{"id":16281,"date":"2021-09-09T09:50:00","date_gmt":"2021-09-09T14:50:00","guid":{"rendered":"https:\/\/uwm.edu\/letters-science\/?p=16281"},"modified":"2023-12-04T15:23:55","modified_gmt":"2023-12-04T21:23:55","slug":"moms-teaching-tiny-toddlers-to-a-t","status":"publish","type":"post","link":"https:\/\/uwm.edu\/letters-science\/in-focus-2021\/moms-teaching-tiny-toddlers-to-a-t\/","title":{"rendered":"Moms teaching tiny toddlers to a \u2018T\u2019"},"content":{"rendered":"

They might not be saying \u201cgoo-goo ga-ga,\u201d but mothers are actually speaking baby talk each time they read to their young children.<\/p>\n

That\u2019s according to a new study by Robin Fritche, who is working toward her PhD in linguistics at 51ÁÔÆæ. Her new paper, \u201cDo adults produce phonetic variants of \/t\/ less often in speech to children?\u201d was published earlier this year in the Journal of Phonetics <\/i><\/a>.<\/p>\n

To conduct her research, Fritche recorded mothers reading to their young children, about ages 1-2. She analyzed their speech patterns to determine whether and how the mothers enunciated \/t\/ sounds. Then, she repeated the experiment while having the mothers read to an adult, and compared the results.<\/p>\n

Her findings have implications for how young children develop their language skills, and perhaps even English-as-a-foreign-language students learn a new tongue.<\/p>\n

Fritche sat down via Zoom to talk about her work.<\/p>\n

As a mother of a young child myself, I\u2019ve never thought about how I read to him. How did you become interested in moms\u2019 pronunciation?<\/strong><\/p>\n

I had two advisors on this article: My advisor, Jae Yung Song, and [her] former postdoc advisor, Stefanie Shattuck-Hufnagel. They had found previously, comparing mothers\u2019 speech to the children\u2019s speech, that mothers were pronouncing \/t\/ sound variants more than the kids.<\/p>\n

The next steps were to see, are the moms speaking normally to the kids, or for some reason, are they still using those enunciated \/t\/s? The next step was to compare how moms talk to kids versus how they talk to adults, and see if there\u2019s a difference.<\/p>\n

How old were the kids?<\/strong><\/p>\n

They were a bit younger than one, up to two years. My youngest was 10 months. They\u2019re starting to gear up to talk.<\/p>\n

We figure that mothers might be unconsciously expending a bit more effort just because of the stage of language acquisition their child is in.<\/p>\n

So, moms might want to really enunciate \/t\/s so that their child will pick up those sounds and mimic them.<\/strong><\/p>\n

Right. When many people think of child-directed speech, they think of, \u201cDo you want your ba-ba?\u201d But that\u2019s not what we\u2019re looking at. We\u2019re just looking at, within normal speech, are mothers making different sounds? Are they treating the children differently than they would speak to adults?<\/p>\n

Why did you go with moms over dad?<\/strong><\/p>\n

Generally, women would be more likely to be more proper, to use more standard language than men, which has been found in other studies. That meant there would be fewer things to control for. Plus, the register would be different between the voices. We didn\u2019t want to have to control for other variables.<\/p>\n

What\u2019s so special about the letter T? Why did you focus this experiment on \/t\/ sounds?<\/strong><\/p>\n

The \/t\/ is made on a bumpy ridge behind the teeth. It\u2019s called the alveolar ridge. That ridge is where we make sounds for T, D, R, L, N, S, and Z.<\/p>\n

The \/t\/ can be pronounced many ways. We can think about the letter T like a category. As native speakers, sometimes \/t\/ is really well-enunciated and sometimes it\u2019s not. That is how people seem to describe it.<\/p>\n

But it\u2019s not that. We\u2019re making different sounds. The \u2018T\u2019 in \u2018pretty\u2019 is not a \/t\/ sound, for example.<\/p>\n

It\u2019s more like \/d\/, isn\u2019t it?<\/strong><\/p>\n

It\u2019s not even a \/d\/ because that would be \u2018prid-DEE.\u2019 It\u2019s actually called a flap. It happens with words that have \/t\/ or \/d\/ between two vowels and the second vowel doesn\u2019t have stress, and that just happens in North American speech. It\u2019s really common. Only when we\u2019re trying to enunciate and be really clear will we say \u2018pre-TY\u2019 or \u2018ci-TY.\u2019<\/p>\n

I thought that the moms would do that more \u2013 like, \u201cLook at this kit-TY!\u201d, but they mostly said \u2018kitty\u2019 (with the flap). But the difference between \u2018button\u2019 and \u2018but-TON\u2019 \u2013 they are more likely to say \u2018but-TON\u2019 to the child than they were to an adult. In \u2018button,\u2019 your tongue is not doing the same thing as in \u2018kitty,\u2019 not even close. You\u2019re making the sound down in your throat.<\/p>\n

What other \/t\/ sounds were you analyzing?<\/strong><\/p>\n

There\u2019s the flap. There\u2019s the sound like the first sounds in the interjection \u2018uh-oh\u2019 (which is a consonant that we don\u2019t have a letter for in English), like we might say in \u2018button.\u2019 There are also \/t\/s at the end of a word, like in \u2018cat\u2019 or \u2018what.\u2019 We rarely say \u2018whaT.\u2019 You don\u2019t really make that big burst on the end; it\u2019s not aspirated.<\/p>\n

In a word like \u2018star\u2019 or \u2018stop\u2019 it\u2019s not \u2018sTar\u2019 or \u2018sTop.\u2019 If you record that and you cut off the s sound at the beginning, it will sound like \u2018dar\u2019 or \u2018dop.\u2019 They\u2019re not really voiced, but in American English, if the sound is made on the alveolar ridge and the following vowel sound starts within a certain amount of time \u2013 within 20 milliseconds \u2013 we\u2019ll hear the \/t\/ as if it was voiced anyway. Then there\u2019s the regular pronunciation where there\u2019s a burst of air coming out. \u2018Toy,\u2019 for example.<\/p>\n

So, I\u2019ve been studying a lot of \/t\/ stuff. My whole life revolves around \/t\/.<\/p>\n

You asked moms to read to analyze their speech. Did the stories have an overabundance of \/t\/s?<\/strong><\/p>\n

I wrote stories and drew terrible pictures. I\u2019m not an artist. I came up with a list of possible words \u2013 two syllable words with a \/t\/ in the middle ending in an \u2018ee\u2019 or \u2018er\u2019 or \u2018ing,\u2019 for example. Then I had to try to come up with a couple of stories. That\u2019s why there are cats in both stories, because of all of the \/t\/ words you can get out of \u2018cat.\u2019 There are no dogs, because the word \u201cdog\u201d was useless to me!<\/p>\n

The first story was about a star who wanted a kitten, and the other one was about a little girl with a big sister, and they wanted a cat.<\/p>\n

And then you listened to each recording and analyzed how moms read to their kids versus an adult. Did moms pronounce the \/t\/s differently between the two?<\/strong><\/p>\n

Yes! In the case of words like \u2018button\u2019 and \u2018mitten,\u2019 and \u2018kitten,\u2019 they did. And at the end of words like \u2018cat,\u2019 they would enunciate the \/t\/ more often. Flaps didn\u2019t really change (when speaking between children and adults).<\/p>\n

What does that mean for how children learn language?<\/strong><\/p>\n

I think it\u2019s not really conscious. Some people insisted they didn\u2019t speak any differently at all. I think what the mothers are doing is they are using a combination of a sound. None of the moms only said \u2018butTon\u2019 or \u2018kit-Ten.\u2019 They had a mixture. Sometimes they would speak like they would speak to an adult, and sometimes they would really enunciate the \/t\/ with a hard burst and the aspiration of air that comes out.<\/p>\n

We thought that maybe, by having a combination, they are giving kids the idea that this is a category. They\u2019re hearing the same words used in the same context, and sometimes the mom enunciates the \/t\/ and sometimes doesn\u2019t. This is just a guess, but the children might think, \u201cSometimes mom makes this sound and sometimes she makes this sound. It must not change the meaning.\u201d<\/p>\n

By Sarah Vickery<\/strong>, College of Letters & Science<\/small><\/p>\n","protected":false},"excerpt":{"rendered":"

They might not be saying \u201cgoo-goo ga-ga,\u201d but mothers are actually speaking baby talk each time they read to their young children. That\u2019s according to a new study by Robin Fritche, who is working toward her PhD in linguistics at …<\/p>\n","protected":false},"author":28112,"featured_media":16313,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","uwm_wg_additional_authors":[]},"categories":[1715],"tags":[1859],"class_list":["post-16281","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-in-focus-2021","tag-september"],"yoast_head":"\nLetters & Science<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/uwm.edu\/letters-science\/in-focus-2021\/moms-teaching-tiny-toddlers-to-a-t\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Moms teaching tiny toddlers to a \u2018T\u2019\" \/>\n<meta property=\"og:description\" content=\"They might not be saying \u201cgoo-goo ga-ga,\u201d but mothers are actually speaking baby talk each time they read to their young children. 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