phonological development
perception at 6-8 months
discriminate among non native sounds that are similar in their production characteristics
stage 1- phonation stage
-speech like sounds are rare
-reflective sounds (hunger, pain, cry, cough)
-nonreflexive sounds (prelinguistic vocalizations under more voluntary control)
-limited resinance
when are all speech sounds acquired
7 or 8 years old
-help distinguish between phonemes
-universal accross all languages
natural phonology
-presents language as a natural reflection of the needs, capacities, and worlds of its users.
-designed to explain the normal development of a child's phonological system
-posits that speech patterns are governed by an internal, universal set of rules of phonological processes
perception between 6-12 months
ability of discriminating non native sounds decreases while discrimination of native speech sounds increases
stage 2 - cooing stage
-presence of primitive syllabification
-Rhythm and timing of adult syllable form is not mastered
-produces vowels (NOT FULLY RESINANT)
customary production
when a child can produce the target sound in 2 of 3 phonetic context at 50% accuracy
generative phonology
an outgrowth of distinctive feature theory
-2 levels of realization phonemic vs phonetic
-phonemic: the underlining form or deep structure, thought to represent mental reality at the core of language use
-phonetic: the surface structure level of representation, the actual end product of production
-phonological rules govern how this underlying representation / deep form is transformed into the actual pronunciation / surface form
what are the 3 phonological processes
1) limitation- when the child's and adult's systems are limited to only specific sounds
2) ordering- when substitustions appear random and unorganized, they become more organized
3) Suppression- the abolishment of one or more phonological processes as children move towards adult-based phonological system
what is perceptual constancy
Stage 3 - expansion stage
better control of articulatory movement
playful use of squealing and yelling (raspberries)
fully resinant nuclei are noted for the first time (ADULT VOWELS)
marginal babbling
mastery production
when a child can produce the sound in 3 of 3 at 80% accuracy
naturalness and markedness
- Some phonemes are more common or natural than others; these are labeled unmarked. The less common or natural a phoneme is, the more it is marked.
- natural unmarked features are easier to articulate and acquired earlier
- Bilabial stops are unmarked, palatal africates are marked
what are the 3 phonological processes categories
1) Syllable structure processes- sound changes that affect the structure of the syllable
2) substitution processes- sound changes from one sound class to another
3) a similatory process- sound changes in which a sound becomes similar to or is influenced by a neighboring sound of the utterance
stage 4 cannatical babbling
reduplicated babbling
few if any, consistant sound
Stops and nasals are the first consonants to appear
what is a phoneme
the minimal sound unit in language that holds meaning
What are marked and unmarked features referring to
-cogmit pairs such as /t/ and /d/ and sound classes such as stops and nasals
-voiced obstruents are more natural than voicers obstruents
- obstuents are more nature sonorants
- plocives are more natural than fricatives
- fricatives are more natural than affricates
nonlinear phonologies
These phonological theories examine how phonetic segments are governed by more complex linguistic dimensions
Consider the roles of stress, intonation, rate, and pitch
stage 6 transition period
stage 5: continued use of adult like sound but with varied consonants and vowels
increased use of intination
stage 6: children link sound patterns with meaning
children first understand adult speaking
transition stage ends when the childs word use begins to dominate over babbling
use of communicative gestures
by 24 months the child should have 50-300 words
this is when they transition to prelinguistic to linguistic
what is an allophone
help describe sound variations
-Complimentary distribution: 2 or more allophones that can not be substitued for one another in the same phonemic context (front vs back /k/)
-free variation: allophones that can occur in the same phonetic context (asperated vs unasperated /p/)
what are implicational universals
-helps to describe certain sound properties that are predictive of other sounds
-children with phonemic-based disorders tend to substitute more unmarked, natural classes of segments for marked ones
sonority theory
Consider syllabus structure consisting of 3 parts
1) Peak/nucleus - the most prominent part of the syllable, can be a vowel or a consonant
2) onset - all the sound segments of the syllable prior to the peak, the syllable releasing sounds, not all syllables have an onset
3) coda - all the sound segments of the syllable following its peak, the syllable arresting sounds, not all syllables have a coda
-nucleus + coda = RIME
-syllables without codas = open or unchecked syllables
-syllables with codas = closed or checked syllables