scholarly journals Types of phonological processes occurring in normal Black English speakers

2000 ◽  
Author(s):  
Eileen Rella
1976 ◽  
Vol 19 (3) ◽  
pp. 467-474 ◽  
Author(s):  
Jane Baran ◽  
Harry N. Seymour

Minimal word pairs that are presumed to be perceptually difficult to differentiate when spoken in black English were examined relative to (1) black children’s performance in differentiating the meanings of their own word pair productions and those of other blacks and whites and (2) white children’s performance in differentiating the meanings of word pairs produced by black children. Perceptual errors were significantly greater for whites listening to word pairs produced by blacks than for blacks listening to themselves, other blacks, or whites. No significant differences were found among blacks listening to themselves, other blacks, and whites. Perceptual errors followed predictable patterns that were influenced by three phonological rules of black English. Also, the data suggest that there are phonemic cues that are imperceptible to non-black-English speakers which allow black-English speakers to differentiate word pairs.


2020 ◽  
Vol 41 (3) ◽  
pp. 517-545
Author(s):  
Shannon L. Barrios ◽  
Rachel Hayes-Harb

AbstractWhile a growing body of research investigates the influence of orthographic input on the acquisition of second language (L2) segmental contrasts, few studies have examined its influence on the acquisition of L2 phonological processes. Hayes-Harb, Brown, and Smith (2018) showed that exposure to words’ written forms caused native English speakers to misremember the voicing of final obstruents in German-like words exemplifying voicing neutralization. However, they did not examine participants’ acquisition of the final devoicing process. To address this gap, we conducted two experiments wherein native English speakers (assigned to Orthography or No Orthography groups) learned German-like words in suffixed and unsuffixed forms, and later completed a picture naming test. Experiment 1 investigated learners’ knowledge of the surface voicing of obstruents in both final and nonfinal position, and revealed that while all participants produced underlyingly voiced obstruents as voiceless more often in final than nonfinal position, the difference was only significant for No Orthography participants. Experiment 2 investigated participants’ ability to apply the devoicing process to new words, and provided no evidence of generalization. Together these findings shed light on the acquisition of final devoicing by naïve adult learners, as well as the influence of orthographic input in the acquisition of a phonological alternation.


1992 ◽  
Vol 23 (3) ◽  
pp. 203-207 ◽  
Author(s):  
Julie A. Washington ◽  
Holly K. Craig

Culturally valid speech and language testing measures for use with African-American children who are speakers of Black English (BE) are limited. An alternative to developing new tests for use with this population is to adapt currently available tests designed for use with standard English speakers. The purpose of this study was to compare the responses of 28 low-income, urban African-American preschoolers from Metropolitan Detroit who were speakers of BE on the Arizona Articulation Proficiency Scale, using a standard English and a BE scoring procedure. The findings indicated that this test does not require a BE scoring adjustment for northern children who are speakers of BE.


1991 ◽  
Vol 3 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Gregory R. Guy

ABSTRACTVariationist treatments of phonological processes typically provide precise quantitative accounts of the effects of conditioning environmental factors on the occurrence of the process, and these effects have been shown to be robust for several well-studied processes. But comparable precision in theoretical explanation is usually elusive, at the current state of the discipline. That is, the analyst is usually unable to say why the parameters should have the particular values that they do, although one can often explain relative ordering of environments. This article attempts to give a precise explanation — in the form of a quantitative theoretical prediction — of one robust quantitative observation about English phonology. The reduction of final consonant clusters (often called -t,d deletion) is well-known to be conditioned by the morphological structure of a target word. Deletion applies more in monomorphemic words (e.g., mist) than in inflected words (e.g., missed). In the theory of lexical phonology, these classes of words are differentiated by derivational history, acquiring their final clusters at different levels of the morphology. The theory further postulates that rules may apply at more than one level of the derivation. If -t,d deletion is treated as a variable rule with a fixed rate of application (p0) in a phonology with this architecture, then higher rates of application in underived forms (where the final cluster is present underlyingly and throughout the derivation) are a consequence of multiple exposures to the deletion rule, whereas inflected forms (which only meet the structural description of the rule late in the derivation) have fewer exposures and lower cumulative deletion. This further allows a precise quantitative prediction concerning surface deletion rates in the different morphological categories. They should be related as an exponential function of p0, depending on the number of exposures to the rule. The prediction is empirically verified in a study of -t,d deletion in seven English speakers.


Author(s):  
Chad Patrick Hall

This study tests the P-Map’s (Steriade, 2001) hypothesis that attested phonological patterns vary depending on phonological context due to differences in the perceptual similarity of two phonological contrasts in different contexts, and that the knowledge of these relative perceptibilities are used to explain cross-linguistic patterns of phonological typology. Specifically, the phenomena in focus are spirantization and devoicing. The study investigates if preference for spirantization of voiced stops in intervocalic position and devoicing of voiced stops in word-final position across languages is correlated with perceptual similarity. Using perceptual similarity tests with native Michigan English speakers on pairs of contrasts in nonsense words, the results show that continuancy contrasts are significantly more similar in intervocalic position than in word-final position, explaining the preference for spirantization intervocalically while voicing contrasts are significantly more similar word-finally, explaining the preference for devoicing word-finally. The results thus support the P-Map’s claim and support a phonetics-based approach to phonology. In addition, since neither phenomenon is a process that happens in Michigan English, the lack of bias in these similarity judgements lends weight to the idea that these results reflect the universal perception of phonological processes.


1988 ◽  
Vol 24 (4) ◽  
pp. 17-18 ◽  
Author(s):  
Toya A. Wyatt ◽  
Harry N. Seymour

1984 ◽  
Vol 15 (4) ◽  
pp. 267-274 ◽  
Author(s):  
Harriet B. Klein

Formal articulation test responses are often used by the busy clinician as a basis for planning intervention goals. This article describes a 6-step procedure for using efficiently the single-word responses elicited with an articulation test. This procedure involves the assessment of all consonants within a word rather than only test-target consonants. Responses are organized within a Model and Replica chart to yield information about an individual's (a) articulation ability, (b) frequency of target attainment, substitutions, and deletions, (c) variability in production, and (d) phonological processes. This procedure is recommended as a preliminary assessment measure. It is advised that more detailed analysis of continuous speech be undertaken in conjunction with early treatment sessions.


1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.


1992 ◽  
Vol 23 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Pamela G. Garn-Nunn ◽  
Vicki Martin

This study explored whether or not standard administration and scoring of conventional articulation tests accurately identified children as phonologically disordered and whether or not information from these tests established severity level and programming needs. Results of standard scoring procedures from the Assessment of Phonological Processes-Revised, the Goldman-Fristoe Test of Articulation, the Photo Articulation Test, and the Weiss Comprehensive Articulation Test were compared for 20 phonologically impaired children. All tests identified the children as phonologically delayed/disordered, but the conventional tests failed to clearly and consistently differentiate varying severity levels. Conventional test results also showed limitations in error sensitivity, ease of computation for scoring procedures, and implications for remediation programming. The use of some type of rule-based analysis for phonologically impaired children is highly recommended.


2020 ◽  
Vol 5 (1) ◽  
pp. 131-141
Author(s):  
Cristina Rincon ◽  
Kia Noelle Johnson ◽  
Courtney Byrd

Purpose The purpose of this study is to examine the frequency and type of speech disfluencies (stuttering-like and nonstuttering-like) in bilingual Spanish–English (SE) children who stutter (CWS) to SE children who do not stutter (CWNS) during narrative samples elicited in Spanish and English to provide further diagnostic information for this population and preliminary data toward an expansion of this study. Method Participants included six bilingual SE children (three CWS, three CWNS) ranging in age from 5 years to 7;5 (years;months) and recruited from the surrounding Houston, Texas area. Participants provided a narrative sample in English and Spanish. The frequency of speech disfluencies was tabulated, and mean length of utterance was measured for each sample. Results Results indicate that both talker groups exceed the diagnostic criteria typically used for developmental stuttering. Regardless of the language being spoken, CWS participants had a frequency of stuttering-like speech disfluencies that met or exceeded the diagnostic criteria for developmental stuttering that is based on monolingual English speakers. The CWNS participants varied in meeting the criteria depending on the language being spoken, with one of the three CWNS exceeding the criteria in both languages and one exceeding the criteria for percentage of stuttering-like speech disfluencies in one language. Conclusion Findings from this study contribute to the development of more appropriate diagnostic criteria for bilingual SE-speaking children to aid in the reduction of misdiagnoses of stuttering in this population.


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