phonetics final Flashcards
(211 cards)
1
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Broad Transcription: Utilizes slashes (//) to represent phonemes without detailed nuances
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focusing on the general sound rather than specific articulatory features.
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Narrow Transcription: Uses square brackets ([ ]) to capture subtle variations in speech sounds
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including diacritics for precision
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Diacritics: Special marks used in narrow transcription to indicate specific articulatory features or modifications in sound production
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enhancing the accuracy of phonetic representation.
4
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Diacritics in Narrow Transcription
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5
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Stress Diacritics: Indicate syllable stress levels
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crucial for understanding prosody in speech.
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Primary Stress: Marked for syllables with the most emphasis
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often indicated by a vertical line before the stressed syllable.
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Secondary Stress: For syllables with moderate emphasis
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marked with a lower vertical line.
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Tertiary Stress: For syllables with minimal emphasis
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often not marked in transcription.
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Nasal Diacritics: Indicate nasal quality in sounds
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important for distinguishing between nasal and non-nasal sounds.
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Nasalized: More nasal resonance than expected
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often in vowels.
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Denasalized: Less nasal resonance
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typically in nasal consonants.
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Nasal Emission: Noise through the nose during high-pressure sounds
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indicating a speech disorder.
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Two-Way and Five-Way Scoring
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Two-Way Scoring: Simple correct/incorrect judgments
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useful for large screenings
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Five-Way Scoring: Detailed analysis of speech sound realization
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allowing for a nuanced understanding of speech errors.
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Correct: Sound produced accurately.
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Omission: Sound missing from the target word
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indicating a potential area for intervention.
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Addition: Extra sound added to the target word
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which can affect meaning.
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Substitution: Sound replaced with a different phoneme
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often leading to miscommunication.
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Distortion: Sound altered but remains in the same phonemic category
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indicating a need for further practice.
21
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Early Development of Speech (Birth to 18 Months)
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Perceptual Development Milestones
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23
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In Utero Development: Infants begin responding to sounds while still in the womb
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indicating early auditory processing capabilities.
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Postnatal Preferences: Newborns show a preference for their mother’s voice and native language
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suggesting innate mechanisms for language acquisition.
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Auditory Sensitivity: By 6 months
infants can detect clauses; by 9 months
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Motherese/Parentese: Pitch contours in caregiver speech help infants identify language units
facilitating language learning through exaggerated intonation.
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Challenges in Speech Sound Recognition
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Segmentation: Infants learn to identify distinct sounds in their language
a critical skill for language acquisition.
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Statistical Learning: Infants recognize frequently occurring sounds and their transitional probabilities
aiding in the understanding of language structure.
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Distributional Frequency: Identifying common sounds helps infants prioritize which sounds to learn first.
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Transitional Probabilities: Understanding which sounds are likely to follow others is crucial for predicting speech patterns.
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Anatomical Development in Infants
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Respiratory System Development
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Breathing Rates: Infants have a resting breathing rate of 30 to 80 breaths per minute
compared to adults at about 12
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Alveoli Development: Infants have few alveoli
reaching adult-like values around 7 years of age
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Laryngeal and Vocal Fold Characteristics
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Larynx Position: The larynx is positioned high in the throat
allowing simultaneous breathing and feeding
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Vocal Fold Length: Vocal folds are short (4-5 mm) at birth
lengthening to adult size by 16-18 years
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Dialects and Linguistic Variation
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Understanding Dialects
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Definition of Dialect: A variation of a language influenced by geographical or social isolation
affecting phonology
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Types of Dialects: Regional and social dialects
each with unique characteristics
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African American Vernacular English (AAVE)
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Origins of AAVE: May have originated as a pidgin
evolving into a creole with complex language features
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Cultural Significance: AAVE is a legitimate dialect with its own rules and structures
often misunderstood
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Features of AAVE:
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Final consonant clusters reduction: Reduction occurs when both elements have the same place of articulation and voicing characteristics.
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Final consonants deletion: Variation exists among speakers regarding the deletion of final consonants.
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Metathesis: Transposition of sounds
showcasing phonetic creativity.
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Decreolization Process
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Overview of Decreolization
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Decreolization is the process where a Creole language becomes more similar to its parent language
often leading to the evolution of a dialect.
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This linguistic shift can result in the loss of distinct features of the Creole over time
as it aligns more closely with Standard English (SE).
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The phenomenon illustrates the dynamic nature of language and its evolution influenced by social and cultural factors.
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AAVE (African American Vernacular English) and Southern American English share characteristics due to this process
highlighting the impact of decreolization on regional dialects.
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Understanding decreolization provides insights into language evolution and the social identity of speakers
reflecting broader societal changes.
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Linguistic Features of AAVE
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AAVE exhibits features such as final consonant cluster reduction and deletion
which are examples of phonological changes during decreolization.
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These features can be analyzed to understand the linguistic shifts that occur as Creole languages evolve.
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The shared characteristics between AAVE and Southern American English can be attributed to historical and social interactions among speakers.
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Case studies of AAVE usage in different contexts reveal the complexities of identity and language use in African American communities.
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Phonological Development in Children
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Phonetic and Phonemic Development
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Phonetic development involves the accurate articulation of individual sounds
while phonemic development focuses on understanding sound distinctions that change meanings.
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Children typically acquire sounds in a predictable order
with initial consonants learned before final consonants
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The salience factor influences which sounds children learn first
often favoring sounds already present in their speech inventory.
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Avoidance factors lead children to skip sounds outside their phonetic capabilities
impacting early speech development.
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Phonological Processes
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Phonological processes are systematic patterns that emerge as children simplify complex sound structures in their speech.
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Common processes include final consonant deletion
cluster reduction
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For example
a child may say /bi/ instead of /bid/ due to final consonant deletion
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Understanding these processes is crucial for identifying typical versus atypical speech development in children.
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Linguistic Phases of Language Acquisition
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Stages of Language Development
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The linguistic phase follows the non-linguistic phase
marking the beginning of meaningful word use around the child's first birthday.
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The holophrastic period is characterized by single-word utterances that convey complete ideas
such as 'Mama' for mother.
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Children can understand significantly more words than they can produce
often grasping around 200 words before saying their first 50.
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This phase emphasizes the importance of context and social interaction in language learning
as children learn through engagement.
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Transition from Item Learning to System Learning
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Children progress from learning individual words (item learning) to understanding the system of sound contrasts (system learning).
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Sound contrasts are crucial for distinguishing meanings
as seen in the difference between /pIn/ and /bIn/.
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Early contrasts include simple nasal/oral distinctions and evolve into more complex features like manner and place of articulation.
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This transition is essential for vocabulary expansion and effective communication
as children learn to navigate the complexities of language.
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Phonological Rules and Constraints
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Phonotactic Constraints
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Phonotactics refers to the rules governing permissible sounds and sound sequences in a language
influencing a child's speech development.
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Constraints may include limitations on final consonants
sibilant sounds
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For example
a child may avoid using final consonants altogether
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Understanding phonotactic constraints helps in assessing typical language development and identifying potential speech issues.
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Common Phonological Processes
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Phonological processes are systematic patterns of sound errors that children use as they develop their speech capabilities
often simplifying complex sounds.
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Final consonant deletion involves leaving off the last sound in a word
while cluster reduction deletes one consonant in a cluster.
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Fronting of velars occurs when velar consonants are produced more forward in the vocal mechanism
usually to the alveolar place.
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Stopping replaces fricatives with stops
and gliding replaces liquids with glides
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Preschool Language Development
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Overview of Developmental Milestones
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The preschool period marks significant growth in vocabulary
with children acquiring up to 2
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This stage also sees advancements in grammatical forms and pragmatic abilities
indicating a more complete phonological system.
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Understanding these milestones helps in assessing language development and identifying potential delays in children.
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Research methodologies in language studies
such as longitudinal and cross-sectional studies
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Segmental Form Development
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Vowel Acquisition
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Research indicates that vowel acquisition is generally complete by age 3
with Templin (1957) being a key reference in this area.
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Recent studies
such as those by Selby
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Understanding vowel acquisition is essential for evaluating phonological development and identifying atypical patterns.
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Consonant Acquisition
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Crowe & McLeod (2020) categorized consonants into early
middle
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Early consonants include sounds like /b/
/p/
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This categorization aids in understanding the typical progression of speech sound mastery in children.
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Acquisition of Clusters
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Greenlee (1973
1974) proposed a four-stage model for the acquisition of consonant clusters
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This model illustrates the developmental stages children go through as they learn to articulate complex sound combinations.
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Understanding Speech Sound Mastery in Children
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Acquisition of Clusters
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The categorization of speech sound mastery aids in understanding children's progression in speech development.
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Greenlee (1973
1974) proposed a four-stage model for consonant cluster acquisition
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Smit (1993) found that while complete deletion of clusters is rare
reduction to a single consonant is common in younger children
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Clinicians can use these stages to assess speech development and identify areas needing intervention
enhancing targeted therapy.
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Errors in cluster production often mirror those seen in single consonant productions
supporting Greenlee's model.
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Understanding these stages is crucial for developing effective speech therapy interventions.
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Analysis of Cluster Production
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Data from Smit (1993) supports Greenlee's stages
showing that errors in cluster production often correspond to single consonant errors.
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Children may simplify marked members in two-element clusters
indicating a strategy to manage complex sounds.
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This analysis is essential for tailoring speech therapy interventions for children struggling with cluster production.
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For example
a child may produce 'spoon' as '****'
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Understanding these patterns helps clinicians predict and address specific speech challenges in children.
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Effective intervention strategies can be developed based on the analysis of cluster production errors.
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Phonological Development Across Ages
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Phonological Development: Ages 2-3
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Cluster reduction is common
where consonant clusters are simplified by omitting one or more consonants
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Fronting of velars occurs
substituting anterior sounds for velar sounds
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Stopping involves substituting stops for fricatives
e.g.
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Gliding is prevalent
where glides replace liquids or fricatives
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Voicing processes include prevocalic voicing and final consonant devoicing
affecting initial and final consonants respectively.
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Vowelization occurs when a vowel substitutes for syllabic liquids
e.g.
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Phonological Development: Ages 3-4
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Stopping continues with sounds like /v
T
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Gliding and cluster reduction are still observed but with a decline in frequency
showing maturation.
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Weak syllable deletion emerges
where unstressed syllables are omitted
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Glottal replacement occurs
substituting sounds with a glottal stop
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Alveolar and labial assimilation are noted
where sounds are substituted based on their place of articulation
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Processes like cluster reduction and final consonant deletion begin to decline in frequency
indicating progress.
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Phonological Development: Ages 4-5
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Weak syllable deletion and gliding of liquids continue
indicating ongoing phonological development.
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Vowelization persists
with children substituting vowels for syllabic liquids
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Cluster reduction and gliding processes show a decline
indicating maturation in speech production.
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Children develop the ability to produce more complex sounds and structures
leading to fewer phonological errors.
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The transition from simpler to more complex phonological structures is evident during this age.
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Continued monitoring of speech development is essential to ensure appropriate progress.
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Phonological Development: Ages 5-6
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Processes like deaffrication and epenthesis are declining
indicating increased proficiency in speech.
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Metathesis
or the movement of sounds within words
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Fricative simplification is noted
where complex fricatives are simplified
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The ability to articulate complex sounds improves
leading to a reduction in phonological errors.
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Children begin to demonstrate a more adult-like speech pattern
reflecting their cognitive and motor development.
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Continued assessment is important to identify any persisting speech issues.
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Articulation and Phonological Disorders
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Articulation Disorders
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Articulation disorders involve difficulty in producing age-appropriate speech sounds
excluding dialectal variations.
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Expectations for sound production vary with age; children are not expected to produce all sounds correctly until later stages of development.
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These disorders are often motor-based
affecting the physical ability to produce sounds accurately
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Early identification and intervention are crucial for effective treatment and support.
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Articulation disorders can impact a child's social interactions and academic performance if not addressed.
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Speech therapy techniques can help improve articulation skills and overall communication.
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Phonological Processes
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Phonological processes are systematic sound changes affecting classes or sequences of sounds
impacting the phonological level.
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These processes can be categorized into three main groups: syllable structure processes
harmony processes
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Understanding these processes is essential for diagnosing and treating phonological disorders effectively.
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Clinicians can use these categories to identify specific patterns in a child's speech.
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Early intervention can help mitigate the impact of these processes on communication skills.
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Monitoring progress and adapting therapy techniques is vital for successful outcomes.
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Phonetic vs. Phonemic Disorders
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Phonetic disorders are more likely motor-based
often resulting in isolated errors
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Phonetic disorders may arise from neurological issues in adults
while children typically exhibit distortions in sound production.
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Phonemic disorders involve the application of phonological rules that affect a child's sound system and spoken output.
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Differentiating between these disorders is crucial for effective treatment planning.
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Understanding the underlying causes can guide therapy approaches and interventions.
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Clinicians should assess both phonetic and phonemic aspects during evaluations.
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Overview of Phonological Processes
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Syllable Structure Processes
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These processes affect the syllabic structure of words
often simplifying them to a CV (consonant + vowel) shape.
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Common processes include:
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Final Consonant Deletion: Deletion of the final consonants in a word
e.g.
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Unstressed Syllable Deletion: Deletion of an unstressed syllable
e.g.
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Reduplication: Repetition of a syllable
e.g.
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Consonant Cluster Simplification: Simplifying a consonant cluster
e.g.
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Epenthesis: Insertion of a segment
usually to simplify a consonant cluster
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Harmony Processes
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These processes occur when one sound is influenced by another sound in the word
making them more similar.
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Common harmony processes include:
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Velar Assimilation: Non-velar sound changes to a velar
e.g.
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Nasal Assimilation: Non-nasal sound changes to a nasal
e.g.
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Labial Assimilation: Non-labial sound changes to a labial
e.g.
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Alveolar Assimilation: Non-alveolar sound changes to an alveolar
e.g.
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Metathesis: Transposition of two sounds in a word
e.g.
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Substitution Processes
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These processes involve replacing one sound with another without environmental influence.
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Common substitution processes include:
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Velar Fronting: Velar consonants replaced by anterior sounds
e.g.
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Backing: Anterior sounds replaced by posterior sounds
e.g.
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Stopping: Fricatives or affricates replaced by stops
e.g.
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Gliding of Liquids: Prevocalic liquids replaced by glides
e.g.
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Vocalization: Liquids or nasals replaced by vowels
e.g.
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Summary of Phonological Development and Disorders
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Key Takeaways
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Articulation disorders are primarily motor-based
while phonemic disorders are rule-based
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Phonological processes can be categorized into syllable structure
harmony
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Identifying patterns in phonological processes is crucial for understanding speech development and disorders.
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Consonant acquisition is divided into early
middle
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Early intervention and tailored therapy can significantly improve speech outcomes for children with phonological disorders.
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Continuous assessment and adaptation of therapy techniques are essential for effective treatment.
