LIng/Psyc 370B, Phonetic and Phonological Development Lecture #9 & #10

<p>Bilingual infants maintain the ability to distinguish sounds from both languages they are exposed to. (B)</p> Signup and view all the answers

<p>The process by which infants become specialized in perceiving the sounds relevant to their native language(s). (A)</p> Signup and view all the answers

<p>About 10% of the time. (C)</p> Signup and view all the answers

<p>At around 6-months of age. (A)</p> Signup and view all the answers

<p>The ability to distinguish between voiced and voiceless sounds like /z/ vs. /s/. (D)</p> Signup and view all the answers

<p>Weak syllable deletion (C)</p> Signup and view all the answers

<p>Stopping (A)</p> Signup and view all the answers

<p>Tongue placement (C)</p> Signup and view all the answers

<p>Adult speech input (A)</p> Signup and view all the answers

<p>As entries with semantic, phonological, syntactic, and morphological properties (D)</p> Signup and view all the answers

<p>Word recognition in young children (C)</p> Signup and view all the answers

<p>Some languages include clicks, implosives, and ejectives, which are rare or absent from others. (B)</p> Signup and view all the answers

<p>They listen longer to lists of words containing high-probability phonotactics. (A)</p> Signup and view all the answers

<p>It enables infants to predict phoneme sequences, helping them differentiate words from non-words. (B)</p> Signup and view all the answers

<p>As the vocabulary size increases, the better the phonological awareness. (B)</p> Signup and view all the answers

<p>Cross-linguistic differences and individual differences. (C)</p> Signup and view all the answers

<p>The infant may segment the novel word from the sentence. (A)</p> Signup and view all the answers

<p>A refined phonological system. (B)</p> Signup and view all the answers

<p>They pay more attention to word sounds from the familiarization phase, from both languages. (A)</p> Signup and view all the answers

<p>It exemplifies a sequence that violates phonotactic constraints, potentially sounding unfamiliar to infants. (D)</p> Signup and view all the answers

<p>Sounds directly associated with biological functions. (A)</p> Signup and view all the answers

<p>Production of sounds resembling long vowels and early cooing sounds. (C)</p> Signup and view all the answers

<p>Experimenting with a range of vocal sounds, varying in pitch and volume. (A)</p> Signup and view all the answers

<p>Production of repeated consonant-vowel sequences (reduplicated babbling) and varied sequences (variegated babbling). (D)</p> Signup and view all the answers

<p>Long strings of syllables with stress and intonation patterns mimicking adult speech. (B)</p> Signup and view all the answers

<p>Simple syllable structures, often reduplicated. (B)</p> Signup and view all the answers

<p>The influence of the ambient language on the sounds produced during babbling. (A)</p> Signup and view all the answers

<p>Consistent usage of non-word sounds that are meaningful to the child. (D)</p> Signup and view all the answers

<p>Simple syllable structures; either single syllables or reduplicated syllables. (D)</p> Signup and view all the answers

<p>The importance of a phoneme in marking meaning contrasts in a language. (D)</p> Signup and view all the answers

<p>It is cognitively taxing, which can hamper the use of phonetic details. (D)</p> Signup and view all the answers

<p>Phonetic inventory focuses on the list of speech sounds and word patterns, without emphasis on accuracy, while accuracy of pronunciation centers on the correctness of consonant production, often measured by Percentage of Consonants Correct (PCC). (C)</p> Signup and view all the answers

<p>The overall accuracy of a child's consonant production relative to adult pronunciation. (D)</p> Signup and view all the answers

<p>50% (A)</p> Signup and view all the answers

<p>Prior word learning experience can decrease cognitive demands, making subsequent learning more efficient. (D)</p> Signup and view all the answers

<p>The change in cognitive processing when presented with auditory stimuli that are either the same or phonetically switched. (A)</p> Signup and view all the answers

<p>It does not consider the accuracy with which sounds are produced. (A)</p> Signup and view all the answers

<p>PCC offers a quantitative measure of accuracy, which allows for statistical analysis of development over time. (D)</p> Signup and view all the answers

<p>The initial consonants /s/ and /t/, and the final consonant /p/. (B)</p> Signup and view all the answers

<p>It enables researchers to measure the change in attention and cognitive processing when phonetic information is either consistent or inconsistent with prior exposure, indicating the cognitive resources required. (B)</p> Signup and view all the answers

<p>The complexity of mathematical equations and geometric concepts introduced (C)</p> Signup and view all the answers

<p>It indicates that children around 18-23 months have the ability to visually fixate more on familiar words. (D)</p> Signup and view all the answers

<p>Babies engage with the articulatory system while listening to speech sounds. (D)</p> Signup and view all the answers

<p>First words tend to be phonologically simple. (A)</p> Signup and view all the answers

<p>Comprehension (perception) precedes production. (C)</p> Signup and view all the answers

<p>Infants narrow their focus to the phonemes relevant to their native language(s). (B)</p> Signup and view all the answers

<p>Infants' ability to distinguish non-native phonetic contrasts declines with age due to language experience. (B)</p> Signup and view all the answers

<p>Infants are adept at extracting words from continuous speech despite hearing single words relatively infrequently. (B)</p> Signup and view all the answers

<p>Each language uses phonotactic rules for sounds and sound combinations. (B)</p> Signup and view all the answers

<p>The presence or absence of a puff of air following the consonant's release. (A)</p> Signup and view all the answers

<p>Infants establish phonetic categories by differentiating between sounds that signal meaning differences in their language(s). (A)</p> Signup and view all the answers

<p>[b], [d], [n], [m] (C)</p> Signup and view all the answers

<p>Canonical Babbling (D)</p> Signup and view all the answers

<p>Babbling drift (A)</p> Signup and view all the answers

<p>Association with biological functions (C)</p> Signup and view all the answers

<p>Use of strings of sounds and syllables with stress and intonation (C)</p> Signup and view all the answers

<p>The period where children create consistent, meaningful sounds that don't resemble words in their L1 (D)</p> Signup and view all the answers

<p>Single syllables or reduplicated syllables (A)</p> Signup and view all the answers

<p>How important a phoneme is in marking a contrast in meaning (C)</p> Signup and view all the answers

<p>Vocal play (B)</p> Signup and view all the answers

<p>Jargon stage (B)</p> Signup and view all the answers

The process by which infants learn the sounds of their language.

The development of rules and patterns for sound use in a language.

The ability of infants to recognize and differentiate sounds.

Sounds produced with or without vocal cord vibration (e.g., /z/ vs. /s/).

Sounds like /p/ (unaspirated) and /ph/ (aspirated), distinguished by breath.

The ability to perceive sounds as distinct categories rather than continuous.

Babies hear single words approximately 10% of the time in their environment.

The reduction in the ability to distinguish sounds not used in the baby's language.

Sounds produced by infants at birth, like crying, serving biological functions.

Vocal sounds made by infants aged 2–4 months, including coos and laughter.

Experimentation with sounds by infants aged 4–6 months, including loud, soft, and varying pitches.

Production of repetitive consonant-vowel combinations (e.g., 'bababa') by infants aged 6+ months.

Vocalization stage (10+ months) where infants produce strings of sounds with stress and intonation.

Initial meaningful words produced by infants around 1 year, often with simple syllable structures.

The phenomenon where infants' babbling is influenced by the language they hear.

The importance of a phoneme in distinguishing meaning in a language.

Phase when infants create sounds that carry meaning but are not yet recognizable words.

Patterns in which infants produce certain sounds more easily than others during early vocal development.

Infants identify words in sentences by recognizing familiar words.

The theory that excessive mental effort can hinder learning by reducing processing efficiency.

Rules governing sound combinations in a language that aid infants in learning.

Linking sounds (labels) to images can be taxing on cognitive resources.

A state where cognitive demands exceed an individual's processing capacity.

Infants detect patterns in speech by analyzing the frequency of sounds and sequences.

The process of acquiring vocabulary with minimal cognitive demands leads to better outcomes.

The likelihood that one sound follows another in a sequence during speech.

A list of speech sounds and patterns produced by a child without requiring accuracy.

Sound combinations that occur frequently and capture infants' attention more.

The correctness of speech sound production, measured by the percentage of consonants correct.

A measure of phonological development, indicating the accuracy of consonant sound production.

The specific ways children use sounds and words as they learn to communicate.

In assessing phonetic development, the attention is on overall patterns rather than individual sound accuracy.

Authors known for their work on phonological development and language acquisition studies.

A phonological pattern where weak syllables are omitted in speech (e.g., 'nana' for 'banana').

A phonological pattern where the final consonant of a word is omitted (e.g., 'da' for 'dad').

A phonological substitution where back sounds are fronted (e.g., 'tea' for 'key').

A phonological substitution where fricatives are replaced by stops (e.g., 'teep' for 'sheep').

A phonological pattern where a syllable or part of a syllable is repeated (e.g., 'wawa' for 'water').

A phonological change where /r/ and /l/ sounds are replaced by /w/ or /j/ (e.g., 'wabbit' for 'rabbit').

The recognition of sounds and sound patterns in language, linked to vocabulary size.

The process of building a mental dictionary, linking sounds to meanings and relationships.

The part of the brain and body that controls sound production through movement of the tongue and mouth.

An experimental approach where infants look at objects as they hear words, assessing word recognition.

Infants create mental models for their language's sounds.

Newborns can differentiate between voiced and voiceless sounds.

Infants focus on sounds relevant to their L1 as they age.

Infants hear single words about 10% of the time around them.

Bilingual babies maintain sounds from both languages learned.

Infants hear sounds as distinct categories based on their experiences.

The developmental phases of sound production in infants, including reflexive, cooing, and babbling stages.