Development once speech sets in .281 year and older.29 Phonological development

1 development once speech sets in (1 year , older)

1.1 perception

1.1.1 14 months
1.1.2 16 months
1.1.3 18-20 months

1.1.3.1 fast-mapping


1.1.4 2–6 years
1.1.5 12 years


1.2 production

1.2.1 12-14 months
1.2.2 16 months
1.2.3 18 months

1.2.3.1 whole word processes (until age 3 or 4)
1.2.3.2 segment substitution processes (into school years)


1.2.4 2 years
1.2.5 4 years
1.2.6 7 years

development once speech sets in (1 year , older)

at age of 1, children begin speak, , utterances not adult-like yet @ all. children’s perceptual abilities still developing, too. in fact, both production , perception abilities continue develop school years, perception of prosodic features not being developed until 12 years of age.

perception
14 months

children able distinguish newly learned ‘words’ associated objects if not similar-sounding, such ‘lif’ , ‘neem’. cannot distinguish similar-sounding newly learned words such ‘bih’ , ‘dih’, however. so, while children @ age able distinguish monosyllabic minimal pairs @ purely phonological level, if discrimination task paired word meaning, additional cognitive load required learning word meanings leaves them unable spend effort on distinguishing similar phonology.

16 months

children’s comprehension vocabulary size ranges 92 321 words. production vocabulary size @ age typically around 50 words. shows comprehension vocabulary grows faster production vocabulary.

18-20 months

at 18–20 months infants can distinguish newly learned ‘words’, if phonologically similar, e.g. ‘bih’ , ‘dih’. while infants able distinguish syllables these after birth, able distinguish them if presented them meaningful words rather sequence of sounds. children able detect mispronunciations such ‘vaby’ ‘baby’. recognition has been found poorer mispronounced correctly pronounced words. suggests infants’ representations of familiar words phonetically precise. result has been taken suggest infants move word-based segment-based phonological system around 18 months of age.

fast-mapping

of course, reason why children need learn sound distinctions of language because have learn meaning associated different sounds. young children have remarkable ability learn meanings words extract speech exposed to, i.e., map meaning onto sounds. children associate meaning new word after 1 exposure. referred “fast mapping”. @ 20 months of age, when presented 3 familiar objects (e.g., ball, bottle , cup) , 1 unfamiliar object (e.g., egg piercer), children able conclude in request “can have zib,” zib must refer unfamiliar object, i.e., egg piercer, if have never heard pseudoword before. children young 15 months can complete task if experiment conducted fewer objects. task shows children aged 15 20 months can assign meaning new word after single exposure. fast mapping necessary ability children acquire number of words have learn during first few years of life: children acquire average of 9 words per day between 18 months , 6 years of age.

2–6 years

at 2 years, infants show first signs of phonological awareness, i.e., interested in word play, rhyming, , alliterations. phonological awareness continue develop until first years of school. example, half of 4- , 5-year olds tested liberman et al. (1974) able tap out number of syllables in multisyllabic words, 90% of 6-year-olds able so. 3-4-year olds able break simple consonant-vowel-consonant (cvc) syllables constituents (onset , rime). onset of syllable consists of consonants preceding syllable’s vowel, , rime made of vowel , following consonants. example, onset in word ‘dog’ /d/ , rime /og/. children @ 3–4 years of age able tell nonwords /fol/ , /fir/ liked puppet favorite sound /f/. 4-year olds less successful @ task if onset of syllable contains consonant cluster, such /fr/ or /fl/. liberman et al. found no 4-year-olds , 17% of 5-year-olds able tap out number of phonemes (individual sounds) in word. 70% of 6-year-olds able so. might mean children aware of syllables units of speech on, while don’t show awareness of individual phonemes until school age. explanation individual sounds not translate beats, makes clapping individual phonemes more difficult task clapping syllables. 1 reason why phoneme awareness gets better once children start school because learning read provides visual aid how break words smaller constituents.

12 years

although children perceive rhythmic patterns in native language @ 7–8 months, not able reliably distinguish compound words , phrases differ in stress placement, such ‘hot dog’ vs. ‘hot dog’ until around 12 years of age. children in study vogel , raimy (2002) asked show of 2 pictures (i.e., dog or sausage) being named. children younger 12 years preferred compound reading (i.e., sausage) phrasal reading (the dog). authors concluded children start out lexical bias, i.e., prefer interpret phrases these single words, , ability override bias develops until late in childhood.

production
12-14 months

infants produce first word around 12 –14 months of age. first words simple in structure , contain same sounds used in late babbling. lexical items produce stored whole words rather individual segments put online when uttering them. suggested fact infants @ age may produce same sounds differently in different words.

16 months

children’s production vocabulary size @ age typically around 50 words, although there great variation in vocabulary size among children in same age group, range between 0 , 160 words majority of children.

18 months

children’s productions become more consistent around age of 18 months. when words differ adult forms, these differences more systematic before. these systematic transformations referred “phonological processes”, , resemble processes typically common in adult phonologies of world’s languages (cf. reduplication in adult jamaican creole: “yellow yellow” = “very yellow” ). common phonological processes listed below.

whole word processes (until age 3 or 4)

- weak syllable deletion: omission of unstressed syllable in target word, e.g., [nænæ] ‘banana’

- final consonant deletion: omission of final consonant in target word, e.g., [pikʌ] ‘because’

- reduplication: production of 2 identical syllables based on 1 of target word syllables, e.g., [baba] ‘bottle’

- consonant harmony: target word consonant takes on features of target word consonant, e.g., [ɡʌk] ‘duck’

- consonant cluster reduction: omission of consonant in target word cluster, e.g., [kæk] ‘cracker’

segment substitution processes (into school years)

- velar fronting: velar replaced coronal sound, e.g., [ti] ‘key’

- stopping: fricative replaced stop, e.g., [ti] ‘sea’

- gliding: liquid replaced glide, e.g., [wæbɪt] ‘rabbit’

2 years

the size of production vocabulary ranges 50 550 words @ age of 2 years. influences on rate of word learning, , on wide range of vocabulary sizes of children of same age, include amount of speech children exposed caregivers differences in how rich vocabulary in speech child hears is. children seem build vocabulary faster if speech hear related focus of attention more often. case if caregiver talks ball child looking at.

4 years

a study gathercole , baddeley (1989) showed importance of sound word meaning. tested phonological memory of 4- , 5-year-old children, i.e., how these children able remember sequence of unfamiliar sounds. found children better phonological memory had larger vocabularies @ both ages. moreover, phonological memory @ age 4 predicted children’s vocabulary @ age 5, earlier vocabulary , nonverbal intelligence factored out.

7 years

children produce adult-like segments. ability produce complex sound sequences , multisyllabic words continues improve throughout middle childhood.