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SHS 585 Artic & Phonology > Describing, Analyzing and Testing Children's Speech Sound Abilities (Ch. 2) > Flashcards

Describing, Analyzing and Testing Children's Speech Sound Abilities (Ch. 2) Flashcards

1
Q

How well speech conforms to expectations for age and sex and the potential to experience social, educational, or vocational problems because of speech.

A

Acceptability

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2
Q

Spectral-temporal characteristics of the speech signal that lead to the recognition of articulatory features of sounds, word and utterance boundaries, utterance type (e.g., statement, question, exclamation), speaker identity, etc.

A

Acoustic Cues

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3
Q

A sound without regularity in the waveform, heard as “noise.”

A

Aperiodic sound

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4
Q

The process by which actions of the vocal tract structures create the distinctive acoustic energy patterns of the sequences of consonants and vowels in the speech signal.

A

Articulation

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5
Q

A clinical procedure to determine which speech sounds are produced correctly and incorrectly and what type of error has been made when a sound is judged to be incorrect.

A

Articulation testing

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6
Q

Anatomical structures (e.g., lips, tongue) utilized to generate speech sounds.

A

Articulators

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7
Q

Adjustments of two or more articulators are made simultaneously for two or more speech sounds (reflect the properties of at least two phonemes.)

A

Co-articulation

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8
Q

A sound that has several component frequencies

A

Complex sound

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9
Q

A subtle or incomplete contrast between phoneme targets produced by a child that indicates the child has not fully neutralized the phonemic contrast

A

Covert Contrast

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10
Q

A task in which rapid repetitive or alternating movements are used to examine the accuracy, range, speech and coordination of the articulators.

A

Diadochokinetic tasks

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11
Q

A vowel whose quality changes within the course of a single syllables.

A

Dipthong

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12
Q

A resonance of the vocal tract

A

Formant

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13
Q

A change in the frequency of a format associated with a change in vocal tract configuration such as the transition between a stop consonant and vowel

A

Formant Transition

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14
Q

The lowest frequency or first harmonic of the voice; the number of vocal fold vibratory cycles per second

A

Fundamental Frequency

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15
Q

Whole number multiples of the fundamental frequency

A

Harmonics

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16
Q

Analyses that do not involve a comparison of the child’s speech to the target (standard) pronunciation. Examples include inventories of consonants, vowels, or syllable/word shapes

A

Independent Analyses

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17
Q

How well a child’s speech can be understood by listeners

A

Intelligibility

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18
Q

A set of alphabetic characters that was devised by the International Phonetic Association as a standardized way to represent the sounds (phonemes) of any spoken language

A

International Phonetic Alphabet (IPA)

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19
Q

A speech-like task used to evaluate the integrity of the speech motor system. Examples include diadochokinetic rate and maximum phoneme duration

A

Maximum performance task

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20
Q

A task requiring prolonged production of a voiced continuant sound in one breath

A

Maximum phonation duration task

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21
Q

A vowel whose quality does not change throughout the syllable.

A

Monothong

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22
Q

Consonants that involve a complete or narrow constriction of airflow in the oral cavity. Examples include plosives, fricatives, and affricates

A

Obstruents

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23
Q

When the peaks of a waveform that are too high in amplitude for the recording equipment are cut off, resulting in a recording that does not accurately represent the speech signal of the talker.

A

Peak Clipping

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24
Q

A sound where there is a regular pattern of component frequencies

A

Periodic Sound

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25
Q

Storage and retrieval of information about the speech sounds and their serial order in words.

A

Phonemic memory

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26
Q

Patterns of errors in children’s speech that affect syllable structures or sound classes.

A

Phonological Processes

27
Q

The sound system of a language

A

Phonology

28
Q

The permissible combinations and sequences of sounds in a given language

A

Phonotactics

29
Q

Vocalizations produced by infants prior to the onset of words

A

Prespeech Vocalizations

30
Q

Examples of prespeech vocalizations (3)

A

squeals
grunts
quasivowels

31
Q

Analyses that involve a comparison of the child’s speech to the target (standard) pronunciation

A

Relational Analysis

32
Q

Discrete units of speech, such as consonants and vowels

A

Segmental

33
Q

Sounds that have voice as the sole sound source.

A

Sonorants

34
Q

Categories of Sonorants (4)

A

Vowels, liquids, nasals, glides

35
Q

A two-part process describing speech production.

A

Source-filter theory

36
Q

The two parts of the Source-filter theory

A

Speech sound source

Sound source shapers

37
Q

A graphic representation of the frequency, amplitude and intensity of a selected portion f a a waveform over time

A

Spectrogram

38
Q

A plot that displays the intensity characteristics (Y axis) by the frequency characteristics (X axis) of a selected portion of a waveform

A

Spectrum (Spectra-pl.)

39
Q

A branch of physics that studies the physical properties of speech in terms of the frequency, intensity and duration of sound

A

Speech acoustics

40
Q

Characteristics of speech that extend beyond individual segmental (or speech sound) components.

A

Suprasegmentals

41
Q

Examples of suprasegmentals

A

Stress (lexical or phrasal)

Intonation

42
Q

The structure of consonants (C) and vowels (V) that make up syllables

A

Syllable Shapes

43
Q

The glottis and anatomical structures of the airway used in the production of speech

A

Vocal Tract

44
Q

A measure of the time between the release of an articulatory closure and the onset of voicing for the following sound

A

Voice Onset Time (VOT)

45
Q

A graphic representation of the speech signal showing amplitude over time

A

Waveform

46
Q

The structure of consonants, vowels and syllables that make up words

A

Word Shapes

47
Q

Word shape for the word “football”

A

CVC.CVC

48
Q

Word shape for the word “bread”

A

CCVC

49
Q

What is the purpose of speech-like tasks?

A

They are used to measure the integrity of the speech motor system and can be used to identify impairments.

50
Q

Examples of speech-like tasks (3)

A

Maximum phonation duration
Diadochokinetic task
Nonword Repetition

51
Q

Ways to ensure good speech sample recordings (3)

A

Use external microphone
Monitor recording level
Record in quiet location

52
Q

What type of analysis does an articulation test provide?

A

Relational analysis (compares child’s production to the target form)

53
Q

What type of analysis do speech sound inventory and word shape inventory provide?

A

Independent analysis (does not compare child’s production to presumed adult target)

54
Q

Phoneme

A

a class of phonetically similar sounds found in the phonological system of a particular language; it is the smallest non-meaningful perceptible unit of oral language that changes word meaning.

55
Q

A variation in pronunciation of a phoneme that does not change word meaning

A

Allophone

56
Q

Phonetics

A

Study of speech sounds

57
Q

Phonemics

A

Study of speech sounds within a language

58
Q

Typical f0 (3)

A

500 Hz at birth
200 Hz women
150 Hz young men

59
Q

What type of speech sample is thought to be the most representative of a child’s typical speech?

A

Spontaneous speech sample

60
Q

Incorrect Production forms (4)

A

substitutions
additions
distortions
omissions

61
Q 
PCC
PCC-R
PVC
PVC-R 
PPC
PPC-R
A 
% of Consonants Correct
% of Consonants Correct-revised
% of Vowels Correct
% of Vowels Correct-revised
% of Phonemes Correct
% of Phonemes Correct-revised
62
Q

How is the revised measure of PCC, etc. different?

A

The revised measure counts distortions as correct productions.

63
Q

the GFTA- 2 is an example of what type of test?

A

Articulation Test

Goldman-Fristoe 2

SHS 585 Artic & Phonology (10 decks)

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