Practice Lab

transcribe skunk

/skʌŋk/

transcribe thirst

/θɝst/

transcribe shake

/ʃeɪk/

transcribe money

/mʌnɪ/

transcribe hungry

/hʌŋgɹɪ/

transcribe cactus

/kæktəs/

transcribe washer

/wɔʃɚ/

transcribe chickens

/tʃɪkənz/

use in stressed syllables

/eɪ/, /oʊ/, /ʌ/, /ɝ/

traditional theories

focus on behavior

linguistic theories

focus on describing patterns, structures, and contexts for articulation development

psycholinguistic theory

focuses on explaining phonology; used to map interactions between auditory input, underlying cognitive-linguistic processes, and speech production output

why do we have models of speech sound acquisition

linguistic models extend and enhance guidelines for assessment, analysis, and intervention; psycholinguistic models provide insights into underlying cognitive mechanisms

behavorist theory

babies learn to produce sounds by imitation and with positive reinforcement; watson, skinner, Pavlov

generative phonology

children are using the underlying representation of the sound to try and produce it; they learn the rules of their language to produce these sounds; Chomsky

natural phonology

children have adult-like representations but because of limitations they cannot yet produce the sound correctly so they produce phonological processes; Stampe

nonlinear theory

there’s a hierarchical relationship between phonological units; speech production is not just a string of phonemes and it considers many elements; CV → CVCV → CVC; Goldsmith

optimality theory

markedness and faithfulness constraints

children start producing simple speech (markedness)

and gradually adapt to more adult-like grammar (faithfulness)

Prince & Smolensky

sonority hypothesis

focuses on the loudness of sounds in a language; infants try to maintain as much sonority as possibly, favoring low sonority on the outside of syllables and higher sonority on the inside; Ladefoged

psycholinguistic models

combines linguistic and psychology to explain phonology in children; describes the interactions between auditory input, cognitive processes, and speech production output

3 categories of data collection

diary studies

cross-section studies

longitudinal studies

gold standard data collection method

large group longitudinal study

anatomical constraints on speech development

• tongue is large in relation to oral cavity (forward/backward movements are limited)

• need to develop expressive language (linguistic limitation)

starks stages for early vocalization

1. reflexive

2. control of phonation

3. expansion

4. canonical syllables

5. advanced forms

stark stage 1

reflexive

crying/fussing

stark stage 2

control of phonation

raspberries, clicks, laughing

stark stage 3

expansion

marginal babbling, producing 2+ vowels in a row

stark stage 4

canonical syllables

CV syllables, nonreduplicated syllables

stark stage 5

advanced forms

phonetically consistent forms, different consonants, vowels and syllable types

acquisition of vowels age

ages 3-4

intelligible to parents 80% of the time age

2

intelligible to strangers 80% of the time age

3

acquisition of consonants age

ages 8-9

master all speech sounds age

8-9

early 8 consonants

/m, b, j, n, w, d, p, h/

middle 8 consonants

/t, ŋ, k, g, f, v, tʃ, dʒ/

late 8 consonants

/ʃ, θ, s, z, ð, l, r, ʒ/

bottle → baba

reduplication

mouse → mow

final consonant deletion

cup → tup

fronting

fish → shish

alveolar assimilation

crash → cash

cluster reduction

vacuum → bacuum

stopping