Studying for transcription test

Question 1

Phonological processes

Answer 1

Phonological processes convert a difficult
aspect of phonology into something that is phonologically similar but less difficult
or challenging to produce. The existence or reality of phonological processes is disputed, but the concept has been adopted widely by SLPs simply as a way of describing the systematic error patterns in children’s speech.

Question 2

Phonological Processes / phonological patterns - according to an SLP?

Answer 2

Terms for describing
phonological error patterns in children’s speech. For instance, the term final consonant
deletion is used to describe the pattern of omitting final consonants from words.

Question 3

What 3 categories are the phonological processes divided into?

Answer 3

The processes are
divided into three categories: (1) syllable structure processes, (2) substitution processes, and
(3) assimilatory
processes, in keeping with Grunwell (1987).

Question 4

Syllable structure processes - what are they?

Answer 4

Syllable structure processes describe changes to the syllable structure. Changes can involve

(1) the repetition, deletion, or reduction of an entire syllable,
(2) the deletion or reduction
of consonants in a syllable, or
(3) a change to the order of the sounds within a syllable.

Question 5

List 4 common syllable structure processes in typically developing English-speaking children.

Answer 5

1. Weak syllable deletion (post-tonic and pre-tonic) - Omission of an unstressed
   syllable in a disyllabic or polysyllabic word. telephone [tɛləfoʊn] → [tɛfoʊn]) POST-TONIC
2. Reduplication (complete and partial) - messy /mɛsi/ → [mɛmɛ] COMPLETE // messy /mɛsi/ → [mɛmi]) PARTIAL.
3. Final consonant deletion - syllable and word final C deleted.
4. Cluster reduction - (deletion of [usually the marked] C in a cluster. Must still have a C left after reduction, or it is C deletion.

Question 6

List 5 less common syllable structure processes in typically developing English-speaking children.

Answer 6

1. Coalescentce: Features associated with two adjacent consonants (typically in a
   cluster) combining into a new consonant. Using the /sp/ cluster as an example,
   coalescence occurs when a child combines the [+ continuant] feature of /s/ with
   the [LABIAL] place feature of /p/, resulting in [f]—which is [LABIAL] and [+ continuant]
   (e.g., spoon /spun/ → [fun]).
   2.Epenthesis - Insertion of a segment (typically schwa) in the middle of a word
   (usually between two consonants that make up a consonant cluster)
2. Reversal or swapping of the position of two consonants in a word. The
   consonants can be adjacent (e.g., spaghetti /spəɡɛti/ → [psəɡɛti] ) or nonadjacent
   (e.g., animal /ænəməl/ → [æmənəl]).
3. Migration: The migration or movement of a sound from one position in a word to
   another (e.g., ski /ski/ → [kis]).
4. Diminutization: The addition of the vowel /i/ or /ɪ/ at the end of a word (e.g., dog
   /dɑɡ/ → [dɑɡi]; bird /bɝd/ → [bɝdi]). This process is associated with “baby talk” and
   may occur during the first 50-word stage of language acquisition.

Question 7

What is a substitution (systemic) process?

Answer 7

Substitution processes describe the changes to consonants or vowels in words. Typically, a
later developing, more marked articulatory feature of a phoneme is replaced with an easier
feature. While it might appear that children substitute or replace one sound for another, the
change usually involves a feature of a phoneme rather than an entire phoneme.
and syllable structure contexts (singleton and consonant
cluster), or they might be constrained to a particular context.

Question 8

List 8 common substitution processes in typically developing English-speaking children:

Answer 8

1. Fronting
   a) Velar fronting
   b) Palatal fronting (deplaltalisation)
2. Stopping of fricatives.
3. Stopping of affricates.
4. Deaffrication.
5. Gliding of liquids.
6. Context sensitive voicing (CSV)
   a) Prevocalic voicing
   b) Postvocalic devoicing
7. Consonant cluster simplification
8. Fricative Simplification

Question 9

Fronting is a common substitution processes in typically developing English-speaking children. Describe it.

Answer 9

Substitution of a consonant further back in the mouth with a consonant
articulated further towards the front of the mouth. There are two main types
of fronting: velar and palatal fronting.

a) Velar fronting: Substitution of a velar consonant with an alveolar, such as
/k/ → [t]; /ɡ/ → [d]; /ŋ/ → [n].

b) Palatal fronting (depalatalization): Substitution of a postalveolar consonant
with an alveolar, such as /ʃ/ → [s]; /ʒ/ → [z]; /ʧ/ → [ʦ]; /ʤ/ → [ʣ].

Question 10

Stopping of fricatives is a common substitution processes in typically developing English-speaking children. Describe it.

Answer 10

Substitution of a fricative consonant with a homorganic (characterized by the same or nearest equivalent
place of articulation)
plosive. 
Examples: /f/ → [p]; 
/v/ → [b]; 
/θ/ → [p] OR [t]; 
/ð/ → [b] or
[d]; 
/s/ → [t]; 
/z/ → [d]; 
/ʃ/ → [t]; 
/ʒ/ → [d

Question 11

Stopping of affricates is a common substitution processes in typically developing English-speaking children. Describe it.

Answer 11

Substitution of an affricate consonant for a plosive consonant
having a similar place of articulation, such as /ʧ/ → [t] and /ʤ/ → [d] (e.g.,
chew / ʧu/→ [tu]; jam /ʤæm/ → [dæm]). Stopping of affricates is not to be confused
with deaffrication or depalatalization.

Question 12

Deaffrication is a common substitution processes in typically developing English-speaking children. Describe it.

Answer 12

Substitution of an affricate consonant with a fricative such as
/ʧ/→ [ ʃ ] and /ʤ/→ [ʒ] (e.g., chew /ʧu/ → [ ʃu]; jam /ʤæm/ → [ʒæm]). This process is
not to be confused with stopping of affricates or depalatalization.

Question 13

Gliding of liquids is a common substitution processes in typically developing English-speaking children. Describe it.

Answer 13

Substitution of a liquid /l, ɹ / with a glide /w, j/ such as /l/→
[w] or [j], and /ɹ/→ [w] or [j]. Gliding of liquids can occur in singleton and/or consonant cluster contexts (e.g., look /lʊk/→[wʊk]; lamb /læm/ → [jæm]; run /ɹʌn/→
[wʌn]; please /pliz/→[pwiz]; tree /tɹi/→[twi]).

Question 14

Context sensitive voicing (CSV) is a common substitution processes in typically developing English-speaking children. Describe it.

Answer 14

The loss of voice/voiceless
contrasts within syllable-initial and syllable-final contexts (Grunwell, 1997):
/p/ → [b], /t/ → [d], /k/ → [ɡ], /f/→ [v], /s/→ [z], /ʃ/→ [ʒ], /ʧ/→ [ʤ]. There are two types:
prevocalic and postvocalic.
(a) Prevocalic voicing: -
voiceless consonants are replaced by the
voiced counterpart in syllable-initial position –> pea /pi/ → [bi];
tea /ti/ → [di]; key /ki/ → [ɡi].
(b) Postvocalic devoicing: Substitution of a voiced consonant with the voiceless
counterpart in syllable-final position –> bib /bɪb/ → [bɪp]; lid
/lɪd/ → [lɪt]; bag /bæɡ/ → [bæk]; love /lʌv/ → [lʌf]; buzz / bʌz / → [bʌs]; badge
/bæʤ/ → [bæʧ].

Question 15

Consonant cluster simplification is a common substitution processes in typically developing English-speaking children. Describe it.

Answer 15

Substitution of one or more consonants
with an easier consonant. Consonant cluster simplification differs from consonant
cluster reduction because it does not involve the deletion of a consonant. Instead,
it typically involves the substitution of a more marked, later developing consonant
within a cluster, with an earlier developing, less marked consonant in a cluster such
as: /bl/ → [bw]; /dɹ/ → [dw]; /fl/ → [pl] or [pw]; /sk/→ [st]; /kɹ/→ [kw] or [tw]; /ʃɹ/→ [sw]
or [tw]. Typically, the change is the result of another simplification process such as
fronting, gliding of liquids, stopping of fricatives, and/or context sensitive voicing.

Question 16

Fricative simplification is a common substitution processes in typically developing English-speaking children. Describe it.

Answer 16

Substitution of an interdental consonant with a labial consonant,
such as /θ/ → [f] and /ð/ → [v] (e.g., thumb /θʌm/ → [fʌm]; that /ðæt/ → [væt]).

Question 17

List 4 less common substitution processes in typically developing English-speaking children:

Answer 17

1. Alveolarization (apicalization):
2. Vocalization:
3. Labialization:
4. Stopping of liquids:

Question 18

Alveolarisation (apicalisation) is a less common substitution processes in typically developing English-speaking children. Describe it.

Answer 18

Alveolarization (apicalization): Substitution of a labiodental or interdental
consonant with an alveolar consonant such as /f/ → [s], /v/ → [z], /θ/ → [s], and /ð/ →
[z] (e.g., feet /fit/ → [sit]; van /væn/ → [zæn]; thumb /θʌm/ → [sʌm]; that /ðæt/ → [zæt]).

Question 19

Vocalisation is a less common substitution processes in typically developing English-speaking children. Describe it.

Answer 19

Vocalization: Substitution of a syllabic (approximant) consonant [w, j, ɹ, l] with a vowel,
–> /l/ → [ʊ]
(e.g., bottle /bɑtl/→[bɑtʊ];
apple /æpl/→[æpʊ]).

Question 20

Labialization is a less common substitution processes in typically developing English-speaking children. Describe it.

Answer 20

Labialization: Substitution of a non-labial consonant with a labial (bilabial or
labiodental) consonant, such as /ʧ/ → [f] (e.g., chip /ʧɪp/ → [fɪp]) and
/s/ → [f] (e.g.,
sun /sʌn/ → [fʌn]).

/θ/ → [f]
and /ð/ → [v] is called Fricative Simplification as it is a common substitution pattern
in typically developing English-speaking children’s speech

Question 21

Stopping of liquids is a less common substitution processes in typically developing English-speaking children. Describe it.

Answer 21

Stopping of liquids: Substitution of a liquid consonant with a plosive consonant
such as /l/ → [d] and /ɹ/ → [d]
(e.g., run /ɹʌn/→ [dʌn];
lamb /læm/ → [dæm]).

Question 22

List 3 common Assimilation patterns (Consonant Harmony) in typically developing English-speaking children:

Answer 22

1. Velar assimilation (e.g., pack /pæk/ → [kæk])
2. Labial assimilation (e.g., pig /pɪɡ/ → [pɪp])
3. Assimilation of voice (equivalent to context sensitive voicing) (Grunwell, 1987)

Question 23

What are Assimilation processes (Consonant Harmony)?

Answer 23

Assimilation processes are where one sound becomes more like another sound in the same
word. Three dimensions are used to describe assimilation.
1. Complete assimilation (entire sound assimilated, replacing another) Vs Partial assimilation (feature of sound assimilated ie POA in (e.g., sip /sɪp/ → [fɪp]).
2. Continguous Assimilation (influence
between 2 adjacent sounds) Vs Noncontiguous assimilation (Influence between 2 sounds seperated by (an)other sound)
3. Progressive assimilation (earlier sound affects later sound in word e.g., pig /pɪɡ/ → [pɪp]) Vs Regressive assimilation (later sound in word affects earlier sound e.g., pig /pɪɡ/ → [ɡɪɡ].

Question 24

List 4 less common Assimilation patterns in typically developing English-speaking children:

Answer 24

1. Alveolar assimilation (e.g., pad /pæd/ → [dæd])
2. Palatal assimilation (e.g., fish /fɪʃ/ → [ ʃɪʃ ])
3. Nasal assimilation (e.g., lamb /læm/ → [næm])
4. Liquid assimilation (e.g., yellow /jɛlo/ → [lɛlo]) (this specific example commonly
   occurs in young children’s speech)

Question 25

Working out assimilation patterns in a child’s speech.

Answer 25

1. Determine which sound is influencing another sound in
   the word.
2. Describe the voice, place, and manner characteristics of the influencing sound to
   identify the type of assimilation (e.g., velar assimilation).
3. Consider the position of the
   sound in the word to determine whether the influence is regressive (sound later in a word
   influencing an earlier sound) or progressive (sound earlier in a word influencing a later
   sound).
4. Note whether the influencing and influenced sounds are contiguous (adjacent) or
   noncontiguous (separated by one or more sounds).
5. Is the assimilation
   is complete (two or more sounds are identical in the child’s production of the word) or
   partial (the influencing sound is not repeated entirely, only a feature of the sound).

Question 26

Initial consonant deletion
(uncommon
and atypical in English, but common and typical in some other languages)

Answer 26

Deletion of the initial consonant in syllable-initial
word-initial position (e.g., song [sɒŋ] → [ɒŋ]; feet [fit] → [it]). This process is uncommon
and atypical in English, but common and typical in some other languages

Question 27

Backing
(uncommon and atypical in English-speaking
children, but common and typical in children who are learning to speak some other
languages)

Answer 27

Substitution of a consonant further forward in the mouth with a consonant
articulated further back in the mouth. Two types:
a) Backing of velars (velarisation) characterized by /t/ → [k]; /d/ → [ɡ]; /n/ → [ŋ]. This process
is the opposite of velar fronting.
b) Backing of fricatives, characterized by /s/ → [ ʃ]; /z/ → [ʒ]) is the opposite of
palatal fronting (e.g., Sue /su/ → [ ʃu]; zoo /zu/ → [ʒu])

Question 28

Gliding of fricatives

Answer 28

Substitution of fricatives with a glide. If this process is present,
sibilants tend to be replaced by [j], and other fricatives replaced by [w] (e.g., see
/si/ → [ji]; feet /fit/ → [wit])

Question 29

Denasalization

Answer 29

Substitution of a nasal consonant with a homorganic plosive,
such as /m/ → [b], /n/→ [d] and /ŋ/ → [ɡ]. Some of the words in your own speech are
denasalized (hyponasal) when you have a cold with blocked nose (e.g., me /mi/ →
[bi]; knee /ni/ → [di]; sing /sɪŋ/ → [sɪɡ]).

Question 30

Affrication

Answer 30

Substitution of fricatives with affricates (e.g., shoe /ʃu/ → [ʧu]; zip
/zɪp/ → [ʤɪp]).

Question 31

Systematic sound preference

[n/s how this can be differentiated from a phonemic problem where sounds are collapsed ???]

Answer 31

Substitution of one speech sound for a range of
other speech sounds, such as using [f] for all fricatives and affricates (e.g., shoe /ʃu/ →
[fu]; zip /zɪp/ → fɪp]) or [d] for all consonants in word-initial position in words (e.g., shoe
/ʃu/ → [du]; zip /zɪp/ → [dɪp]; run /ɹʌn/ → [dʌn]; spoon /spun/ → [dun]; me /mi/ → [di]).

Question 32

Glottal insertion

Answer 32

Substitution of a consonant with a glottal stop such as /t/ → [ʔ]
in hat /hæt/ → [hæʔ], happy /hæpi/ → [ʔæʔi] and catching /kæʧɪŋ/ → [kæʔɪŋ]. Glottal
insertion, while not a feature of typically developing speech, can occur in children
with SSD and is considered to be the most common compensatory articulation used
by children with a cleft palate