...------------------------------------------------- Nursery rhyme From Wikipedia, the free encyclopedia See also: Children's music and Children's song Illustration of "Hey Diddle Diddle", a popular nursery rhyme A nursery rhyme is a traditional poem or song for young children in Britain and many other countries, but usage only dates from the late 18th/early 19th century and in North America the term Mother Goose Rhymes, introduced in the mid-18th century, is still often used.[1] Contents [hide] * 1 History * 1.1 Lullabies * 1.2 Early nursery rhymes * 1.3 19th century * 2 Meanings of nursery rhymes * 3 Nursery rhyme revisionism * 4 Nursery rhymes and education * 5 See also * 6 Notes ------------------------------------------------- History[edit] Lullabies[edit] Main article: Lullaby The oldest children's songs of which we have records are lullabies, intended to help a child sleep. Lullabies can be found in every human culture.[2] The English term lullaby is thought to come from "lu, lu" or "la la" sound made by mothers or nurses to calm children, and "by by" or "bye bye", either another lulling sound, or a term for good night.[3] Until the modern era lullabies were usually only recorded incidentally in written sources. The Roman nurses' lullaby, "Lalla, Lalla, Lalla, aut dormi, aut lacta", is recorded in a scholiumon Persius and may be the oldest to survive.[4] Many medieval English verses associated with the birth of Jesus take...
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...TACIT VERSUS CONSCIOUS KNOWLEDGE * Tacit vs. conscious knowledge * Descriptive vs. prescriptive rules * Each human language corresponds to a highly complex system of rules * Linguistics involves studying these rules and their implications SPEECH AND PHONEMES * The Language Faculty is a mental system that converts a physical signal (sound or sign) into meaning, and vice versa. * The Language Faculty makes several intermediate step between sound and meaning. * Phonemes are the smallest segment of speech that leads to meaningful contrasts between words is. * The properties of the vocal folds (the source), such as frequency and amplitude, are not critical to speech sounds. * It is the properties of the vocal tract (the filter) that are critical. * Formants are the highest amplitude peaks in the frequency spectrum created by the human vocal tract. Different formants lead to different speech sounds. ARTICULORY FEATURES AND CATEGORICAL PERCEPTION * Formants are the physical properties of phonemes that appear to be most critical to speech perception * However, we don’t use formants directly (we know this because of the three problems with formants). * Instead, during comprehension we convert formants into the articulatory features that the speaker used to create the formants. * Consonants are each made up of three features: place of articulation, manner of articulation, and voicing. * Vowels are each made up of two features:...
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...1. The authors of the case study, Strattman and Hodson, discuss the effects of expressive phonological impairments on literacy development, including effects on phonological awareness skills, decoding, and vocabulary. Think through and describe how phonological speech sound errors would/could affect each of these three areas. (You might need to look up the definitions of “phonological awareness” and “decoding.”) • Phonological awareness: This aspect of literacy requires the understanding and knowledge of the relationship between graphemes and phonemes. If a child has a phonological impairment, they are not likely to be able to identify and manipulate the sounds through tasks such as rhyming or syllable/sound segmentation. • Decoding: This aspect of literacy is based on recognizing and analyzing printed words and connecting them to their phonological representations. Children with a phonological disorder have difficulty decoding because they are not able to make the mental representations of how to produce the accompanying sounds for the orthographic representations of the alphabet. • Vocabulary: Children who are proficient at reading will gain more vocabulary. A child with a phonological disorder may lack literacy skills, resulting in a less expansive vocabulary. 2. By what age do Bishop and Adams suggest that children need to be intelligible in order to avoid difficulties with literacy development as a result of the speech sound issues? Speculate about what it is about...
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...of Kindergarten students can: * Identify skills that need to be taught or reviewed * Monitor student progress * Guide teacher instruction * Demonstrate the instructors effectiveness * Provide instructors with information on how instruction can be improved A male kindergarten student age 5 was evaluated using the Yopp-Singer Test of Phonemic Segmentation, the Phoneme Blending Assessment and the Beginning Sound Assessment designed by Dr. Adria Klein, Professor at CSU San Bernardino. He seemed to be struggling in the kindergarten class, 5 months in, so his grandmother/guardian asked the tutor to assess and instruct him to bring him up to speed. He was anxious to learn as his classmates shunned him and called him dumb. He did not attend pre-kindergarten classes. He achieved a perfect score on the Beginning Sounds and the Phoneme Blending Assessment but only 69% on the Yopp-Singer Test. The result from the Yopp-Singer test shows emerging phonemic awareness. It appears he has trouble with words that have the “th” sound at the beginning of the word, as well as, words with silent “e” at end. He is aware of the silent “e” and gets confused as whether to sound it out or not. Oddly enough he sounded the “gr” sound as “grr.” The first thing the tutor did was tell the student how well he did on the beginning sounds and blending tests. The tutor assured the student...
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...The development of phonological awareness is foundational to learning to spell and read. The ability to identify and produce rhyming words has been identified as an important component in developing phonological awareness. This unit also provides students with the opportunity to develop their oral language in a non-threatening way through the use of rhymes and rhyming songs and stories. Students will listen to, read, sing and discuss a range of multimodal texts, including stories, songs and rhymes. The focus will be on developing an understanding of rhyme and how it adds to the enjoyment of texts. The initial text interaction will be with the multimodal picture book Look see, look at me! (Norrington & Huxley, 2010). The students will enhance...
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...a) One sound substitution that appears to occur systematically is when Michael replaces the “k” sound with a “t” sound. An example of this is Michael’s pronunciation of “kiss”, which sounds like “tis”. He also demonstrates this switch between “k” and “t” with his own name, Michael, and the words “clean” and “cow”. b) Consonant clusters seem to get different treatment from Michael depending on the letters involved. Two consonant clusters, “st” and “sp”, which show up in the words “star” and “spoon”, tend to result in Michael eliminating the letter s from his pronunciation. Michael therefore says, “tar” and “poon” for those two words respectively. For the consonant cluster “pl”, Michael eliminates the letter “l”. Therefore, in the word “plane”, Michael eliminates the “l” and pronounces it “pane”. He alternates between eliminating the first consonant and eliminating the second consonant. c) Sarah is simplifying her consonant cluster pronunciation by using a few systematic rules: she has two separate treatments for different types of consonant clusters and she is consistent within each type. Michael seems to have followed a similar system to Sarah. This can be observed when the consonant clusters “st”, “sp” and “pl” are compared. d) Based on my observations, I think Michael would pronounce the word “blame” as “bame” and the word “scale” as “tale”. The “k” sound conversion would likely still hold true in this case. Essay 2 1) a. hand motion b. palm orientation c. hand position...
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...articulatory, acoustic, and auditory phonetics. Phonetics is the study of speech sound and consists of articulatory phonetics, auditory phonetics, and acoustic phonetics. Phonetics actually provides a language for people to discuss speech sound. Every language has a vocabulary. Articulatory phonetics is the production of speech sound. Auditory phonetics is the perception of speech sound. Acoustic phonetics deals with the physical properties of the speech signal. All three are different, but play an important role in speech. “Phonetics is a branch of linguistics that studies the material aspects of speech sound” (Phonetics 7).[1] The material aspects of sounds are made of physical production, transportation and comprehension of the sound. Another aspect of sound has to do with the function of sound in a language. The American English language does not transcribe all sounds in a one-to-one basis. “There are many instances, though, when we need an internationally comprehensible code for the detailed transcription of sounds, such as in linguistic research, as well as in foreign language teaching” (Phonetics 7).[2] The International Phonetic Association has created a special alphabet for this need. There are three different physical aspects of sound. These can be described as the “articulatory aspect of the speaker, the acoustic aspect of the channel, and the auditory aspect of the hearer” (Phonetics 7).[3] “Articulatory phonetics researches where and how sounds are originated...
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...languages generally, and contrasting with phonetics. Though the creation of alphabetic writing necessarily required some intuitive grasp of phonology, the subject only began to be distinguished from phonetics in the late nineteenth century, and the distinction was not firmly established until well into this century, particularly as a result of the work done by the Prague School, which popularized the term ‘phonology’ (Trask ,1996). Phonetics The scientific study of speech, conventionally divided into articulatory phonetics (the study of the organs of speech and their use in producing speech sounds),acoustic phonetics (the study of the physical properties of the sounds produced in speaking) and auditory phonetics (the study of the processing and interpretation of speech sounds by the ear, the nervous system and the brain); instrumental phonetics is the study of any of these by means of instruments to measure, record or analyse data. Anthropophonics (or general phonetics) considers the total range of speech sounds producible by the human vocal apparatus, independently of any real or possible linguistic use; linguistic phonetics examines the speech sounds occurring in particular languages or in languages generally. Phonetics is commonly regarded as a distinct discipline from linguistics, the two together being labelled the linguistic sciences (Trask,1996). • Phonologists and phoneticians interested in how gradient phonetic phenomena reflect phonological structure...
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...Particular per-tik-kuh-ler Instead in-sted Enjoying en-joi-yeen Turning tur-ning Reality ree-al-li-tee Friend frend (trend) Late leyt Reminding ree-min-ding Constantly kon-stuh nt-li Really ria-lee Started-start stahrt Ed-talking about the past. Purpose pur-pes Secondary sekənˌderē Graduation gra-joo-ey-sheen Managed man-nage Attain uh-teen Reasonable ree-zeen-nuh-bol Qualified kwo-luh-fyd Program pro-gram Chose-choose- Chohz- chooz Association uh-soh-see-ey-sheen Degree di-gree Tourism toor-ri-zim Management man-nage-gi-meen-t Aptitude ap-ti-tood When you read, read the phonetic spelling that I wrote it under the word. Or if you don’t really understand the phonetic spelling then just separating the words into parts. Listen to the word & try to say the words slowly then try to say medium to fast. For example I use the word association and this is not the phonetic spelling it just separating the words into parts. : A-sso-ci-a-tion So, there are 3 ways to pronounce the ED- ending in English. “ED” After the verbs ending in a T/D sound : Wanted, decided, ended, exploded, “T” After verbs ending on K,S,P,X,F,SH, AND CH sound: Missed=misst, fixed=fixt, liked=likt, stopped=stopt, laughed=laft, brushed=brusht, watched=watcht, developed=developt “D” Arrived= a-rrivd don’t say a-rriv-ed Cleaned=cleand, played=playd, used=usd, called=calld, allowed=allowd You can listen to some of the English music or English word video and then stop the video and try...
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...Subject: Colors / Literacy Grade: Pre-School Topic: Colors of food we may eat. Duration: One Day Goals/Objectives: • Children to relate to the different food and colors • Children will build vocabulary associated witt the theme of colors. - they will learn to name the different colors of food; • Children will utilize verbal communication - children will ask and answers questions during the reading Standards Covered: CCSS.ELA-LITERACY.RL.K.1 - With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.K.7 - With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). CCSS.ELA-LITERACY.RL.K.10 - Actively engage in group reading activities with purpose and understanding (Common Core Standards Initiative, 2014) . Materials: • Flashcards - depicting colors and associated written text • Flascards - depictin fruit and text indicatin color and fruit name (i.e., red apple). • Tactile Book- The very hungry capterpillar by Eric Carle. This book uses simple reptitious words and "texture" that allows for a sensory learning. The center pages of the book are in different size(starts with qaurter, half, three quarter them full pages again). These pages also have "punched holes" threw the center of the depicted food, indicating the caterpillar ate through it. • Plastic fruits (apple, pear, plum, strawberry and orange) ...
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...JSLHR Research Article Lexical Effects on Children’s Speech Processing: Individual Differences Reflected in the Autism-Spectrum Quotient (AQ) Mitsuhiko Ota,a Mary E. Stewart,b Alexandra M. Petrou,b and Catherine Dickiec Purpose: This study was undertaken to examine whether children exhibit the same relationship that adults show between lexical influence on phoneme identification and individual variation on the Autism-Spectrum Quotient (AQ). Method: Data from 62 4- to 7-year-olds with no diagnosis of autism were analyzed. The main task involved identification of the initial sound in pairs of voice-onset time continua with a real word on one end and a nonword on the other (e.g., gift–kift, giss–kiss). Participants were also given the children’s version of the AQ and a 2nd instrument related to autistic-like traits, the Social Responsiveness Scale (SRS). Results: The lexical shift was related to the AQ (particularly to its Attention Switching subscale) but not to the SRS. Conclusions: The size of lexical effects on children’s speech perception can be predicted by AQ scores but not necessarily by other measures of autism-like traits. The results indicate that speech perception in children manifests individual differences along some general dimension of cognitive style reflected in the AQ, possibly in relation to local/global information processing. U Ota, 2008; Yu, 2010; Yu, Abrego-Collier, & Sonderegger, 2013). The Autism-Spectrum Quotient...
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...For my audio recording assignment I selected the emotional situations, anger, excited and unhappy. In the first of the recordings, anger, the volume is slightly elevated in order to express aggression. The rate varied from slower, when using a condescending tone, to a quicker pace expressing impatiences. Pitch during this recording was lower than in normal conversation to convey a lack of interest in engaging. Elevated variations are also used, such as with the use of the word “you”. This increased articulation is suggestive of blame and anger toward an individual. Language adaptations primarily center on the inclusion of negative terms, such as stupid and a waste of time. The second recording is for the emotion excitement. In the recording,...
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...Task 1: Speech is the ability humans have developed to communicate between themselves with the sound produced by their mouth and nose. There are two types of speech sounds: The voiced and unvoiced one. A voiced sound is created when air pass through our vocal cord in direction of the mouth. This air vibrates in a certain frequency, normally between 50 and 400 Hz that produces the sound heard and desirably understood by the receiver ears. This frequency is controlled by varying the shape of the air channel, as changing the mouth position or the tongue, working as a filter, allowing the desired frequencies for the expected sound to pass; and by the speaker age and sex. The unvoiced speech are created by making air go through an opening, not vibrating the vocal cords, and, consequently, not been as periodically as the voiced sound. For a situation of communication, speech (a mix of voiced and unvoiced sounds) can be considered a non-stationary signal, making it very hard to be analysed. However, it shows a high level of predictability in a really short period of time, because the way of excitation and shape of the air channel change relatively slowly, for biological reasons. Encoders try to use this predictability in order to get a better voice transmission quality in a lower sample frequency. Task 2: Encoding a general waveform is converting an analog signal into a digital one in a form that it can be recreated from its digital representation. This process is done by sampling...
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... Whispering- requires the vocal folds to come together but not completely so there is a space between the arytenoid cartilages (432) Attack: The beginning of phonation by the bringing together (adduction) of the vocal folds (165) 1.Simultaneous Vocal Attacks- When the adduction of the vocal folds and the use of air from the respiratory system happen at the same time. (165) 2. Breathy Vocal Attack- When the use of air from the respiratory system happens before the adduction of the vocal folds (165) 3. Glottal Attack- When the vocal fold adduct before the air can be released from the vocal folds (165) Termination of phonation- Happens when the vocal folds abduct and the flow of air is stopped (147) Sustaining Phonation- Happens when the vocal folds say adducted allowing the air to flow through (168) Vibration how it's governed: Vibration is governed by elasticity of the vocal folds, the stiffness of the vocal folds and the quality of the vocal folds (160) Frequency- Determined by the number of times a vibration cycle is repeated in a specific amount of time (162) Period- A measure of vibration from a start time to a finish time (162) Opening Phase- The phase where the vocal folds are beginning to open (180) Closing Phase- The phase where the vocal folds are beginning to close but not completely (180) Closed Phase- The phase where the vocal folds are closed and there is no air escaping (180) Myoelastic theory of phonation- The elasticity of the vocal folds allows...
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...ACOUSTIC AND AUDITORY PHONETICS. PHONOLOGY 2.1. Phonetics and phonology Two terms are (often loosely) used to refer to linguistic disciplines studying that part of the linguistic sign which de Saussure called the acoustic image: phonetics and phonology. The importance of sounds as vehicles of meaning is something people have been aware of for thousands of years. However, systematic studies on the speech sounds only appeared with the development of modern sciences. The term phonetics used in connection with such studies comes from Greek and its origins can be traced back to the verb phōnein, to speak, in its turn related to phōnē, sound. The end of the 18th century witnessed a revival of the interest in the studying of the sounds of various languages and the introduction of the term phonology. The latter comes to be, however, distinguished from the former only more than a century later with the development of structuralism which emphasizes the essential contrastive role of classes of sounds which are labeled phonemes. The terms continue to be used, however, indiscriminately until the prestige of phonology as a distinct discipline is finally established in the first half of the 20th century. Though there is no universally accepted point of view about a clear-cut border line between the respective domains of phonetics and phonology as, indeed, we cannot talk about a phonological system ignoring the phonetic aspects it involves and, on the other hand, any phonetic approach should...
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