Chapters 5 and 6.
The Language Developers
Holly, Jordan, Frankie, Abigail, Nicole
Ch. 5 and 6 -- Sec. 1
Ch.5 Facts
- Phonemes are the smallest sound segments in language that signal changes in
meaning.
- Phonemes are not shared by all languages.
- Bilabial are sounds made with lips.
- Labiodental are sounds made by contact between the lower lip and upper
teeth.
- Velar is contact between the back of the tongue and the velum.
- The three types of sounds are stop sounds, fricative sounds and affricate
sounds.
- Phoneme differentiation does not begin until sounds are used meaningfully.
- Children's first words are one-consonant forms.
Ch.6 Facts
- Individual terms are connected to permanence of recurring objects.
- Organization and classification are needed for children to develop language.
- Total sentence meaning is evaluated by speakers and listeners.
- Pragmatic meaning relates words to people.
- Saying that a child has developed a correspondence between label and concept
is different from saying that a child has developed a correspondence between
label and thing.
Vocabulary
phonemes- smallest sound segments in language that signal changes in meaning
differentiation- discovering distinctive features in phonemic system of a
language
assimilation- changing one sound to make it more like another
percept- sensory inputs
semantic meaning- meaning that makes percepted and concepted sense
pragmatic meanings- relates words to people
Questions
- The sounds that make words are called _________.
*phonemes
- How many different sounds make up all the words used in English?
*43
- What are 7 different places of articulation?
*bilabial, labiodental, dental, alveolar, palatal, velar, glottal
- What sounds are made by the contact between the lower lip and upper teeth?
*labiodental
- What are the five different manners of articulation?
*stop, fricative, affricative, glide, liquid, basal
- The child who is developing concepts must also develop?
*individual terms
- Semantic meaning relates __________ and pragmatic meaning relates ________.
*language to concepts/words to people
- What are the 7 different stages of semantic-pragmatic development?
*preword, nonstandard word, single word, presyntactic, two-word, object-action, mature
Summary
Today we discussed sounds. As adults we don't think about the way a letter sounds because it is natural for us to speak. We had to learn this when we were young, and don't really remember it. It is important for us to teach children the sounds of the letters, and then they can form words. Language is sounds structured meaningfully and it is used to communicate. Sounds are the building blocks of language, and the English language has approximately 43 sounds. The first distinction the child makes is usually between vowel and consonant. The next may be between nasal and nonnasal consonants.
Data Stamp
The Language Developers
Holly, Jordan, Frankie, Abigail, Nicole
Ch. 5 and 6-- Sec. 1
Holly Hargis
Sent Wednesday, March 2, 2005 4:36 pm
To fbowles@uark.edu
Subject group reflections
Interpersonal People
Section 1
Chapters 5 and 6
Group Members:
Lauren Eide- Discussion Leader
Sarah Amerson- Fact Formulator
Jennifer Doyle- Word Wizard
Erika Arnold- Quiz Questor
Catherine Apple- Cyber Citer
Facts
Ch 5- Development of the Sound System
- Phonemes: building blocks of language, sounds used to make words
- Must learn phonemes before you can speak a language
- English: 43 phonemes
- Languages do not share phonemes
-Sound can be explained by articulation, or the way it is produced.
-Every language has sounds that are distinctive and nondistinctive.
-Children learn new sounds by distinction or differentiation.
-Children at the first stages of word formation will seldom use more than one consonant in any given word.
-Babbling does not mean that a child will be able to speak language later.
-Suprasegmental phonology refers to parts of language that are not phonemes such as -stress, pitch, intonation and paralanguage.
-The role of babbling is unclear.
Ch 6 Development of Meaning
- Through experience, children have to develop a set of working concepts to properly classify all the objects.
- Children have to organize reality
- This happens through active experience.
- Early utterances do not imply meaning.
- Semantic meaning is the relationship between words and sentences and what these language units symbolize.
- Pragmatic meaning involve speaking to fill some function.
- Forms change as development of language unfolds.
- Preword stage
- Nonstandard word stage
- Single word stage
- Presyntactic stage
- Two-word stage
- Object action stage
- Mature stage
Definitions
Chapter 5
Development of the Sound System
Acoustical - of or relating to the sense or organs of hearing, to sound, or to the science of sounds
Articulated - to pronounce distinctly and carefully; enunciate
Semivowels - a sound that has the quality of one of the high vowels, and that functions as a consonant before or after vowels
Voicing - expiration of air through vibrating vocal cords, used in the production of vowels and voiced consonants
Aspirated - to follow (a consonant, especially a stop consonant) with a puff of breath that is clearly audible before the next sound begins
"Baby talk" - the consciously imperfect or altered speech often used by adults in speaking to small children
Omission - any process whereby sounds are left out of spoken words or phrases
Substitution - an event in which one sound is substituted for another
Assimilations - the process by which a sound is modified so that it becomes similar or identical to an adjacent or nearby sound
Babbling -to utter a meaningless confusion of words or sounds
Suprasegmental - pertaining to a feature of speech that extends over more than a single speech sound
Intonation -the use of changing pitch to convey syntactic information
Salient - strikingly conspicuous; prominent
Paralanguage - the set of nonphonemic properties of speech, such as speaking tempo, vocal pitch, and intonational contours, that can be used to communicate attitudes or other shades of meaning
Chapter 6
Development of Meaning
Definition -a statement of the meaning of a word
Individuated - to give individuality to
Correspondence - the act, fact, or state of agreeing or conforming
Agents - the noun or noun phrase that specifies the person through whom or the means by which an action is effected
Recipients -one that receives or is receptive
Quiz Questions
Chapter 5
1. True/ False
Babbling is a period of vocal play having little effect on the later differentiation of phonemes.
Answer: True
2. Learning the phonemic system of the language by distinctive features is known as _______.
- * Differentiation *
- Separation
- Distinction
- Uniqueness
Chapter 6
1. The acquisition of the set of semantic markers for a given word is the _______.
- Language Development
- Word Development
- Meaning Development
- *Concept Development*
2. What must children be able to organize into conceptual categories so that they can communicate?
Answer: reality
Summary
Our group mainly talked about babbling. We did not realize that babbling was just a period of vocal play and that it has little effect on later differentiation of phonemes. We also thought it was interesting that the babbles between a Chinese child and an American child were the same, researchers could not tell a difference.
Data Stamp
From capple@uark.edu
Sent Wednesday, March 2, 2005 5:15 pm
To fbowles@uark.edu
Subject Chapter 5 and 6
Planet TELKK
Section 001
March 2, 2005
Ch. 5 and 6
Kerry Mitchell-Cyber Citer
Tim -Discussion Director
Emily Wiechman-Quiz Questor
Katy McLeod-Word Wizard
Lisa Petry-Fact Formulator
Summary
Chapter 5 discusses the development of the sound system. It begins by explaining phonemes and distinctive features. Our group learned that when children learn to talk they distort the sounds of words. Chapter 6 discusses the development of meaning. We learned that children's language is not meaningless. We discussed semantic and pragmatic meaning.
FACTS
Chapter 5
- Approx. 43 sounds make up the English language.
- All languages do not share all the same phonemes.
- It is easier to classify sounds according to where and how they are articulated.
- Not all articulatory features are distinctive to learning.
- Phoneme differentiation does not begin until sounds are used meaningful in words.
- By the age of two many children are able to articulate clearly all sounds of language.
- Babbling seems somewhat of a separate process from learning to speak.
Chapter 6
- Before acquiring language, a child must discover that objects exist as separate entities in the environment.
- Children begin to use words applying to general categories, or organizations of reality and these categories are defined in terms of one or more perceptual features.
- Stages of Development
Terms
Phonemes: The sounds used to make words.
Distinctive feature analysis: The description of a sound in terms of all the articulatory features.
Aspirated sound: Sound that was accompanied by a puff of air.
Percepts: Organizations of sensory input.
Semantic Meaning: A kind of meaning that speakers use to make perceptual and conceptual sense out of their world.
Quiz Questions
1. Give an example of an elaborated request. ANSWERS WILL VARY.
2. The sounds used to make words are called _______? PHONEMES
3. What is the process in which the child seems to learn the phonemic system of the language by discovering distinctive features? DIFFERENTIATION
4. Characteristics such as pitch and stress are called ________ characteristics. SUPRASEGMENTAL
5. _________ and _______ is the kind of meaning that speakers use to make perceptual and conceptual sense out of their world. SEMANTIC MEANING
Data Stamp
klm01
Sent Wednesday, March 2, 2005 5:36 pm
To fbowles@uark.edu
Attachments Lang. Dev't Chp. 5 and 6.doc
The Yellow Team
Hibba Ihmeidan
Brook Journagan
Judi Monroe
Ella Swift
Bethani Ussery
Katie Wilson
Chapter 5 Facts
Development of sentence meaning: Total sentence meaning is evaluated by speakers and listeners.
Child must discover that objects exist as separate entities in the environment even if they can't see them or touch them.
Must also learn that actions have causes and may have recipients that feel the effects of actions.
We use context and word order to figure out what a child is saying.
Children learn the concepts to which words refer while learning about relationships between people, things, events, and actions.
Semantic meaning is concerned with how objects and events relate to each other in language. There are relationships between words and sentences and what they symbolize.
Pragmatic meaning: speaking to fill some function...children asset/delare and request.
& sets of form through which expression occurs: Pre-word stage, non-standard wordstage, single word stage, pre-syntactic, two-word, objection, and mature stage.
Chapter 6
We think about meaning as definition. The acquisition of the set of semantic markers in a definition is a process of concept development.
Individualized terms: when an infant realizes that the moon is the same moon as last night, but the apple eaten today is not the same as the apple eaten yesterday.
Children must be able to organize reality into conceptual categories before they can communicate.
Children begin attempts to organize reality by choosing some small sets of characteristics on the basis of which they group objects and events.
Clark: These early characteristics are usually shape, sound, size, and movement. Sound is not really a factor yet.
Nelson: Says 1st words refer to categories based on action schemas.
Bowerman: A child's perceptual organization of reality may be based on actions the child performs on objects rather than on passive obsevations.
Vocabulary
Chapters 5 and 6
- Phonemes: sounds used to make words
- Place of articulation: the lips
- Manner of articulation: process of stopping air and releasing it to form sounds
- Bilabila sounds: sounds made with the lips
- Labidental sounds: sounds made by contact with the lower lip and upper teeth
- Dental sounds: those made with tongue and teeth
- Alveolar sounds: those made with the tongue and alveolar ridge
- Palatal sounds: those made by raising the tongue toward the palate
- Glottal sounds: sounds made using only the vocal cords
- Stop sounds: sounds made by closing off the flow of air and then releasing it
- Fricative sounds: sounds made by narrowing the opening of the mouth to partially block the flow of air
- Affricates: consonat sounds made by combining the properties of stops and fricatives
- Distinctive feature analysis: the description of a sound in terms of articulatory features
- Aspirated sound: made by releasing a puff of air
- Assimilation: a change in one sound to make it more like another
- Segmantal phonology: segmenting the speech stream into phonemes
- Suprasegmental: pitch and stress
- Pitch: the tonal quality of speech
- Stress: emphasis, the relative importance of a word or syllable
- Paralanguage: suprasegmental phonemes, and some sounds that are not words like laughter, crying, sighs and whines
- Percepts: organizations of sensory input
- Pragmatic meanings: speaking to fill some function
- Semantic meanings: relationships between words and sentences and what these language units symbolize
Questions
from chapter 5
1. About how many sounds make up all the words used in the English Language?
*43
2. The sounds used to make words are called________
*phonemes
3. When saying vowels, there is never a closure of the mouth
*True/False
4. The child seems to learn the phoneme system of the language through a process called.....
- distinctive feature analysis
- aspiration
- differentiation
- formation
5._______refers to the tonal quality of speech in roughlya musical sense
*Pitch
Chapter 6
1. Who is the total sentence evaluated by?
*speakers and listeners
2. Along with object permanence, which of the following must be learned before a child can aquire language?
- cause and effect
- space
- time
- *all of the above
3. The process of _________ __________ is one of the child's comparing perceptions to the languages representations of reality and of refining the categories to comform with the adult model
* semantic development
4. A kind of meaning that speakers use to make perceptual and conceptual sense out of their world is called
- descriptive interpretation
- * semantic meaning
- semantic relation
- rich interpretation
5. Children use language that is meaningless
True/False*
6. Pragmatic meaning reflects the relation between ________ and _________
* words and people
Data Stamp
"Bethani J. Ussery"
Sent Thursday, March 3, 2005 1:21 pm
To fbowles@uark.edu
Subject class yesterday
Pink Ladies
Bonnie Warren,
Ashley Sterling,
Gina Lonigro,
Jeniffer Huddleston,
Whitney Murry
Main Facts:
(Ashley)
Chapter 5 discusses phonemes, which are the smallest sound segments in language that signal changes in meaning. These phonemes are analyzed by the place and manner of articulation. Distinctive features allow us to describe and compare sounds from many different languages. The main idea in this chapter is about how children begin to learn sounds and eventually put them to words. Children tend to learn voice sounds later than sounds that do not require us to use our voice, such as the s sound. Infants can notice pitch and stress at a very early age. One more interesting thing is that babbling does not have to occur for a child to learn language.
Chapter six talks about pragmatic meaning, which reflects the relation between words and their effects. A child's sentence structure does not always give a full picture of what the child has said when you refer to the semantics of it. Although mothers usually always understand their children, others may not. Sometimes what a child has said could mean many different things. Children begin to use words applying to general categories, or organizations of reality, which are defined in terms of one or more perceptual features. For example, a child may think that every small animal is a dog because they see them all as furry little things that look somewhat alike. How children categorize has to do with their environment.
Fact Finder:
(Gina)
Chapter 5
 The sounds used to make words are called phonemes. Phonemes are the smallest sounds segments in language that signal changes in meaning.
Table 5.1 classifies the consonants of English according to place and manner of articulation.
Consonant sounds are classified according to place and manner of articulation. Vowel sounds are classified according to the height of the tongue in the mouth (high, mid, or low) and the location in the mouth of the highest point of the tongue (front, central, or back).
In every language some sound differences are distinctive, that is, they distinguish one phoneme from others, and other differences are nondistinctive.
Differentiation — Phoneme differentiation does not begin until sounds are used meaningfully-in words.
Once begun, the process of differentiation proceeds rapidly.
The first vowel distinction is likely to be between wide-open mouth (e.g., /a/) and narrow opening (e.g., /i/).
These first few consonant and vowel contrasts are language universals.
The differentiation process for learning these sounds may be universal.
Normal children vary in rate of acquisition, but order of learning of certain contrasts seems to be the same.
There is some evidence that teaching features (such as voicing) brings changes in behavior more readily than teaching each phoneme separately.
The child must somehow acquire knowledge of the system of rules that governs how we put sounds together to make words in English.
Children's first words are one-consonant forms.
Children's tendencies in sound omission or substitution in early word formation reflect this one-consonant tendency.
By the age of 2 many children are able to articulate clearly all the sounds of the language.
Putting sounds together is not the same as saying sounds in isolation, and children must learn which sounds to use and how to put them together before it can be said that they have learned the sound system of a language.
There are suprasegmental characteristics such as pitch and stress.
These characteristics are quite important to the ways in which sentences are interpreted.
Nouns seem most often stressed in English, which may help to explain why many of the child's first words are nouns. In fact, many researchers have described early child speech as 'telegraphic' in the sense that only the stressed words seem to be present.
Children certainly seem sensitive to stress and intonation patterns in language.
Intonation and stress are suprasegmental features that sometimes indicate information about emotional states of the speaker.
The child is apparently not born without knowledge about sounds. A newborn infant reacts to sound differences that are a lot like differences among phonemes.
The newborn infant not only discriminates speech sounds from non-speech sounds, but also discriminates among speech sounds.
Eventually, even more syllable-like patterns emerge (consonant-vowel-consonant, for instance). A bit later (around 10 or 12 months) the child begins to use the sounds of babbling as an object of play. Repetitive sequences emerge.
The child appears at the point to be practicing the little units of language in preparation for putting them into words and sentences.
A number of other researchers have taken a strong position that babbling is simply a period of vocal play having little effect on the later differentiation of phonemes.
The strong discontinuities between babbling and meaningful speech make it difficult to say that babbling is important sound practice for talking and language.
Chapter 6
The set of semantic features that goes with a particular word corresponds in some ways to a dictionary definition of that word.
The child must develop a set of working concepts in order to classify properly all the objects in his or her world.
Children must be able to organize reality into conceptual categories so that they can communicate.
The meanings we convey when we use language are arbitrary organizations we impose on reality.
Children begin their attempts to organize reality by choosing some small sets of characteristics on the basis of which they group objects and events.
The one outstanding general characteristic of the early words is their reference to objects and events that are perceived in dynamic relationships: that is, actions, sounds, transformations ? in short, variations of all kinds.
Children's development of the ability to handle meanings of word combinations as well as meanings of individual words may have its roots in early cognitive development. Complex concepts some to be expressed as elaborate sentences.
The concept ordinarily precedes the expression.
It appears that children begin to use words applying to general categories, or organizations of reality, and that these categories are defined in terms of one or more perceptual features. The categories gradually become more refined through the addition or subtraction of features, until they resemble adult concepts.
At the same time that children are learning about the concepts to which words refer, they are also learning about the relations between people, things, events, and actions in the environment.
Semantic meanings are relationships between words and sentences and what these language units symbolize.
Semantic meaning relates language to concepts.
Pragmatic meanings involve speaking to fill some function.
Pragmatic meaning relates words to people.
In the earliest stages of language use, children seem to express two pragmatic meanings: asserting, or declaring, and requesting.
Forms are what change as development of language unfolds.
Word Wizard:
(Jennifer)
Jennifer should be emailing you about her situation.
Quiz Quester:
(Bonnie)
Chapter 5
1. What are considered the building blocks of language?
- phones
- Sounds
- Phonemes
- b and c *
2. Consonant sounds that combine the properties of stops and fricatives are called______.
- affricates*
- language
- digraphs
3. What is an aspirated sound?
- sound that is accompanied by a puff of air *
- made by putting the tongue and teeth together
- German
- a vowel
4. ______ and _______ are considered suprasegmental features.
- language and words
- pitch and stress *
- phonology and syntax
Chapter 6
1. How is total sentence meaning evaluated?
- by the speakers
- by the listeners
- by the phonemes
- a and b *
2. What is the difference between an agent and a recipient?
*an agent is a cause, a recipient feels the effect
3. ________ __________ involve speaking to fill some function. It also relates words to people.
- Pragmatic meaning*
- Semantics
- Syntax
- Yelling
Thanks,
Whitney Murry, Cyber Citer
Data Stamp
Whitney Murry
Sent Thursday, March 3, 2005 7:52 am
To fbowles@uark.edu
Subject Pink Ladies' Discussion
Super Group A
Cyber Citer: Katie Brothers
Discussion Director: Kara Morehart
Fact Formulator: Lauren Ellis
Quiz Questor: Sarah Clinton
Word Wizard: Jennifer Hansen
Summary
Children acquire the sound system by learning a system of contrasts called distinctive features. Babbling seems to be a separate process from learning to speak. Children's language is not meaningless. Listeners must take into account what children mean as well as what they say.
Facts
Ch. 5
- Phonemes are the smallest sound segments in language that signal changes in meaning.
- The child seems to learn the phonemic system of the language by discovering distinctive features, which is a process of differentiation.
- Children seem to acquire the sound system by learning a system of contrasts called distinctive features, beginning with the major contrast between consonants and vowels and proceeding through finer and finer contrasts until they have learned all the important features of the language.
- The child learns to put vowels and consonants into combinations during babbling.
Ch. 6
- Children must be able to organize reality into conceptual categories so that they can communicate.
- Children must learn about these organizations before they begin to talk, and children's early word use reflects how they are organizing reality.
- Children begin their attempts to organize reality by choosing small sets of characteristics on the basis of which they group objects and events.
- Children's development of the ability to handle meanings of word combinations as well as meanings of individual words may have its roots in early cognitive development.
- Children use words and sentences to convey both semantic and pragmatic meaning. Semantic meaning reflects the relation between words and concepts of reality. Pragmatic meaning reflects the relation between words and people.
Vocabulary
Ch. 5
Phonemes - the sounds used to make words; also the smallest sound segments in language that signal changes in meaning.
Distinctive sounds - sound differences that distinguish one phoneme from others.
Nondistinctive sounds - sound differences that do not distinguish one phoneme from others.
Differentiation - the process where a child seems learns the phonetic system of the language by discovering distinctive features.
Assimilation - refers to a change in one sound to make it more like another.
Segmental Phonology - refers to the sounds a child makes and what can be determined by segmenting the speech stream into phonemes.
Suprasegmental Phonology - focuses more on the sounds created by pitch and stress.
Pitch - tonal quality of speech in a roughly musical sense.
Stress - indicates emphasis, the relative importance of a word or syllable.
Paralanguage - meaning "beside language," it refers to the other sounds of language that are not words (i.e. crying, laughter, and sighs).
Chapter 6
Definition - the idea that words have referents in the real world; that words stand for things.
Individuated - things being seen as separate (i.e. knowing that an apple one eats today is not the same apple that was eaten yesterday - the two are separate)
Percepts - organizations of sensory input
Agent - cause
Recipients - feel the effects of the actions or agents
Rich Interpretation - the research perspective of using word order and context to interpret children's meaning. In other words, we treat children as though they meant what we would mean.
Semantic meaning - A meaning that speakers use to make perceptual and conceptual sense of their world
Pragmatic meaning - involves speaking to fill some function. It relates words to people.
Questions
1) How many sounds make up all the words in the English language? 43
2) What are the sounds used to make words? Phonemes
3) What is the place of articulation? The lips
4) What is manner of articulation? The stopping and releasing of air
5) At what age does babbling begin? 6 months
6) Give an example of a semantic marker discussed in Chapter 6: "dog" may include: furry, four legs, barks, wagging tail.
7) Before acquiring language, what concepts must be required?
- Cause and effect
- Space
- Time
- All of the above
- None of the above
8) As children learn word concepts they also learn relations between
- People
- Things
- Events
- Actions in the environment
- All of the above
Data Stamp
From mbrothe
Sent Thursday, March 3, 2005 12:42 pm
To fbowles@uark.edu
*This is the next step toward THE One World Language.
Step Sixteen: *Your dangling participle injected with botox.
Planet Gnosis is ruled by Freddie A. Bowles, a professional educator and fellow at the Department of Curriculum and Instruction, the University of Arkansas at Fayetteville. An independent entity in the CornDancer consortium of planets, Planet Gnosis is dedicated to the exploration of education and teaching. CornDancer is a developmental website for the mind and spirit maintained by webmistress Freddie A. Bowles of the Planet Earth. Submissions are invited.
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