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Phonological & Articulation Disorders > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Assessment

A

to distinguish normal from disordered speech for diagnostic purposes

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2
Q

treatment

A

to appropriately select target phonemes for therapy

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3
Q

appropriate use of norms in clinical decision making

A

individual differences may exist
norms based on 75-90% master of a normed group
age of mastery may vary across studies
some approaches address LATER developing sounds before targeting EARLIER developing sounds
norms should just be used as one “piece of the puzzle”

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4
Q

newborns prefer their ____________ voice over other voices

A

mother’s

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5
Q

newborns prefer their ____________ languages over foreign languages

A

ambient

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6
Q

sensitivity to ambient language _________

A

prosodic patterns

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7
Q

language-universal

A

infants discriminate phonetic contrasts of all languages

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8
Q

prelinguistic stage-speech perception

A

BIRTH: language- universal
language-specific perception for vowels
detection of typical stress patterns in words
decline in foreign-language consonant perception
12 MONTHS: increase in native-language consonant perception

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9
Q

speech perception within the first year of life

A

infants appear to learn how to selectively perceive only the contrasts in their language and lose the ability to perceive other contrasts

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10
Q

by the time they are only a year old. infants perceive only the categories that are

A

contrastive in the language they’ve grown up with

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11
Q

babbling is

A

NOT random

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12
Q

consonant-like sounds that are babbled are restricted to a

A

small set of segments

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13
Q

transition from babbling to 1st words is

A

CONTINUOUS

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14
Q

Stark’s Classification for Prelinguistic Development

A

five levels
stages are not distinct; they overlap
ages for each level should be considered approximate

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15
Q

birth - 2 months

A

STAGE 1

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16
Q

Reflexive crying and vegetative sounds

A

STAGE 1

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17
Q

reflexive vocalization: cries, coughs, grunts, and burps

A

STAGE 1

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18
Q

vegetative sounds: grunts, tongue clicks, and other noise associated with feeding

A

STAGE 1

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19
Q

speech-like sounds are rare

A

STAGE 1

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20
Q

cooing and laughter or controlled phonation

A

STAGE 2

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21
Q

1-4 months

A

STAGE 2

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22
Q

vowel-like sounds with some consonantal elements (back of the mouth)

A

STAGE 2

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23
Q

Quasi-resonant nuclei: syllabic nasal consonant or nasalized vowel sound like

A

STAGE 2

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24
Q

most primitive vegetative sounds start to disappear

A

STAGE 2

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25
Q

at 4 months: laughter emerges

A

STAGE 2

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26
Q

Vocal play

A

STAGE 3

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27
Q

3-8 months

A

STAGE 3

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28
Q

longer segments of prolonged vowel or consonant-like steady states

A

STAGE 3

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29
Q

pitch and loudness variation

A

STAGE 3

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30
Q

raspberries

A

STAGE 3

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31
Q

variations in tongue position, a greater variety of vowels will be noted during vocal play

A

STAGE 3

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32
Q

basic canonical babbling

A

STAGE 4

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33
Q

5-10 months

A

STAGE 4

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34
Q

reduplicated babbling

A

similar strings of consonant vowel productions (baba, tata, dada)

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35
Q

variegated babbling

A

variation of consonants and vowels from syllable to syllable (madaga, tikitoo)

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36
Q

reduplicated and variegated babbling

A

STAGE 4

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37
Q

a self-stimulatory manner ->

A

ritual imitation games with adults
STAGE 4

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38
Q

imitation of speech behaviors

A

STAGE 4

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39
Q

Jargon (advanced forms)

A

STAGE 5

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40
Q

9-18 months

A

STAGE 5

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41
Q

what is jargon?

A

strings of babbled utterances that are modulated primarily by intonation, rhythm and pausing

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42
Q

sounds like real sentences without actual words

A

STAGE 5

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43
Q

eye contact, gestures, and intonation patterns that are similar to the actual language intonation

A

STAGE 5

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44
Q

more complex syllable structures: CCV, CCVC

A

STAGE 5

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45
Q

5 prelinguistic stages

A

vegetative sounds
cooing
vocal play
canonical babbling
jargon

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46
Q

in prelinguistic stage, speech sounds do not

A

carry linguistic function

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47
Q

speech sounds are considered to be

A

nonphonemic in nature

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48
Q

vocoids

A

nonphonemic vowel-like productions

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49
Q

contoids

A

nonphonemic consonant-like productions

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50
Q

syllable structures

A

open syllable shapes are most frequently observed: V, CV, VCV, CVCV

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51
Q

Quantity

A

amount of prelinguistic vo alization is positively related to later language development

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52
Q

diversity

A

greater language growth seen in children with more contoid babble compared to more vocoid babble

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53
Q

greater language growth is related to

A

babble complexity

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54
Q

greater language growth related to increased diversity of

A

“consonant” productions (contoid)

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55
Q

prosodic features

A

stress, intonation, pausing, and duration leading to rhythmical effects

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56
Q

during canonical babbling stage (~6 months)

A

developing intonation patterns
falling pitch is the most common intonation contours in the first year of life

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57
Q

the string of babbles sound like native English intonation patterns

A

jargon stage

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58
Q

link between babbling and adult-like speech

A

proto-words

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59
Q

Proto-words

A

do not match adult word production
produced consistently under specific conditions
AKA: vocables, phonetically consistent forms, invented words, quasi-words

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60
Q

Babbling vs. Protowords

A

babbling:
does not resemble adult production
inconsistent
mostly no word meaning
car: baba, data, bobi

protowords:
does not resemble adult production
consistent
car: bubu

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61
Q

recognizable sounds and syllable structure

A

the first words

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62
Q

the first words

A

produced the same each time
ball - ba
help - hep
more - mo
related to the actual word from that language

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63
Q

protoword vs true word

A

protoword:
does not resemble adult production
“lala” for car

true word:
phonetically similar to adult production
“ka” for car

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64
Q

first 50-word stage: age range

A

12 months to 18-24 months

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65
Q

first 50-word stage: production

A

protowords
1 word utterances

66
Q

first 50-word stage: comprehension

A

200 words

67
Q

first 50-word stage: phonetic variability

A

unstable productions of words

68
Q

first 50-word stage: limitation of syllable structures

A

CV, VC, CVC, CVCV
single or reduplicated syllables

69
Q

first 50-word stage: limitation of phonemes

A

consonants: / p B M t D N k g h sh w/
vowels: / a u i/

70
Q

a larger inventory of sounds was found in the word ____________ position than the word _________ position

A

initial
final

71
Q

________________ inventories contained voiced stops prior to voiceless ones (prevocalic voicing)

A

word initial

72
Q

__________ inventories contained voiceless stops prior to voiced ones

A

word final/syllable final

73
Q

most common consonant inventories by 50 words productions from two children in US

A

coronal & labial

74
Q

prosodic feature development

A

falling pitch still predominant
more prosodic variation to indicate difference in meaning and communicative intent

75
Q

naming, labeling

A

10-12 months; falling contour

76
Q

requesting, attention getting, curiosity, surprise, recognition, insistence, greeting

A

13-15 months; rising contour, from high pitch and drops to lower one; e.g., all gone

77
Q

playful anticipation, emphatic stress

A

<18 months; high rising

78
Q

warnings, playfulness

A

~18 months; falling-rising, rising-falling

79
Q

language development from 18-30 months: production

A

150-300 words
2 word utterances

80
Q

language development from 18-30 months: comprehension

A

1200 words

81
Q

language development from 18-30 months: 2 word utterances

A

semantic relationship
syntactical development

82
Q

language development by 5 years old: production

A

2200 words
questions, negation, clauses, compound sentences
effective use of language

83
Q

language development by 5 years old: comprehension

A

9600 words

84
Q

90% criterion

A

90% of the participants produced the consonant correctly

85
Q

stops, nasals, glides are earlier developed compared to

A

fricatives, affricates, liquids

86
Q

T/F: using the 90% criteria, the age range of the acquisition of /g/ is 3;00-3;11. That indicates a child can produce /g/ with 90% accuracy at this age range.

A

FALSE

87
Q

atypical phonological processes

A

syllable structure: Initial Consonant Deletion
substitution: affrication, palatalization, backing

88
Q

Velar harmony

A

guck for duck; Assimilation

89
Q

labial harmony

A

/bebu/ for table; Assimilation

90
Q

voicing assimilation persist up to

A

5-6 years

91
Q

if velar/labial harmony persist beyond age 3, it can be a sign for

A

a disordered phonological system

92
Q

show -> /to/

A

stopping, depalatalization
Typical

93
Q

cake -> /tet/

A

velar fronting
Typical

94
Q

table -> /kebo/

A

backing = Atypical
vowelization = Typical

95
Q

pink -> ink

A

ICD
Atypical

96
Q

toe -> /tso/

A

affrication, palatalization
Atypical

97
Q

_____________ starts to develop when children begin to talk in 2 word utterances

A

contrastive stress

98
Q

adult-like intonational patterns are noted prior to the appearance of

A

the first word

99
Q

intelligibility

A

a measure of how understandable a person is in given conditions

100
Q

intelligible speech is a fundamental goal of

A

human communication

101
Q

intelligibility by 2 years of age

A

50%

102
Q

intelligibility by 3 years of age

A

75%

103
Q

intelligibility by 4 years of age

A

nearly 100% (adult like)

104
Q

variables impacting intelligibility

A

age
articulation
context known/unknown
familiarity with child
knowledge of errors
measurement

105
Q

birth - 2 months

A

STAGE 1

106
Q

By the time they are only a year old, infants perceive only the categories that are contrastive in the

A

language they’ve grown up with

107
Q

tuh for truck

A

TRUE WORD

108
Q

didu for truck

A

PROTOWORD

109
Q

baba, babu, badi for truck

A

BABBLING

110
Q

Language Development from 18 to 30 months

A

2 word combinations

111
Q

2;00-2;11 consonants

A

b, d, p, m, n, h, w

112
Q

3;0-3;11 consonants

A

g, k, f, ŋ, j

113
Q

4;0-4;11 consonants

A

v, dʒ, s, ʧ, l, ʃ, z

114
Q

5;0-5;11 consonants

A

r, ð, ʒ

115
Q

6;0-6;11 consonants

A

θ

116
Q

guk for duck

A

velar harmony

117
Q

bebu for table

A

labial harmony

118
Q

bɔp for stop

A

labial harmony

119
Q

if assimilation persist beyond age 3, it can be a sign for

A

a disordered phonological system

120
Q

Phonological Processes that disappear by age 3-4

A

unstressed syllable deletion
FCD
reduplication
dimunization
velar fronting
consonant assimilation
stopping for fricatives except interdentals

121
Q

Phonological Processes that persist beyond age 3-4

A

stopping for affricates
depalatalization
postvocalic voicing
prevocalic voicing
labialization
vocalization
epenthesis
cluster substitution
gliding

122
Q

regressive labial assimilation is a possibility in the following words:

A

naMe
doVe

123
Q

regressive labial assimilation is NOT a possibility in this word:

A

Bat

124
Q

what phonological processes would best describe this error: tag to ʧaed

A

affrication
velar fronting
palatalization

125
Q

take to kek

A

velar assimilation
backing

126
Q

smooth to ud

A

ICD
cluster deletion
stopping

127
Q

dudu for donut

A

reduplication

128
Q

tutu for cookie

A

reduplication

129
Q

bi for big

A

FCD

130
Q

what type of babbling is seen with advanced language development?

A

contoid

131
Q

_______ syllables are more common than ____________ syllables

A

open; closed

132
Q

miki for milk

A

TRUE WORD

133
Q

papa for food

A

PROTOWORD

134
Q

Coronal

A

front to velar

135
Q

word _______ consonants are more produced than word _________ consonants

A

initial; final

136
Q

__________ soundS are produced MORE than __________ sounds

A

labial and alveolar; dorsal

137
Q

Example: 4 y 6 mo
/dudu/ for donut = reduplication
/tutu/ for cookie = reduplication
/bi/ for big = FCD

A

Typical speech errors, delayed

138
Q

According to Crowe & McLeod (2020), which of the following phonemes is expected to be mastered by approximately 3 year old children?

A

b

139
Q

nest to net

A

cluster deletion

140
Q

bed to ed

A

ICD

141
Q

grape to garape

A

epenthesis

142
Q

baba for bucket

A

reduplication

143
Q

mou for mouse

A

FCD

144
Q

cupi for cup

A

diminutization

145
Q

twi for tree

A

cluster substitution

146
Q

feet to pit
zoo to do

A

stopping

147
Q

choose to shoes
jeep to dip
chain to shain

A

deaffrication

148
Q

soap to jop
shoe to chew

A

affrication

149
Q

sale to tale

A

stopping

150
Q

chopstick to sapstick

A

deaffrication

151
Q

coat to toat
gate to date
sing to sin

A

velar fronting

152
Q

shoe to ku
dough to go
soup to houp

A

backing

153
Q

food to sood
thin to tin

A

alveolarization

154
Q

sun to fun
thin to fin

A

labialization

155
Q

shoot to soot
chew to to
judge to dudz

A

depalatalization

156
Q

sew to show
bees to beesh

A

palatalization

157
Q

cheek to teet

A

velar fronting
depalatalization

158
Q

road to wod
low to yo
glass to gwass

A

liquid gliding

159
Q

table to tabo
bigger to biga
apple to appo

A

vocalization (vowelization)

160
Q

lady to wady

A

gliding

161
Q

reef to weep

A

gliding

Phonological & Articulation Disorders (5 decks)

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