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phonological disorders week 2

by: Alicia Notetaker

phonological disorders week 2 CDS 392

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Alicia Notetaker

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these notes cover week 2 of phonological disorders
Phonological disorders: Diagnosis and management
Joshua Benn
Class Notes
Phonological Disorders, CDS 392, Spring 2016, Speech and Hearing sciences
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This 4 page Class Notes was uploaded by Alicia Notetaker on Sunday February 7, 2016. The Class Notes belongs to CDS 392 at University at Buffalo taught by Joshua Benn in Spring 2016. Since its upload, it has received 52 views.


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Date Created: 02/07/16
Alicia Fursich Lecture 3 week 2 Bases of Phonology 2 (SLIDE 1) (SLIDE 2) (distinctive features) (SLIDE 3) (SLIDE 4) sets them apart from consonants (SLIDE 5) (SLIDE 6) (SLIDE 7) + high (SLIDE 8) – high (SLIDE 9) +low (SLIDE 10) – low (SLIDE 11) (English vowels) mid vowels: -high –low (SLIDE 12) +front (SLIDE 13) –front : a subset are back vowels (SLIDE 14) +back (SLIDE 15) –back (SLIDE 16) –front, -back: shwa is not included in these charts bc has same articulation and features as “^” , it can only occur in unstressed syllables (SLIDE 17) +round (SLIDE 18) –round (SLIDE 19) +tense, generally you can only end words in tense vowels (SLIDE 20) –tense (lax) (SLIDE 21) (SLIDE 22) distinctive features: consonants (SLIDE 23) some consonants are voiced some are voiceless (SLIDE 24) glides are –vocalic and –consonantal (SLIDE 25) major division between consonants is sonorants and obstruents (SLIDE 26) (SLIDE 27) (SLIDE 28) + continuant: can do it for a long time without having to stop, liquids: if you can hum to it you can prolong it -continuants most useful function is to separate types of obstruents (fricatives and affricates are at + and plosives are -) (SLIDE 29) affricates are only sound with delayed (SLIDE 30) (SLIDE 31) nasal feature: air coming out of nasal passage (SLIDE 32) (SLIDE 33) (SLIDE 34) each sound and listed properties underneath (SLIDE 35) more efficient way to categorize -s, z, th: only time distributive is useful (SLIDE 36) (SLIDE 37) (SLIDE 38) natural classes (SLIDE 39) natural classes (liquids) (SLIDE 40) its useful to have natural classes bc when you describe realization of allophones in lang. you will refer to natural classes to see where those allophones occur (SLIDE 41) various allophones of the phoneme “k” -“w”: labialization -“j”: palatalization house: /haʊs/ tree: /tʃɹi/ window: /wɪndo/  telephone: /tɛləfon/ cup: /kʌp/  knife: /naIf/ spoon: /spun/ girl: /gɜ˞l/ ball: /bal/ wagon: /waegIn/ -delayed release: affricates like plosives w complete closure, plosive: fast release, affricate: slow release Lecture 4 Week 2 Bases of phonology (SLIDE 1) all syllables have nucleus, vowel or syllabic consonant -some syllables have onset and coda, but always a nucleus (SLIDE 2) (SLIDE 3) (SLIDE 4) (SLIDE 5) (SLIDE 6) tendency for all diff languages to employ syllables, get cues for consonants from vowels on either side of it -“ba” will have diff formant transition than “ga” -from “b” to “a” for “ba” is diff than “g” to a for “ga” -consonants: low sonority, vowels: high sonority -low sonority: outside, high sonority: inside (usually) (SLIDE 7) (SLIDE 8) (SLIDE 9) in English we can do a lot with our syllable structure (SLIDE 10) cluster reduction is common in children and language change (SLIDE 11) onset (SLIDE 12) coda -getting rid of obstruent leaves for fall from nucleus to coda (SLIDE 13) (SLIDE 14) (SLIDE 15) (SLIDE 16) any follow before or after nasal segment will be nasalize, some lowering of velum during production (SLIDE 17) (SLIDE 18) reduction in voicing of vowel, or no voicing at all (SLIDE 19) (SLIDE 20) (some phonological processes) vowels before voiced obstruents tend to be longer (SLIDE 21) (consonant rounding) (SLIDE 22) (liquid devoicing) progressive: voicing travels forward -lip rounding is regressive (starts at right and goes backward toward beginning) (SLIDE 23) (some phonological processes) (SLIDE 24) (SLIDE 25) (SLIDE 26) (SLIDE 27) (SLIDE 28) (SLIDE 29) -allophones being used for phoneme “l” “U” “velarized or dark l” (alan) -[U] [dark l] [l] i – k ae – e # - ai a - # I – I # - i o – d ^ - er -generalizations: dark l happens when in between two vowels, clear l is at the beginning of a word, - rules: /l/  [U]/_ (c) .  [dark l]/ V_V  [l] / elsewhere Homework- 1) a) p, t, k, f, s, theta, sh, tch, h 2) a) +cons, -son, -voice (if +cons, and –voice you don’t need –son) 3)


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