chapter 1 Flashcards
speech
Spoken language or verbal communication
System in which meanings are communicated through a pattern of movements generated by the speech mechanism and a measureable pattern of acoustic vibrations.
Requires very precise neuromuscular coordination.
speech includes
Articulation
Prosody
Pitch
Intonation
Fluency-rhythm and rate of speech
what makes up the speech mechanism
RESPIRATORY SYSTEM
LARYNEGEAL SYSTEM
ARTICULATORY/RESONATING SYSTEM which includes the SUPRALARYNGEAL (Pharyngeal- oral-nasal cavities).
language
Socially shared code or conventional system for representing concepts through arbitrary symbols and rule-governed combinations of those symbols.
Language is arbitrary, creative and learned.
Languages evolve.
Primary vehicle for communication
Can be spoken or manual (American Sign Language)
generative system
Language is a generative system-it is a creative/productive tool.
-Finite set of rules and symbols allow us to produce and infinite number of novel utterances.
-Words can refer to more than one thing
-Things can be called more than one name
-Words can be combined in a variety of ways
rules of language
form: syntax, morphology and phonology
content : semantics
use: pragmatics
five aspect of language
Phonology
-Distributional Rules
-Sequencing Rules
Morphology
-Free Morphemes
-Bound Morphemes
-Inflectional Morphemes
-Derivational Morphemes
Syntax
Semantics
Pragmatics
form
Elements that connect sounds and symbols with meaning.
Rules that govern phonology, morphology and syntax
PHONEME
PHONEME-smallest linguistic unit of sound that signals a difference in meaning
(ie /m/at, /p/at, /b/at)
ALLOPHONE
ALLOPHONE-a specific production of a phoneme belongs to the same sound family , and does not change the meaning of a word.
Phonemes are classified:
-Acoustic Properties, Articulatory Properties and Manner of Articulation
phonological processes
SYLLABLE STRUCTURE PROCESS
ASSIMILATION
BACKING
SYLLABLE STRUCTURE PROCESS
SYLLABLE STRUCTURE PROCESS: delete one or more phonemes in a consonant cluster-Cluster Reduction (ie top it for stop it) or Final Consonant Deletion (ie. “ba” for bat)
ASSIMILATION
ASSIMILATION-one sound has influenced the other (ie. “goggy” for doggy)
BACKING
BACKING-make a sound in the back of the mouth when it is suppose to be make in the front of the mouth. (ie. TOP –child will say COP) or FRONTING- where child will make a sound in the front of the mouth when it is suppose to be made in the back (ie COP-child will say TOP)
Morphology
Morphology is a set of rules that govern words
MORPHEME
MORPHEME-the smallest linguistic unit with meaning that can’t be broken down and still have meaning.
FREE MORPHEMES-
FREE MORPHEMES-when a morpheme stands by itself (ie. Car, boy).
BOUND MORPHEMES-
BOUND MORPHEMES-cannot stand alone and is always attached to a free morpheme
BOUND MORPHEMES can be attached by prefixes and suffixes
ie. Biggest (2 morphemes)-superlative morpheme means most
ie. Cooked (2 morphemes)- ed means past tense
Morphemes deal with numbers (ie. Cat/s)
ie. Joan’s (2 morphemes) –possessive morpheme
Derivational morphome
Includes both suffixes and prefixes
changes whole classes of words
creates a new meaning of the word
inflectional morpheme
morpheme that serves a purely grammatical function never creating a new word. only a different form of the same word (past tense, plural).
mean length of utterance
MLU-measure of language development based on average number of morphemes per utterance
4. Why the man sitting 5 morphemes
ADD NUMBER OF MORPHEMES AND DIVIDE BY THE NUMBER OF UTTERANCES
Syntax
Rules which govern the organization of sentences, word order and different types of sentences
Sentence Organization, which combinations are acceptable and which ones are not
(ie. “The boy hit the ball” vs. “Ball the hit boy the”)
Each sentence contains Noun Phrase and Verb Phrase.
Transformational Rules:
Transformational Rules: allows us to change basic sentences into a variety of sentence types
variety of sentence types
Declarative Sentence: THE GIRL HIT THE BOY.
Negative Sentence: THE GIRL DID NOT HIT THE BOY.
Passive Sentence: THE BOY WAS HIT BY THE GIRL.
Interrogative Sentence: DID THE GIRL HIT THE BOY
Compound Sentence: THE BOY CRIED AND THE GIRL WAS HAPPY
prescriptive grammar
A set of rules how a language should be spoken.
It refers to the notion that there is one way of speaking a language.
Dictates a particular standard of grammar.
Descriptive grammar
Description of actual patterns (syntactic system rules) used in speaking.
does not judge the appropriateness of grammar, but simply states the rules used to produce language.
world knowledge
Refers to an individual’s auto biographical and experiential understanding and memory of particular events reflecting cultural and personal interpretations
word knowledge
Verbal word and symbol definitions
Usually based on world knowledge
concept development
VALIDITY
STATUS
ACCESSIBILITY
linguistic competence
Knowledge of the rules for generating and understanding conventional linguistic forms- morphology, phonology etc.
comminicative competence
Degree of success when communicating, measured by appropriateness of the message
pragmatics
Social Rules of Language Knowledge of Social Appropriateness
*EYE CONTACT
*TURN TAKING
*TOPIC MAINTENANCE
*TOPIC INITIATION
*CONVERSATIONAL TURN-TAKING
Paralinguistic Information/ Suprasegmentals-
It’s not only the words you say, but how they are said that can convey a message. It can change the form and meaning of the message. Without paralinguistic information added to a message, we would sound robotic when we speak.
Nonlinguistic Information-
We utilize nonlinguistic cues, such as body language and facial expressions, which add to the “affect” that a person demonstrates
Metalinguistic Cues-
ability to think about language, talk about it, and analyze it- use this in humor, sarcasm
Intonation
Intonation- When we make a statement our intonation drops at the end of the sentence. When we ask a question, it rises. You can take the same exact words, and by changing the intonation at the end of the sentence, the meaning changes. Say
NON-VERBAL COMMUNICATION
Eye Contact
•Facial Expressions
•Gestures
•Hearing Acuity
•Kinesics
•Proxemics
•Chronemics
•Tactile
•Artifacts
Cultural identity
We are all members of a larger community that make up our cultural identity
•Speakers and Listeners who share a common language and culture have the capacity for “optimum” communication.
•Speakers and listeners must share competence in a common language if they are to communicate fully.
Toddler language development
Focus of language is on language function: serves pragmatic purpose.
*First words occur at approximately 12- months of age
*Early language development is characterized by single word utterances and by early multiword combinations
•Primarily nouns
•Multiword utterances are rule based
•First words fill the intentions previously served by gestures and or vocalizations
PRESCHOOL LANGUAGE development
By kindergarten has learned 90 percent of the syntax, morphology, and phonology that she will use as an adult
•New words are added to lexicon at the rate of two or three per day
Preschool language development
Developmental focus on language form
•Language form follows function
•Paralinguistic information incorporated into utterances.
•Syntactic complexity increasing.
School age development
Growth in all aspects of language
•Changes slower
•Emphasis on language shifts to written language
•Acquire derivational morphology
•Figurate language develops
•Increase in syntactic complexity
•Pragmatically-turn-taking for longer periods of time, topic changes less abrupt.
Newborn
Most is reflexive
•Most common sounds are cries and partial vowel sounds
•Cries become differentiated by the end of the first month
2-3 month
Cooing
•Produces back consonants and middle and back vowel sounds
4-6 months
Babbling- prolongedc periods of vocalization and strings of sounds
•Lip sounds p,b,w,m
6-10 months
Reduplicated babbling – repetitive syllable production
•More closely approximates mature speech
•Baba mama wawa
11-14 months
Phonetically consistent forms
•Variegated babbling
•Jargon speech
•First words
Communication impairment
ASHA: Disorders of speech (articulation, voice, fluency, resonance), orofacial, myofunctional patterns, language, swallowing, cognitive communication, hearing and balance.
•Reading, writing, and manual communication systems are included.
•Variations in communication are not impairments.
•Dialects: Differences that reflect regional, social, cultural, or ethnic identity.
Etiology
Means of classifying communication disorders.
•Etiology: Cause/Origin
•Time at which disorder occurs
Congenital
Congenital: Present at birth
Acquired
Acquired: Result of illness, accident, or environmental circumstances later in life.
Severity
•Severity: Range from mild to profound
Language disorders examples
Disorders of Form (examples):
•-Phonology-not producing word endings
•-Morphology-incorrect use of past tense
•-Syntax-incorrect word order
•Disorders of Content (Semantics): (examples):
•-Limited vocabulary, difficulty understanding abstract language.
•Disorders of Use (Pragmatics): (examples):
•-Difficulty staying on topic, inappropriate responses, interrupting conversational partners
Dysarthria
Dysarthria-cause by paralysis, weakness, poor coordination
Apraxia
•-Apraxia-Neuromotor programming difficulties.
Disorders of fluency
Disorders of Fluency
•-Developmental disfluency: Young children
•Speech behaviors: hesitations, repetitions, prolongations, fillers
•Stuttering: when speech behaviors exceed or are different from the norm, accompanied by struggle or tension.
•Noticed around 6 years old.
•Causes are generally unknown.
Disorder of voice
Disorders of Voice
•Vocal abuse can result in hoarsness
•Disease, trauma, allergies, neuromuscular or endocrine disorders
Deafness
Deafness
•-Primary sensory input for communication is not auditory
•-Interventions: Total communication (sign, speech, speechreading) Assistive listening devices, cochlear implants, auditory training.
Hard of hearing
•Hard of Hearing
•-Depend primarily on audition for communication.
•-Temporary or Permanent
•-Categorized by severity, laterality, and type
•-Mild to severe
•-Bilateral or unilateral
•-Conductive, Sensorineural, or Mixed
•Auditory Processing Disorders (APD)
•-Normal hearing but difficulty understanding speech
Prevalence in USA
Most communication disorder are secondary to Other disabilities.
•Prevalence
•Number/percentage of people within a population who have a particular disorder at a given time. Examples
•-17% of Americans have a communication disorder.
•-11% have a hearing loss
•-6% have a speech, voice, or language disorder.
Conductive hearing loss
In the Middle and outer ear
Sensorineural hearing loss
In the inner ear
Mixed hearing loss
A mix of outer, middle and inner ear
