Phonemic development

Exemplar theory/view

attractor

/d/

/t/

Continuous perception

Categorical perception


[p]


Liberman 1957

[b]

[b] [d]

Like adult speakers of English, English infants

perceive the gradual transition from [b] to [t]

categorically.


Eimas et al. 1971

Categorical perception is a unique human

capacity and restricted to language.


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.


Phonetic assimilation

• Context-free strategies• Context-bound strategies


[d{s] glass

[bEd] bread

[sek] snake

[h{n] hand

[da] star

Reduction of

consonant cluster


[b{n] van

[d{t] that

[nEr] there

[d{k] Jack

[d{b] jam

[dEk] check

Word-initial fricatives

are replaced by stops


[bOt] pot

[do] toe

[dI] kiss

Voicing of word-

initial stops


[dat] duck

[det] gate

[zus] shoes

[m{ts] match

[t{b@dz] cabbage

Fronting of

consonants


[nOp] knob

[b{t] bad

[dOt] dog

[duf] stove

Devoicing of final

obstruents


[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


Language is learned in social interactions involving

three important components:

• speaker• hearer• things and events talked about


Bühler 1934 Organon Model


dyadic interactions


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


What leads to the vocabulary spurt?


• 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.


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


• 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


Children’s early words function as speech acts

(i.e. there is no functional distinction between

words and utterances.


What do children need to understand in order to

learn words?

They need to understand the symbolic nature of

language.


What do children need to understand in order to

learn words?


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.


head of a nail head of a department

flower head

to headhead of a team

headerbody part


Partitioning of the conceptual space

ball

ball balloon

moonorange


dog

doggy

http://www.imajlar.com/free_clipart/cat_clipart/cat_clipart_2.gif


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.


Phonemic development

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