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Flashcards in Forming and Identifying Words Deck (10)
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1


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

2

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

3

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

 

4


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

5


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

6


Reduplication

Easier to produce the same sound over and over again


  Sesame Street becomes SiSi

7


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

8


Consonant Harmony

Use more similar consonants


  Duck becomes guk


  Tub becomes bub

9

Omission of Weak Syllables

Easier to produce


  Banana becomes nana


  Telephone becomes te’phone

10

Children's Early Speech Errors

(5 types)

Phonological Idioms

Reduplication

The fis’ phenomenon

Consonant Harmony

Omission of Weak Syllables