Sounds

## Order

* Front stops before back stops (Goodluck, 19)
* Stops before fricatives (Goodluck, 19)
* 0;11 – voiced labial stops (Yeni Komshian et al, 1980:151)
* 1;1 – dental voiced stops (Yeni Komshian et al, 1980:151)

## Production

* 6 months: sound production is somewhat influence by ambient language: babbling drift (Brown, R., 1958a) (Hoff, 2013)
* Suprasegmental factors critically differentiate themselves in the form of its vowels, and suprasegmental units (eg rhythmic and prosodic patterns). (Lust, 2006:152)
	+ Baysson-Bordies, Sagart, & Durand, 1984
	+ **#Reduplicated babbling:** 8 months old – French adults could distinguish French babbling from French/Arabic babbling (75.8%) and French/Cantonese babbling (69.8%).
	+ **#Reduplicated babbling:** 6 month olds – only phoneticians could distinguish French babbling.
* Melody before sounds: language discrimination that tested adults could tell 70% of the time but was more difficult/had less success at 10 months (Hoff, 2013).
	+ consonant sounds are more noticeable at 10 months, so prosodic characteristics that differentiate the target languages were less noticeable (BB, Sagart, Durand, 1984, Crystal, 1986)
* Babbling: between early and later, decrease in the use of back (velar) stops (Goodluck, 2001:19)
	+ #**Vocal Play:** 4-6 month olds – playful production  of isolated consonant and vowel-like sounds
	+ 6 months – production of series of consonant-vowel (CV) syllables in which the individual syllables in each babbled series are identical or very similar (\*”jargon babblers (Hoff, 2013))
	+ 10 months – that kind of babbling gives way to syllable sequences with more varied members (different consonants and/or vowels) and a wider range of syllable types – VC and CVC in – addition to CV.
		- \*different kinds of Cs and/or Vs in each series or in general?
* Children are inconsistent in production (Clark, 2003:101)
	+ Squirrel = ga (\*are there squirrels in HK?)
	+ Vary from one utterance to the next
	+ First few months of talking
	+ Babbling + actual words = lotta overlap
* Temporal control of speech production (MacNeilage, 1980:P14)
	+ \* speech gestures =/= coarticulation: why?
	+ \*Timing of what, exactly? How long a sound lasts? When it should be articulated with regards to other sounds in the sequence?
	+ Interaction of two main components:
		- A specification of basic properties of segments including targets, perhaps intrinsic segment durations, and maybe coarticulation rules
		- Superimposed timing component that systematically shapes observed segment durations and sometimes target attainment as a function of a number of variables
			* 3 of them are utterance length, stress (in languages where it has durational consequences), and tempo (speaking rate)
		- \*it’s interesting that half of child language studying is learning the science of language; w/r/t timing, to show its important, they have to show how stress affects consonants and vowels, and to talk about that someone needed to have figured that out.
	+ Alas, I do not understand the rest of his theory
* There are at least two other well known facts about child speech that seem to be directly relevant to the question of control of coarticulation. These are the presence of assilimilations and the preferences for reduplicated forms (biscuit -> [be: be:] (Waterson, 1971)) (MacNeilage, 1980:P19)
* By the age of 3, children seem to have learned most of the adult timing rules (MacNeilage, 1980:P19)
* Vocalizations would seem to be pure manifestations of mechanisms of the biology of movement, and their understanding, either in terms of their mechanisms or their role as precursors to speech production, would presumably place useful constraints on theories of speech-movement control. (MacNeilage, 1980:P20)
* **First words:** Syllable structure and Sonority (Goodluck, H. 2001:37)
	+ [str] -> two element clusters: kid used [tr] or [sr], but never [st] (straw -> traw, sraw, but never staw)
	+ Conform to the Sonority Hierarchy restriction on syllable organization: traw and sr the ordering least-to-more sonorant is sued; st violates that ordering
		- sr doesn’t occur in English but the offending st does (string, for instance)
	+ See also Applegate, 1961
* Order of sound development: back to front of mouth (glottal to velar to alveolar to labial) (Locke, 1993;187) (Lust, 2006:152)
* Because infants produce a wide variety of sounds that are not in the ambient language, it was thought at one time they start out producing all the sounds in all the world's languages (Jakobson, 1941/68) but that's not true; repertoire is quite limited (Hoff, 2013)
	+ #**Cooing:** first couple months: the only recognizable speech sounds that infants produce are vowel-like.
	+ #**Cooing:** 2-3 months: first recognizable consonant-like sounds
		- #**Cooing:** tend to be back of the mouth (velars) like g and k (so babies really do say "goo goo" although the vowel sound is not quite that distinct)
		- #**Reduplicated babbling:** 6 months: consonant-like sounds articulated at the front of the mouths like m, n, p, and d, and may stop producing back sounds for a while (Ingram, 1989, McCarthy, 1954)

## Theories

* Jakobson had a theory about contrasts among sounds, so how do children realize such a system of contrasts: treat media, final consonants as initial? Apply a specific contrast to a pair of segments or to groups of sounds with similar properties, what do they do about different V, C combinations (and so on)?  (Clark, 2003:107)
* Unclear how kids relate specific phonetic segments to systematic phonological contrasts. And what they take as primary targets in working out such a system-segments or whole words? Do children start with individual sound segments? Doubtfully. (Clark, 2003:107)
	+ Dog/doggy = [do], then with consonant reduplication as [dodi]. Learn /g/, then [gogi] before eventually mastering ‘doggy’
	+ This shift: whether children’s perception of adult words – and hence their representations of those words in memory for comprehension – is always a faithful representation of the adult forms
		- Perceptions of certain words/word-types may at first be erroneous, and this could show up in apparently regressive errors, like [gogi] after several weeks of [dodi].
	+ Representations based on occasionally faulty perception of some segments could account for sometimes producing some words with a wrong segment but producing that segment correctly elsewhere.
* Other theory (of sound acquisition?) (Clark, 2003:108)
* Jessie (Labov & Labov 1978); different kinds of word learning. (Clark, 2003:109)

## Early Eight?

http://www.researchgate.net/profile/Leah\_Fabiano-Smith/publication/26706771\_Early-\_middle-\_and\_late-developing\_sounds\_in\_monolingual\_and\_bilingual\_children\_an\_exploratory\_investigation/links/02e7e52c1a62f275ee000000.pdf

Where did I hear of it first?