Chapter 5

In summary, Phonological awareness is a subcategory of?

1. phonological processing. 2. contains many different levels of skills and seems to demonstrate a systematic developmental sequence 3. it is highly correlated with reading and spelling abilities. 4kids with phonemic-based difficulties demonstrate more problems with phonological awareness and consequently difficulties in reading acquisition 5. these reading and spelling deficits may persist, especially in children with idiosyncratic errors and those with severe phonemic-bases problems

prior to 18 months? (prosodic)

1. playful acticipation, emphatic stress 2. high rising and high rising -falling contour ex: a child might use a high rising intonation pattern on call to indicate that the game is about to begin.

A child's language development is commonly divided into?

1. prelinguistic behavior 2. lingustic development -this division is exemplified by the use of early nonmeaningful versus later meaningful sound productions.

In newborns the larynx and vocal tract reflect exclusively?

1. primary functions, the life supporting duties of the speech mechanism. The larynx and vocal tract are unable to fulfill secondary duties, those tasks including articulation of speech sounds that occur in addition to life-supporting ones.

Children frequently use "invented words" in a consistent manner, thereby demonstrating that they seem to have meaning for the children. These vocalizations- used consistently but without recognizable adult model have been called? (4)

1. proto-words 2. phonetically consistent forms 3. Vocables 4. Quasi-words

Types of syllable processes?

1. reduplication 2. final consonant deletions 3.unstresssed syllable deletion aka weak syllable deletion 4.cluster reduction 5. epenthesis

What are the 5 prelinguistic phases?

1. reflexive crying and vegetative sounds (0-2 months 2. cooing and laughter ((2-4 months) 3. vocal play (4-6 months) 4. canonical babbling (6 month and older) 5. Jargon stage (10 months and older)

13-15 months (prosodic)?

1. requesting, attention getting , curisosity, surprise, recognition, insistence, greeting Rising contour: high falling contour that begins with a high pitch and drops to a lower one. This is noted in the previous exmaple: of [da^da]

Second, what are the speech sound limitations that can be observed during the first 50 word?

1. specifically vowels and consonants are present. 2. first consonants are labials most commonly [p] and [m] followed by [t] and [k] 3. first vowels are [a] or [a other one, followed by [u] and or [i]

Tasks the measure onset-time awareness include?(Phonological Awareness) (the school age)(4)

1. spoken rhyme recognition (do these words rhyme with: Hop and top? 2. recognition of words that do not rhyme (which word does not rhyme: cat, sat, car?) 3. spoken rhyme production (tell me a word that rhymes with dog) 4. Onset-rime blending ( "c" "at" is blended to "cat")

Substitution processes include?

1. stopping 2. fronting 3. gliding

Transition from babbling to first words?

1. studies suggest that babbling and early words have much in common 2. they are often so similar that difficulties arise in differentiating between the two.

Example; the oral cavity (with tongue and lips) and pharyngeal cavity are uses primarily for?

1. sucking and swallowing actions. 2. the tongue fills out the oral cavity completely, leaves practically no space for buccal area.

Phonological Awareness can be described in terms of ? (3) (the school age)(

1. syllable awareness, 2. onset-rime awareness, and 3 phoneme awareness.

what are the tasks used to evaluate syllable awareness??(Phonological Awareness) (the school age) (4)

1. syllable segmentation (How many syllables, or beas are in banana?) 2. syllable completion (here is a picture of a rainbow, Ill say the first part and you can complete it. Here is a rain__? 3. syllable identity (which part of "rainbow" and "raincoat" sound the same?) 4. syllable deletion (say "rabbit" now ay it again without the "ra"

During the first 50 word stage, there seems to be a large difference between ?

1. the child's productional versus perceptual capabilities. -At the end of the stage when child can produce 50 words they are typically capable of understanding around 200 words. -their perceptual, motor, and cognitive growth as well as the influence of the environment all play indispensable roles in this state of language acquistion.

Research shows(prelinguistic)?

1. babbling behavior is not random but indicates that children's productions develop in a systematic manner 2. the consonant-like sounds that are babbled are restricted to a small set of segments and 3. the transitions between the first words are very similar in respect to the sounds used and the way they are combined. -it also appears children's perceptual abilities are quite developed before the first meaningful utterances. -lang. systems starts to develop prior to the first spoken meaningful words during the prelinguistic period.

Stage 1: Reflexive crying and vegetative sounds?

1. birth to 2 months 2. characterized by a large proportion of reflexive vocalizations. 3. vegetative sounds

The time of the initial productions or words is usually called?

1. the first -50-word stage. -this stage encompasses the time from the first meaningful utterance to approximately 1 year of age to the time when children begin to put two "words" together at aprox. 18-24 months. -the first word may by plausible starting point but the strict 50 word cutoff point is purely arbitrary. -children produce approx 50 meaningful words before the next generally recognized stage of development, the two-word stage begins.

in examining the course of phonological development during 50 words period we see that it is heavily influenced by the ?

1. by the individual words children are acquiring. 2. children are not just learning sounds, which they then use to make up words but rather seen to learn words units that happen to contain particular sets of sounds. 3. Referred to as presymantic state in which contrastive words rather than contrastive phones( phonemes) are acquires. -it can be related to item learning and system learning stages of phonological develop.

What are specific perceptual developments that emerge during the infant/toddle year? (5)

1. categorical perception 2. discrimination of nonnative sounds in infants 3. Perceptual constancy 4. Perceptual of phonemic contrasts 5. Early perceptual abilities related to language development and disorders

What are the four developmental stages Greenle described fro consonant reduction.

1. deletion of the entire cluster: [it] for treat 2. reduction to one cluster member [tit] for treat 3. cluster realization but on member substitution [twit] for treat 4. norm articulation [trit]

Anatomical changes include?

1. downward displacement of the hyoid bone and larynx away from the base of the skull and the mandible and the loss of the aforementioned sucking pad. 2. all these changes must occur as prerequisite for the articulation of speech sounds.

After a childs first words, around first bday, the speech mechanisim undergoes further enlargement and changes form. such as?

1. expansions of the laryngeal and pharyngeal cavities are prominent examples. 2. these expansions co-occur with changes in the form and mobility of the arytenoid cartilages, soft palate, ans the tongue.

many jargon vocalizations are delievered with?

1. eye contact 2. gestures 3. intonation patterns that resemble statements or questions.

What are the general perceptual developments during infancy?

1. infants are able to discriminate minimal differences in speech sounds within the first months after birth. 2. human fetuses can process melody contours in language and music 3. newborns prefer their mother voice over other voices as evidence by changes in sucking rates when hearing a mothers voice vs. other female voice. 4. the cry melodies produced by infants are shaped by their native language.

At least four types of phonological processing skills demonstrate the differences between norm readers and poor reader? (the school age)(Phonological Processing)

1. memory span (retention of new strings of verbal items 2. recall of verbal information (in contrast to recall nonverbal items 3. articulation rate 4. rapid naming

Most of the information on children's production abilities is based? (the school-age)

1. on the results of articulation tests (i.e bases on responses to picture naming. 2. we find that acceptable pronunciation of certain sound is not achieved till ate 4;6 and 6;0

Other finding, include one or more of these consonants?(the school age)

[r,z,v]

prosodic feature development in the preschool child?

at the time children begin to use two-word utterances, a further development in the usage of suprasegmental occurs; contastive stress.

Infants larynx sit?

closely under the angle between neck and chin. -this high semi fixated position of the larynx does not allow the vocal tract to be effectively elongated int he downward direction. This elongation is indispensable for some resonating effects during vowel articulation, for example

Stabilization of the pharyngeal airway (necessary for an upright position) is?

is another significant postnatal development.

Phonological Processing? (the school age)

is the use of sounds of a language to process verbal information in oral or written form that requires working and long term memory -includes two dimensions: coding (Phonetic and Phonological) and awareness.

system learning?

learned later after 50 words, does system learning occur, during which children acquire the phonemic principles of phonological system in question.

Phonological coding? (phonological processing) (the school age)

- in contrast to phonetic coding, it is related to semantic lexical abilities in long term memory. -involves a 3 step process: 1. written symbols are matched to the pronunciation of the written word 2. the pronunciation of the written word is matched with the pronunciation of words in memory. 3. pronunciations of words in memory are linked in meaning for retrieval of meaning and pronunciation

The preschool child?

-Developing information of the developing phonology of children of appox. 18-24 months, the end of first 50 words, to the begining of the 6th year -childs expressive lang. has at least tripled from 50 to 150-300 words -receptive vocabulary has grown from 200 to 1200 words. -transition form one word utterances to two word sentences, a child has entered the period of expressing specific semantic relationships. -The beginning of syntactical developemt

Assimilation processes?

-many different assimilation processes occur in the speech of children. -at different stages of speech development tend to use assimilation process in systematic way. -

Metaphonology?(the school age)

-metaphonolgy skills are also related to reading. -it is a subcategory of metalinguistic -involves children's conscious awareness of sounds within a particular language.(knowing words are made of sound) -includes how those sounds are combines to form words. -phonological awareness abilities are one important metaphonological skill.

phonological idioms or regression?

-occurs as the child attempts to master other complexities of language. -both terms refer to accurate sound productions that are later replaced by inaccurate one. -When trying to deal with more complex morphosyntactic or semantic structures, the childs previously correct articulations appear to be lost, replaces by inaccurate sound productions.

Phonological Awareness is a subdivision of? (the school age)(

-of Phonological Processing; however it is less complex -coding puts more demands on memory and processing of information -it is a multilevel skill of breaking down words into smaller units and can be described in terms of syllable awareness, onset-rime awareness, and phoneme awareness.

The acquisition of morphology is also related to? (the school age)

-phonological growth -the learning of specific morphological structures implies the learning of phonological rules -children have to understand under which conditions the plural suffix -s is voiced [z] (boys) or a voiceless [s] for (hats)

Stopping (substitution process)

-refers more frequently to the replacement of stops for fricatives and affricates. -because fricatives and affricates are acquired at different ages, stopping is nto a unified process but should be broken down into individual sounds for which this process is employs.

Final consonant deletion?

-relatively early process. -extremely rare in utterances of the childen 2;2 to 2;5 age group. -disappearance of this process is around age 3

Early perceptual abilities related to language development and disorders?

-studies documented that early perceptual abilities appear to be related to later language development in children. -the findings that speech perception performance at age 6 months predicts lang. at age 2 years supports the idea that phonetic perception may play an important role in language acquisition. -early studies may also show evidence of later difficulties such as dyslexia

Cluster reduction?

-syllable structure process that lasts relatively long time.

Phonological awareness uses one single modality?(the school age)

-the auditory one. -the ability to hear sounds in spoken words in contrast to recognizing sounds in written words, which asses child's abilities.

Morphophonology is? (the school age)

-the interconnection between morphology and phonology, -it refers to the study of the different allomorphs or the morpheme and the rules governing their use. -ex; children'f production of [schwa z] to indicate the plural form of glass vs. [s] as the plural for boat fall within the study of morphophonology as do the rules governing the productional changes from divide to division and from explode to explosion.

Phonological process?

-the study of phonological development has shifted from examining the mastery of individual sound to the acquisition and ordering of the phonological systm. -there seems to be a time frame when normally developing children do suppress certain processes. -Approx. age of suppression is helpful. when determining normal vs. disorderd phonological systems. -sections are syllable structure, substitution and assimilation process.

larynx

-thyroid cartilage enlarges -epiglottis becomes larger and firmer -arytenoid cartilages adapt structurally and functionally to the growth of other laryngeal structures.

metaphonolgy skills pertain to children ability to?

-to discern how many sounds are in a word of which sound constitutes its beginning or end.

Syllable Awareness?(Phonological Awareness) (the school age)(

1 Awareness at the syllable level requires that a child understands that words can be divided into syllable For ex: the word "baby" has two syllables: "ba" and "by".

stage 5: Jargon stage?

1. 10 months and older 2. overlaps with the first meaningful words. 3. it is characterized by strings of babbled utterances that are modulated primarily by intonation, rhythm and pausing. 4. it sounds as if child is actually attempting sentences but without words.

What are the prosodic stages/features associated with intentional communication?

1. 10-12 months 2. 13-15 months 3. prior to 18 months 4. around 18 months.

Stage 2: Cooing and laughter?

1. 2 to 4 months 2. cooing and gooing sounds are produced during comfortable states. 3. Although these sounds are sometimes referred to as vowel like, the also contain brief periods of consonantal elements that are produced at the back of the mouth.

Stage 3: Vocal play?

1. 4 to 6 months 2. although there is an overlap between stages 2 and 3 the distinguishing characteristics of stage 3 include longer series of segments and the production of prolonged vowel or consonant like steady states. 3. infant produces extreme variations in loudness and pitch

Stage 4: Canonical babbling

1. 6 months and older 2. Canonical babbling is the collective term for reduplicated and non reduplicated babbling stages. Usually begins around 6 months and continues to babble into the time when they say their first words. 3. Studies suggest reduplicated and variegated forms extend throughout the entire babbling period 4. at stage 4 babbling is used for self-stimulatory manner. it is not used to communicate to adults. -this is the beginning of imitative behavior and is and important milestone.

10-12 months (prosodic)

1. First words, naming, Labeling 2. begin with a falling contour only. 3. a flat or level contour is usually accompanied by variations such as falsettos or variations in duration or loudness. ex: at 10 to 11 months lenghtended the vowels of words such as [de] for there

Phonetic coding? (phonological processing) (the school age)

1. Include multiple process that require memory and coding from one form or representation to another. Ex: child learns that the letters sh sound a certain way. this knowledge is stored in memory, which the child must access when trying to sounds out a new word, shelf. -the distinction between the two coding dimension is the type of memory that is accessed. -in other words, phonetic coding takes place in working memory for such process as sounding out unfamiliar words.

Prosodic Feature development? (the school age)

1. New intonation emerge. 2. contrast between rising and falling pitch differentiates the two grammatical fx of a tag question in English( "asking" as in "we're ready aren't we? ^ and telling as in "we're read, aren't we!">) Intonation like this learned in third year. 3. However learning intonation goes for a long time. studies show as old as 12. 4. Teenagers have difficulty understanding sentences in which intonation and pausing are used to differentiate meaning. Example: "she DRESSED, and fed the baby" (indicating she dressed as well as fed the baby) versus "she DRESSED and fed the baby" (indicating she dressed as well as fed the baby)

What are the main characteristics of the transition from babbling to first words?(5)

1. Primarily monosyllabic utterances 2. Frequent use of stop consonants followed by nasals and fricatives 3. bilabial and apical productions 4. Rare us of consonant clusters 5. Frequent use of central, mid-front, and low-front vowel [^ E and ae

Segmental Form development? (the school-age)

- The child's phonological development involves both perceptual and productional maturation. -gradual phonemic categorization skills, for example continues beyond 5 year. -not till 14 years that a child can reliably give categorical responses to certain types of synthetic stimuli -children are still fine-tuning, during the beginning years and in some cases far beyond.

consonant clusters also prove difficult for school age children, the acquisition of clusters usually takes place anywhere from? and may demonstrate?

-3;6 and 5;6 -children may demonstrate consonant cluster reduction, lengthening certain elements of the cluster. ex; [s: no], or epenthesis. -in epenthesis, children insert a schwa vowel between two consonantal elements of a cluster as in [s(schwa)no] -children's timing of the sounds within consonant clusters is not yet comparable to adult form.

What is the order of the acquisition process ?(Contrastive stress)(The preschool years)

-Frist, within a child's two-word utterance, a single prosodic pattern in maintained; the two words have a pause between them that becomes shorter and shorter. -next in the acquisition process appears to be the prosodic integration of the two words into one tone-unit. -At the end of the process there exist a unifying rhythmic relationship between the two items; thus pauses become less likely. EX: the following developing pattern daddy (pause) eat daddy (pause shortens) eat 'daddy 'eat (no pause, both stresses) 'daddy eat (first word stressed

Coding? (phonological awareness)(the school age)

-is translating stimuli from one form to another-- for example: from auditory to written form and from written to auditory.

Syllable structure processes?

-it addresses the general tendency of youn children to reduce words to basic CV structures. -Becomes evident between 1;6 and 4;0 when there is rapid growth in vocabulary and the onset of two-word utterance.

unstressed deletion aka weak syllable deletion?

-lasts longer than final consonant deletion, until age 4. -most children suppressed this process by their 2nd bday

Another important aspect is the interconnections between learning to speak and? (the school age)

-learning to read -there is a close relationship between early speeh and emerging literacy. -strong correlation between the phonological development, especially segmentation skills and later reading achievement has been found.

The Larynx, has to develop?

-Structurally before it can effectively contribute to the speech process. for ex. in newborns the arytenoid cartilages are disproportionately large when compared to an adult larynx -vocal process are also large in relationship to other structures. It means the Vocal process reach deeply into the VF thus stifling their vibratory action.

And infants early perceptual abilities include a wide range of competencies. many of these abilities develop prior to?

-actual production of first words. -it appears that the infants early perceptual abilities may also impact later language development, whereas lack of specific skills may be a portion of the symptom complex do disorders language learning.

Bases on single-item production most investigators agree that children complete their phonetic inventory by? (the school age)

-age 6;0 and the lateres 7;0

Most define the First word as?

-an an entity of relatively stable phonetic form that is produced consistently by a child in a particular context and recognizably related to the adult like word form of a particular langue.

Phonological awareness?(the school age)

-an individuals awareness of the sounds structure of phonological structure of a spoken word in contrast to written words. -a child's conscious ability to detect and manipulate sounds segments as moving sounds around in a word, combining certain sounds together, or deleting sounds. -strong phonological awareness skills are characteristics of good readers, whereas poor phono. awareness skills in kindergarten and early school years are far more likely to become poor readers. -refers to all sizes of sound units, such as words (ie how many words are in the sentence "he hit the ball?), syllables (ie How many syllables does banana have?) onset-rimes (ie which one of these words rhymes with bed; man, lack or head?) and phonemes (ie what is the first sound in dog?) -differs from phonemic awareness

Tone-unit

-at tone-unit or what is often called a sense-group is an organizational unit imposed on prosodic data . -it conveys meaning beyond that implies by only the verbal production. -when two words become on tone-unit (i.e without the pause between them and with one intonation contour) one of these words becomes more prominent, usually louder and associated with an identifiable pitch movement.

The school age child?

-by the time children enter school, their phonological development has progressed considerably. -at 5 years most converse freely with everyone and make themselves understood clearly. -however their pronunciation is still recognizable different from adult norm. -although their phonological inventory is nearly complete, this system must now adapt to many more and different contexts, words, and situations. -phono. features are not all mastered -still frequently misarticulated -some aspects of prosodic feature development are only beginning to be incorporated

Fronting (substitutional process)?

-denotes the tendency of young children to replace palatals and velars with alvelor consonants. -[S] to [s] palatal fronting -[k] to [t] and [d] to [g] velar fronting. -palatal fronting may also occur in affricate productions.

Nonreduplicated or variegated babbling?

-deomonstrates variations of both consonants and vowels from syllable to syllable. ex; bate) upside down e -one major characteristic of this babbling stage is smooth transitions between vowel and consonant productions

Reduplication?

-early syllable structure process. -it is common during the first 50 word stage.

Around a childs 5th bday?

-expressive vocab has expanded to approx. 2200 words adn about 9600 in a childs receptive vocab. -almost all the basic grammatical forms such as; questions, negative statement, dependent clauses, and compound sentences are present as well. -more important child knows how to use lang. to communicate in effective manner. -Talk differently to babies vs. their friends -and almost complete phonological system has emerges

Contrastive stress?

-indicates that one syllable within a two-word utterance becomes prominent. -the use of contrastive stress in the two-word stage may be used to establish contrastive meaning. -it is assumed that the meaning of the combines one-tone utterance is different from the meaning of the two words in sequence. -later we see that contrastive stress is used to signal differences in meaning with similar workds.

Reduplicated babbling?

-is marked by similar strings of consonant-vowel productions. -there might be a slight quality variations in the vowel sounds of these strings of babbles but the consonants will stay the same from syllable to syllable ex: [mama] [baba] [dada]

After 1st bday, the following changes characterize this development? (4)

1. the thyroid cartilage enlarges more thatn the cricoid cartilage 2. the epiglottis becomes larger and firmer. 3. the arytenoid cartilages, which were relatively large int eh early stages of the development, now change little in size, they adapt structurally and functionally to the growth of the other laryngeal structures. 4. the vocal and ventricular folds-that is the true and false VF-lengthen. this has the effect that more of the VF muscular portion is now freed for normal vocal cord vibration

Onset-rime Awareness???(Phonological Awareness) (the school age)

1. this awareness involves recognition of the onet of the syllable (all sounds prior to the vowel nucleus) and the rime, or the rest of the syllable, that includes the syllable peak and coda. 2. onset rime awareness is typically measures by using some type of rhyming task. 3. to be able to rhyme, children must be able to separate the onset from the rime of the word. 4. thus, a child knows that cat, bat and hat rhyme as the onset changes, however the rime stays the same : "at"

There are a number of important anatomical and physiological developments associated with the growth and maturation of the following structures (form, function) that serve as important prerequisites to later speech sound development?they are? (5)

1. tongue 2. pharyngeal airway 3. soft palate/velum 4. larynx -thyroid cartilage enlarges -epiglottis becomes larger and firmer -arytenoid cartilages adapt structurally and functionally to the growth of other laryngeal structures. 5. the vocal and ventricular folds lengthen.

Regressive assimilation processes are not limited to?

1. velar consonants 2. bilabials influenced preceding nonlabial consonants and consonant clusters ex: [bebu] for table [bcp] for stop [mibu] for nipple

one of the most frequently occurring assimilatory processes is?

1. velar harmony ex. [gck] for dog [kek] for take [kak] for talk

Because productions cannot yet be said to be true vowels and consonants of a particular lang. system they are referred to as?

1. vocoids 2. contoids -terms were introduced to indicate nonphonemic speech sound productions

The preschool child also has segemental from development of?

1. vowels 2. consonants

Around 18 months?(prosodic)

1. warings, playfulness 2. falling-rising contour. rising - falling contour ex: a child might use a falling-rising contour on no to indicate that he or she has been warned not to do that, that is to repeat warning. the same no with a rising-falling contour could be used during game to indicate that daddy is not going to get the ball.

to summarize, during infancy?

1. we see enormously complex developmental changes. -infants larynx, mouth, and pharyngeal areas evolve from a mechanism able to serve only respiratory and feeding purposes to a vocal tract that is structurally and functionally ready to produce speech.

The second stage of the first 50 word stage is?

1.the limitation of syllable structures and segmental productions used. 2. from their relatively small repertoire of words, it would seem logical to conclude that children do not produce a large array of syllable structures and sound segments.

item learning?

Children first acquire word forms as unanalyzed units productional wholes. -child use one word to indicate whole idea. -in addition the link between the object, its meaning and the discrete sound segments used to represent the object is not yet firmly established.

What are the actual limitations during the first 50 stage? First..

First , certain syllable types are clearly more predominate the first 50 word stage. -These are CV, VC, and CVC syllable. -when CVCV syllables are present, they are full or partial syllable reduplication. -This does not mean other syllable types do not occur.

Phonemic Awareness skills can be measured in a number of way? ?(Phonological Awareness) (the school age)(10)

For each of the tasks, a child's ability to manipulate sounds is tested. Examples include? 1. Phonemic detection ( which on of the following words has a different first sound" rose, red, bike rabbit?) 2. Phoneme matching (which word begins with same sound as "rose"? 3. Phoneme isolation (which sound do you hear at the beginning of "toad') 4. Phoneme completion (here is a picture of a ball, can you complete the word for me? ba___?) 5. phoneme blending (I am going to say a word in a funny way, can you tell me what eh word is? B---I--g?) 6. phoneme deletion (can you say "toad" without the "d" sound?) 7. phoneme segmentation (How many sound are in "jeep") 8. Phoneme reversal ( say "bat". Now say "bat" backwards " tab") 9. Phoneme manuipulation (say "meat" now sy it again but this time change "m" and the "t" around "team". 10. spoonerisms (for example, hot dog becomes dot hog)

Vegetative sounds?

May be divided into grunts and sighs associated with activity and clicks and other noises associated with feeding

the ability to produce speech sounds is a highly complex process that depends primarily o?

anatomical- physiological changes that occur as a product of growth and maturation.

Prosodic feature?

are larger linguistic units occuring across segments that are used to influence what we say. ex. you want that? with high pitch vs. low pitch

Prelinguistic behavior?

are vocalizations prior to the first true words

Gliding (substitutional process)?

gliding of [r] and [l] seems to extend beyond 5 years. -can even be infrequently found in speech of 7 year olds.

The oral cavity is the site of the?

greatest changes in available space and resulting mobility of the anatomical structures. -because of the skeletal changes the tongue no longer fills the mouth. -also tongue and lips become elongated and acquire further mobility. -The fine tuning and coordination of the lip, mandible, tongue and velar movements for regular voice and speech production. are not increasingly acquired.

Discrimination of nonnative sounds in infants?

if children demonstrate categorical perception between one and 3 months of age it was hyposthesized that they might have an inborn ability to make these distinctions. -to test this- a task was devised in which the discrimination skills of infants were tested with unknown phonemes of nonnative languages-that is to which they has not been exposed. Although adult nonnative speakers could not differentiate these pairs, results showed that infants up to 6-8 months could indeed discriminate among nonnative sounds that were very similar in their production characteristics -conclusion drawn was that lang. experience may result in the loss of this ability.

Reflexive vocalizations?

include cries, coughs, grunts and burps that seem to be automatic responses reflecting the physical state of the infant.

Phonemic Awareness?(the school age)

refers only to the phoneme level and necessitates an understanding that words comprise individual sounds. ex: would include a child's ability to segment and match sound : (ie what is a word that starts with the same sounds as cathy?) and the ability to manipulate sounds : (what would-mean- be without the final n sound?)

Epenthesis?

refers to the insertion of a sound segment into a word, thereby changing its syllable structure. -the intrusive sound can be a vowel as well as a consonant, but most often, it is restricted with a schwa insertion between two consonants -for ex: schwa insertion; [p(schwa)liz]for please. is used to simply the production difficulty of consonant clusters.

Categorical perception?

refers to the tendency of listeners to perceive speech sounds( which are varied acoustically along a continuum) according to the phonemic categories of their native language.

Perception of phonemic contrasts?

studies found that all children has a developmental progression in the ability to make distinctions (for toddles to associate minimally paired non-sense syllable to different objects. could children learn to differentiate phonemes that signal word meaning differences?) -that is some distinctions appear easier to detect than other.

Perceptual constancy?

the ability to identify the same sounds across different speakers, pitches and other changing environmental conditions.

The most common later sounds in the school age are?

think, those, beige (look to see what they look like in IPA)

Linguistic development?

which starts with the appearance of these first true words