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ss chapter 3 lipson
chapter 3 lipson ss
| Question | Answer |
|---|---|
| Which model of speech acquisition was popular in the 50's - 70's? | behaviorist model based on operant conditioning |
| how does this model, behavorist model, apply to TDC, Typically Developing Children, ? | just a criticism, kids learn language way to fast to keep up with the stimulus and response method |
| how does this model, behaviorist, apply to slps | significant impact! stimulus response paradigm is the basis for tradition artic intervention. |
| what are the linguistic models of speech acquisition? (6) | generative phonology natural phonology non linear phonology optimality theory sonority hypothesis psycholinguistic model |
| what are the two features of generative phonology | 1. phonological rules map underlying representations of surface pronunciations. 2. phonological descriptions depend on information from other linguistic levels |
| what are some applications to TDC, positive? | enabled a description of child production to adult pronunciations in terms of phonological rules. explains substitutions, distortions, omissions, additions, metathesis and coalscence |
| what are 2 criticisms of generative phonology | 1. the premise that child's underlying representations of the sound is adult like. 2. the premise that...the child actually consider the rules while processing and producing the sound. |
| what is natural phonology? 2 descriptions? | natural processes are preferred or frequently used in phonological systems child uses adult patterns unless they run into difficulty, then they use an alternative pattern, omitting the difficult sound, until they acquire the adult like pattern |
| what is non linear phonology? | made of 2 tiers 1. prosodic tier 2. segmental tier |
| what is optimality theory? | made of 2 constraints markedness constraint, which limits what is produced. faithfulness constraints which captrues the features to be preserved or staying faithful to the ambient language |
| what is markedness constraint? | sounds that are difficult to pronounce are perceived to be marked and skipped more than sounds that are easier to pronounce |
| how is data collected? | diary studies large group cross sectional studies longitudinal studies |
| what are dairy studies? | parental diaries where parents log their kids language acquisitions |
| what are some pros of diary studies | very detailed and as natural as one can get. |
| what are some cons of diary studies? | data is assumed typical unless noted children studied are normally linguists and they may be different as a class from the general population lacks structure of scientific data collection |
| what are large group cross sectional studies? | studies of large group of kids with attempts to control for age gender seos language background, intelligence |
| Pros for large group cross sectional studies? | provides normative informatino, giving a way to compare children emphasis on standardized methodology emphasis on standardized measurement tools |
| cons for large group cross sectional studies? | data collected is typically single word, not connected speech samples (not natural) imitated speech, not spontaneous speech geographical regions might have dialectical variants experience and reliability isn't always reported |
| what is a longitudinal study? | study of groups of children at repeated intervals |
| what are some pros of longitudinal studies | studying small groups of children allows researchers to capture variations in approaches to learning that may be masked by large group study allow for reporting of developmental trends |
| what are some cons of longitudinal studies? | small number of children not naturalized due to materials being used lack of flexibility in visits can miss crucial periods of change |
| what are the 4 phases to speech acquisition? | 1. laying the foundation 2. transitioning from words to speech 3. inventory growth 3 mastery of speech and literacy |
| what was starks assessment of 0-18 months? (5) | 1. reflexive 2. control of phonation 3. expansion 4. basic canonical syllables 5. advanced formes |
| what is starks assissment #1 | reflexive 0-2 months crying, low pitched grunting |
| what is starks assessment #2 | control of phonation 1-4 months rasberry, isolated consonants, vocants laughter |
| what is starks assessment #3 | expansion 3-8 months isolated vowels, two or more vowels in a row, vowel glide, ingressive sounds, squeals |
| what is starks assessment #4 | basic canonical syllables 5-10 months single consonant vowel syllables, canonical babbling, whispered productions |
| what is starks assessment #5 | advanced forms 9-18 months complex syllables, jargon, diphthongs |
| what are ollers theories? | 1. non speach like vocalizations vegetative sounds, burps, hiccups fixed vocal signal, crying laughing 2. speech like vocalizations |
| What are more of ollers theories for speech like vocalizations | Quasivowels (0-2) b. Primitive articulation stage (2-3), vowel like productions produced by shaping the articulators Expansion stage 3-6months, marginal babbling comprising a consonantlike and a vowel-like sound Canonical babbling (6+months) |
| what are owens 2 rules about first words? | 1. utteranec must have a phonetic relationship to an adult word 2. child must use the word consistently in the presence of a particular situation or object |
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