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Voicing place and manner
Articles
Characteristics of childhood phonological processes
Diacritics
misc.
100

/ɛ/

mid front lax unrounded

100

Phonological processes that characterize unintelligible and intelligible speech in early childhood.

Results: 

  • 50-60 of intelligible children used devoicing of final consonant 

  • 50-60 Unintelligible used cluster reduction, stridency deletion(sibilants?), stopping, liquid deviations, assimilations

Takeaway: there are patterns that can predict unintelligible speech+ addition of phonological speech errors lead to more unintelligible speech

100

  • water/wɑwɑ 

  • baby/bɑbɑ

reduplication

100

off/on glides

;)

100

three types of intonation

rising-falling contour

rising contour

through of scorn

200

/ŋ/

voiced velar nasal 

200

Phonological features of child african american english

Results:

  • Problems within later grades with better developed language that had more opportunity to use 

  • Second graders used 3x AAE

  • Phonological processes observed characterizing speech: cluster reduction, monothongization(getting rid of diphthongs), substitution of ፀ and ð 

200

  • look/wʊk/jʊk 

  • silly rabbit/sɪwi wæbɪt

gliding

200

tongue raised or lowered during vowel sound

=^..^=

200

coronals

[t,d,n,s,l] articulated with the tongue tip/blade

300

/h/

voiceless glottal fricative

300

A Comparison of Phonological Skills of Boys With Fragile X Syndrome and Down Syndrome

Results: 

  • Boys with down syndrome lowest scores

  • Boys with fragile x performing similar to typical development 

300

  • stripe/taɪp

  • ɡreen/ɡin

cluster reduction

300

retroflexed

>:)
300

Formants and harmonics

produced by the harmonics resonating at certain frequencies when they travel through the vocal tract - what happens after harmonics (source) go through the oral tract (filter)

400

/ʒ/

voiced post-alveolar fricative

400

An Initial Investigation of Phonological Patterns in Typically Developing 4-Year-Old Spanish- English Bilingual Children

Results:

  • Bilingual children similar to monolingual english speaking children

  • Consonant clusters were better in bilingual than spanish speakers

  • Bilingual speaker produced flap and trilled r less correctly than a monolingual speaker

400

  • wash/wɑs

  • chip/tɪp/tsɪp

fronting

400

palatalized

<3

400

THE EFFECTS OF COMPUTER-ASSISTED PRONUNCIATION READINGS ON ESL LEARNERS’ USE OF PAUSING, STRESS, INTONATION, AND OVERALL COMPREHENSIBILITY

Results:

  • CPR is a cued pronunciation reading task- helped but not for intonation

  • Didn't improve comprehensibility- lack of effort and time- not the best b/c self direction

500

/ɾ/

voiced alveolar tap/flap

500

(How) Can We Teach Foreign Language Pronunciation? On the Effects of a Spanish Phonetics Course

Results:

  • No significance between ESL pre and post-test 

  • Significance between native speakers pre and posttest - closer to native English speakers 

500

  • telephone/tɛfoʊn 

  • tomato/meɪɾoʊ

weak syllable deletion

500

lateralized

:)))))))

500
Features of African American English

voiced or both are voiceless (wished=[wɪʃ], desk=[dɛs])

Postvocalic /l/ may be deleted (less common now) (wolf=[wʊf])

Word-initial /ð/ and /θ/ may become stops /d/ and /t/ (these=[diz])

The vowel /ɛ/ may be raised to /ɪ/ before /n/ (from southern dialects) (any=[ɪnɪ])

Fricatives /θ/ and /ð/ are sometimes produced as /f/ and /v/ respectively, especially medially and finally (brother=[bɹʌvə])