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Phonological Theories Phonological Theories
Phonological Theories Phonological Theories
• Most current phonological theories have • Up to the 1950s, the focus had been on
arisen out of linguistics. analysis of what the speaker produced
• linguists are attempting to understand how (surface form).
language is organized in the brain. • All current theories are based on the
• They have not yet succeeded. idea of features as abstract things
• No one theory currently is used by all stored in the brain
SLPs. • It’s believed that what is in the brain and
what is produced may not be the same.
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Distinctive Feature Theory Distinctive Feature Theory
• Two phones are different phonemes if • How do we use it clinically? Well...
at least one of their features is different. • If features are truly the basic unit, children
• / p / = + consonantal, + anterior, - voice will learn features.
• / b / = + consonantal, + anterior, + voice • Errors may be based on unlearned
features rather than unlearned sounds.
2
Generative Grammar Generative Phonology
• Each element in the lexicon is stored • One part of the underlying
with details about what features are representation relates to the phonemes.
needed to assemble the necessary • The details of how the phonemes are
phonemes. stored in the brain are often specifically
• This is the “underlying representation”. referred to as the “phonological
• The rules specify how phonemes, representation”.
morphemes, words, and utterances
must be combined to express the idea
in a grammatically correct way.
3
Generative Phonology Generative Phonology
• If we want to apply this theory clinically we • Example of a child’s rule:
can examine a child’s productions.
• Attempts the word “soon” and “kiss” but
• Look for changes that occur and the contexts in
which they occur.
produces [tun] and [kɪt] respectively.
• The child may have their own set of rules. • /t/ substituted for /s/ .
• What looks like a series of independent errors • /t/ differs from /s/ on the feature continuant.
may be the result of a common rule.
• The child substitutes the feature [-]
• If we can discover the child's rules we can continuant for [+] continuant.
try to change them and it should change all
the errors affected by the old rules.
4
Generative Phonology Generative Phonology
Markedness says that: Markedness predictions (cont.)
• Voiceless obstruents are more natural • Low-front vowels are the most natural
than voiced obstruents. vowels.
• Obstruents are more natural than • Tense vowels are more natural than lax
sonorants. vowels.
• Stops are more natural than fricatives. • Anterior consonants are more natural
• Fricatives are more natural than than non-anterior consonants.
affricates.
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Natural Processes Natural Processes
• Many different lists of processes have Several broad categories of processes
been proposed (no one agreed upon). • Syllable structure processes (change
• Several published tests available. the number or shape of syllables in
• Each test author has chosen a particular the word), e.g.
set of processes that they feel are either • Weak syllable deletion
the most common or the most important. • Final consonant deletion
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Natural Phonology Natural Phonology
Children with phonological disorders may: • A significant problem with this theory is
• Retain early ‘typical’ processes. that errors can sometimes be described
• Demonstrate systematic sound with more than one process:
• E.g., /fɪks/ Æ /fik/ could be "cluster
preferences.
reduction" or "stridency deletion".
• Use unusual processes.
• We try to resolve this by determining
• Exhibit variable process use. which process is more frequent