exam 1 Flashcards
consonants can be defined by
their role in a syllable: onsets and codas and their articulatory properties
voicing
the timing of the onset of vocal fold vibration for a consonant
voiced consonants
the vocal folds are vibrating during the consonant
voiceless consonants
the vocal folds do not vibrate during the consonant
place of articulation
where the modification of the airstream takes place for a consonant
manner of articulation
the way in which the airstream is modified to produce a consonant
stops
air is stopped eintirely
nasal
air is stopped, but is allowed to pass through nasal cavity
fricative
air is allowed through oral cavity, but creates a lot of turbulence
affricate
combination of stops and fricatives
glide
start with close constriction but then is quickly changed
liquids
/l, r/
intraoral pressure
because the air is held back in stops, intraoral pressure refers to the air pressure behind the obstruction within the oral cavity
nasals
produced by lowering the velum while completely obstructing the airstream within the oral cavity
fricatives
produced by forcing the breath stream through a narrow channel or constriction in the vocal tract
affricates
a combo of a stop and a fricative. a stop is released into the constriction typical of a fricative
approximants
the vocal tract is more open than in stops, fricatives, or affricates
glides
approximant consonants produced with a gliding motion of the articulators
liquids
approximant consonants produced with a stable articulatory setting
acoustics
the study of the physical properties of sound
time
in acoustics, time refers to the duration of a sound
frequency
the number of cycles of a wave completed within 1 second
pitch
our perception of the fundamental frequency of speech
intensity
the amplitude (or loudness) of sound
waveform
a graphical representation of sound in which intensity appears on the y-axis and time appears on the x-axis
sine wave
have one frequency
spectrum
graphical representation of sound in which intensity appears on the y-axis and frequency is on the x-axis
source-sound filter
larynx produced the source-sound for speech. the source sound has a unique spectrum, and the filter changes the source sound meaning that source spectrum will also be altered
harmonics
a component frequency in a complex sound
fundamental frequency
the first harmonic
formants
peaks in the spectrum, across multiple harmonics, where intensity for a particular frequency is greater than for surrounding frequencies
F1 and tongue height
the higher the tongue in the mouth, the lower the first formant; low vowels have high F1
F2 and tongue advancement
the farther forward the tongue is in the mouth, the high the F2; back vowels have a low F2
voice onset time (VOT)
the time from the burst onset to the start of voicing in the following vowel
burst
the acoustic energy created by the release of the stop
vot signals the voicing features of
stops
how do you tell the difference between pear and bear or coal and goal?
voice onset time
voice bar
the vocal chords are moving even when your mouth is closed.
the voice bear in a spectogram is the
fundamental frequency
formant transitions
changes to the trajectory of a formant caused by the place of articulation of an adjacent consonant
how do you hear the difference between tie and pie or die and guy?
formant transitions
broadband noise relates to what
fricatives
voiceless frequencies have
greater energy due to turbulence
voiced fricatives have
energy from voicing (vertical striations) and a voice bar but less noise from turbulence
sibilant fricatives
/s, ʃ, z, ʒ/ - alevolar and palatal fricatives
sibilant fricatives have greater
intensity than other fricatvies, including more well-defined spectral shapes
non-sibilant fricatives
/f, v, θ, ð, h/
non-sibilant fricatives have
less intensity, diffuse noise across a larger number of fricatives
sidebranch
the oral cavity becomes a sidebranch for the nasal cavity; nasal are affected by dampening
- sidebranch helps to create nasal formants
the most prominent acoustic feature of /r/ is
low F3
age of acquisition
not the same as asking when the child starts to use a sound
sander graph
left side tells us when 50% of kids produced the sound correctly
1990 study
boys typically lag behind girls in sound acquistion
generalizations
- word initial and word final are different
- voiced stops (& h) are typically first to be acquired
- word-final positions have voiceless stops first
kids start where
word initial
