Chapter 4

What are goof theories based on?

practical experience or experimental observations and provide practical tools

nif understood well help focus our clinical practice

nProvide us with alternate perspectives on clinical problems

Form and function

Both needed in order to effectively communicate

Function

phonology - phoneme

Form

articulation – speech sound

Why do form and function combine?

for meaningful message

Form and function example

final consonant deletion

final consonant deletion

child has speech sound form as demonstrated in other positions of words, but does not have fxn because does not realize where sound should be used

Distinctive feature theory

any property that separates a subset of elements from a group

Example of Distinctive feature theory

Color of door on similar house

What’s the basic unit of Distinctive feature theory?

feature (not phoneme)

Features cannot be broken into what?

smaller units

Features binary (+ or -)

ìMay be based on acoustic or articulatory properties

ìMay be based on function in syllable

Acoustic

strident, voice

Articulatory

high, back, lateral, or coronal

Syllable function

consonantal, vocalic

ì/t/

ìIs a consonant so + consonantal

ìIs not a vowel so – vocalic

ìIs not voiced so – voice

ì/d/

ìIs a consonant so + consonantal

ìIs not a vowel so – vocalic

ìIs voiced so + voice

Where do Proponents believe that phonemes are stored?

in brain as“bundles of features”

What’s it called if they allow us to distinguish between phonemes?

distinctive

Is distinctive feature theory used clinically?

not used a great deal clinically

What happens if features ARE the basic unit?

children will learn features, errors may be based on unlearned features rather than unlearned sounds

Why do all features need to be listed in distinctive feature theory?

for given phoneme, even those that have nothing to do with particular phoneme (disadvantage)

What happens If we look at feature rather than phoneme?

errors that look unique at phoneme level may have common basis

What sounds should Child’s errors be on?

all + strident sounds or + continuant sounds

What may you miss in distinctive feature theory?

phonetic information

10Generative phonology

Prior to early 1950s, focus of phonological theories was on “surface form” (what speaker actually produced)

What is underlying form in generative phonology?

“purely theoretical concept that is thought to represent a mental reality behind the way people use language”

Underlying form

ìMore than just what is physically produced

ìSpeaker’s cognitive ability

In generative phonology, what two levels of sound representation are considered?

Phonological representation and Phonetic representation

Phonological representation

ì(abstract underlying form)

ìDetails of how phonemes are stored in brain

Phonetic representation

ì(surface form)

ìWhat is actually produced by the speech organs

Naturalness designates what two sound aspects?

ìThe relative simplicity of a sound production

ìIts high frequency of occurrence in languages

What are more natural sounds?

those that are considered easier to produce and occur in many languages

Naturalness vs. markedness

Sounds are easy to produce and common across languages

Consonants and stops easy to produce

Why are Natural sounds considered unmarked?

it is assumed that children learn them first

What’s relatively more difficult for marked sounds?

to produce and are found less frequently in languages

What do Natural and unmarked have in common?

they are the same thing

What’s used when formulating phonological rules?

distinctive features are used

What do Sounds that share features form?

natural sound classes

Generative phonology also says we can predict what?

normal development

Marked sounds less common in what?

languages of world, which may mean they are more difficult to learn

What sounds should children learn first?

unmarked sounds

ìChomsky and Halle (1968) believed there were four features that could do what?

distinguish between phonemes

Sonorant

open vocal tract

Sonorants include

vowels, glides, nasals and liquids

Consonantal

sounds produced with high degree of oral obstruction

Consonantals include

stops, fricatives, affricates, liquids and nasals

Vocalic

sounds produced with low degree of oral obstruction

Vocalic includes

Vowels and liquids

ìCavity features

ìRelated to place of articulation

Cavity features include

nasal, lateral, low, high, etc.

ìManner of articulation features

ìHow sound is produced

ìManner of articulation features includes

continuant, delayed released, tense

ìSource features

§Subglottal air pressure, voicing and stridency

What are consonants characterized by complete/narrow constriction between articulators, hindering expiratory airstream?

obstruents

obstruents include

stops, fricatives and affricates

ìVoiceless obstruents are more natural than what?

voiced obstruents

Obstruents are more natural than what?

sonorants

ìStops are more natural than what?

fricatives

ìFricatives are more natural than what?

affricates

ìLow-front vowels are the most what?

natural vowels

ìTense vowels are more what?

natural than lax vowels

ìAnterior consonants are more natural than what?

non-anterior consonants

Why has Generative phonology not yet resulted in clinically useful tools such as tests to be used with phonologically disordered children?

ìProbably because analysis is quite complex and highly individualized

What is Natural phonology?

is a natural theory…in that it presents language as a natural reflection of the needs, capacities, and world of its users, rather than as a merely conventional institution. (Donegan and Stampe, 1979)

What does the natural phonology theory assume?

that child is constantly revising the phonological system to become more like that of adult

Limitation

ìoccurs when differences between child’s system and adult’s system become limited to only specific sounds or sequences

Ordering

ìWhen substitutions that appear unordered and random become more organized – again the child is trying to match the adult phonological system

Suppression

ìthe abolishment of one or more phonological processes as children move from innate speech patterns to adult production

ìAssumes that child’s underlying representations are just like an adul’ts – they just have difficulty with what?

the motor production of the surface form.

ìAs childs abilities improve, they slowly reduce what?

the amount of simplification

What is the Stampe’s theory?

assumes that the child passively suppresses these phonological process

nB-W breaks phonological processes into 3 categories:

1.Syllable structure processes

2.Substitution processes

3.Assimilatory processes

1.Syllable structure processes

are sound changes that affect the structure of the syllable

2.Substitution processes

one sound class is substituted for another

3.Assimilatory processes

sound becomes similar to or is influenced by another

Syllable Structure Processes

ìCluster reduction

ìReduplication

ìWeak syllable deletion

ìFinal consonant deletion

Substitution Processes

ìConsonant cluster substitution

ìFronting

ìLabialization

ìAlveolarization

ìConsonant cluster substitution

stwit for street – also can be referred to as gliding

ìFronting

velar ti for key; palatal fronting su for shoe

ìLabialization

replacement of non-labial sound with labial one fum for thumb

ìAlveolarization

range of nonalveolar sounds, mostly interdental and labiodental, into alveolars sum for thumb

Substitution Processes- Manner

nStopping

nAffrication

nDeaffrication

nDenasalization

nGliding of liquids/fricatives

nVowelization

nDerhotacization

ìVoicing

ìDevoicing

nStopping

substituting stops for fricatives to for sue OR affricates – dus for juice

nAffrication

replacement of fricatives by homorganic affricates – chew for shoe (homorganic is same place)

nDeaffrication

production of affricates as homorganic fricatives shoe for chew

nDenasalization

replacement of nasals by homorganic stops

nGliding of liquids/fricatives

replacement of liquids or fricatives by glides – wed for red or ju for shoe

nVowelization

replacement of syllabic liquids and nasals, mostly l and n by vowels – tabo for table

nDerhotacization

the loss of r coloring in central vowels with r coloring  (er) – bird, ladder

ìVoicing

voicing an unvoiced sound

ìDevoicing

devoicing a voiced sound – David becomes Davit

Assimilatory Processes

ìLabial assimilation

ìVelar assimilation

ìNasal assimilation

ìLiquid assimilation

ìLabial assimilation

change of non-labial into labial sound under influence of another labial sound – fwing for swing

ìVelar assimilation

change of non-velar into velar under influence… gog for dog

ìNasal assimilation

influence of nasal on non-nasal sound – money for bunny

ìLiquid assimilation

influence…  lellow for yellow

Theories up to now have been considered what?

“linear phonologies”

“linear phonologies”

ìAssume that speech is produced in a sequential fashion

ìAssume that all features and sounds are equal

Main difference between linear and nonlinear

ì(also called multi-linear) phonologies is that nonlinear types attempt to look at larger linguistic segments