Phonological Development

Question 1

Place of Articulation

Answer 1

refers to the place in the mouth where the sound originates

Question 1

Manner of Articulation

Answer 1

refers to the way in which the sound is produced

Question 2

Final Consonant Deletion

Answer 2

When they don’t say the consonant if it ends in it. (cvcv is easier)

Question 3

For what age group is final consonant deletion common?

Answer 3

1-3 years

Question 4

All booboos (8)

Answer 4

1) Final consonant deletion
2)Reduplication
3) Deletion of Unstressed Syllables
4) Consonant Cluster
5) Assimilation
6) Reduction
7) Substitution
8) Addition

Question 5

Deletion of Unstressed Syllables

Answer 5

Eg “…nana” not “banana”

Question 6

Consonant Cluster Reduction

Answer 6

Groups of consonants together (consonant clusters) are more difficult to say. Eg. Glu (glue) becomes gu.

Question 7

At what age are consonant clusters common?

Answer 7

up to age 4

Question 8

Common Substitutions (6)

Answer 8

1. Stopping (as it is sometimes called)
2. Velar Fronting
3. Voicing
4. De-affrication
5. Gliding
6. Substituting nasal sounds with denasalised ones

Question 9

Common Substitutions
1. Stopping (as it is sometimes called)

Answer 9

a. Replacing a fricative with a plosive
b. (shoe becomes to)
c. If it’s a “th” sound it can be “th stopping”
i. ‘th’ often becomes ‘f’
ii. (θɪn becomes fɪn)

ok i am so sure this is bullshit and i got confused when writing this back in early yr12. like obviously th fronting is a thing and tbf th stopping is too but that would be /θ/ for /t/ so…

Question 10

Common Substitutions
2. Velar Fronting

Answer 10

a. Sounds made at the back of the mouth replaced by sounds made at the front of the mouth.
b. (car becomes tar)

Question 11

Common Substitutions
3. Voicing

Answer 11

a. Voiceless sounds replaced with voiced sounds.
b. (tea becomes dea)

Question 12

Common Substitutions
4. De-affrication

Answer 12

a. Affricate sounds replaced with fricative sounds.
b. (‘sh’ ‘j’ ‘ch’ become ‘s’ or ‘z’)
c. Sometimes happens with ‘t’ or ‘d’.

Question 13

Common Substitutions
5. Gliding

Answer 13

a. ‘l’ and ‘r’ get replaced by ‘w’ ‘y’.
b. ræbɪt becomes wæbɪt

Question 14

Common Substitutions
6. Substituting nasal sounds with denasalised ones

Answer 14

a. e.g. nɒt becomes dɒt (not becomes dot)

Question 15

Addition (4)

Answer 15

Adds a noise.
Could be easier if it was in cvcv pattern.
Could break up a consonant cluster.
Stop a consonant ending.
eg. beloo not blue, or doggy not dog.

Question 16

Reduplication

Answer 16

Where a whole syllable is repeated eg nana instead of nanny or grandma, mama instead of mummy, choochoo instead of train.

Question 17

Assimilation

Answer 17

• The idea that the pronunciation of a sound is influenced by the sounds close to it.
• They might say a phoneme that has already been said, or one they are about to say.
• A child might say gɒg or dɒd instead of dɒg.

Question 18

Who were the ones who researched for the “fis” phenomenon?

Answer 18

Berko and Brown

Question 19

What was this very specific case study thingy? (fis phenomenon)

Answer 19

A child couldn’t say ‘fish’ and instead said ‘fis’, but noticed when an adult got it wrong and tried to correct them.

Question 20

What was the resulting theory for the fis phenomenon?

Answer 20

‘perception of phonemes occurs earlier than the ability of the child to produce those phonemes.’

Question 21

What was Patricia Kuhls Theory? (title)

Answer 21

The native Language Magnet Theory.

Question 22

Who made the native Language Magnet Theory?

Answer 22

Patricia Kuhl

Question 23

The native Language Magnet Theory: (4)

Answer 23

1. The language that we hear around us warps our perceptions of the noises we hear as we find it difficult to distinguish noises that we don’t typically hear.
2. Babies are born with the ability to hear/recognise the phonemes of many different languages.
3. Babies have been ‘taking statistics’ all along.
4. Watching or hearing a speaker on a device does not have the same impact – babies need a live speaker in the room.

Question 24

The native Language Magnet Theory: (4) 2. Babies are born with the ability to hear/recognise the phonemes of many different languages. (3)

Answer 24

a. After 6 months babies start to ‘tune in’ to the sounds of their own language only and ‘tune out’ of the sounds not used in their native tongue. i. They tune out the phonemes that they aren’t hearing around them. b. U.S. babies were able to ‘learn’ Mandarin at 6 months. c. Critical period for sound development 6-10 months. (When they start to lose sounds and be selective by tuning in to the phonemes used in their in use around them language).

Question 25

The native Language Magnet Theory: (4) 3. Babies have been ‘taking statistics’ all along. (3)

Answer 25

a. Recording in their brains the sounds they hear. b. They pay attention to the frequency of phonemes. c. Billingual babies can ‘take statistics’ from two different languages at once.

Question 26

The native Language Magnet Theory: (4) 4. Watching or hearing a speaker on a device does not have the same impact – babies need a live speaker in the room.

Answer 26

a. Interactivity is therefore needed for phonological development.