Term
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Definition
sounds within a given phonetic context influence each other
happens bc articulators are constantly moving into positions for other speech sounds
-ex: /k/ in cake (lips spread) and /k/ in cook lips are rounded
-sometimes might modify a phonemes distinctive features |
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Term
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Definition
produced with a relatively opened passageway
-nasals, liquids and glides and vowels
-sonority: loudness compared to other sounds
nasals: /n/ /m/ /ng/
liquids: /l/ and /r/
glides: /w/ /j/ |
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Term
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Definition
complete or narrow constriction of the articulators
-stops, affricates and fricatives |
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Term
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Definition
consonants in which there is a much wider passage of air
/w/ and /j/ |
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Term
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Definition
some fricatives that have a sharper sound than other fricatives
-alveolar and palatal fricatives
/s/ "sh" /z/ the weird 3 symbol of phonemes like ex: vision the sion sound |
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Term
| what is the result of co-articulation |
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Definition
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Term
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Definition
the adaptive articulatory changes in which one sound becomes more similar to (or identical) to a neighboring sound
*may change origin, place, manner and/ or voicing properties
-creates allophonic variations |
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Term
| what are the types of assimilation |
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Definition
contact, remote
regressive, progressive
you can have contact regressive contact progressive or remote regressive remote progressive |
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Term
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Definition
-modifies directly adjacent sounds
-(modifies the next sound) |
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Term
| Remote (or noncontiguous) assimilation |
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Definition
at least on other segment seperates the sound in question
ex: yellow-lelo
ex: telephone-tedephone |
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Term
| Remote (or noncontiguous) assimilation |
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Definition
at least on other segment seperates the sound in question
ex: yellow-lelo
ex: telephone-tedephone |
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Term
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Definition
influence a sound that comes later in the word
telephone-tedephone
the /t/ influences the /l/ sound to become a /d/ sound bc its easier to produce since you were already producing a stop in the front of the mouth |
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Term
| regressive(or anticipatory)assimilation |
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Definition
| influences a sound that comes prior to the production of the target sound. |
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Term
| assimilation (how to figure out what kind of assimilation is being used) |
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Definition
1. determine the sound of influence
2. determine if the sounds are adjacent or separated by another sound
3. determine the direction of assimilation
right-----> left
left--------> right |
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Term
| what are the four parts of a syllable: |
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Definition
(not all syllables will have all four)
onset
coda
peak (nucleus)
rhyme |
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Term
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Definition
consists of all sound segments before the peak (peak is the nucleus or vowel or vowel like sound)
ex: mit
onset= /m/ |
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Term
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Definition
all sound segments following the peak
ex: mit
coda= /t/
syllables without codas are open :) |
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Term
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Definition
is the peak and the coda together
the peak is the nucleus or vowel/ vowel like sound
ex: mit
rhyme= /It/ |
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Term
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Definition
nucleus: most prominent; acoustically intense part
-generally vowels
may stand alone or by other sounds
ex: a-way the a is the peak (it stands alone)
ex; tan
the a is the peak and it is surrounded
(member to use phonemes) |
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Term
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Definition
linguists children
-very detailed info on development
-lead to single subject design in articulation/phonology
-baseline intervention |
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Term
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Definition
various age groups
-specific research design
-identified when certain sounds were present
-did not include children with atypical speech development
-did not identify the trends of specific children (only means or averages) |
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Term
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Definition
-small groups of children over a long amount of time
- |
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