Forming and Identifying Words Flashcards Preview

Child Language Development > Forming and Identifying Words > Flashcards

Flashcards in Forming and Identifying Words Deck (10)
Loading flashcards...

Stress-Based Segmentation Strategy

English words more likely than not to begin with strong syllables

  Grammatical words are mostly weak monosyllables

  But not all languages have word final or word initial stress, and some are not stress based at all


Statistical properties of the speech stream

(useful for segmenting the speech stream)


Saffran Study

Some sounds occur together frequently while others do not

  Saffran Study
   Played an artificial speech stream until they learned it

   Afterwards, kids listened longer to (novel) non-words

  Not using an language-specific details to learn language – not specific language faculty needed

   Kids are good at statistical reasoning (11 month old sensitivity sampling – pulling colored balls from a box)

  Is this a complete solution, or is there something innate as to what is preferred as a word?

  If kids are just statistically sampling words, where is the transition from low probability to high probability? (Too high would mean too many monosyllables)

  Says nothing about internal representations


Studied initial consonant sound in the first 50 words produced by English speaking kids

The most common sounds used in babbling were the most common sounds in word



Whole words or syllables?

It is not clear that kids process words as a sequence of syllables

  Words that are very similar in adult language are pronounced very differently in kids


Phonological Idioms

Children are very competent at producing certain words while being very bad at producing words that combine the same sounds

  They often get worse at producing those words later as they start to process them as combinations of syllables



Easier to produce the same sound over and over again

  Sesame Street becomes SiSi


The fis’ phenomenon

Child: This is my fis
  Mother: This is your fis?
  Child: No, my fis
  Mother: This is your fish?
  Child: Yes, my fis

  The child seems to know how they adult should say the word, but don’t recognize their own error in producing it


Consonant Harmony

Use more similar consonants

  Duck becomes guk

  Tub becomes bub


Omission of Weak Syllables

Easier to produce

  Banana becomes nana

  Telephone becomes te’phone


Children's Early Speech Errors

(5 types)

Phonological Idioms


The fis’ phenomenon

Consonant Harmony

Omission of Weak Syllables