QUESTION IMAGE
Question
how do babies segment (or pull out) words? choose one answer that is not true.
phonotactics of his native language
allophonic knowledge
intonation and stress
frequent words or repeated words
phonetic knowledge
transitional probability
To determine the incorrect answer, we analyze each option:
- Phonotactics (rules of sound combinations in a language) helps babies segment words as they learn valid sound sequences.
- Allophonic knowledge (variants of a phoneme) is acquired later, and babies don't use it for early word segmentation.
- Intonation and stress patterns (like stressed syllables in words) assist in identifying word boundaries.
- Frequent/repeated words: Babies notice recurring words to segment them.
- Phonetic knowledge (basic sound perception) aids in distinguishing speech sounds for segmentation.
- Transitional probability (likelihood of syllables following each other) is a valid method babies use to segment words (e.g., high probability within a word, low between words).
Since allophonic knowledge is not a mechanism babies use for early word segmentation (they learn allophones after basic word segmentation), while the other options are valid methods. Wait, no—wait, the question is which is NOT true. Wait, re - evaluating: Transitional probability is a valid method (babies use it to find word boundaries by detecting that syllables within a word have higher transitional probability). Allophonic knowledge: Babies in early stages of word segmentation do not have allophonic knowledge (allophones are more detailed phonetic variants, and word segmentation comes before full allophonic awareness). Wait, but the marked option is "transitional probability", but that's incorrect. Wait, no—let's correct.
Wait, the correct answer (the one that is NOT true) is "allophonic knowledge". Wait, no, let's recall:
Word segmentation in infants:
- Phonotactics: Infants use knowledge of which sound sequences are possible in their language to segment words.
- Intonation and stress: Stress patterns (e.g., in English, stressed syllables are more likely to be word - initial) help.
- Frequent/repeated words: Repetitive words (like "mama", "dada") are easier to segment.
- Phonetic knowledge: Basic perception of speech sounds to group them into words.
- Transitional probability: Infants use the probability that one syllable follows another (high within a word, low between words) to segment.
Allophonic knowledge: Allophones are context - dependent variants of a phoneme (e.g., the /t/ in "tap" and "stop" are allophones). Infants do not have allophonic knowledge during early word segmentation; they learn allophones later, as they develop more phonological awareness. So "allophonic knowledge" is the option that is not true. But in the given image, the marked option is "transitional probability", which is incorrect. Wait, maybe there's a mistake in the initial marking.
Wait, the question is "Choose one answer that is not true". So we need to find which of the options is NOT a way babies segment words.
Transitional probability is a valid method (infants use it). Allophonic knowledge: Infants don't use allophonic knowledge for word segmentation (they don't have that level of phonological detail yet). So the correct answer (the one that is not true) is "allophonic knowledge". But let's check again.
Wait, maybe I got it wrong. Let's re - check each option:
- Phonotactics of his native language: Babies use phonotactic constraints (what sound sequences are legal in their language) to segment words. True.
- Allophonic knowledge: Allophones are phonetic variants of a phoneme. Babies in the word - segmentation stage (around 6 - 12 months) do not have allophonic knowledge; they learn allophones later. So this is NOT a way babies segment words.
- Intonation and stress: Intonation patterns…
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The answer is the option "allophonic knowledge" (the option with the text "allophonic knowledge").