When young children are still in the process of developing their mental grammar, they often adapt the pronunciations of words in systematic ways. This table illustrates one child's pronunciations of English words: [gar] sky [bIw] spill [da] straw [gin] skin [bun] spoon [d:w] star a. How has the child adapted the syllable structure of adult English? As the child started to acquire multi-syllabic words, they made an unusual adaptation to the initial syllable of several words: [fagiro] mosquito [fəgɛri] spaghetti [fəbɛkə] Rebecca [fədinə] Christina [fomawo] tomorrow [fəvaizə] advisor [gubidu] [væwǝntain] [baidəmæn] [dabewi] [mædəwən] Scooby Doo valentine Spiderman strawberry Madeleine b. What is the difference between the words where the child has replaced the first syllable with [fa] and the others? c. Except for the [fə] syllable, has the child's phonology in this second dataset kept the adaptations you described in (b) or have they developed a more adult-like grammar?

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