brent

1. The data below are from two children: Boris and Penelope. As you can see, they each produce the words a little differently.

(a) Identify the specific phonological processes exhibited in each child’s pronunciation of each word. 

Boris

maze

[med]  _________________________

rake

[ret]     _________________________

Penelope

maze

[bez]    _______________________

rake

[wek]   _______________________

(b) Determine how each child will most likely pronounce the following words.

Boris

Penelope

cane

_________________

_________________

rise

_________________

_________________

1. Given the set of data, which of the following best describes the language?
   1. Agglutinating
   2. Fusional
   3. Isolating
   4. Polysynthetic

(a) Tarahumara (Uto-Aztecan, 100 000 speakers, Mexico)

ba’wí bahí-n-ti-ri-ni

water drink-desiderative-causative-PST.PASS.-1stSG.NOM.

‘They made me want to drink water’

(b) Maori (Austronesian, 50 000 speakers, New Zealand)

ka whakahoki a Anthony ite hii ika a ia

PST. reply SPEC. Anthony PST. catch fish SPEC. he

‘Anthony replied that he had caught fish’

(c) Scottish Gaelic (Indo-European, 50 000 speakers, UK)

tha mi a’ sireadh an leabhair bhig ghuirm

be-PRES.-IND. I PROG. search-VN. the book-GEN.SG. small-GEN.SG. blue-GEN.SG.

‘I am searching for the small blue book’

A child (2 years; 9 months) pronounces the following words differently than an adult does.

Examine the consonants in the following production.

Word

Adult

Child

Rule

pronunciation

(a) tent

[tɛt]

pink

[bik]

(b) hand

[æn]

finger

[fɪŋəә]

(c) spin

[pɪn]

stand                                    

[tæn]

sweet                                          

[wit]

(d) bread                                           

[bɛd]

blow                                          

[bo]

1. Transcribe in IPA how an adult would produce the words above.
2. Explain what happens to the consonant clusters in each set above. Is the child producing the consonant clusters? How does he pronounce them? State the rule that applies in each set.
3. Based on the rules you came up with, how would the child pronounce the following two-word utterances?

• Please mommy
• Grandma stay
• Want stop

1. Suppose a child used the word tunnel when driving through a tunnel and also when driving under an overpass, and finally, when hiding under a table. Is this overextension or underextension? What might account for this error? Think about the perceptual properties that these instances have in common.
2. Suppose another child used the word fish only for goldfish. Is this overextension or underextension? What might account for this? Think about what might be the prototype or core member of this category.