PSY315H5 Lecture Notes - Lecture 3: Cluster Reduction, Mutual Exclusivity, Jack Kornfield
Document Summary
These processes are universal to a certain degree (not tightly linked to phonological inventory of language) Relationship between emergence of particular sound and what children do in the meantime can occur in combinations silly tilly: stopping, gliding. Patterns are claimed to be universally observed. We k(cid:374)o(cid:449) i(cid:374)fa(cid:374)ts (cid:272)a(cid:374) disti(cid:374)guish sou(cid:374)ds effe(cid:272)ti(cid:448)el(cid:455: perception precedes production (cid:862)fis-wabbit(cid:863) phe(cid:374)o(cid:373)e(cid:374)o(cid:374, problem specifically with production of sounds patterns of words. (cid:272)hild (cid:272)ould hear i(cid:374) adult(cid:859)s spee(cid:272)h that adult (cid:449)as sa(cid:455)i(cid:374)g it (cid:449)ro(cid:374)g. Comprehension side: child knows the right sound pattern for that word. Even though the child knows that, child is unable to produce it themselves: production problem. Knows the sound pattern of the word: pronunciation does not mirror perceptual ability. Analyses showed there was some phonetic differentiation although the child perceived it to be the same: (cid:373)i(cid:374)or differe(cid:374)tiatio(cid:374)s; (cid:449)as(cid:374)(cid:859)t (cid:272)o(cid:373)plete ho(cid:373)opho(cid:374)(cid:455) child is making some kind of distinction using phonetic characteristics. O(cid:373)ethi(cid:374)g a(cid:271)out (cid:374)asal sou(cid:374)d that tur(cid:374)ed (cid:858)p(cid:859) to (cid:858)(cid:373)(cid:859)
