Who developed Generative Phonology?

Develop by Noam Chomsky, linguist

Rule

Phonology

Who is one of the first founders of Natural Phonology?

Stampe

Developing

Universal

Describe Naturalness (unmarked sounds)

A sound that emerges naturally, early,and easy to produce, more stimulable

/m/

/p/

/b/

Used most frequently because of feeding, sucking and is universal across all languages.

Sounds that do not emerge first for a child and emerge later in development, less stimulable, more difficult to produce

/z/

/tʃ/

/j/

This is not universal across other languages. 

What is Phonological Error Patterns? 

A sound changes to assimilate or be similar to another sound. 

Backing

Initial Consonant Deletion

Gliding

Cat becomes "at"

A heirarchal relationship between phonological units. 

Sounds are governed by complex linguistic paramaters (suprasegmentals). 

1. Laying the foundation (birth to 1 year)

2. Transistions from beginning words into speech (1-2)

3. Growth of inventory (2-5)

4. Masteryof speech and literacy (5+)

C-V-C

It does not matter that the word is CAT. What matters is that there is a a Consonant Vowel Consonant and the infulence that one segment has on another.

Autosegmental Phonology Theory

Metrical Theory

Coarticualtion

Features extending throughout a segment. Not through a single word but through an entire utterance. 

Prosody

How stress and syllables affect the production of a phoneme

What are the stages of Phase 1: Laying the foundation?

Birth to 1 year

1. Oral motor movement control

2. Discrimination in sounds

3. Preferance for voices

4. Motherese

1. Will acquire the first 50 words.

2.   In and out sounds. (Before first 50)

In - sounds in a child's inventory

Out - sounds not in a child's inventory

1. After first 50 words

2. Inteligibility 

3. Shriberg's early/middle/late (phoneme acquisition)

1. Understand all the components of phonological awareness

2. The gender difference is that girls acquire speech more quickly than boys.

3. Socioeconomic status - Conflicting research: depends on the parent/child interactions.

4. The rate of language and use of vocabulary are interrelated.

5. Individual variability; temperment and learning style

1. Speech sound errors in children

2. Descriptive linguistic models in therapy

3. Specifically assess sub groups of sounds within given phonological disorders. 

 1. Enriched goal settings in intervention

2. Introduced how important the first 50 word mark is when deciding on treatment objectives (when to incorporate IN vs. OUT sounds)

3. Called attention to be paid to specific vowels, features, ect. (segmental tier)

4. Utilizing established sounds in new syllable shapes in new sounds in established shapes.

Meaning

Concept

Proposition

Linguistic meaning unit

Syllable

Phoneme

Articulatory gestures

 When moving from the bottom of the model to the top you must have a clear understanding of the the prior to the next before you can move on.

30

top down

What are the relationships between phonological delay, phonological awareness, and acquisition of literacy?

Book: The ability to reflect on and manipulate the structure of an utterance as distinct from its meaning and it is essential for reading and writing.

if a child has problems with phonological awareness then that can cause problems with the acquisition of literacy.

if a child has a delay in phonological awareness then the delay of acquisiton of literacy will naturally occur. 

1. the greater the synatactic complexity the greater the speech sound errors.

2. phonologic complexity affects grammar production.

Phonology makes up words, those words make up sentences. Those setences are goverend by the rules of grammar.

its considered to be top down because a speaker often goes from pragmatic intent

to sematic coding,

to syntactic structure,

and then to speech sound production. 

SO the greater the syntactic complexity the greater the speech sound errors.  

-there is no relationship if the IQ is above 70 (normal) but there is a relationship if the IQ is below. 

- the phonology will match the child's mental age.

-the more severe the impairment, the lower the IQ, which influences the severity of hte speech sound disorder. 

all children develop at different rates

there is a high variability

thre is not a strict cause and effect relationship.

EX. loss of teeth does not cause a lisp it just makes the lisp more obvious

OR 

being tongue tied does not necessarily cause a speech sound disorder

Etiology: looks at the distal cause then the proximal cause.

EX. child is taking chemo (distal) he has hearing loss

- there is no theoretical explanation of disordered speech is significant.

we dont cause the main cause we are more worried about the proximal causes.

EX. Autism - we arent treating autism we are just treating the proximal cause 

name one finding from Storkel's 2005 and 2006 studies related to phonological knowledge and speech sound acquisiton?

older children were more accurate in learning words containing OUT sounds then they were learning words that had IN sounds.

You need to have a better proportion of OUT sounds then IN sounds in your therapy selection.

phonological awareness is the ability to reflect on and manipulate the structure of an utterance as distinct from its meaning and it is essential for reading and spelling.

for children it can affect their perception of salient auditory cues. 

a speaker's intelligibility can be affected by articulatory, phonological, suprasegmentals, and other linguistic features.

It also affects the relationship the speaker has with the listener.  

segmental - the individual consonants and vowels

suprasegmentals - beyond segments, across prosodic features