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Physiological prerequisites of sound production

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Vic Cedres
Vic Cedres

Children acquire language through a complex process involving both nature and nurture. They progress through distinct stages of phonological, lexical, and grammatical development from babbling to first words to combining words. Early errors reveal rule-governed learning as children segment words into syllables and master their native language's phonemes and phonological processes. Social interaction provides crucial input, though children can acquire language without full exposure through innate language learning capacities.

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First Language Acquisition PaulaReyes Ver坦nica Cedr辿s
language Essentiallyhuman Language itself is very complex Intricate web of skills What do children learn? Sounds and words, meanings and constructions; they need to know what to use, when, where and how. Theacquisition mightbe affected byproperties of each Language, as well as bysocial interaction and cognitive development.
TABULA RASA? Do children have to learn everything aboutLanguage from scratch? Ordothey comewith certain things already pre wired? Two theories NATURE: Any innate capacitiesand structures children are born with. NURTURE: What children gain from experience. - Even if children areborn with a learning mechanism dedicated to Language, the main proposal havefocus only onsyntactic structure, the resthas to belearnt. - Errors madeby over-generalization.
Language Differ Differences: rangeand combination of sounds, for examplesingle consonants to begin syllable (top), or also combination of consonants (stop); word classes; meanings. Children find all Languages about equally easy to acquire, butparticular features of one Language may be more difficult to acquire. COMPLEXITY Conceptual complexity: the ideas being expressedin Language. Formal complexity: the conceptual distinctions of each Language maybe expressed in a variety offorms depending on the Language.
SOCIAL DIMENSIONS Language acquisition takes place in mid conversation. When adults talk tochildren they directly orindirectly offer the extensive information about language. This is called input. How adults talk to children First adultshavetomakesurethat children realizeanutteranceis being addressedtothem andnottosomeone else. Secondtheymustchoosethe rightwordsandt right sentencessothe child is likely toundersta whatis said. Third,thatcansaywhattheyhavetosayin many differentways,talkslowlyorquickly,useshorttolong sentencesandsoon. Influencedby threethings:
How necessaryis adults speech? Experiments on these topics are difficult if not impossible to devise, but occasionally a real life situation presents itself in a way that provides a glimpse of the answers to these questions. Genie was a child who was not exposed to any Language while she was growing up; her parents locked her away for 13 years and seldom spoke to her. When she was discovered, she was unable to speak. A linguistic tried to teach her English,but the attempts were not successful. A hearing childof deaf parents who only use sign language, when Jim was approximately 3 and ahalf, he had only small vocabulary that he had probably picked up from playmates plus a few words from television jingles. Noadults had spoken to him directly on any regular basis. Once Jim was exposed to an adult who talked to him, his language improved rapidly.
COGNITIVE DIMENSIONS They have about 12 months of perceptual and conceptual development; they are adept at perceiving similarities, identifying objects and actions, recognizingfaces, sorting like with like. They can orient objects and know wherethey are keptand howthey are used. In summary they are setting uprepresentations of what they seeand know. Some processesarefoundwithinthe stages thechild goes through: OVER-GENERALIZATION: The childtakes agrammatical rule and applies it to every case. (From walk,walked to see seed. Also from dog dogs to man mans) OVER-EXTENSION:The child takes the name of a person or object and names all the things that look similar to it. (ball, to an apple for example.)the set of objects named in over- extensions are as varied and random as those in complexiveconcepts.
Two aspects of general maturationare crucial to a child`s ability to acquire a Language.1st the ability to symbolize, and 2nd the ability to use tools. GOALOF ACQUISITION The goal is to become a member of a communityof speakers, this meanslearning alltheelementsof a Language,both structure and usage.
Physiological Prerequisites of Sound Production To identify sounds of their language. To produce each of this sounds and its variants. To combine sounds into larger strings of sounds (syllables andwords). To decode larger strings of sounds into syllables and words when being talked to. When children start to acquire a language,there are various things they have to learn first:
Articulatory gestures involved in producing eachparticular sound. Thetiming between gestures. Gain control over the muscles in their speechorgans. Coordinate the execution of articulatory movements. First vocalizations Crying Gurgling Cooing
Babbling Atthe ageoffourtosix monthsorso,childrenin all cultures begin tobabble,producingsequences of vowelsandconsonants. Babblinga certainsequenceofsoundsis notaconscious process. Repeatedor canonicalbabblingstartsaroundthe ageofseven toten months. Between abouttenandtwelve monthsofage, children begin toproducea varietyofspeech sounds. Babbledsequencesarenotlinked toimmediate biological needs like foodorphysicalcomfort. The finemotormovements necessaryforaccuratearticulationareexercised extensively during babbling.
Physiological prerequisites of sound production
Phonologicalacquisition When an eighteen month-old attempts to pronounce the word water,he or she might say [wa-wa], differences in pronunciation like this may persist for some time. All children, regardless of what language they are acquiring natively, make mistakes like these before they have mastered the phonological system of their native language. Errors reveal that they have already learned a great deal, because the errors aresystematic, rule-governed, ratherthan random. Thereis much variation in the age rangeduring which children acquire words or fundamental cognitive concepts.
First words A major task in the acquisition of phonology involves understanding the wordas a link between sound and meaning. Around the age of eighteen months, children learn and ask for many newnames for objects in theirenvironment. When children first acquire the conceptof a word, these first words showgreat variability in pronunciation. Somemay beperfect adult productions, while others may beso distorted that they are comprehensible only to the child's closest companions.
Acquisitionof phonological structures Children initiallyregard the entire word as if it were a SINGLE SOUND. As their vocabulary expands between fifteen and twenty-one months old, it becomes very difficult for them tomanage.So in order to learn morewords, children must begin to break words into a small number or SIMPLER UNITS OF SOUNDS. but
Children must acquire the complete set of phonemes as well asthe set of phonological processes found in the language. They first master sounds that differ maximallyfrom one another. Often, consonant -vowel structures such as [ma] and [pa]. This kind of CV-syllable structure appears to bethe preferred structure in young children's productions. Only later will they produce consonant clusters such as [sp] or [tr] as in spill and tree.
deletionof consonant and vowel sequences banana granola potato Why do children leave out the first syllable in these examples? In these words the second syllable is stressed, which means it's the most prominent syllable in comparison to the other two syllables. When young children listen to speech being produced around them, there is a good chance that they willnot pay attention to those unstressed syllables. [__n脱na] [__ow] [__dedo]
How do children know where one word starts and where it ends in connected speech? A subconsciousstrategymight betolookforthestresses syllablewithin anutterancetodivide acontinuousstring ofsoundandfindthe beginning ofnew words. Onceinfantshavefigured outhowtoidentifythese prominentsyllables,theyareabletodissect the continuousstring ofspeech a littleeasier. However, children tend to unconsciously look for the most stressed syllable and over generalize, as in the examplesof banana, granola and potato.
Theone-word stage The first words uttered by a one-year old childtypically name people, objects and pets. Soon the childincludes verbs and other useful words like: no,gimme andmine. Phrases used by adults become a single word in the speech of the child, such as: algoneandwhasat?
Thetwo-word stage Between approx eighteen and twenty-four months of age, children begin to use two-word utterances. Most of the utterances produced at this stage will express a semantic relation like oneof the following: agent+action baby sleep action+object kick ball action+locative sit chair entity+locative teddy bed possessor+possesion mommybook entity+attribute block red demonstrative+entity this shoe
Later stages of development Three-word utterances are originally formed by : Daddy cookie and cookie eat, may be combined to form Daddy eat cookie. Throw ball, becomes throw red ball.
Plurals The pluralmorpheme-sis acquiredquite earlybychildren, in fact,it is usuallyone of the veryfirstfunctionmorphemestoappear, alongwith in,on,and-ing. overgeneralization ofthe rule For examplethe pluralofman,becomes mans. Also atthisstage, thechild often leaves nounsending in sibilants(nose, house,church), in their singularform. negatives Veryyoungchildren canproducequestions using onlyrising intonation,ratherthana particularsyntacticstructure. Later,ataroundthe ageofthree, children begin to usecan,will, andotherauxiliary verbsin yes-noquestions,using the appropriatewordorder.
interrogatives Veryyoung children can producequestions using only rising intonation, rather than a particular syntactic structure. Later, at around three years, children begin to use can, will, and other auxiliary verbs in yes-no questions, using the appropriate word order. At this stage, children fail to adult word orderin wh-questions. They follow a question word with a sentence in normal declarative order:Why you are sad?. Finally they learnto invert the subject and the verb in these constructions.

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Physiological prerequisites of sound production

  • 2. language Essentiallyhuman Language itself is very complex Intricate web of skills What do children learn? Sounds and words, meanings and constructions; they need to know what to use, when, where and how. Theacquisition mightbe affected byproperties of each Language, as well as bysocial interaction and cognitive development.
  • 3. TABULA RASA? Do children have to learn everything aboutLanguage from scratch? Ordothey comewith certain things already pre wired? Two theories NATURE: Any innate capacitiesand structures children are born with. NURTURE: What children gain from experience. - Even if children areborn with a learning mechanism dedicated to Language, the main proposal havefocus only onsyntactic structure, the resthas to belearnt. - Errors madeby over-generalization.
  • 4. Language Differ Differences: rangeand combination of sounds, for examplesingle consonants to begin syllable (top), or also combination of consonants (stop); word classes; meanings. Children find all Languages about equally easy to acquire, butparticular features of one Language may be more difficult to acquire. COMPLEXITY Conceptual complexity: the ideas being expressedin Language. Formal complexity: the conceptual distinctions of each Language maybe expressed in a variety offorms depending on the Language.
  • 5. SOCIAL DIMENSIONS Language acquisition takes place in mid conversation. When adults talk tochildren they directly orindirectly offer the extensive information about language. This is called input. How adults talk to children First adultshavetomakesurethat children realizeanutteranceis being addressedtothem andnottosomeone else. Secondtheymustchoosethe rightwordsandt right sentencessothe child is likely toundersta whatis said. Third,thatcansaywhattheyhavetosayin many differentways,talkslowlyorquickly,useshorttolong sentencesandsoon. Influencedby threethings:
  • 6. How necessaryis adults speech? Experiments on these topics are difficult if not impossible to devise, but occasionally a real life situation presents itself in a way that provides a glimpse of the answers to these questions. Genie was a child who was not exposed to any Language while she was growing up; her parents locked her away for 13 years and seldom spoke to her. When she was discovered, she was unable to speak. A linguistic tried to teach her English,but the attempts were not successful. A hearing childof deaf parents who only use sign language, when Jim was approximately 3 and ahalf, he had only small vocabulary that he had probably picked up from playmates plus a few words from television jingles. Noadults had spoken to him directly on any regular basis. Once Jim was exposed to an adult who talked to him, his language improved rapidly.
  • 7. COGNITIVE DIMENSIONS They have about 12 months of perceptual and conceptual development; they are adept at perceiving similarities, identifying objects and actions, recognizingfaces, sorting like with like. They can orient objects and know wherethey are keptand howthey are used. In summary they are setting uprepresentations of what they seeand know. Some processesarefoundwithinthe stages thechild goes through: OVER-GENERALIZATION: The childtakes agrammatical rule and applies it to every case. (From walk,walked to see seed. Also from dog dogs to man mans) OVER-EXTENSION:The child takes the name of a person or object and names all the things that look similar to it. (ball, to an apple for example.)the set of objects named in over- extensions are as varied and random as those in complexiveconcepts.
  • 8. Two aspects of general maturationare crucial to a child`s ability to acquire a Language.1st the ability to symbolize, and 2nd the ability to use tools. GOALOF ACQUISITION The goal is to become a member of a communityof speakers, this meanslearning alltheelementsof a Language,both structure and usage.
  • 9. Physiological Prerequisites of Sound Production To identify sounds of their language. To produce each of this sounds and its variants. To combine sounds into larger strings of sounds (syllables andwords). To decode larger strings of sounds into syllables and words when being talked to. When children start to acquire a language,there are various things they have to learn first:
  • 10. Articulatory gestures involved in producing eachparticular sound. Thetiming between gestures. Gain control over the muscles in their speechorgans. Coordinate the execution of articulatory movements. First vocalizations Crying Gurgling Cooing
  • 11. Babbling Atthe ageoffourtosix monthsorso,childrenin all cultures begin tobabble,producingsequences of vowelsandconsonants. Babblinga certainsequenceofsoundsis notaconscious process. Repeatedor canonicalbabblingstartsaroundthe ageofseven toten months. Between abouttenandtwelve monthsofage, children begin toproducea varietyofspeech sounds. Babbledsequencesarenotlinked toimmediate biological needs like foodorphysicalcomfort. The finemotormovements necessaryforaccuratearticulationareexercised extensively during babbling.
  • 13. Phonologicalacquisition When an eighteen month-old attempts to pronounce the word water,he or she might say [wa-wa], differences in pronunciation like this may persist for some time. All children, regardless of what language they are acquiring natively, make mistakes like these before they have mastered the phonological system of their native language. Errors reveal that they have already learned a great deal, because the errors aresystematic, rule-governed, ratherthan random. Thereis much variation in the age rangeduring which children acquire words or fundamental cognitive concepts.
  • 14. First words A major task in the acquisition of phonology involves understanding the wordas a link between sound and meaning. Around the age of eighteen months, children learn and ask for many newnames for objects in theirenvironment. When children first acquire the conceptof a word, these first words showgreat variability in pronunciation. Somemay beperfect adult productions, while others may beso distorted that they are comprehensible only to the child's closest companions.
  • 15. Acquisitionof phonological structures Children initiallyregard the entire word as if it were a SINGLE SOUND. As their vocabulary expands between fifteen and twenty-one months old, it becomes very difficult for them tomanage.So in order to learn morewords, children must begin to break words into a small number or SIMPLER UNITS OF SOUNDS. but
  • 16. Children must acquire the complete set of phonemes as well asthe set of phonological processes found in the language. They first master sounds that differ maximallyfrom one another. Often, consonant -vowel structures such as [ma] and [pa]. This kind of CV-syllable structure appears to bethe preferred structure in young children's productions. Only later will they produce consonant clusters such as [sp] or [tr] as in spill and tree.
  • 17. deletionof consonant and vowel sequences banana granola potato Why do children leave out the first syllable in these examples? In these words the second syllable is stressed, which means it's the most prominent syllable in comparison to the other two syllables. When young children listen to speech being produced around them, there is a good chance that they willnot pay attention to those unstressed syllables. [__n脱na] [__ow] [__dedo]
  • 18. How do children know where one word starts and where it ends in connected speech? A subconsciousstrategymight betolookforthestresses syllablewithin anutterancetodivide acontinuousstring ofsoundandfindthe beginning ofnew words. Onceinfantshavefigured outhowtoidentifythese prominentsyllables,theyareabletodissect the continuousstring ofspeech a littleeasier. However, children tend to unconsciously look for the most stressed syllable and over generalize, as in the examplesof banana, granola and potato.
  • 19. Theone-word stage The first words uttered by a one-year old childtypically name people, objects and pets. Soon the childincludes verbs and other useful words like: no,gimme andmine. Phrases used by adults become a single word in the speech of the child, such as: algoneandwhasat?
  • 20. Thetwo-word stage Between approx eighteen and twenty-four months of age, children begin to use two-word utterances. Most of the utterances produced at this stage will express a semantic relation like oneof the following: agent+action baby sleep action+object kick ball action+locative sit chair entity+locative teddy bed possessor+possesion mommybook entity+attribute block red demonstrative+entity this shoe
  • 21. Later stages of development Three-word utterances are originally formed by : Daddy cookie and cookie eat, may be combined to form Daddy eat cookie. Throw ball, becomes throw red ball.
  • 22. Plurals The pluralmorpheme-sis acquiredquite earlybychildren, in fact,it is usuallyone of the veryfirstfunctionmorphemestoappear, alongwith in,on,and-ing. overgeneralization ofthe rule For examplethe pluralofman,becomes mans. Also atthisstage, thechild often leaves nounsending in sibilants(nose, house,church), in their singularform. negatives Veryyoungchildren canproducequestions using onlyrising intonation,ratherthana particularsyntacticstructure. Later,ataroundthe ageofthree, children begin to usecan,will, andotherauxiliary verbsin yes-noquestions,using the appropriatewordorder.
  • 23. interrogatives Veryyoung children can producequestions using only rising intonation, rather than a particular syntactic structure. Later, at around three years, children begin to use can, will, and other auxiliary verbs in yes-no questions, using the appropriate word order. At this stage, children fail to adult word orderin wh-questions. They follow a question word with a sentence in normal declarative order:Why you are sad?. Finally they learnto invert the subject and the verb in these constructions.