Posted: January 12th, 2015

Defining Psychological Disorders

Defining Psychological Disorders

Questions
(1) Short Answer Questions
1. Infant Speech Perception: True/False Questions – are the following True or False?
a. The head turning paradigm works best with children under age 0;6 .
b. Spanish infants around 0;6 can perceive both the English and the Spanish
distinction between /p/ and /b/.
c. In the sucking paradigm, a new stimulus is introduced when the child
dishabituates to the current stimulus.
d. The ability of English infants to perceive non-native speech sounds begins to
drop out during the second half of the first year of life .
Ranjan Sen ELL6418 Phonological Acquisition Summer 2013
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2. Infant Speech Production
a. When do children start to show environmental effects in their babbling?
b. What is variegated babbling?
3. Phonological Acquisition
a. What term is used to describe a non-adult word that a child consistently uses
with his/her own meaning?
b. Indicate the syllable shape or combination that is not one of the early
syllables typically used by children: i. CV ii. CCV iii. CVCV iv. V
c. Give two ways that children’s words become phonologically more complex
over time.
d. Name the phonological process for each of the following child patterns:
i. ‘nana’ for ‘banana’
ii. ‘goggie’ for ‘doggie’
iii. ‘toap’ for ‘soap’
iv. ‘boo’ for ‘boat’
v. ‘wabbit’ for ‘rabbit’
(2) Joan’s Early Lexicon
At 2;1, Joan had a very small inventory of output word shapes. The following data are
representative of how she produced target one and two syllable words:
Provide an analysis of the above data. Consider the best way to understand how she
chooses the consonants and vowels to build outputs in this data set. Which features of
adult English consonants and vowels does she try to keep, and which does she not?
Ranjan Sen ELL6418 Phonological Acquisition Summer 2013
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Does position within the syllable and stress position play a role, and if so, what is the
role? Are there any templates that she uses?
(3) Short Essay
Answer the following question in the form of a short essay (around 900 words).
Provide examples of the concepts you are discussing.
‘Discuss the relevance of babble for the acquisition of phonology.’
Rubric
Assessed work must be submitted punctually by the deadline date as deadlines are strictly
observed by the relevant degree programme office. The degree programme office is open to
receive assessed work between 09.00 and 16.00, Monday to Friday, and assessments will not be
processed outside these hours.
All students are required to submit one paper copy (using the MA cover sheet available from
the School of English website, to be handed in to the School reception) and another copy by
email. Both the paper and email copies MUST be submitted by the required deadline, otherwise
the entire assignment will be treated as late, and will be penalised accordingly.
Essays must be word-processed and double-spaced, with the word count stated clearly and
correctly.
Please be sure that you are aware of School and University regulations concerning plagiarism.
You will be asked to sign a plagiarism declaration form with every assessment to demonstrate
that you have clearly understood this.
There is no penalization for essays which exceed the word limit by up to 5% of the imposed
limit. However, if you exceed the word limit by any more than 5%, a fixed penalty of five
marks will be deducted from your assessment grade. Word limits include all quotations, but do
not include footnotes, essay titles and bibliographies.

(1) Short answer questions – they are most likely looking for around 60 words per question – make sure you answer the question, and explain why that’s the answer, whilst keeping the answer concise.

Use evidence from research to validate your answer – for example, you can explain that Jakobsen [date] did an experiment involving […] and found that […], then explain how that provides evidence for the answer you give (that was just an example, I don’t know what Jakobsen did, or found…!).

You can find the answers in most of the readings that were set for us for the weekly seminars – remember to reference these both in text (Jakobsen: 1982), and at the end in a bibliography. If you can find further detail for your answers from other articles, then reference these too.

2. The table tells you how Joan pronounces words from the […] brackets, but the adult (‘target’) forms given don’t show the pronunciation (just the actual words). So you will need to go through and find the adult (‘target’) pronunciation forms. For example, the ‘target’ word ‘baby’ would be written [‘be.bi] using IPA to describe how it would sound if an adult said it. You have to know these adult pronunciations (so write each of them down) before you can see what Joan has changed in her own pronunciation. For example, you can now see what Joan has ‘changed’ in her pronunciation when she says ‘baby’, as the table shows that she has pronounced it [bu:b?], but the adult pronunciation is [‘be.bi].

Go through the table, and note down what Joan changes from the adult (‘target’) form to her child form – you will begin to spot patterns, for example if Joan always produces a ‘?’ between a plosive (for example, a ‘d’ or a ‘b’ or a ‘p’) and the end of the word (look at ‘puppy’, ‘probably’, ‘baby’, shadow’ etc. for examples of this.)

Write down your patterns and check to see if any are conflicting. Try to explain when you write about the patterns what specifically is happening – it looks like ‘?’ is used by Joan following ‘d’, ‘t’, ‘b’ and ‘p’ – but these are all plosives, so you should explain that Joan may be employing ‘?’ between a plosive and the end of the word (because she doesn’t employ it where there is a plosive at the beginning, for example in [dud] ).

Make sure you have described each of the changes Joan has made, and found patterns that help explain re-occurring changes she makes. Use the terminology from the seminars to help describe things concisely and accurately – but don’t use terminology if you don’t know what it means!

It might be helpful for you to create a table to show what the adult pronunciations are, for example [‘be.bi] alongside Joan’s pronunciation [bu:b?]. You could even organise these into the type of changes/patterns that you find – so have different columns in your table to separate different patterns Joan employs.

Remember to answer the questions they ask – they want to know what consonants and vowels Joan tries to keep the same as the adult pronunciation, and which does she change? By asking if ‘position within the syllable and stress position’ plays a role, they are giving you a clue about what the patterns you might find in the data! For example, the ? seemed to only appear at certain positions, between certain sounds. To know if the stress position is important, you will have to include the stress position when you write the adult pronunciations (for example, the ‘ in [‘be.bi] shows you that adults pronounce the word ‘baby’ with the stress on the first syllable).

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