59
Q

List the syllable structure processes

A

Final consonant deletion, cluster reduction, unstressed syllable deletion, reduplication, Epenthesis

60
Q

List the substitution processes

A

Stopping, Liquid gliding, Vocalization, Fronting, Deaffrication

61
Q

List the assimilation processes

A

Labial, velar, nasal, voicing

62
Q

Most phonological processes are absent by what age?

A

Age 5. Buy five years of age, normally developing children are nearly 100% understandable.

63
Q

A few fricatives, affricates, and liquids in particular are not mastered by all children until about age 7 or eight

A

True

64
Q

A child’s underlined knowledge that words are created from sounds and sound combinations.

In essence, the child can break down the word and analyze each individual components.

A

Phonological awareness

For example, a child with good phonological awareness could identify that the first sound in the word “bat” is B and the last sound in the word “stop” is P.

65
Q

The knowledge of meaningful sounds, or phonemes, in our language and how those sounds blend together to form syllables, words, phrases, and sentences.

A

Phonological awareness

66
Q

Some of the skills believed to indicate the development of phonological awareness are:

A

Rhyming, alliteration, sound blending, syllable identification, sound segmentation, invented spellings

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