Phonetics Unit 2- Diacritics and Clinical Phonetics

Syllabification (SLANDAL)

Some consonants can form the nucleus of the a syllable, this often occurs with the /l/ and /n/ consonants, sometimes you can get a syllabic /m/ and /ŋ/ in hypospeech. Typically you add a small line [l̩d] under the consonant that is syllabic

Syllabification Rule

Nasals and /l/ can become syllabic in certain contexts: 1: Unstressed syllables, usually when the preceding consonant is a stop, has the same place of articulation, or if ifs a glottal stop. Sometimes is can be syllabic when the preceding consonant has a very close place of articulation and possibly after a fricative.

Lateral Plosion

The /l/ is a syllabic consonant and serves as the nucleus of a syllable

Nasal Plosion

A nasal (usually /n/) is a syllabic consonant and serves as a nucleus of a syllable

does the word ladle [leɪdl] have syllabification?

Yes, as the /l/ consonant is serving as the nucleus in the second syllable of ladle (This is one of our rules). Here is how you would add a diacritic to [leɪdl̩]

does the word easel [izəl] have syllabification?

No it does not as the schwa in the easel transcription serves as the nucleus.

does the word written [ɹɪʔn] have syllabification?

Yes, as one of our rules says that the preceding consonant is syllabic if it has same place of articulation or is a glottal stop, and there is a glottal stop in written. Here is how you would add a diacritic to written [ɹɪʔn̩]

Lengthening

Some sounds are produced with longer durations then others, this could be due to lexical stress, tonic stress, dialectical differences, allophonic variations, and can occur when identical consonants are next to each other e.g., (fresh shrimp) You typically add the diacritic ː after the consonant or vowel that is lengthened.

Lengthening Rules

1: When the vowel that occurs before a voiced obstruent within a word is lengthened to indicate the voicing of the following obstruent. 2: When two identical back-to-back consonants in connected speech are produced as a single layer consonant. 3: When a syllable sounds extremely loud for emphasis e.g., I said no pickles.

Is abe or ape lengthened?

It would be abe as the /b/ consonant is a voiced bilabial stop (obstruent). So abe would have a diacritic and would look like this aːbe (this is not the transcribed word)

is teeth or teethe lengthen?

teeth would be lengthened as this would have two identical consonants back-to-back. This would not fit in rule one as theta is a voiceless labiodental fricative. The lengthening diacritic would go here teeːth (this is not transcribed)

I said no pickles on my sandwich. Is there lengthening in no?

Yes, there would be lengthening as according to rule three if there is emphasis on a word in connected speech making it sound loud you need to add lengthening.

Aspiration

the voiceless stops on the left are all aspirated - they are produced with a little puff of air on the release of the closure; this is an allophone (variant) of the voiceless stop consonants.

Aspiration Rule

voiceless stops ( /p/ /t/ /k/ ) are aspirated when they occur: at the beginning of a stressed syllable.

voiceless stops are not aspirated when:

they are at the beginning of a an unstressed syllable (unless it is the first), or after a /s/ constant in a cluster

is the word /pɪt/ aspirated

Yes, the /p/ is aspirated because

does the word /skæn/ have aspiration?

No, because there is an s in the consonant cluster

Nasalization

Nasalization is a form of anticipatory coarticulation/assimilation that affects vowels. This is due to the anticipation of the following nasal sound that lowers the velum early.

Nasalization Rule

vowels are nasalized when they occur before a nasal consonant (/m/, /n/, /ŋ/). This can also cross word boundaries.

does the word spool [spul] have nasalization?

No it does not as there is no nasal consonants in the word spool

does the word sign [saɪn] have nasalization

Yes, because there is a /n/ consonant in sign. This would be transcribed with this diacritic [sãɪ̃n]

Dentalization

This is anticipatory assimilation in which the place of articulation of a dental sound influences the preceding sound

Denalization rules

When alveolar consonants occur before an interdental, does not affect /s/ and /z/, and almost always happens even if we speak carefully

does the word tenth [tɛ̃nθ] have dentalization

Yes, because the /n/ consonant is alveolar & the /θ/ is interdental. This would be transcribed as [tɛ̃n̪θ]

In cases where the sound is a labiodental nasal do you use the dentalization diacritic?

No, you would actually use the IPA symbol [ɱ]

Does the word enforce have dentalization?

Yes, but this is the case of labiodental nasal so you would use the constant [ɱ] and this would be transcribed as [ɨɱfɔɹs]

Is there dentalization in the word panther?

Yes, there is and it would be transcribed as [ pæn̪θɚ]

Labialization

The constant, which does not normally have rounding, has rounded lips

Labialization rule

before rounded vowel (/u,ʊ,o,oʊ,ɔ/), before a /w/, and can affect multiple consonants in the onset

does the word twin have labialization

Yes, because the /t/ consonant is not normally rounded, and it is before a /w/ so it follows the labialization rule. twin would be transcribed as [tʰʷwɪ̃n]

does the word assure have labialization

No, it does not it does not meet any of the rules.

Phonological Processes

This is the syllable structure result in the child producing a word with a different syllable shape then the adult form

Weak (unstressed) Syllable Deletion

The deletion of an entire unstressed syllable, and normally resolves around age 4

What might a child say for the word Tomato (Weak Syllable Deletion)

[meɪ.toʊ]

What might a child say for the word computer (Weak Syllable Deletion)

[ˈpju.tɚ]

Final Consonant Deletion

Omission of a final consonant or an entire consonant cluster at the end of a word. word ends in a vowel instead of consonant (open syllable). This is usually resolved by age 3

What might a child say for the word cup? (Final Consonant Deletion)

[kʌ]

What might a child say for the word milk? (Final Consonant Deletion)

[mɪ]

Reduplication

the total or partial repetition of a syllable of a target word

total reduplication

multisyllabic word with two identical syllables

partial reduplication

multisyllabic word with two similar syllables

what might a child say for water (Total Reduplication)

[wɑwɑ]

What might a child say for bottle (Partial Reduplication)

[bɑdɑ]

What might a child say for water (Partial Reduplication)

[wʌdʌ]

Cluster Reduction

Results in the deletion of one or more of the consonants in a cluster. Omission of SOME (but not all) members of a cluster. Typically whichever sound is harder to produces is the one that is omitted.

Stop + Approximant which is usually omitted?

usually the approximant is omitted e.g., [bu] for blue 

Fricative+Approximant which is usually omitted?

Either one can be omitted e.g., [wɪŋ] for swing

consonant /s/ + a Stop which is usually omitted

usually the /s/ is omitted e.g., [pɪn] for spin

consonant /s/ + Nasal

usually the /s/ is omitted e.g., [noʊ] for snow 

Substitution

this is the process in which a child simplifies the production of a target phoneme or phonemes by substituting another that is easier to produce. Sometimes a child can use the same phoneme to substitute for multiple target phonemes [ t,s,t͡ʃ, and k]

Stoping

This is the substitution of a stop for a fricative or affricate. Typically the substitution maintains the same or similar place of articulation and voicing target. This is very common process in young children; and may continue to age 4 or 5

What is an example of how a child may say the word judge [d͡ʒʌd͡ʒ] (stoping)

[dʌd]

What is an example of how a child may say the word that [ðæt] (stoping)

[dæt]

Fronting

Substitution of a velar, palatal, or post alveolar sound with a sound produced with a more front place of articulation (usually a alveolar). this is usually resolved by 2;6- 3 years

the consonant /g/ typically gets replaced by (fronting)

[d]

the consonant /t/ typically gets replaced by (fronting)

[k]

the consonant /ŋ/ typically gets replaced by (fronting)

[n]

the consonant /ʃ/ typically gets replaced by (fronting)

[s]

the consonant /ʒ/ typically gets replaced by (fronting)

[z]

the consonant /t͡ʃ/ typically gets replaced by (fronting)

[ts]

the consonant /d͡ʒ/ typically gets replaced by (fronting)

[dz]

what is an example a child may say for the word garage [gəɹɑʒ] fronting

[dəɹɑz]

what is an example a child may say for the word cheese [t͡ʃiz] fronting

[tsiz]

what is an example a child may say for the word came [keɪm] fronting

[teɪm]

Deaffrication

This is the substitution of a fricative for an affricate. typically, the substituted sound maintains the same or similar place of articulation/voicing. Usually resolves around age 4

what might a child say for the word chip [t͡ʃɪp] (deaffrication)

[ʃɪp]

what might a child say for the word edge [ɛd͡ʒ] (deaffrication)

[ɛʒ]

Liquid Gliding

Substitution of a glide for a pre-vocalic (onset) liquid. [w] for /ɹ/, [j] or [w] for /l/. Common in typically developing children, and can occur in singleton liquids or in liquid clusters.

what may a child say for the word bring [bɹɪŋ] (liquid gliding)

[bwɪŋ]

what may a child say for the word slide [slaɪd] (liquid gliding)

[swaɪd]

what may a child say for the word light [laɪt]

[jaɪt]

Vocalization/Vowelization

Substitution of a vowel for a syllabi or post-vocalic liquid. Usually a substitution [ʊ,ɔ,o,oʊ] for /l / & /ɹ/. Sometimes includes a substitution of non-rohtic vowel for /ɝ/ or /ɚ/. Often persists past age 5.

what might a child say for the word little [lɪtl] (vocalization/vowelization)

[lɪtʊ]

what might a child say for the word birthday [bɝθdeɪ] (vocalization/vowelization)

[boʊθdeɪ]

what might a child say for the word paper [peɪpɚ] (vocalization/vowelization)

[peɪpoʊ]

Assimilation

Any error pattern that involves one sound being more similar to another sound

Partial Assimilation

A sound takes on some features of a neighboring sound

Total Assimilation

Complete substitution of a neighboring sound

Labial Assimilation

A non-labial becomes labial when in the environment of a labial consonant

what would be a example of labial assimilation for: Book /bʊk/

[bʊp]

what would be a example of labial assimilation for: patch /pæt͡ʃ/

[pæp]

what would be a example of labial assimilation for: swing /swɪŋ/

[fwɪŋ]

Alveolar Assimilation

A non-alveolar consonant becomes alveolar when in the environment of an alveolar consonant

what would be a example of alveolar assimilation for: nope /noʊp/

[noʊt]

what would be a example of alveolar assimilation for: song /sɔŋ/

[sɔn]

Velar Assimilation

A non-velar consonant becomes velar when in the environment of a velar consonant

what would be a example of velar assimilation for: book /bʊk/

[gʊk]

what would be a example of velar assimilation for: catch /kæt͡ʃ/

[kæk]

prevocalic voicing

A prevocalic (before a vowel) voiceless sound becomes voiced, and affects anu obstruents but seems most common with stops.

what is an example of prevocalic voicing for the word: sing /sɪŋ/

[zɪŋ]

what is an example of prevocalic voicing for the word: cheek /t͡ʃik/

[d͡ʒik]

Postvocalic Devoicing

a voiced obstruent following a vowel becomes voiceless. This can either be influenced by a sound that occurs earlier in a sound or word that comes next in connected speech

Coalesence

Features two neighboring segments combine to form one new sound

Example of Coalescence for the word skin

[s] alveolar + [k] stop = [t] alveolar stop

Example of Coalescence for the word spot

[s] fricative + [p] labial = [f] labiodental fricative

Atypical Processes

these are some of the processes that are rarely used by typically developing children. When SLPs doe observe these patterns it may be more of a speech sound disorder

Initial Consonant Deletion

initial consonant or entire initial cluster is omitted (word now starts with a vowel)

what is an example of initial consonant deletion in the word: Chair /t͡ʃɛɹ/

One may say ‘‘air'“ [ɛɹ]