Flashcards: PRAXIS Infant and Child Speech

The passage discusses the maturation of jaw and lip movements in 1- and 2-year-old children. It highlights that jaw movements become similar to adults' movements, but lip movements are more variable and become more adultlike with maturation.

Using EPG, Cheng and colleagues (2007a) found that children's tongue/palate contact for the sounds /t/, //, /s/, and /k/ largely resembled those of adults; however, the children aged 6 to 11 years displayed increased palatal contact and an excessively posterior tongue place- ment compared with adults. The researchers also indicated that the maturation of the speech motor system was nonuniform and that significant changes in the maturation of tongue con- trol occurred until 11 years of age. During adolescence, tongue control was continually refined. Cheng and associates (2007b) used EMA to consider the coordination of tongue and jaw. They found that maturation continued until 8 to 11 years of age with continual refinement into ado- lescence. The relationship between the tongue-tip and tongue-body movement with the jaw differed. The tongue-tip became increasingly synchronized with jaw movement, but the tongue- body retained movement independence with the jaw.

It suggests that increasing rate may indicate improving control over articulators

Research shows that fetuses can perceive sound well before birth. For example, at 16 weeks of gestation, they respond to pure tone auditory stimuli at 500 Hz. As they mature during gestation, their ability to respond to different sound frequencies increases.

Fetuses not only hear but also perceive differences in sounds. A study by DeCasper and colleagues found that fetuses become familiar with recurrent, maternal speech sounds during the third trimester.

- High amplitude sucking: Infants sucked on a non-nutritive nipple equipped to detect changes in pressure. When a new sound was played, infants sucked vigorously, but their sucking decreased in frequency and intensity as they became familiar with the sound.

- Event Related Potentials: Event-related potentials are low-amplitude neurophysiological responses following the presentation of a stimulus, recorded via electrophysiological instrumentation (e.g., EEG or EMG). ERPs are noninvasive and do not require overt responses, making them suitable for studying infants' perceptions.

Infants demonstrate a preference for their mothers' voices and can distinguish their mothers' voices from a stranger's voice by just 3 days of age. They also prefer child-directed speech (motherese) over adult-directed speech.

Infants have the ability to discriminate both place and voicing features of consonants at a very young age, as demonstrated by various studies showing their ability to differentiate between different speech sounds.

As children are exposed to their native language and grow older, their ability to discriminate non-native sounds diminishes, and they become more specialized in categorizing phonemes in their native language.

Infants' visual speech perception is also crucial in their learning of language. They prefer looking at faces and can distinguish between familiar and unfamiliar languages using visual cues alone.

Early speech production starts with infants' vocalization through crying and gradually develops as they grow, expanding their repertoire of sounds and prosodic features.

Reflexive, Control of Phonation, Expansion, Basic Canonical Sounds, Advanced Forms

The first level, "Reflexive" (0 to 2 months), consists of vegetative sounds, sustained crying/fussing, and quasi-resonant nuclei (Q) characterized as faint low-pitched grunt-like sounds with muffled resonance.

The second level, "Control of phonation" (1 to 4 months), involves fully resonant nuclei (F), two or more Fs, closants (consonant-like segments), vocants (vowel-like segments), closant-vocant combinations, chuckles, or sustained laughter.

The third level, "Expansion" (3 to 8 months), includes isolated vowels, two or more vowels in a row, vowel glides, ingressive sounds, squeals, and marginal babbling.

The fourth level, "Basic canonical syllables" (5 to 10 months), comprises single consonant-vowel syllables, canonical babbling, whispered productions, consonant-vowel combination followed by a consonant (CV-C), and disyllables (CVCV).

The fifth level, "Advanced forms" (9 to 18 months), involves the production of complex syllables (e.g., VC, CCV, CCVC), jargon, and diphthongs.

The average amount of crying decreases over the first year of life but may show some fluctuations.

nonspeechlike vocalizations and speechlike vocalizations.

The nonspeechlike vocalizations consist of vegetative sounds (e.g., burps, hiccups) and fixed vocal signals (e.g., crying, laughing, groaning).

Quasi-vowels (0 to 2 months): Vowel-like productions without shaping of the articulators.

Primitive articulation stage (2 to 3 months): Vowel-like productions produced by shaping the articulators.

Expansion stage (3 to 6 months): Marginal babbling comprising a consonant-like and a vowel-like sound.

Canonical babbling (6+ months): Well-formed syllables such as [baba].

Canonical babbling

late onset of canonical babbling

independent control of the articulators, with children developing control of their jaw movements and refining their babbling as a result.

These differences include delayed babbling onset, fewer syllables used, and less canonical babbling in late talkers.

the child's utterance must have a phonetic relationship to an adult word, and the child must use the word consistently in the presence of a particular situation or object. Babbling and phonetically consistent forms that do not meet these criteria are not considered true words.

their physiology, ambient language, and child-specific factors.

one or two syllables and have specific shapes, such as CV, VC, and CVCV. Consonants produced at the front of the mouth (e.g., /p, b, d, t, m, n/) are more common.

low, nonrounded vowels during their first year and develop height differences in vowels before front-back differences.

reduplication, final consonant deletion, and cluster reduction.

certain syllable sizes and sound types. Early words are often learned as "whole word patterns" rather than a sequence of individual sounds.

increase their vocabulary or limit the number of homonyms to be intelligible as they mature. The number of homonyms typically decreases with age.

one group was "systematic (and stable)" with high intelligibility, segmental emphasis, and consistent pronunciation across word tokens, while the other group was "exploratory (and variable)" with low intelligibility, suprasegmental emphasis, and variable pronunciation across word tokens.

nasal, plosive, fricative, approximant, labial, and lingual phonemes. As they grow older, the number of consonants in their inventories increases. A large study by Ttofari-Eecen, Reilly, and Eadie (2007) found that by age 1;0, children had an average of 4.4 consonants in their inventories, typically including /m, d, b, n/. Another longitudinal study by Robb and Bleile (1994) showed that at 8 months of age, children produced a broader range of consonants in syllable-initial compared to syllable-final position.

five syllable-initial consonants (/d, t, k, m, h/) and three syllable-final consonants (/t, m, h/). By age 2;1, their consonant inventories expand, and they produce 15 syllable-initial consonants and 11 syllable-final consonants.

young children's phonological knowledge and their acquisition of vocabulary.

inventory constraints (sounds produced by the child), positional constraints (sounds produced in different syllable positions), and sequence constraints (restrictions on the co-occurrence of sounds).

consistent with their phonotactic constraints within their babbling. Children tend to listen to sounds not in their inventory (OUT sounds) longer than sounds in their inventory (IN sounds). However, when infants are taught to produce new words, they tend to learn words containing IN sounds more quickly. This preference changes as children progress beyond the 50-word stage, where preschool children are more accurate in learning words containing OUT sounds compared to IN sounds.

the typical acquisition of aspects of speech sound production beyond approximately 2 to 5 years of age. This phase is crucial for understanding how children's speech develops during this period.