Phonemic development
description
Transcript of Phonemic development
Phonemic development
Exemplar theory/view
attractor
/d/
/t/
Continuous perception
Categorical perception
Categorical perception
[p]
Categorical perception
Liberman 1957
[b]
[b] [d]
Like adult speakers of English, English infants
perceive the gradual transition from [b] to [t]
categorically.
Categorical perception
Eimas et al. 1971
Categorical perception is a unique human
capacity and restricted to language.
Categorical perception
Eimas et al. 1971
• Categorical perception also occurs in other species.
• Categorical perception is not restricted to speech.• Categorical perception is not characteristic of all
speech sounds.
Categorical perception
Phonetic assimilation
• Context-free strategies• Context-bound strategies
Phonetic assimilation
[d{s] glass
[bEd] bread
[sek] snake
[h{n] hand
[da] star
Reduction of
consonant cluster
Phonetic assimilation
[b{n] van
[d{t] that
[nEr] there
[d{k] Jack
[d{b] jam
[dEk] check
Word-initial fricatives
are replaced by stops
Phonetic assimilation
[bOt] pot
[do] toe
[dI] kiss
Voicing of word-
initial stops
Phonetic assimilation
[dat] duck
[det] gate
[zus] shoes
[m{ts] match
[t{b@dz] cabbage
Fronting of
consonants
Phonetic assimilation
[nOp] knob
[b{t] bad
[dOt] dog
[duf] stove
Devoicing of final
obstruents
Phonetic assimilation
[böt] but
[gög] big
[gök] book
[gIg] pig
[gOg] dog
[dOt] dot
[gök] duck
[gIk] stick
Harmonization of
initial consonants (if
the word ends in a
velar consonant)
Motherese
• Exaggerated stress patterns, exaggerated intonation
• Many repetitions
• Many vocatives/attention getters
• Many questions
• Simple sentences and simple grammatical constructions
• Basic vocabulary
Fatherese
• Question-answer• Request-response• Focus of attention -
response
Early words
Pragmatic development
Language is an instrument. Language us used to …
• express anger• ask a question• promise someone to do something• warn somebody
Pragmatic development
Language is learned in social interactions involving
three important components:
• speaker• hearer• things and events talked about
Pragmatic development
Bühler 1934 Organon Model
Pragmatic development
dyadic interactions
Pragmatic development
Triadic interactions
9-months revolution
Tomasello 1999
Vocabulary development
1;2 – 1;3 First words
2;0 100-600 words
9-10 words a day
6;0 14,000 words
18;0 50,000 words
Vocabulary development
vocabulary development
Vocabulary development
What leads to the vocabulary spurt?
Vocabulary development
What leads to the vocabulary spurt?
Vocabulary development
• The vocabulary spurt begins when children
recognize the symbolic nature of language (i.e.
when they recognize that everything has a name.• The vocabulary development is trigged by
advanced articulatory skills.
Vocabulary development
1;01;11;21;31;4
1;5
1;6
daddy, mommybyedog, hi, uh ohbaby, ball, noeye, nose, banana, juice, shoe, kitty, bird, duck, car, book, balloon, bottle, night-night, woof,
moo,ouch, baa baa, yum yumapple, cheese, ear, cracker, keys, bath, peekaboo,vroom, up, down, thatgrandpa, grandma, sock, hat, cat, fish, truck, boat,thank you, cup, spoon, back
Vocabulary development
• Words referring to people daddy, mommy, baby
• Words referring to animals dog, kitty, bird, duck
• Words referring to body parts eye, nose, ear
• Words referring to food banana, juice, apple, cheese
• Words referring to toys ball, balloon, book
• Words referring to cloths shoe, sock, hat
• Words referring to vehicles car, truck, boat
• Words referring to household objects bottle, keys, bath, spoon
• Words denoting routines bye, hi, uh oh, night-night, no
• Words denoting activities up, down, back
• Sound imitating words woof, moo, ouch, baa baa, yum
• Deictics that
Vocabulary development
Children’s early words function as speech acts
(i.e. there is no functional distinction between
words and utterances.
Vocabulary development
What do children need to understand in order to
learn words?
They need to understand the symbolic nature of
language.
Vocabulary development
What do children need to understand in order to
learn words?
Vocabulary development
see 1. I saw Peter.
2. I see what you mean.
run 1. She is running down the stairs.
2. She ran into Peter.
car 1. vehicle
2. toy
have 1. She has a dog.
2. I have finished my work.
Vocabulary development
head of a nail head of a department
flower head
to headhead of a team
headerbody part
Vocabulary development
Partitioning of the conceptual space
ball
ball balloon
moonorange
Vocabulary development
Word First referent overextensions
dog
mooi
ticktock
baw
mumfly
fm
wau-wau
sch (Germ)
dog
moon
watch
ball
horsefly
worm
sound of train
dog
cat, horse, rabbit, lion, tiger, all four-legged animalscakes, round marks on window, round shapes in books, round postmarks, letter Oclock, gas meter, fire hose on spool, bath scale with round dialapples, grapes, eggs, squash, bell clapper, anything roundcow, calf, pig, moose, all 4-legged animalsspecks of dirt, dust, all small insects, child’s own toes, crumbs of bread, toadflies, ants, all small insects, heads of timothy grassall animals, toy dog, soft house, slippers, picture of old man in fursall moving machines
Why do children overgeneralize word meanings?
• Hypothesis 1: Children are not yet able to
distinguish dogs from other animals.• Hypothesis 2: Children’s restricted vocabulary
forces them to overgeneralize words.
Vocabulary development