Phonology as Human Behaviour: Clinical Phonetics, Phonology and Prosody

Abstract

This paper introduces the theory of Phonology as Human Behaviour (PHB); summarises the basic theoretical and methodological tenets of the theory and shows how it has been applied to clinical phonetics, phonology and prosody. The theory of PHB, developed by William Diver and his students of the Columbia School, combines aspects of the "communication factor" inherent in Prague School phonology with aspects of the "human factor" inherent in André Martinet's functional diachronic phonology. The major parameters of the theory are presented according to the Saussurean-based semiotic definition of language as a sign system used by human beings to communicate. The fundamental axiom underlying the theory is that language represents a compromise in the struggle to achieve maximum communication with minimal effort. The major contribution of the theory is that it provides a motivation to explain the non-random distribution of phonemes within the speech signal in language in general and in typical and atypical speech in particular.

Phonological processes in Portuguese children with speech sound disorders

“…In typical development the substitution of non-apical consonants by apical ones duo to greater flexibility and control of the tongue's apex, is also observed (Tobin 2009b). So for this reason the backing process observed in children with SSD is considered atypical.…”

“…The initial stop consonant omission is considered atypical because in this position the consonants have a more communicative force (Tobin 2009b), so normally children preserve them in their speech. In typical development the substitution of non-apical consonants by apical ones duo to greater flexibility and control of the tongue's apex, is also observed (Tobin 2009b).…”

“…Some studies revealed the existence of differences in the brain structures in areas related to the production and perception of speech (Preston et al 2014), and even, in patterns of brain activation that suggests a deficit in phonological memory and in speech perception (Tkach et al 2011).The majority of these phonological processes signal a delay in development, because they occur in the early stages of normally developing children, but unusual patterns have also been noted (Beers 1992;Mediavilla et al 2002;Yavas and Lamprecht 1988). The following phonological processes have been found to occur in typically developing (TD) children in different languages (Bowen 2009;Dodd et al 2003;Tobin 2009b), including Portuguese (Castro et al 1999;Guerreiro and Frota 2010;Lousada 2012), and are therefore referred to as typical phonological processes (Ingram 1976): fronting (e.g. /kɐˈfɛ/ 'coffee' produced as [tɐˈfɛ]); stopping (e.g.…”

“…The phonological component is part of a synergic symbolic system (language) used by humans to communicate. According to the Theory of Phonology as Human Behaviour (Tobin 2009a(Tobin , 2009b, the organisation and development of phonology tends to respond to a synergetic compromise in the struggle to achieve maximum communication with minimal effort. This theory has four underlying factors that are relevant to explain the operation and acquisition of phonological systems (Tobin 2009b): communication factor; physiology of vocal tract; acoustic medium; human factor.…”

“…According to the Theory of Phonology as Human Behaviour (Tobin 2009a(Tobin , 2009b, the organisation and development of phonology tends to respond to a synergetic compromise in the struggle to achieve maximum communication with minimal effort. This theory has four underlying factors that are relevant to explain the operation and acquisition of phonological systems (Tobin 2009b): communication factor; physiology of vocal tract; acoustic medium; human factor. It therefore gives focus to aspects like the orofacial skills to control the production of phonemes, the human capacity to perceive them, and other human skills like intelligence and memory capacity.…”