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Theories of phon acq (Linear theories (Assumption (Each discrete segment…

- - - - Focus on observable behaviours, alter response accordingly eg. early vocalisations bcos they want food
      - Includes stimulus (env)-response (behaviours) paradigm
      - 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
      - rate of progression thru stages can differ
      - seq of stages can differ, based on feature oppositions, contrasts
      - Limitations: acq order may differ
    - - 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.
      - Biling: learning in diff orders --> Tx impacted
      - Recognising when child is doing his own thing, artefact of child's presentation
  - - - Unds why sound is hard for child to produce
      - +ve way of way they have, what they can do
      - Works when teasing apart atypical sound processes in child (use +/- distinctive features)
    - - 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
  - - - 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
      - Processes subsumed under phon processes for SLPs
      - 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.
    - - Child might not be aware of their underlying representation
      - 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
      - Some sounds more natural cf. others
      - 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.
  - - - Suggest that it is diff from other ling theories of acq which concentrate on mental representations, phon rules; this concentrates on constraints
      - Suggest input, output representations that may differ according to universal set of constraints
      - Output is the one that is most optimal depending on constraints eg. car may be /ta/ but not /bi/
      - Markedness constraints: output simplified by not using sounds which are marked
      - Faithfulness constraints: input, output should be the same, X have addition, deletion of features
      - Limitation: confusing b/w two diff constraint types
  - - - Most theories focus on phonemes but this one focuses on gestures, mvm of articulators
      - Gesture-abstract motor goal representing a point of constriction in vocal tract
      - Each gesture can be achieved in diff ways
      - Gestures are constant, context independent
      - Errors happen in 2 ways 1) shaping of gestures 2) type of articulatory mvm-ballistic mvm eg. plosives, nasals ; slow, constant velocity of mvms eg. glides; fine force mvms eg.fricative
      - Limitations: No linguistic consideration, X recognise phonological acq theory, X contrastive rules
    - - Tell client that there are diff ways to produce a sound
- - - - Coronal (blade, tip of tongue)
      - Eg. n,t,d,s,z,l,r,j,ʃ,ʒ,θ,ð,tʃ,dʒ
      - Sometimes /d/ can be default
      - Sometimes /l/ can be default, may serve general purpose of substitution for alternative groups of sounds