Download test 2 | SLPA 22000 - Articulation and Phonological Development and Disorders and more Quizzes Speech-Language Pathology in PDF only on Docsity!
distinctive features
theory
Jacobson, Fant, and Halle first proposed in 1952 that:phonemes are not the fundamental elements of language, but that they are composed of smaller elements called DISTINCTIVE FEATURES TERM 2
distinctive features: function
DEFINITION 2 not used as explanation for child's problem anymore but they orient us towards a "rule" the child has trouble with TERM 3
the distinctive feature of an individual
phoneme
DEFINITION 3 they are those aspects of the process of articulation and their acoustic consequences that serve to contrast one phoneme from another TERM 4
are distinctive features
universal?
DEFINITION 4 yes, they are not language specific but which features are distinctive in that particular language nondistinctive features: ex. allophones TERM 5
are distinctive features
binary?
DEFINITION 5 yes, they are either present (+) or absent (-)
nondistinctive
features
features which do not distinguish phonemes from each other (are not linguistically relevant) TERM 7
once a child acquires all the features..
DEFINITION 7 she has acquired the elements which would enable her to learn all the phonemes of her languageHOWEVER- she also has to learn all the rules used to combine them TERM 8
features are abstractions..
DEFINITION 8 they are idealized forms which are not realized in actual utterances by speakers TERM 9
Chomsky and Halle prospoed that features
may operate on two levels..
DEFINITION 9
- classificatory and 2. phoneticthis is to explain the variables influencing actual production, they more likely exist on a continuum TERM 10
classificatory level
DEFINITION 10 deals with the "static" aspect of sounds. distinctive features at this level are binary and specify whether the consonant or vowel is within a feature category.
Where does the child get feature sets?
Crocker proposed three classes of features: Primary, Secondary, Cognate TERM 17
Features of Primary Class
DEFINITION 17 +/- Vocalic+/- Consonantal +/- Nasal+/- Strident TERM 18
Features of Secondary Class
DEFINITION 18 +/- Continuant+/- Diffuse (tense)+/- Voice+/- Coronal TERM 19
Features of Cognate Class
DEFINITION 19 voice/voiceless distinction [p] vs [b], [t] [d] TERM 20
Feature sets are divided into..
DEFINITION 20 Prime Sets, Derived Sets, Base Sets, and Terminal Sets
Prime Set
set from which all other sets develop TERM 22
Three Prime Feature Sets
DEFINITION 22 w- glides, v- vowels, p- consonants TERM 23
W feature
set
DEFINITION 23
- vocalic, - consonantalone of the prime sets TERM 24
V feature
set
DEFINITION 24
- vocalic, - consonantalone of the prime sets TERM 25
p feature
set
DEFINITION 25
- vocalic, + consonantal one of the prime sets
stage 1
reflexive vocalization or phonation stage (0-1 month) primarily vegetative sounds, reflexive with no linguistic intent. TERM 32
stage 2
DEFINITION 32 cooing (2-3 months) stop and start to oral movements, some back consonants because of velar closure and middle vowels, CV combinations TERM 33
stage 3
DEFINITION 33 babbling or expansion stage (4 to 6 months) developing greater independent control of the tongue, can produce prolonged strings of sounds, gaining increasing control of both laryngeal and oral articulatory mechanisms TERM 34
stage 4
DEFINITION 34 reduplicated or canonical babbling (6 to 10 months) duplicated syllable production (juju), increased lip control, labial plosives (p, b, t, d) **first move towards actual speech; little evidence of sounds/meaning relationships but true speech sounds and syllables are appearing suggesting the influence of a language environment TERM 35
stage 5
DEFINITION 35 variegated babbling, vocables, first words (11-14 months) lot of exploration of sounds and preparation for speech, normal intonational patterns developing
how could storing of sensory process go
awry?
- incorrect internal acoustic representation2. incorrect sensory-motor representation TERM 37
why do children store incorrect
representations?
DEFINITION 37 early organic problems, attention problems, memory deficits TERM 38
behaviorist theory
DEFINITION 38 based on learning theory developed by Skinnerpromoted as a theory of language learning, including phonology, by Don Mowrer TERM 39
stimulus-> response->
reinforcement
DEFINITION 39 S -> R -> Rchild's responses (imitations of adult productions) are gradually shaped by adult reinforcement into the correct speech sounds TERM 40
drawbacks of behaviorist model
DEFINITION 40 does not account for the child's capacity to develop new patterns or create new combinations he has never heardthere is little evidence that caretakers reward specific productions (rather than meaning), especially during pre- linguistic period
two important aspects of generative
phonology
- use of distinctive features in describing phonology2. formal devices this theory uses to describe the sound patterns of a language- rules, how rules are written, restrictions on how the rules may follow one another TERM 47
types of rules
DEFINITION 47
- static2. dynamic a. allophonic rules b. neutralization rules TERM 48
static rules
DEFINITION 48 describes the admissible sounds and sound sequences in the child's systemThree kinds of constraints are possible: 1. positional constraints- snd can't go in that position (end of a word) 2. inventory constraints- sound a child never uses3. sequence constraints- sounds that can't go together TERM 49
dynamic rules
DEFINITION 49 these rules act upon sounds or sound sequences causing changes in production (they may be optional or obligatory)a. allophonic rules: one-to-many mapping (s -> f, th,), free variation (random substitutions), complementary distributionb. neutralization rules: many-to-one mapping (s,f, th -> f), has knowledge of two or more phonemes but collapses them into one phonetic production in certain contexts TERM 50
phonological rules
DEFINITION 50 categories of rules the child uses to simplify the adult formpatterns of rules for mapping the abstract underlying form onto the surface or phonetic levelevaluation test- compton-hutton(types of processes handout i made)
phonological therapy
child's disordered productions are not a collection of isolated errors but are organized into a system of interrelated patterns- the correction of any particular deviant production within a pattern has the effect of breaking down that pattern1. paired-comparison2. cycles approach TERM 52
paired comparison
DEFINITION 52 used to establish contrasts not present in the child's phonological system TERM 53
minimal pairs therapy
DEFINITION 53 sometimes referred to as minimal opposition contrast therapycontrasts could be between sounds (s and f), classes of sounds (stops and fricatives), or presence and absence of sounds (bus/bu_)ex. to show child difference between s and th you could use sink and think TERM 54
maximal opposition approach
DEFINITION 54 word pairs are chosen based on maximum number of feature differencessupposedly results in greater generalization if you work with sounds child has most errors on and go to the sounds he makes fewer errors on TERM 55
multiple oppositions approach
DEFINITION 55 when you have a child with allophonic rules (one-to-many mappings) you can try a "multiple opposition" approachyou would use 3 to 5 pairs instead of one instead of an s-f comparison, you may have a d, g, th, dj comparison
