phono/artic test 2

speech perception: intonation

unborn infant hears its mother’s voice

fetal hearing of sounds outside the womb established by 28 weeks gestation

familiarity of mother’s voice and native language lays foundation of bonding

intonation: development

infants pay attention to intonation as they grow knowledge of stress and intonation is crucial

speech perception: speech sounds

infant possesses a cochlea and hearing mechanism capable of categorical perception

in infancy, child moves from citizen of the world to citizen of a specific language

basis of this change is maturation of the primary auditory cortex

speech sounds: development

categorical perception exists at birth

speech perception

keeping what an infant started with

retaining the wide perceptual abilities vs. the loss of ability

bilingual infant retains perceptual categories of languages to which it is exposed

exposure to electronic teachers do not show the same results

vocal production

vocalizations provide practice for later speech development

link between ear and mouth reflexive vocalizations

vegetative sounds occur as a byproduct of breathing in and out while moving tongue and jaw

cooing

becomes more prevalent around 2-4 months

myleination

larynx descends

oral structure changes during infancy

vocal production: vocal play

sounds near front of mouth become prominent around 4-6 months

vocal production: canonical babbling

20% or higher contain consonant and vowel within same syllable

reduplicated and nonreduplicated babble typically co-occur

why does canonical babbling matter

it advances speech development

• syllables

• speech sounds

• individual differences

variegated babbling — also called jargon

summary

in first year, infants make progress in speech perception and vocal development

pay close attention to intonation

categorical perception helps infants discover individual sounds

earliest vocalizations arise while breathing and moving mouth; progress to sounds in back, then front of mouth

babbling establishes ability to make sounds into syllables

first year of life closes with infant babbling under adult sounding intonation

sound communication: what an infant learns

categorical perception leads to early realization that sounds carry meaning

conversations like a game of catch

in the first year, a child acquires rudiments of conversational turn taking

by 3-4 months: may vocalize when spoken to

by 5-6 months: may play sound and gesture games

sound communication: how an infant learns

language acquisition happens in the context of social interaction

parentese

socially contingent interactions are a powerful catalyst for word learning

speech input that facilitates learning

familiar social routines is a critical factor for speech learning

putting it together

infant learns that sound can mean something

child needs both a brain to learn and environment dedicated to teaching

bonding provides emotional connection a parent needs

parentese transforms the noise in a child’s world into a ladder for learning

familiar social routines provide important location for learning

speech perception: toddlers

during the first year, environment shapes infant’s speech perception mechanism

challenge of speaking with advanced speech perception abilities

speech production: toddlers

during first year, early sound making is a byproduct of breathing in and out

in second year, child builds expressive vocabulary

developments occur in:

• consonants

• consonant inventories, phonetic inventories

• correct consonants, relational analysis

speech production: vowels

more advanced in vowel development than consonant development

early acquisitions include “corners”; mid vowels come in somewhat later than open and closed pure vowels

between 1;6 and 1;11 correctly produces 80% of nonrhotic vowels

speech productionL syllables

open syllables predominate early in the second year

shows improved ability to close syllables with consonant

speech production: stress

words containing single syllable predominate

multisyllabic words often consist of two sylables and have primary stress on first syllable

summary: puzzle pieces

speech perception confusions

• first consonants tend to be endpoints

• vowel development in advance of consonant development

• open syllables predominate

• word with two syllables follow a stressed-unstressed pattern

sound communication: what a toddler learns

speech for communication

by 12-13 months toddlers may posses a few spoken words

by 16-18 months words become primary form of communication

size of expressive vocabulary grows with increased use of words to communicate

sound communication: how a toddler learns

changes in parentese

facilitative talk

strategic errors

modeling

bombardment

requests for confirmation or clarification

parallel talk

expansions

hearing a speech sound is not the same as knowing how to produce it

how a toddler learns

follow lexical selection by picking and choosing words to say based on their ability to pronounce them

word based learning is a strategy that allows the learner to say words just well enough for someone to understand

favorite sounds and word recipes allow them to render wide variety of sounds through a few simple means

gestalt learning simplifies speech by bypassing words in favor of phrase and sentence melody

put it together: major ideas

grows expressive vocabulary and increasingly communicates

facilitative talk shapes language

perceives more speech than they can produce

develops strategies

lexical selection — say words with sounds you already make

word based learning

favorite sounds and word recipes

gestalt learning

speech perception: preschoolers

confusion appears to result from speed and hidden nature of speech, misperceptions, inattention, limited knowledge

brain development

preschoolers are better speech learners than adults

developments in speech production from 2-5 years occur in:

• consonants and consonant clusters

• vowels

• syllables

• stress

speech production: consonant and consonant clusters

child masters all but the most challenging consonants of their language

speech production: correct productions

child masters midpoint consonants

children acquire consonants in all sound classes

50% of children acquire consonant clusters by their fifth birthday

speech production: phonological patterns

occur in speech of toddlers and preschoolers

focus primarily on consonants

typical erros vs less common errors

speech production: place changes

fronting

velar assimilation

labial assimilation

backing

glottal replacement

speech production: manner changes

stopping

gliding

lateralization

affrication

nasalization

denasalization

speech production: sound reversals

metathesis

speech production: consonant cluster changes

cluster reduction

epenthesis

speech production: vowels

standardization instruments do not adequately assess vowels

correct productions

children typically acquire vowels earlier than consonants

vowel development complete by 3 years

speech production: speech errors

speech of 24-65% of children less than 3 contain vowel errors

extensive or inconsistent vowel errors are a hallmark of CAS (childhood apraxia of speech)

speech production: phonological patterns

vowel neutralization

vocalization

speech production: syllables

correct productions

syllables develop rapidly

beginning of preschool period

CV likely the most frequently occurring syllable

onsets and rhymes become increasingly diverse

speech production: entire syllable error

reduplication, syllable deletion

speech production: beginning of syllables errors

prevocalic voicing, initial consonant deletion

speech production: end of syllables errors

final consonant devoicing, final consonant deletion

stress: correct productions

acquisition of stress patterns shows major development

early preschoolers show mastery of speech mechanism to allow words beginning with unstressed syllables

three syllable words become more common

stress: speech errors

may delete syllables or resort to excessive or equal stress

difficulties with stress may be central challenge for preschooler or student

sound communication: what a preschooler learns

expressive vocabulary: preschooler speaks thousands of words

syntax and morphology: preschooler puts words in sentences and modify word and sentence meaning

sound communication: how a preschooler learns

perspectives: bonding, speech input, routines, brain development

social: small world vs larger world

effect of an expanding world: helps preschooler put words together in longer strings

putting it together (preschoolers)

a preschoolers ability to learn words and make sentences expands

foundations of speech learning

social world typically expands

a preschooler’s speech abilities challenged by:

• vocabulary growth

• maturing syntactic skills

• expanding social world

alliteration awareness

ability to notice and identify when two or more share the same initial or beginning sound

ex. “big brown bear” — all start with letter “b”

English Language Learner (ELL)

student whose primary home language is not English and learning English — process of development of reading, writing, speaking, or listening in English

phoneme isolation

the foundational ability to identify individual beginning, middle, or ending sounds within spoken words without needing to see the letters

phoneme segmentation

literacy skill of breaking a spoken word down into its individual distinct sounds

phonological awareness

auditory or oral ability to recognize and manipulate spoken parts of language

rhyme awareness

ability to hear, recognize, and produce words that share the same ending sound

syllable segmentation

phonological awareness skill of breaking spoken words down into smaller word parts or sound beats

the late consonants

speech sounds that children typically learn to produce last usually between ages of 5 and 7.5

speech perception: students

misperceptions continue during school years and into adulthood

students with speech sound disorders are more likely than peers to experience difficulties in speech perception