Focus on observable behaviours, alter response accordingly eg. early vocalisations bcos they want food

Emphasises role of reinforcement 1) Learner's vocalisations become self-reinforcing when they are like the adult's
2) Adult selectively reinforces sounds that resemble target lang eg. bʌ for banana- child knows they need to change response to get what they want.

Need to communicate is inherent in this theory-wish to have banana

Limitation: speech too complex to be achieved by reinforcement. eg. some chn give up when it's too much for them

Need to tell parents that they should give child opportunity to produce sound, X give banana until they say whole word. Child has to alter speech to get what he wants.

Emphasise on need to communicate. Reinforce this behaviour of alteration

*Positive reinforcement- motivate child, impt to give reinforcement to get another food production, motoric production, ling reinforcement

Universals exist in dev. of all lang eg. if a lang has back consonants, it must have front consonants ; oral vs. nasal

Principle of maximal contrast (to produce range of words we need) accounts for basic consonant, vowel structure of lang

suggest that there is same, innate order in stages of phonemic contrast

seq of stages can differ, based on feature oppositions, contrasts

Educate parents that rates of progression can differ, although same, innate order, we are X working on sounds that have not dev for their age.

Recognising when child is doing his own thing, artefact of child's presentation

Underlying representation of phoneme is distinctive feature

Analysis based on features missing, not contrasted, eg. -voice, +voice, then contrasted in minimal pairs

Concept of markedness 1) unmarked-more natural, more common, more freq in most lang, established before marked sounds 2) marked sounds-less natural eg. voiceless obstruents /f/ more common than voiced obstruents /v/

Limitations: does not account for omissions, cannot account for all phonetic features

Works when teasing apart atypical sound processes in child (use +/- distinctive features)

Aims to establish mapping b/w implicit knowledge of sound system, explicit use of system

Concept of phonological rules describe 1) surface phon representation (what speaker says), 2) underlying phonological representation (phon rule can change what's inside, what comes out, context dependent), mental reps of words), 3) when surface form used

Limitation: Theory based on assumption that child's underlying representation is adult-like. But what about fis phenomenon: child X recognise that their own production is wrong. X practical, time consuming to write down

Useful for unusual processes eg. ICD of voiceless consonants only.

Range of representation child might go thru from WRONG to CORRECT (recognise this as gradual impv)

Children begin w set of innate, universal processes so that they can simplify production --> eliminate according to rules of that lang

Processes are thought to be phonetically motivated by physical properties of speech

Suppression of processes in response to listening to native speakers- change process to match adults

Underlying representation--> Natural phon process--> Child's surface representation. So when you say 'bɒt' for /spɒt/, child recognises this is wrong

Innate system changes by 1) limitation-process applies to fewer sounds, fewer env 2) ordering-processes used in more organised way ʃ--> t --> d 3) elimination

Limitation: unusual processes not accounted for w/i this theory.