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CSDS 109 > 105 Test 1 > Flashcards

105 Test 1 Flashcards

1
Q

The study of speech sounds, sound patterns, and rules for combining sounds in meaningful words and sentences

A

Phonology

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2
Q

The study of speech sounds, their production and acoustic properties, and the written symbols used to represent their productions

A

Phonetics

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3
Q

In the study of speech production, a single speech sound represented by a single symbol in the phonetic system

A

Phone

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4
Q

A family of phones or sounds perceived to belong to the same category. May consist of many productions that vary slightly, but don’t change meaning (allophonic variation)

A

Phoneme

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5
Q

Minimal unit of meaning or the smallest unit of language caring semantic interpretation

A

Morpheme

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6
Q

A whole word that can’t be broken down into smaller units (root word)

A

Free morpheme

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7
Q

Suffixes or prefixes that attach to a free morpheme to alter meaning

A

Bound morpheme

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8
Q
  • A variant or alternate form of phoneme within a language

- They do not change the meaning of a word

A

Allophone

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9
Q

Subtle phonemic variations that do not change the meaning in words often as a result of the phonetic context (the sounds proceeding a phoneme)

A

Allophonic variation

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10
Q
  • Recording of speech sounds into phonemic symbols between virgules. The variations in phoneme production are not represented
    Ex. /t/
A

Phonemic transcription

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11
Q

Recording of speech sounds using the International Phonetic Alphabet (IPA) and diacritic markers. These are sounds actually produced by an individual. Transcription in [ ]

A

Phonetic transcription

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12
Q

Special symbols used in narrow phonetic transcription to depict the articulatory or perceptual features of a phone

A

Diacritic markers

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13
Q

The influence that sounds have on other sounds when they come together to form words, phrases, or sentences

A

Coarticulation

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14
Q

The rules for combining sounds

A

Phonotactics

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15
Q

Include the sound changes that occur due to the modification of free morphemes

A

Morphophonemic

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16
Q

Cognate pair: /d/

A

/t/

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17
Q

Cognate pair: /g/

A

/k/

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18
Q

Cognate pair: /b/

A

/p/

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19
Q

Cognate pair: /v/

A

/f/

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20
Q

Cognate pair: /z/

A

/s/

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21
Q

Cognate pair: /ʒ/

A

/ʃ/

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22
Q

Cognate pair: /ð/

A

/θ/

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23
Q

Cognate pair: /dʒ/

A

/tʃ/

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24
Q
  • Produced with a relatively open tract
    o Positioning of the tongue in the mouth/shape
    o Roundness
    o Tenseness
A

how vowels are classified

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25
Q

Place, manner, voicing

A

how consonants are classified

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26
Q

Refers to sound located in the initial position of the word

A

initial

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27
Q

Refers to sound located in the middle position of the word

A

medial

28
Q

Refers to sound located in final position of the word

A

Final

29
Q

Consonant or consonant blend occurring before a vowel or diphthong
- Ex. (red; would br r)

A

Prevocalic

30
Q

Consonant or consonant blends that occur between vowels or diphthongs
- Ex. (Along; would be l)

A

Intervocalic

31
Q

Consonants or consonant blends produced after a vowel or diphthong
- Ex. (bat; would be t)

A

Postvocalic

32
Q

Syllables that end in a vowel or diphthong

A

Open syllables

33
Q

Syllables that end in a consonant

A

Closed syllables

34
Q

Consonant or consonant cluster that initiate the syllable

A

Onset

35
Q

The vowel or diphthong that follows the initial consonant or consonant cluster

A

Nucleus

36
Q

The consonant or consonant cluster that follows the nucleus

A

Coda

37
Q

Nucleus + Coda

A

Rhyme

38
Q

is the physiological formation of sound and phonology encompasses the rules of the linguistic system for combining sounds into words. (production of the sound)

A

Articulation disorder

39
Q

The study of speech sounds, sound patterns, and rules for combining sounds in meaningful words and sentences. (putting sounds in the right order; the rules)

A

Phonological disorder

40
Q

When the sound that changes precedes the sound that caused the change

A

Regressive assimilation

41
Q

When the sound that changes follows the sound that influences the change

A

Progressive assimilation

42
Q

Time period in development prior to the acquisition of language whereby infant vocalizations and speech perception are developing
- Not wholly linguistic in nature as they are not vocalizations with intent of relaying meaning

A

What characterizes pre-linguistic development

43
Q

The understanding of spoken language

A

Speech perception

44
Q

how they studied speech perception

A
  • Sound localization
  • Perception of different speech sounds
  • Conditioned response
45
Q 
(Oller)
Birth to 2 months
o   Characterized by:
       - Reflexive vocalizations: automatic responses mirror physical status of the baby
                 Ex. cry, fuss, cough
        - “Quasi-vowels”
                 Typical phonation
         - Produced when unattended/alone
          - Ambiguous function
A

Phonation Stage

46
Q

(Oller)
1 months to 4 months
Characterized by:
- Squeals and growls
- Coos and goos
A protophone whereby the phonation is interrupted by tongue contact in the back of the oral cavity
- Primitive syllable sequences
- Produced when alone and when accompanied by caregivers

A

Primitive Articulation Stage

47
Q

(Oller)
· 3 to 8 months
· Characterized by:
- Vocal play and exploration
- Vocalizations vary in pitch, amplitude, duration, and quality
- Vocal raspberries
- Better control over speech mechanism
- “Full resonant nuclei”
- Marginal babbling
- Continued precursory sound development

A

Exapnsion Stage

48
Q

(Oller)
5 to 10 months
Characterized by:
- CV syllable shapes continue and resemble true vowel and consonants
- Syllable shapes now become reduplicated
- Not intended to be meaningful
- Phonetic repertoire may include: nasals, stops, glides, and lax vowels
- Back sounds less commonly produced and front sounds become more frequent
- Infants also begin to produce variegated babbling
- Vowel and consonant inventory increase
- intonation/prosody pattern changes

A

Reduplicated babbling (canocical babling)

49
Q

repitition of the same CV syllable strings
o Consonants remain the same
o Vowels may vary

A

Reduplicated

50
Q

Consonants and vowels vary for each syllable

A

Variegated

51
Q

A stable phonetic form, similar to adult production, produced consistently and in particular context

A

True words

52
Q

Are the first meaningful productions that do not resemble the adult production, but are used consistently to represent a referent

A

Protowords

53
Q
  • Selection of subjects from each age group of the targeted age groups
  • Provides group data, not individual variations
A

Cross sectional

54
Q
  • A small number of subjects are utilized and followed for longer duration of time
  • Do not provide norms
A

Longitudinal

55
Q

Early, middle or late sounds?

[m, b, j, n, w, d, p, h]

A

Early sounds

56
Q

Early, middle or late sounds?

[t, ŋ, k, g, f, v, tʃ, dʒ]

A

Middle sounds

57
Q

Early, middle or late sounds?

[ʃ, θ, ð, s, z, l, r, ʒ]

A

late sounds

58
Q

How understandable a individual’s speech is

A

Intelligibility

59
Q
  • Anatomical, physiological, and neurological variables
  • Motor skills
  • Sensory deficits
  • Language skills
  • Personal characteristics
  • Tongue thrust
A

Variables that may affect speech development and production

60
Q

Dental arches aligned, a few teeth are misaligned

A

Class 1 malocclusion

61
Q

Lower jaw receded and upper jaw protruded

A

Class 2 malocclusion

62
Q

Lower jaw protruded and upper jaw receded

A

Class 3 malocclusion

63
Q
  • Short lingual frenum; tongue tied
  • An extremely short frenum may be associated with speech sound disorders
    - Not a cause of SSD for the majority of children
A

Ankyloglossia

64
Q
  • Motor skills are being accessed by collecting diadochokinetic rates
    - Client is asked to rapidly alternating and continuous speech sounds as quickly as possible
    - Repetitions of /pʌ/ /tʌ/ and /kʌ/ /pʌtə/ /pʌtəkə/
A

DDK rates

65
Q

SLPs must consider this when assessing a bilingual/English language learner

A
  • The language and phonological characteristics of the child’s primary language
  • How the primary language affects the learning of the second language
  • How to determine if there is a disorder in the first, second, or both of the languages

CSDS 109 (8 decks)

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