Phonological Development Class Exercises

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Phonological DevelopmentClass Exercises
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Exercise 1

• What Types of syllable shapes can the child
  produce?
• Hint Analyze the words in terms of syllable
  shapes, then perform the analysis of syllable
  types. For example, the word kitty has stress
  on the first syllable shape CVCV.
• What are the childs two most frequent syllable
  and word form?

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• Syllable shapes V, CV, CVC, CVCV, CVCCVC
• CV(12), CVC 9 (3), V (1)

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The sounds of English
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Exercise 2
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• For the first output pattern, describe the
  phonological characteristics of the childs
  productions in the following level of
  organization syllable shapes, consonant segments
  (phonemic inventory), and consonant distinctive
  features.
• For the second output pattern, describe the
  limits of the childs ability to produce syllable
  shapes, consonants, consonant distinctive
  features, and possible co-occurrence
  (co-articulation) or occurrence restrictions

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• 1. Syllable shapes CVCV
• Consonant segments d,g,k,t
• Consonant distinctive features Non-bilabial
  oral stops
• 2. Syllable shapes CVC, CV
• Consonant segments d,n
• Consonant distinctive features voiced alveolar
  oral and nasal stops
• Occurrence restrictions first Cd, second Cn

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Exercise 3
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• State in your own words the childs pattern for
  consonants in word final positions
• List two words that might be used to determine if
  the pattern applies to all consonants in word
  final position
• This is a common pattern. What is this
  phonological process called?

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• 1. Consonants are deleted a the end of
  word/syllables ( the data does not allow the
  exact environment to be determined)
• Team, make, snake, shake, plaine..etc
• Final Consonant Deletion

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Exercise 4
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• What is your hypothesis regarding the presence of
  the vowel in the above words?
• If the words in f through j. were from one child
  ( they are not) and represented the childs
  regular patterns, how might you argue that
  cheap indicates that affricates are one unit for
  this child
• This is a common pattern, what is it called?

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• Schwa is inserted between consonants in a cluster
  at the beginning of a word
• A schwa is not inserted between t and
• Epenthesis

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Exercise 5
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• In words with the syllable shape
  unstressed-stress-unstress, the first syllable is
  deleted
• Unstressed Syllable Deletion

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Exercise 6
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• Obstruents are voiceless at the end of word ( or
  possibly syllables)
• dogfight and bloodhound ( the voiced oral
  stop needs to be followed by a consonant so that
  it will not become syllable initial through
  resyllabification)
• Word Final Deoicing

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Exercise 7
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• Velars are pronounced as alveolars at the
  beginning of syllables
• The velars are syllable-initial
• Fronting

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Exercise 8
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• What is your hypothesis regarding the place of
  articulation of alveolar consonants in the above
  words? Give two words to test your hypothesis
• Two common patterns are depicted in the data.
  What are they?

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• Alveolar become bilabial when there is a labial
  consonant in the word and become velar when there
  is a velar consonant in the word
• Pit-? Pip
• Take-? Keik
• Consonant Assimilation

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Exercise 9
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• State in your own words your hypothesis regarding
  the manner of production of fricatives and
  affricates.
• Give two words that could be used to test your
  hypothesis. How do you predict the child will say
  these words?
• This is a common pattern. What is it called?

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• Fricatives and affricates become oral stops with
  the closet place of articulation
• Sigh-? tai
• Miss? mit
• Stopping

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Example 10
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• What is your hypothesis regarding the pattern (
  Hint Focus on vowel height)

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• High front lax vowels become mid front lax the
  pattern is optional in pig and swing

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The English vowels