COGS 154 Midterm Flashcards
what is communication
Exchanging meaning (information) between sender and receiver
intentional: what you mean to say
unintentional: what gets communicated (facial/body lang)
what is communication
Exchanging meaning (information) between sender and receiver
What is a communication disorder
an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems
may be evident in the process of hearing, language, and/or speech
may result in a primary disability or it may be secondary to other disabilities
impairment
loss or abnormality of a psychological, physiological, or anatomic structure or function
disability
reduced competence in meeting needs of daily living
handicap
social, educational, or occupational disadvantae due to impairment or disability
What is a communication disorder
an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. Any communication structure or function that is diminished to a significant degree
may be evident in the process of hearing, language, and/or speech
may result in a primary disability or it may be secondary to other disabilities
handicap
social, edicational, or occupational disadvantage, due to impairment or disability
Types of communication disorders
organic (physical cause)
functional (no physical cause can be found)
developmental
acquired (after speech and language functions were fully developed)
what is speech
speech is the verbal means of communicating. consists of : articulation voice fluency
other elements of speech: (Always Be Very Aware)
Auditory
Breathing
Voicing
Articulation
articulation
how speech sounds are made (rabbit vs wabbit)
voice
use of the vocal folds and breathing to produce sounds
the voice can be abused from overuse or misuse and can lead to hoarseness or loss of voice
Fluency
the rhythm of speech (hesitations or stuttering can affect fluency)
Fluency
the rhythm of speech (hesitations or stuttering can affect fluency)
“Always Be Very Aware of your body mechanics when you talk”
Auditory
Breathing
Voicing
Articulation
What is language
words and sentences used to represent objects, thoughts, and feelings.
A standardized set of symbols and knowledge about how to combine those symbols into words, sentences, and tests to convey ideas and feelings.
it is made up of socially shared rules that include:
what words mean
how to make new words
how to put words together
what word combinations are best in what situations
Language Disorder
difficulty understanding or using language
can be:
developmental
acquired
dementia
building blocks of language
content
form
use
language Form
phonology (study of sounds)
morphology (organization of sounds)
syntax (rules and conventions for organizing word order–grammar)
Language Content
semantics (meaning or representation of objects, ideas, feelings, etc.
lexicon: mental dictionary of words
Language Use
pragmatics: social-linguistic conventions or social rules of lang
Structure of language:
“Preferably Language Gets Set-up Properly” and if it does, it has all of the following elements functioning efficiently and accurately
Phonology Lexicon Grammar Semantics Pragmatics
Types of Neurons
Sensory (afferent)
Motor (efferent)
Interneurons
Neurotransmitters
Sensory Neurons
Afferent neurons
send info from sensory receptors TOWARDS the central nervous system
Motor Neurons
Efferent neurons
send info AWAY from the ventral nervous system to muscles or glands
Motor Neurons
Efferent neurons
send info AWAY from the central nervous system to muscles or glands
Interneurons
send info between sensory and motor neurons. Most interneurons are in the CNS
Neurotransmitters
Released from branches of axon to excite or inhibit responses
glial cells (support cells)
- form fatty myelin covering axons
- blood-brain barrier for nutrients delivered to neurons
- remove dead cells from nervous system
- many types
Babies have big heads
new born: 25% own body weight
head length is 40% mature length at birth
adult head is only 15% of body length
1 year old: 70% of final adult head circumference
Factors in language development
Language experience language input attention socioeconomic status (SES) birth order memory
Theories of language development
- learning theory (behaviorist)
- nativist theory
- interactionist –>(neuroconstructivism)
Nature v Nurture
Skinner v Chomsky
Skinner
children initially produce sounds at random and the reinforcement of appropriate sounds results in the production of recgonizable words
Chomsky
children have an INNATE language acquisition device which enables them to abstract linguistic rules from the speech they hear
Learning Theory: language as a learned skill
based on behaviorist theories of learning,
Learning Theory: language as a learned skill
based on behaviorist theories of learning, operant conditioning, modeling, and imitating
- lang is viewed as a BEHAVIOR learned like other skills
- shaping explains how humans come to produce speech as parents reinforce attempts
- parents provide models of advanced lang that child them imitates
Criticisms of the Learning Theory
- shaping by parents is inconsistent
- parents dont explicitly teach rules of the system
- language heard is often not a good model
- novel words and uses are difficult to explain through learning principles
- doesnt explain pace of lang development
- ignores evidence that humans are biologically predisposed to detect lang stimuli
Nativist Theory (Chomsky) "born to talk"
Chomsky proposed that lang is innately human
- language acquisition device (LAD): brain mechanism specialized for detecting and learning rules of language
- -contains innate knowledge of universal grammar
Language acquisition devide (LAD)
brain mechanism specialized for detecting and learning rules of language
–contains innate knowledge of universal grammar
Criticisms of Nativist Theory
- parents provide corrective feedback as learning theory predicts
- nativists have not been successful in identifying single universal grammar
- -no organ is LAD
- -it is several brain regions
Interactionist Theories
cognitive skills interact with environmental demands and language experience to produce increasingly mature language skills
Speech is composed of
units of sounds called phonemes
during _____ year of life, perceptual skills that enable infant to perceive and discriminate speech sounds improve
first year of life
Two problems of speech perception
- words are not neatly segmented (by pauses)
- difficult to identify phonemes
- -coarticulation = consecutive speech sounds blend into each other
coarticulation
the articulation of phonemes depends on the preceding and following phoneme
segmentation problem
the stream of acoustic input is not physically segmented into discrete phonemes, words, phrases, etc.
silent gaps don’t always indicate (aren’t perceived as) interruptions in speech
segmentation problem
the stream of acoustic input is not physically segmented into discrete phonemes, words, phrases, etc.
silent gaps don’t always indicate (aren’t perceived as) interruptions in speech
Statistical Learning
PRE TTY BA BY
continuations within words are systematic
continuations between words are arbitrary
-likelihood of a syllable (B) following another (A)
- increased looking time for “non-words” with just 2 mins of training!
- used as young as 2 months old
- word stress becomes marker after having done statistical learning
- by 8 months, infants use word stress cues for word segmentation
Statistical Learning
PRE TTY BA BY
continuations within words are systematic
continuations between words are arbitrary
-likelihood of a syllable (B) following another (A)
- increased looking time for “non-words” with just 2 mins of training!
- used as young as 2 months old
- word stress becomes marker after having done statistical learning
- by 8 months, infants use word stress cues for word segmentation
How language starts: Speech production in Infancy
-Crying (0-1)
-Cooing (2-3)
-Vocal Play (3-4)
-babbling (4-12)
-CV monosyllables (ma, pa, ba)
-True Babbling (6 months)
Variegated babbling (different CV syllables–badaga migada
-Jargon Babbling (9-18)
—-has rhythem and intonation of adult speech
-Protowords (9-10)
—consistent patterns of sound for specific objects or people
Gestures
Before words are produced, gestures are often used
Lexical Development
Single words around 1 years of age
gestures, babbling, and protowords are used along with real words for several months
average child produces 50 words by 18 mo
Social interaction becomes very important for language development. Children use and improve on
joint attention
imitation
syntax
Language in Early Childhood: Lexical Development
Single words around 1 years of age
gestures, babbling, and protowords are used along with real words for several months
average child produces 50 words by 18 mo
Social interaction becomes very important for language development. Children use and improve on
joint attention
imitation
syntax
Language in Early Childhood: semantics
- learn word means through parents’ modeling and labeling of events (joint attention)
- kids may also use fast mapping (process of acquiring a word after hearing it applied to its referent once or at most only a few times
- overextension and underextension
Language in Early Childhood: Grammar
between 18-24 months, kids put 2 and 3 word sentences together
-telegraphic speech (2 years +)
——using only essential content word (EX: water more!)
Overregularization: common errors (EX: i have two foots)
speech disorder
impairment of the articulation of speech sounds. fluency and/or voice
articulation disorder
the atypical production of speech sounds characterized b
Language Disorder
difficulty understanding or using language
-impaired comprehension and/or use of spoke, written, and/or other symbol systems
can be:
developmental
acquired
dementia
language Form
phonology (study of sounds)
morphology (organization of sounds)
syntax (rules and conventions for organizing word order–grammar)
articulation disorder
the atypical production of speech sounds characterized by substitutions, omissions, additions or distortions that may interfere with intelligibility
fluency disorder
an interruption in the flow of speaking characterized by atypical rate, rhythem, and repetitions in sounds, syllables, words and phrases. This may be accompanied by excessive tension, struggle behavior, and secondary mannerisms
voice disorder
characterized by the abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual’s age and/or sex
Disorders of form (in young infants)
lack of vocalizations
lack of syllable production during babbling
more gesture use
disorder of content in young infants
joint attention problems
disorders of use in young infants
lack of intentional communication
poor joint attention
Late Talkers
18-24 months
fewer that 50 words in expressive vocab and no 2-word combinations at 24 months
-healthy toddlers
-normal cognitive development
-below 10-20th percentile
-at risk for continued language delay
-by school age, 73-84% will have normal lang abilities
18-24 month window
vocabulary spurt
approximately 50 words in productive vocab
emerging 2 word combos
disorders of form in preschoolers
ungramatical sentences
articles and pronoun misuse
lacking rhyming and sound awareness
disorders of content in preschoolers
limited vocab
semantic concepts and categories
dis
r
disorders of use in preschoolers
little verbal communication
lack of variety
poor initiation and maintaining conversations
very little questions
How do we produce speech
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what are the 4 subsystems of the speech mechanism
respiratory system
phonatory system
resonatory system
articulatory system
source-filter theory of speech production
source: generates sound
filter: modifies the sound
- -affected by changing the length and shape of the oral and pharyngeal cavities
Respiratory System
2 important functions:
- respiration for life purposes
- respiratory support for speech
- this is a source
respiratory system and speech involve these three things
diaphragm
abnormal muscles
rib cage
-provides power to generate adequate subglottal pressure necessary for phonation and speech
(subglottal = beneath the glottis–leval of the vocal folds of the larynx)
Diaphragm
- primary muscle of inspiration
- dome shaped muscle that spearates the thorax from the abdomen
- contraction results in it moving downward, causing the lungs to expand in a vertical direction
- inverse relationship between volume and pressure
- during quiet breathing, 40% of the breath cycle is inspiration, 60% is expiration
- during speech, 10% of the breathing cycle is inspiration, 90% is expiration
Speech Breathing: Expiration
-inspiratory muscles are contracting to help counteract these forces
Process of vibration is determined by interaction between 3 factors impacting the vocal folds:
elasticity
stiffness
inertia
changing any of these factors will change the frequency of vibration, thereby changing the pitch
Myoelastic Aerodynamic Theory
- Glottis is closed
- air pressure builds up below the glottis (subglottal pressure)
- Vocal folds open from bottom to top
- glottis is open
- subglottal pressure decreases
- at max displacement, elasticity of VFs and Bernoulli effect adduct VFs back together
Bernoulli Effect
when a puff of air espaces at the point of constriction (glottis), negative pressure is left behind which causes the VFs to close
Resonatory system
regulates the vibration of the airflow as it moves from the pharynx into the oral and nasal cavity
- manipulates shape and size of vocal tracts for maintaining normal sound quality
- manipulates the velo-pharyngeal port for determining nasality of sound
Articulatory System
major structures:
control of the articulators within the oral cavity to manipulate the outgoing airflow
major structures: lower jaw, lips, tongue
articulation
occurs within the _______
which is made up of __________ ______ _________
the manner in which words are produced; movement of the speech structures in speech sound production (changing the shape of the vocal tract)
occurs within the vocal tract which is made up of the oral cavity, nasal cavity and pharyngeal cavity (pharynx)
The articulators
mobile (6)
immobile(3)
Mobile:
- tongue
- mandible(lower jaw)
- velum (soft palate)
- lips
- cheeks
- pharynx
immobile:
1. alveolar ridge/maxillae (upper jaw behind teeth)
2. hard palate
3. teeth
How are speech sounds made?
- speech begins with outward air flow
- air-flow is then restricted in the vocal tract
- result is sound
- in english we make sounds in 3 ways
1. voicing
2. frication
3. stop-plosion
voicing
air flow is restricted by bringing the vocal folds together as the air pushes its way through, the folds vibrate
frication
air flow is restricted by creating a narrow space in the mouth
- as the air pushes its way through, the flow becomes turbulent
- the result is a random noise
stop-plosion
- air flow is briefly stopped and then released
- a brief silence is followed by a short burst of noise
- the stoppage can be in three places (in the english lang)
1. lips
2. tongue and gum ridge
3. tongue and soft palate
Articulation disorders
physical capacity
-inability to produce sounds/sequences
phonological disorders
understanding
-speech patterns
apraxia of speech
motor planning
stuttering includes 3 elements
- unusually high number or duration of repetitions, prolongations, and/or blockages
- the interruptionos are often accompanied by excessive mental and physical effort
- negative perceptions of their communication abilities
What is stuttering
a disruption in the process of ongoing speech (disfluency)
part word repetition
sound prolongation
interjections
avoidance of words they stutter on
two factor model of stuttering
structural or functional abnormality learning environmental conditioning avoidance
developmental stuttering
phase 1 (2-6) -stuttering is episodic -happens in exciting/stressful situations phase 2 (elementary school) -chronic phase 3 (8-teens) -response to specific situations phase 4 (teens-adults) -fearful anticipation of stuttering. certain sounds are avoided
Autism
neurodevelopmental disorder defined by impariments in social and communication development, accompanied by tereotyped patterns of behavior and interests.
- persistent deficits in social communication/interaction across multiple contexts
- restricted, repetitive patterns of behaviors
- symptoms must be present in the early development
Asperger syndrome (AS)
impaired social interaction and repetitive/stereotyped behavior
- no (or little) lang/cognitive delays
- high functioning autism
The abnormal ASD brain
head circumference: normal at birth, larger by 3-4 years
- increased grey and white matter volume at 2-3 years
- cortical development of language-related areas follows a different trajectory
- abnormal post-natal enlargement: cerebellum, amygdala, hippocampi
- white matter reduction
Augmentative & Alternative communication (AAC)
communication devices can help people communicate who have trouble using their voice
- can be aided or unaided
- slow; environments may not support its use
- low tech or high tech
Williams Syndrome
Rare neuro-developmental disorder caused by a deletion of ~25 genes from chromosome 7
common symptoms include intellectual disabilities, heart defects, unusual facial features
-highly verbal relative to lower IQ
-extremely social
Williams Syndrome Brain
80% of normal volume
total cerebral grey matter is significantly reduced
abnormal layering, orientation, clustering and size of neurons
dorsal hemispheres show cortical malformation
cerebrum is particularly small
William’s Syndrome Language Characteristics
- complex lang profile
- strengths
- -concrete vocan
- -phonological processing
- -verbal short-term mem
weaknesses:
- relational/conceptual lang
- reading comprehension
- pragmatics
- complex grammar
- poor spatial skills
What is perinatal stroke?
peri=around
natal=birth
stroke in last trimester of gestation or first 4 weeks of life
- -not enough oxygen while traveling through the birth canal
- -sometimes clot is passed from mother
more common in childhood than in the elderly
1 in 4000
narative retells and discourse differences
seizures--very common delayed language visual problems hypotonia, lethargy, apnea often fail to meet milestones
IQ within normal range
Hemispheric differences in Williams Syndrome
LHD is worse for language than RHD
differences go away by school age (by age 5 kids seem to catch up–no specific effects observed after age 7)
children with PS outperform adults with comparable lesions on language tests
evidence for the plasticity of the developing brain