CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
CS&D 315 Unit 2
Study online at https://quizlet.com/_fu5ei3
1. phonetics the study of speech sounds- how they are produced,
acoustic properties
2. phonology the structure and systematic patterning of sounds within
a language- concerns the particular sounds a language
uses; rules governing use of sounds within a language
3. speech sound -referral- does the child need assessment?
acquisition: why -assessment- selecting age appropriate tools
do we need to -analysis- determining if abilities are age appropriate
know what 'nor- -diagnosis- determining whether delay/disorder is present
mal' is? -selecting intervention targets
-intervention- ensuring that treatment is age appropriate
-dismissal/discharge- determining whether speech is
within normal limits for age
4. models of -the exact nature of how children acquire speech sounds
speech acquisi- is not known
tion -no model fully explains the development/process
-elements of different models have relevance
5. three different traditionalist/behaviorist models-focus on behavior
categories of linguistic- generative phonology, natural phonology, non-
speech acquisi- linear phonology, optimality theory, sonority hypothesis-
tion: focus on describing patterns, structures, and contexts for
articulation development
-psycholinguistics models- focus on explaining phonolo-
gy; used to map interactions between auditory input, un-
derlying cognitive-linguistics processes and speech pro-
duction output
6. how speech -diary studies
sound data are -cross-sectional studies (large group cross-sectional
obtained studies)
-longitudinal studies
7. diary studies -very detailed accounts of speech acquisition on a small
number of children
-often parent is a researcher
CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
, CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
CS&D 315 Unit 2
Study online at https://quizlet.com/_fu5ei3
-issues: observer bias, generalization, reliability
(1876-1925)
8. large group -examination of large groups of children at different
cross sectional cross-sectional age points (1926- 1957)
studies -templin: early (best known) large srudy of speech sound
acquisition, age at whihc 75% of children acquired
speech sounds in initial medial and final positions of
words
-smit and colleagues (1990)- examined 997 children- re-
ported age of acquisition, reported progression of de-
velopment overtime, showed that boys have different
norms than girls, included consonant clusters to acquisi-
tion norms
9. advantages and advantages: large number of children studied; experimen-
disadvantages tal control over stimulus items and analysis procedures-
of large group standardized procedures
cross-sectional disadvantages: typically only single words are studied;
studies productions are often imitated; there may be dialectal
variation across regions of study; only typically developing
children are included; no ability to examine individual
differences among children beyond standard deviations
10. longitudinal -examination of groups of the same children at repeated
studies intervals
-following children systematically over time
-permit examination of change overtime within individu-
als- children are compared with themselves and patterns
of change across children and within children are exam-
ined
11. advantages and advantages: individual variation is captured (useful for de-
disadvantages veloping intervention/teaching strategies); developmental
of longitudinal trends are captured
studies disadvantages: smaller numbers of children are typically
included, important windows of development/change may
be missed by the data collection interval; elicited stimuli
are often used, thus 'normal' speech may not be captured
CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
, CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
CS&D 315 Unit 2
Study online at https://quizlet.com/_fu5ei3
12. how speech -integrate both longitudinal and cross sectional models
sound data are -large sampl, longitudinal studies
obtained- com-
bined data col-
lection proce-
dures
13. average age of -mean acquisition dependent on study
acquisition for -19000 children- correctly use consonant 75% of the
english conso- time-> considered acquired
nants -ranges from 50-90% acquired
14. consonant age p, b, d, m, n, h, w
of acquisition: 2
years old
15. consonant age t, k, g, ng, f, y
of acquisition: 3
years old
16. consonant age v, s, z, sh, ch, j, l
of acquisition: 4
years old
17. consonant age th (voiced), zh, r
of acquisition: 5
years old
18. consonant age th (voiceless)
of acquisition: 6
years old
19. behaviorist mod- -watson, skinner, pavlov
els -use behaviorist mechanisms of imitation and reinforce-
ment
-babies produce the sounds they do because they imitate
the sounds they hear and get positive reinforcement for
doing so
-does not allow for development outside of parental rein-
forcement
CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
CS&D 315 Unit 2
Study online at https://quizlet.com/_fu5ei3
1. phonetics the study of speech sounds- how they are produced,
acoustic properties
2. phonology the structure and systematic patterning of sounds within
a language- concerns the particular sounds a language
uses; rules governing use of sounds within a language
3. speech sound -referral- does the child need assessment?
acquisition: why -assessment- selecting age appropriate tools
do we need to -analysis- determining if abilities are age appropriate
know what 'nor- -diagnosis- determining whether delay/disorder is present
mal' is? -selecting intervention targets
-intervention- ensuring that treatment is age appropriate
-dismissal/discharge- determining whether speech is
within normal limits for age
4. models of -the exact nature of how children acquire speech sounds
speech acquisi- is not known
tion -no model fully explains the development/process
-elements of different models have relevance
5. three different traditionalist/behaviorist models-focus on behavior
categories of linguistic- generative phonology, natural phonology, non-
speech acquisi- linear phonology, optimality theory, sonority hypothesis-
tion: focus on describing patterns, structures, and contexts for
articulation development
-psycholinguistics models- focus on explaining phonolo-
gy; used to map interactions between auditory input, un-
derlying cognitive-linguistics processes and speech pro-
duction output
6. how speech -diary studies
sound data are -cross-sectional studies (large group cross-sectional
obtained studies)
-longitudinal studies
7. diary studies -very detailed accounts of speech acquisition on a small
number of children
-often parent is a researcher
CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
, CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
CS&D 315 Unit 2
Study online at https://quizlet.com/_fu5ei3
-issues: observer bias, generalization, reliability
(1876-1925)
8. large group -examination of large groups of children at different
cross sectional cross-sectional age points (1926- 1957)
studies -templin: early (best known) large srudy of speech sound
acquisition, age at whihc 75% of children acquired
speech sounds in initial medial and final positions of
words
-smit and colleagues (1990)- examined 997 children- re-
ported age of acquisition, reported progression of de-
velopment overtime, showed that boys have different
norms than girls, included consonant clusters to acquisi-
tion norms
9. advantages and advantages: large number of children studied; experimen-
disadvantages tal control over stimulus items and analysis procedures-
of large group standardized procedures
cross-sectional disadvantages: typically only single words are studied;
studies productions are often imitated; there may be dialectal
variation across regions of study; only typically developing
children are included; no ability to examine individual
differences among children beyond standard deviations
10. longitudinal -examination of groups of the same children at repeated
studies intervals
-following children systematically over time
-permit examination of change overtime within individu-
als- children are compared with themselves and patterns
of change across children and within children are exam-
ined
11. advantages and advantages: individual variation is captured (useful for de-
disadvantages veloping intervention/teaching strategies); developmental
of longitudinal trends are captured
studies disadvantages: smaller numbers of children are typically
included, important windows of development/change may
be missed by the data collection interval; elicited stimuli
are often used, thus 'normal' speech may not be captured
CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
, CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
CS&D 315 Unit 2
Study online at https://quizlet.com/_fu5ei3
12. how speech -integrate both longitudinal and cross sectional models
sound data are -large sampl, longitudinal studies
obtained- com-
bined data col-
lection proce-
dures
13. average age of -mean acquisition dependent on study
acquisition for -19000 children- correctly use consonant 75% of the
english conso- time-> considered acquired
nants -ranges from 50-90% acquired
14. consonant age p, b, d, m, n, h, w
of acquisition: 2
years old
15. consonant age t, k, g, ng, f, y
of acquisition: 3
years old
16. consonant age v, s, z, sh, ch, j, l
of acquisition: 4
years old
17. consonant age th (voiced), zh, r
of acquisition: 5
years old
18. consonant age th (voiceless)
of acquisition: 6
years old
19. behaviorist mod- -watson, skinner, pavlov
els -use behaviorist mechanisms of imitation and reinforce-
ment
-babies produce the sounds they do because they imitate
the sounds they hear and get positive reinforcement for
doing so
-does not allow for development outside of parental rein-
forcement
CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf CS&D 315 Unit 2.pdf
