| Term | Definition |
| Common Characteristics of Normative Studies | -Used only one word to elicit a response
-Some imitative responses obtained in all studies
-Facilitating phonetic contexts not controlled |
| Differences for Normative study- Wellman (1931) | -narrowly selected population
-criteria - 75% |
| Differences for Normative study- Poole (1934) | narrowly selected population
criteria - 100% |
| Differences for Normative study- Templin (1957) | -attempted to mirror general population
-age 3 was youngest
-six (6) month intervals
-accepted imitations
-did not screen hearing
-tested three (3) word positions
-criteria - 75%
-words varied with older children |
| Differences for Normative study- Prather, Hendrick and Kern (1975) | -attempted to mirror pop & provided distribution data
-2 yr olds
-tested @ 4 month intervals
-tested only 2 word positions
-criteria- 50 % & 75%
-words constant across age groups
-avoided imitation
-screened for hearing but no passing criteria
- |
| Differences for Normative study- Arlt & Goodban (1976) | -Claimed to control for SES but failed to support claims
-Used imitative responses
-tested phonemes in all three word positions
-Criteria- 75% |
| Differences for Normative study- Smit(1990) | -997 children ages 3;0-9;0
-tested initial and final positions only
-used both spontaneous and imitative responses
-Criteria - 50% & 75%
-reported on gender trends |
| General Points of Agreement for Normative Studies | -Nasal, stops, glides are acquired earliest
-Fricatives, affricates, and consonant clusters are acquired later |
| Limitations of Normative Studies | -Provide only an overview of sound development
-Unable to provide a particular course of development for children |
| What have Studies on Speech Patterns/ Phonologic Development told us? | -Simplification and restructuring of adult words is SYSTEMATIC not RANDOM
-The child is an ACTIVE learner in the process of sound acquisition
-These tendencies are generally “universal” or observed in children learning other languages |
| Pre-linguistic Period | Birth - 1 Year |
| PHONATION STAGE | -Part of pre-linguistic
-birth to 1 month
-Perception: no identifiable responses to speech distinctions
Production: speech sound production is RARE; syllabic nasals; reflexive vocalizations. |
| COOING STAGE | 2-3 months
-Can discrminate b/w PLACE of articulation for stops from nasal & glides, stops from velars & b/w vowels even embedded in a syllable
-Can NOT discriminate VOICING & PLACE OF FRICATIVES
-make velar-like productions & round back vowels |
| VOCAL PLAY OR EXPANSION STAGE | -4-6 months
-Pitch contours can be discriminated
-Production: explores vocal tract mechanism by squealing, growling, producing – gains better control of laryngeal and articulatory functions.
-raspberries; repetition of vowels; some CV, marginal babblin |
| CANONICAL BABBLING | -Pitch contours perceived
-reduplicated babbling, stops, nasals, glides, & lax vowels
-develops due to physiologic maturation & more adult-like development of the vocal tract.
-back sounds decre while front sounds incre
-no control of vocalizations |
| VARIEGATED BABBLING/NON-REDUPLICATED BABBLING | -10-12 months
-use of asymmetrical syllable productions,with an increase in the variety of CV sequences (ie baba to ba du).
-increase in quantity syllable shapes C1 V1 C1 V2 (mommy) and C1 V1 C2 V2 (patty)
-some true workds
-prosody more adult like |
| JARGONING/TRANSITION TO SPEECH | -12-18 months
-Vocalizations ARE CONTROLLED
-syllable structures consist primarily of CV, C 1V1 C1 V1, (momma) C 1V1 C1 V2 (mommi); CVC (pop)and VC (in)
-About 50 words by 18 months
-preferred consonants are /m, h, w/ & a few front fricatives. |
| PHONOLOGY OF FIRST 50 WORDS | -Occurs during the JARGONING/TRANSITION TO SPEECH stage (age 12-18 months)
-theory that says a child selects early words (word shape, V and C patterns) on phonetic grounds); and that children implement simplification strategies of acquisition; |
| MARKED PHONOLOGICAL GROWTH | -Part of the PHONEMIC PERIOD
-18 mos-4 yrs
-by age 2, child has evidence of front fricatives
-some affricates /ts/
-as well as previously noted sounds & classes (stops, nasals)
-changes to include VCV, VC, & CVC
-MORE ASYMMETRICAL SYLLABLE SHAPES |
| Phonetic Tendencies of Two-Year Olds | -CV shapes noted with CVC words emerging
-Disyllabic syllable shapes noted in over 50% of the sample
-Stops at all 3 places of articulation in over 50%
-nasals, glides & fricatives in word-initial position
-Mean % consonants correct 70% (43-91%) |
| RAPID EXPANSION OF PHONEMIC REPERTOIRE | -2-3 years
-All syllable shapes
-word initial clusters
-STOPS in all three word positions
-NASALS, FRICATIVES, GLIDES typically occurring in word-initial position
-VOICELESS STOPS, FRICATIVE & LIQUID IN WORD-FINAL
-VOICED STOPS IN INITIAL |
| PRESCHOOL END OF PHONEMIC/BEGINNING OF STABILIZATION PERIOD | 3-5 yrs |
| Age 3 | -ALL PHONEME CLASSES ARE EMERGING
-all vowels are mastered; intelligibility increases to 80%.
-Following processes are suppressed: unstressed syllable deletion, final consonant deletion, diminutization, velar fronting, consonant assimilatio |
| STABILIZATION PERIOD BEGINS | |
| AGES 4-5 | -production of phonemes stabilizes across most syllable shapes, word-positions, and phonetic contexts
- intelligibility is 100%.
-MOST PHONEME CLASSES ARE STABILIZED’
-SIMPLIFICATION STRATEGIES ARE SUPPRESSED FOR THE MOST PART. |
| Common "articulation" of Intelligible 4 year olds includes: | -devoicing of word-final consonants (obstruents- everything except fricatives & affricates)
-production difficulties with voice and voiceless /th/
-lisps (dental & interdental)
-deletion of weak syllables
-fronting of the velar nasal to alveolar /n/ |
