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CLSD3
| Question | Answer |
|---|---|
| What field have most current phonological theories arisen out of? Why? | Linguistics; linguists are attempting to understand how language is organized in the brain. They haven't yet succeeded? |
| What is the most popular theory respected by all SLPs? | There isn't one! Theories are constantly changing. |
| Up to the 1950's, what was the focus of phonological theories? | The focus was on the analysis of what the speaker produced (surface form) and not the internal representation. Believed that kids' errors were from physical difficulty of pronunciation. |
| What is the basis of most current phonological theories? | The idea of features as abstract things stored in the brain. Believed that what's in the brain and what's produced may not be the same. |
| What is the idea behind distinctive feature theory? . | When we describe speech sounds, we use terms like place, manner, voicing, tongue height, lip rounding, tenseness. When we specify one of those descriptions, we are defining the articulatory features of the particular sound. |
| Describe Distinctive Feature Theory. | In this theory, the basic unit is the feature (not the phoneme). Features can't be broken into smaller units. Features are binary; all phonemes either have + or - a particular feature. |
| What is the idea behind distinctive feature theory? | Acoustic properties (strident, voice), Articulatory properties (high, back, lateral, coronal), Function in a syllable (consonant, vowel). |
| In distinctive feature theory, how are phonemes stored in the brain? | Phonemes are stored in brain as "bundles of features". Like phonemes, features are considered to be abstract mental notions. Toddlers are believed to have "incomplete" bundles of features, causing mistakes. |
| Why are features called "distinctive"? | Because they allow us to distinguish among phonemes. |
| Under what circumstances are two phones considered different phonemes? | When at least one of their features is different. (voicing, consonant, place, etc.). |
| What are the clinical implications of distinctive feature theory? | If features are truly the basic unit, children will learn features. Errors may be based on unlearned features rather than unlearned sounds. Explains gradual learning of sounds; SLPs must target groups of sounds sharing features, not single sounds. |
| clinical implications of distinctive feature theory | If we look at features rather than phonemes, errors that look unique at the phoneme level may actually have a common "featural" basis; i.e. kid may have error on all [+] stridents or [+} continuants. |
| What three minimal pairs are equivalent for most current clinical approaches? Why is this a problem in relation to distinctive feature theory? | pin-bin (V), pin-sin (pl and mn), and pin-gin (v, place and manner). If kids really are learning features, they should not be equivalent because they differ on many features. The "maximal oppositions" approach assumes they aren't. |
| When kids store words, what do they remember? | The semantic content, grammatical form, pragmatic info, and phonological structure of the word. |
| What is the " production chain" from idea to speech? | Idea-lexical storage- phonological representation-phonological rules-motor planning (order of phonemes, syllables)-motor execution-speech |
| What is the phonological representation? | The underlying form; i.e. syllable shape, initial sounds, etc. Used in both comprehension and production. |
| What is the surface form? | The final output of production; speech |
| What is the generative grammar theory? | Theory that says that when we have an idea to express, we choose the morphemes we need. Then we assemble the words into utterances using the rules of grammar. This "plan" then goes to the speech motor system and is expressed physically. |
| In the generative grammar theory, what is the "underlying representation"? | Each element in the lexicon; they are stored with details about what features are needed to assemble the necessary phonemes. |
| What does the theory of generative grammar ultimately tell us? | It tells us the rules that specify how phonemes, morphemes, words, and utterances must be combined to express an idea in a grammatically correct way. |
| Where is the generative phonology theory derived from? | From generative grammar theory; based on the idea that one part of the underlying representation in generative grammar relates to phonemes. |
| What is the "phonological representation" in relation to generative phonology? | Specific term that refers to how phonemes are stored in the brain. |
| What is the surface form/phonetic form in relation to generative phonology? | What is ultimately produced by the speech organs. |
| What are "phonological rules" in generative phonology derived from? | They are a subset of grammatical rules (from generative grammar); they describe how we get from the phonological representation to the phonetic representation. |
| What does generative phonology theory ultimately state in regards to phonological rules? | The theory says that phonological rules make use of distinctive features; these are sounds that share features form "natural sound classes", are often subject to the same kinds of changes |
| What are some common phonological rules? | Allophonic rules (coarticulatory phenomena), morpheme structure rules, sequential constraints, morphophonemic rules. |
| What do errors at the stage of phonological rules create most commonly in the surface form of children, and what do they create in adults? | In children, we here omissions/substitutions. In adults, we hear accents. |
| What is an example of an allophonic phonological rule? | Final voiced consonants tend to be devoiced at the ends of words. |
| How can SLPs apply the generative phonology theory clinically? | Examine a child's productions, and look for changes that occur and the contexts in which they occur. The child may have own rules; what look like independent errors may be the result of a common rule. |
| Explain more about the clinical applications of Generative Phonology. What is phonological analysis? | If we can discover the child's rules, we can try to change them and it should change all the errors affected; explains why we target patterns, not sounds. We do phonological analysis by comparing surface form with phonological representation. |
| What is an example of a child's phonological rule? | Attempts the word "soon" and "kiss" but produces [tun] and [kɪt]. /t/ substituted for /s/; they differ on the feature continuant. Substitution of feature [-] continuant for [+] continuant. So, you target all continuants. |
| What if that same child's ONLY error was substituting /t/ and /s/? | Then, there's no reason to talk about a "feature substitution rule". You have to make sure there's a pattern first. |
| What are "natural sounds" according to natural and markedness theory? | Features or sounds that are more common in the world's languages. Sounds that are selected for use as a language develops bc they are easier to learn, either perceptually or productionally. Determined by stats |
| Why is it that there is an abundance of "natural" sounds? | If sounds truly are more natural, many languages will select them for use and they will STAY in use. |
| What are "unmarked" features or sounds? | Features or sounds that are more natural, because we assume that children learn these unmarked sounds first. |
| What are "marked" features or sounds? | Those that are less common in the world's languages. May be harder to learn. |
| What is the idea of generative markedness? | The idea that generative phonology also allows us to predict normal development, based on marked vs. unmarked sounds. Marked sounds are less common and more difficult to learn; kids learn unmarked sounds first. |
| In general, what predictions can we draw about generative phonology, based on the idea of generative markedness? | Markedness says that voiceless obstruents are more natural than voiced obstruents, obstruents more nat. than sonorants, stops more nat. than frics, and frics more nat. than affs. |
| What other predictions can we draw about generative phonology based on the idea of generative markedness? | Low-front vowels= most nat. vowels, tense vowels more nat. than lax vowels, anterior consonants more nat. than non-anterior consonants (works for velar fronting, not for velar assimilation). |
| How do we use the implications of "generative phonology/markedness" clinically? | It highlights the difference that may exist b/w a child's underlying rep. and surface form. We look for phonological rules that account for error patterns; we distinguish b/w natural and unnatural error patterns; the more unnatural= more severe. |
| What is the theory of natural phonology? | It suggests that in their desire to communicate, kids simplify what they want to say to make it possible for production. |
| What does Natural Phonology assume about kids' "underlying representations"? | That they are just like an adult's |
| According to Natural Phonology, what happens as kids' abilities improve? | They slowly reduce the amount of simplification and their speech approximates adults. |
| What are the "natural processes" according to Natural Phonology? | Simplifications= natural processes. Believed to be innate, universal mental operations. Sometimes just called phonological processes. |
| According to Natural Phonology, what is phonological development? | Phonological development is the process by which kids learn to suppress (stop using) the natural processes. They "peel away" phonological rules that are making them simplify their representations. |
| What are phonological disorders caused by, according to Natural Phonology | The delay or inability to suppress the processes. |
| What are the phonological processes? Is there a list? | Many different lists of processes have been proposed, but none agreed upon. Several published tests are available; each author chose a particular set of processes that they found most important. |
| What are syllable structure processes? | Changes in the number or shape of syllables in the word; i.e. weak syllable deletion, final consonant deletion. |
| What are substitution processes? | When one sound class is replaced by another; i.e. stopping, fronting. |
| What are assimilatory/harmony processes? | Sounds change so they are like another sound in the word; i.e. velar/labial/nasal assimilation. |
| Are the phonological processes in Natural Phonology really rules? | No; like the "rules" in Generative Phonology, the processes are only descriptions of what is being observed. There's no way of knowing if they represent what's actually going on inbrain (but that's not necessary!). |
| Why is Natural Phonology widely used by SLPs? | It's esp. helpful with highly unintelligible kids who produce many errors; like generative phonology it allows us to reduce errors into a more manageable # of patterns. If we treat pattern, all affected sounds will improve. |
| What are some things to "look out for" in kids who are being treated with the Natural Phonology approach? | Kids may retain early "typical processes", demonstrate systematic sound preferences, use unusual processes, or exhibit variable process use ("partial suppression"/inconsistency). |
| What is a significant problem with Natural Phonology theory? | Errors can sometimes be described with more than one process: /fɪks/-/fɪk/ could be cluster reduc. or strident deletion. |
| How do we resolve the problem with Natural Phonology? | We have to determine which process is the most frequent. (uncommon problem). |
| What are Non-Linear Phonologies (in general)? | A broad group of theories developed in 1970s but only recently being considered in SLP research and practice. |
| What are linear phonologies (in general)? | Theories like Generative and Natural Phonology are linear phonologies; they assume that speech is assembled in the brain and produced in a sequential (linear) fashion. |
| What do linear phonologies focus on and what assumptions do they make? | They only focus on the individual speech sounds or their features, and assume that all features and sounds are equal |
| What disproves linear phonological theories? | Spoonerisms; mixing up sounds--and coarticulation. |
| what do nonlinear phonologies ultimately say? | Features may also be arranged in a hierarchy (series of levels or "tiers"); i.e. also considering suprasegmental variables such as stress. How different components of phonology impact one another. |
| Was the idea of nonlinear phonologies really that "new"? | No; really just an extension of the idea that phonemes consist of features; the idea of tiers was only new in its application to phonology. Very similar to the organization often proposed for the syntax of language. |
| Why haven't SLPs really adhered to nonlinear phonologies approach? | In many cases, you really only need to look at vowels and consonants, not other tiers. |
Created by:
carolinazs