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Speech and Language Therapy: A Primer > Chapter 2: Linguistic Disciplines > Flashcards

Chapter 2: Linguistic Disciplines Flashcards

1
Q

How are alveolar sounds e.g. (t) and (d) made?

A

Active articulator (tongue tip) making contact with the passive articulator.

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2
Q

How are velar sounds e.g. (k) and (g) made?

A

Requires the back of the tongue to make contact with the velum (soft palate).

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3
Q

How are fricative sounds e.g. (f) and (s) made?

A

Constriction of the airstream.

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4
Q

How can consonant sounds be difficult for those with SLT?

A

Cerebral palsy can make it difficult to achieve lip closure for production of the bilabial (p) and (b) sounds.

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5
Q

How can vowels be described? 3

A
  1. Backness (front, centre, back)
  2. Openness (high, medium, low)
  3. Roundness (lips spread, neutral, round)
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6
Q

What is a monophthong?

A

Pure vowels.

Tongue is kept steady.

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7
Q

What is a dipthong?

A

Tongue exhibits degree of movement.

E.g. tongue rises higher on ‘pie’.

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8
Q

What parts of the body does hearing involve?

A

Peripheral and central processing in the ear and auditory cortices of the brain.

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9
Q

How do sound waves travel through the body?

A

Ear canal.
Makes contact with the ear drum (tympanic membrane) - moves inwards and outwards.
Movement is then transmitted through the middle ear by mechanical vibrations of the ear ossicles.
Movement against stapes against oval window achieves propulsion of fluid in the cochlea called perilymph.
Wave-like motion displaces hair cells in the organ of Corti.
Displacement triggers exchange of potassium ions between the endolymph and the hair cells.
Triggers potential in the vestibulo-cochlear nerve in the ponsa and medulla in the brainstem.
Final destination is the brain auditory areas.

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10
Q

What are ear ossicles?

A

Three smallest bones in the body.

Malleus, incus and stapes.

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11
Q

Why is vision important re. hearing?

A

Position of lips, degree of jaw opening and tongue position can help with lip-reading.

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12
Q

What is top-down processing?

A

Context and language rules help contribute to speech perception.

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13
Q

What is articulatory phonetics?

A

Involves consonant and vowel speech sounds.

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14
Q

What is acoustic phonetics?

A

Involves using sound waves to conduct acoustic assessments of normal and disordered speech.

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15
Q

What is contrastive function?

A

Provides phonetic distinction between different words.

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16
Q

What is the definition of phonological processes?

A

These are simplified sound and syllable processes which occur in the speech of normally developing children and children with speech sound disorders.
Can help target areas for interventions.

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17
Q

What is morphology?

A

The study of the internal structure of words and the principles and patterns that underlie their composition.

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18
Q

What is inflectional morphology? Examples?

A

The study of the processes that distinguish the forms of words in certain grammatical categories.
E.g. case, number, tense.

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19
Q

What is word-formation (derived morphology)?

A

The study of rules and patterns that guide the formation to new words.
Includes prefixation, suffixation, compounding, blending and clipping.

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20
Q

What is syntax?

A

The study of how phrases and sentences are constructed.

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21
Q

What is linguistic competence?

A

Noam Chomsky.

Using syntax, it can help us judge if sentences are ungrammatical, ambiguous or paraphrased.

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22
Q

What does semantics mean?

A

The study of word and sentence meaning.

Important as clients may have disrupted language meaning due to language disorder.

23
Q

What are the six main lexical semantics? Definition and example.

A
  1. Synonymy - similar meaning e.g. liberty and freedom.
  2. Hyponymy - relation of inclusion e.g. bird and eagle.
  3. Antonymy - relation of opposition e.g. empty and full.
  4. Meronymy - part-whole relation e.g. book and chapter.
  5. Polysemy - related senses of a word e.g. ‘drive’ a nail/car.
  6. Homonymy - unrelated senses of a word e.g. ‘lap’ of a course, part of a body.
24
Q

What is the definition of pragmatics?

A

The study of the meaning of utterances in context.

25
Q

Where did utterances derive from?

A

Paul Grice.
Cooperative principle - applied to all forms of rational behaviour and not only verbal communicative behaviour.
Four sub-maxims:
1. Quality e.g. don’t say anything false
2. Quantity e.g. don’t say too much/little
3. Relation e.g. be relevant
4. Manner e.g. brief and orderly

26
Q

What are presuppositions?

A

Assumptions that are implicit in particular linguistic expressions.

27
Q

What are deixis?

A

Deictic expressions are used to refer to people present in a conversation, to care social aspects of relationships, and spatial aspects in context, as well as time and aspects of spoken and written text.

28
Q

What is discourse?

A

How a sentence is related to other sentences in extended spoken and written texts.

29
Q

What is involved in the idea of cohesion?

A

Devices that provide essential links between one event to the next.

30
Q

What is meant by coherence?

A

A quality assigned by a reader/listener, and is a measure of the extent to which the reader/listener finds that the text holds together and makes sense as a unity.

31
Q

What is involved with Socialinguistics? 3

A
  1. Regional/social dialects and accents.
    SLT need to avoid mistaken diagnoses re. regional variations.
  2. Gender/age-related variations.
    Gender differences in pronunciation.
    Socially stigmatized teenagers e.g. multiple negation - ‘she don’t want nothing’.
  3. Styles and registers.
    Social expressions.
32
Q

What is involved with Bilingualism? 3

A
  1. Theoretical models.
  2. Varying dimensions of bilingualism.
  3. Language acquisition, speech production and perception.
33
Q

What is involved with speech style?

A

Labov (1972).
Reflects attention paid to speech.
E.g. speakers increase the monitoring of their speech with increased levels of formality.

34
Q

What does the vernacular mean?

A

Most casual style of speech.

Speaker is paying minimal attention to their speech.

35
Q

What did Bell (1984) believe?

A

Speakers shift their style depending on who they were talking to.
Speakers respond to their audience.

36
Q

What are the main issues regarding bilingualism? 5

A
  1. Morphosyntactic development is poorer if unequal exposure to both languages.
  2. Can be affected differently with bilingual aphasia.
  3. Ideally should be treated by bilingual SLTs.
  4. Lack of assessments in languages excluding English.
  5. Code switching - SLTs may overestimate/underestimate client if assessments are carried out in first/second language.
37
Q

What is psycholinguistics?

A

Study of the mental processes that underlie the use of language.

38
Q

What are the three topics in psycholinguistics that have relevance to SLT?

A
  1. Models of storage of words in the mind.
  2. Language comprehension.
  3. Language production.
39
Q

What is the mental lexicon?

A

Contain lexical entries for all the content and function words in language.
Individual entries contain information relating to the form and meaning of the word.

40
Q

What happens in language comprehension?

A

Lexical entries permit hearers/readers to assign meaning to the words they hear/read in spoken/written utterances.

41
Q

What happens in language production?

A

Production - lexical entries permit speakers/writers to select words that most closely express the particular thoughts/ideas that they want to convey.

42
Q

How are words grouped together regarding mental lexicon? 4

A

Phonological similarities e.g. MIGRATION and INFLATION.
Orthographical similarities e.g. MINT and MINE.
Semantic similarities e.g. DOG and POODLE.
Antonymic similarities e.g. HOT and COLD.

43
Q

Why are semantic relations important?

A

Semantic relations allows hearers/readers to anticipate words and integrate them into their mental representation of spoken/written texts.

44
Q

How does language production work? 5 STAGES

A
  1. Conceptualization stage - speaker formulates intention.
  2. Language encoding stage - mental lexicon is inserted into a grammatical frame - semantic restrictions are also inserted.
  3. Motor planning stage - phonemes selected in order so that spoken utterance can occur. Primary word stress is also identified.
    * Can go wrong e.g. spoonerisms.
  4. Motor execution stage - nerve impulses sent to muscles responsible for articulation. Utterance will be produced.
  5. Self-monitoring - requires user to alter earlier processing stages when necessary.
45
Q

What muscles are responsible for articulation? 6

A
  1. Lip muscles.
  2. Tongue.
  3. Soft palate.
  4. Jaw.
  5. Larynx.
  6. Diaphragm.
46
Q

How does language comprehension work? 5 STAGES

A
  1. Sensory processing - signal reaches ears via mechanical and elctrophysiological processes into nervous impulses.
  2. Speech perception - phoneme identification takes place.
  3. Language decoding - decodes grammatical structure, deictic expressions and any lexical ambiguities.
  4. Utterance interpretation - establishes the speaker’s communicative intention.
  5. Conceptualization.
47
Q

How do psycholinguistics describe the term top-down processing?

A

How world/context knowledge in which an utterance is produced may influence earlier stages such as speech perception and language decoding.

48
Q

What is neurolinguistics and why is it relevant?

A

Included in the study of psycholinguistics but focuses more on the brain.
Relevant due to link between brain damage and language impairment - MRIs and SPECT.
Also focuses on neural processes re. stuttering.

49
Q

How can looking at neurolingustics help developmental stuttering?

A

Fluency-shaping therapy programmes.
Unassisted recovery was specifically associated with the activation of the left lateral orbitofrontal cortex of the brain region.

50
Q

What is neuropragmatics?

A

Sub-discipline of neurolinguistics.

Use neuroimaging techniques to explore the neural basis of pragmatic phenomena such as metaphor and irony.

51
Q

When/what does phonological development occur in children? 6

A
  1. 5-4 years
  2. Consonant cluster reduction.
  3. Stopping of /s/.
  4. Palatal fronting.
  5. Prevocalic voicing.
  6. Liquid gliding.
  7. Final consonant devoicing.
52
Q

What is syntanctic development?

A

SLTs must have an understanding of yes-no and wh- interrogatives - three word stages.
1 (2/3 words). See chair? What that?
2. (3-4 words). See my doggie? What me think?
3. (4+ words). Can you help me? Why the dog going?

53
Q

What is semantic development?

A

Lexical acquisition as well as acquisition of semantic relations such as agent and action e.g. daddy and kick.

Speech and Language Therapy: A Primer (7 decks)

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