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LING 209 > Midterm 2 > Flashcards

Midterm 2 Flashcards

1
Q

Functional Phonological Disorder

A

-Children who have normal motor control, hearing, intelligence, and vocabulary but aren’t able to make the sounds properly
-Diagnosed when a child makes errors past what is expected
-No known cause

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2
Q

Examples of things that are not phonological disorders

A

-Production errors related to hearing, motor, or cognitive impairments
-Dialectical Variation
-Accented Speech

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3
Q

Phonological Theory

A

-Concerned with what we store in out brain for vocabulary
-Many aspects of linguistic sound systems are predictable
-Vowels must exist within a language

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4
Q

Linguistic Tendencies

A

-If there is X then there will be Y (i.e. if there are fricatives, then the language will have stops)
-Unidirectional (doesn’t mean when Y is present there will always be X)

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5
Q

Phonologically Informed Treatment Approaches

A

Idea that you wouldn’t just try to treat the most basic concept, because if you teach the advanced one then the other would inherently become present
(I.e. Teaching clusters instead of affricates because the child will then fill in the affricates themselves)

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6
Q

Usher Syndrome

A

-Most common form of inherited deaf-blindness (~4-17 people out of 100,000)
-Affects hearing, vision, and balance
-The loss of sight is gradual (explains the varied ability to read non-braille text and using sign language)

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7
Q

Usher Syndrome: Type 1 Symptoms

A

-Profound hearing loss or deafness at birth
-Decreased night vision by age 10, progressing to sever vision loss by midlife
-Balance problems from birth

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8
Q

Usher Syndrome: Type 2 Symptoms

A

-Moderate to severe hearing loss at birth
-Decreased night vision by adolescence, progressing to severe vision loss by midlife
-Normal balance

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9
Q

Usher Syndrome: Type 3 Symptoms

A

-Progressive hearing loss in childhood or early teens
-Vision varies in severity and age of onset (night vision problems often begin in teens and progress to severe by midlife)
-Normal to near-normal balance in childhood, but a chance of later problems

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10
Q

Braille

A

-A tactile writing system, not a language
-There are Braille codes for over 133 languages

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11
Q

Protactile Language

A

Touch-Based Language

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12
Q

ASL (American Sign Language) vs SEE (Signing Exact English)

A

-ASL is it’s own language while SEE mimics English letters (as well as mouthing English words, as ASL doesn’t)
-SEE is really awkward for signers

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13
Q

Iconicity and Arbitrariness (In Relation to Sign Language)

A

-Sign languages are not just gestures but may be perceived as so because some look like the actual sign even though they are not pantomiming (i.e. Hand Gesturing “to smoke”)

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14
Q

Phonology: Sign Phonemes

A

Phonological features of sign include handshape, location, movement, and orientation

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15
Q

Morphology (Sign Language)

A

-Combining signs and components can create new words
(i.e. ASL: Fever+Tea=Sick)
-Verb agreement is very common like English
(i.e. how “I see” becomes “he see(s)”)

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16
Q

Syntax (Sign Language)

A

Sign languages also have different word orders like spoken languages
(i.e. ASL is SVO while LIS is SOV)

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17
Q

Examples of different accents in sign language

A

-Signing fast, posture, rhythm
-i.e. The JSL word for body has movement upwards, where ASL has it downwards. An accent would be if the JSL speaker learns ASL and still moves downwards

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18
Q

Babbling in Sign Language

A

-Babies will repeatedly do the same sign
-Note that hand shape is the most difficult for kids to acquire

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19
Q

Biovocal

A

Using 2 different modalities (i.e. vocal and visual gestural)

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20
Q

ASL vs English

A

-Distinct Modalities
-English is auditory and is a series of sequentially organized patterns vs ASL is visual spatial where ideas are often produced by simultaneous use of body parts to convey information
-English is linear where ASL often shows the whole idea

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21
Q

The Three Revolutions of Sign Language

A

-1960s: Natural and Signed languages are considered real languages
-Mid 1960s-1970s: Deaf Culture Arises
-Mid 1990s: Signed and spoken languages are seen as biologically equivalent

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22
Q

Language Deprivation in Signed Language

A

A lot of people discourage sign language because they have the misconception that they don’t need it or that it’s more important to learn how to talk, leading to their child being deprived of language

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23
Q

Audiology

A

-The study of hearing and hearing healthcare
-Mostly deals with hearing tests and aids

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24
Q

What is Sound

A

-Physical vibrations that travel through a medium
-Pressure fluctuations or particle displacement, including air pressure fluctuation
-Characterized by frequency (pitch) and level (loudness/volume [dB])

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25
Q

Sensation vs Perception

A

Sensation: Hearing with our ears
Perception: Listening with our brain (awareness, discrimination, localization, music, speech, plasticity)

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26
Q

Hearing Assessment: Otoscopy

A

(That tool doctors always use to look in your ear)

Looking in the outer ear and at the ear drum for wax, foreign objects, evidence of diseases or disorders

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27
Q

Hearing Assessment: Tympanometry

A

-Testing the outer and middle ear by inserting an ear plug with an air pump to measure eardrum movement
-Can show if there’s too much wax, ear infections, and middle ear fluid

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28
Q

Hearing Assessment: Otoacoustic Emissions (OAEs)

A

-An ear plug plays sound to test the function of outer hair cells in the cochlea (inner ear)
-The outer hair cells dance when they hear sound and make quiet sounds louder and loud sounds quieter
-Used to test newborns

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29
Q

Hearing Assessment: Tone Audiometry

A

Playing sounds at different frequencies to find the threshold (quietest sounds heard at individual frequencies)

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30
Q

Hearing Assessment: Standard Audiometry

A

-Used for older kids and adults
-Raise a hand or push a button in reaction to sound

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31
Q

Hearing Assessment: Conditioned Play Audiometry

A

Kids put a toy in a container (or something of the like) in reaction to sound

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32
Q

Hearing Assessment: Visual Reinforcement Audiometry

A

To train babies to expect and turn their head to see a light up toy or screen when sound comes

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33
Q

Hearing Assessment: Auditory Brainstem Test

A

An EEG used for young babies or people unable to complete other testing

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34
Q

Types of Hearing Loss

A

Conductive
-Outer and middle ear
-Usually temporary or improved with surgery
-Affects loudness
Sensorineural
-Inner ear and nerve
-Usually permanent
-Affects both clarity and loudness
Mixed
-Outer/middle ear and inner ear/nerve

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35
Q

Degrees of hearing loss

A

Hard of hearing
-Can hear some speech without devices (slight, mild, moderate, moderately severe)
Deaf
-Cannot hear speech without devices (severe and profound)

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36
Q

Factors of hearing loss

A

-Degree and type of hearing loss (Frequencies affected, trouble hearing different frequencies)
-Listening situation (distance, echoes, background noise)
-The talker (Volume, accent, clarity, language, familiarity(
-Other factors (time without treatment, support, cognitive and linguistic ability)

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37
Q

Speech Intelligibility Index

A

-Used to give a prediction of how much a person would be able to understand speech, as well as a criteria to fund hearing aids for children
-on a scale from 0-1 (0=no speech is accessible to the listener, 1=100% of speech is accessible)

38
Q

Medical means of managing hearing challenges

A

Surgery, medication, (ear, nose, throat) doctors, nurses, primary care doctors

39
Q

Air Conduction Hearing Aids

A

-Most common
-Automatically adjusts the volume and is customized for each patient’s hearing loss
-Has good audibility and clarity
-Sometimes there aren’t enough echoes from a distance or in background noise, and is often not enough for severe/profound hearing loss

40
Q

Bone Conduction Hearing Aids

A

-Sound goes through bone to the inner ear
-They won’t benefit from it if they have outer or middle ear anomalies or draining ears
-Poorer sound quality than conventional aids, feedback, limited verification

41
Q

Cochlear Implants

A

-Used if your inner ear doesn’t work and there’s not enough hearing for a conventional aid
-Worse sound quality, nerve must be present and mostly functional, limited verification, invasive, big processor

42
Q

Previous Audiology Research Among Inuit

A

-3-4x high rates of hearing loss in elementary compared to the rest Canada
-Secondhand smoke #1 risk factor for childhood otitis media (middle ear infection) in Greenland

43
Q

New Qualitative Research Among Greenland and Alaska

A

-Improved hearing (possibly) due to higher living standards and hearing/anti-smoking protection campaigns
-Still high frustration with the health system, travel, wait times, chronic condition initially only seen as acute

44
Q

Clinical Research Considerations

A

Involvement of stakeholders, fairness and reciprocity, people are not guinea pigs, burden on the healthcare system

45
Q

Frequency

A

The rate which a pattern repeats

46
Q

Varying Sound Structures

A

Periodic
-Regular repeating pattern, quasi-periodic
Aperiodic Sounds
-Patterns/repetition is unpredictable

47
Q

Anatomy of the ear: Pinna

A

Essentially the part of the ear we can see most of the time (Outer Ear)

Collect pressure differences and funnel them to the external ear canal

48
Q

Anatomy of the ear: External Ear Canal

A

(AKA external auditory canal/external auditory meatus)
-Located between the pinna and eardrum (Outer Ear)
-Brings sound to the eardrum
-Amplifies particular frequencies which gives enhanced sensitivity to those frequencies

49
Q

Anatomy of the ear: Tympanic Membrane

A

(AKA Eardrum)
-Located in the middle ear
-Vibrates in response to pressure fluctuations

50
Q

Anatomy of the ear: Auditory (Eustachian) Tube

A

-Middle Ear
-Releases pressure (how you pop your ears)
-Can get plugged with infections sometimes

51
Q

Anatomy of the ear: Ossicles (Malleus, Incus, Stapes)

A

(AKA the bony labyrinth)
-Small bones making up the inner ear
-Semicircular canals: control balance, filled with fluid and moves hair cells connected to nerves that help understand the body’s orientation

52
Q

Stapedius Tendon and Tensor Tympani Muscle

A

Self-protective mechanism to constrict when there are loud sounds to prevent damage

53
Q

First Steps to perceiving sound

A
  1. Pinna funnels pressure fluctuations in
  2. External auditory canal amplifies some of the frequency components
  3. Pressure fluctuations cause the tympanic membrane to vibrate
  4. Vibration of tympanic membrane is transferred to the malleus
  5. Mechanical energy moves from the malleus to the incus to the stapes
  6. The footplate of the stapes is connected to the oval window, which transfers the energy to the fluid in the cochlea
54
Q

Anatomy of the ear: Cochlea

A

-Inner Ear (snail looking thing)
-Includes the scalae, basilar membrane, and organ of corti
-Fluid wave in the cochlea displaces/deforms the basilar membrane, forcing the hair cells to bend and sends signals to the nerves

55
Q

Basilar Membrane and Organ of Corti

A

-Both in the Cochlea
-Organ of Corti has hair cells that are attached to a nerve fibre
-The Basilar membrane and inner hair cells code the frequency of the sound waves you’re exposed to

56
Q

Range of Sound Humans can Perceive

A

~20,000Hz in the high range and ~20Hz in the low range

57
Q

Neural Mechanisms: Pathways

A

-Auditory pathways take impulses from the auditory nerve to the cortex
-Auditory pathways bring information from the auditory nerves to the auditory cortex in the temporal lobe
-For hearing individuals the cells are organized tonotopically, for deaf individuals the auditory cortex is used for sign language

58
Q

Two Views of Deafness

A

Medical: deficit, pathology, promoting auditory-based communication, downplay/treat/cure, encourage assimilation into hearing society (so essentially discriminatory)
Cultural: Difference, identity, culture, emphasizing benefits of visual communication, embracing, connection (So accommodating)

59
Q

Audism

A

The notion that one is superior based on one’s ability to hear or to behave in the manner of one who hears

Concept that to be human you must have language and that language is speech

(Essentially, oppression of the deaf community by the hearing community)

60
Q

Audism in institution

A

Medical, education, employment, accessibility

Institutions have huge control of the deaf community’s lives and is related to many issues of accessibility

61
Q

Audism in interpersonal relationships and interactions

A

-Helper/saviour mentality
-Not making the effort to communicate
-“Dinner table syndrome” (i.e. nevermind, I’ll tell you later, it’s not important, etc.)

62
Q

Effects of internalized Audism

A

Low self esteem, identity confusion, mental health crisis, embarrassed to wear hearing aids

63
Q

Audism in Audiology

A

Preconceived notions, assumed attitudes/labels, bias, marketing, terminology (pass/fail, diagnose, normal, loss), pressure to get hearing aids, assuming a deaf person wouldn’t want a hearing aid, not providing non-acoustic alternatives, speaking to the interpreter rather than the deaf person

64
Q

% of Individuals with hearing loss in the US

A

~15% of individuals over 18 have hearing loss
~90-95% of said individuals can be helped with hearing aids
~16% of adults with hearing loss use hearing aids

65
Q

Statistics of hearing loss in different age groups

A

-0.2-0.3% of infants are born with hearing loss (where more than 90% of deaf children are born to hearing parents)
-7.4% of 29-40 year olds have hearing loss
-14.6% of 41-59 year olds have a hearing problem (where 10%/~25 million have experienced tinnitus)
-30% of people over 60 have hearing loss

66
Q

Hearing loss treatment

A

-Most can be helped with hearing aids but only 18% of adults with hearing loss use them
-Cochlear implants are also a popular choice

67
Q

Vestibular Assessment

A

-Ability to maintain an upright posture, coordinate complex movements, and maintain a visual target while moving
-Is an integration of the vestibular system, visual system, somatosensory system (perception of touch, temperature, body), and cerebellar system

68
Q

Vertigo

A

-Spinning feeling, a symptom of a peripheral vestibular disorder
-Dizziness or balance problems can be due to central nervous system, medications, and/or psychological factors

69
Q

Assessments of vestibular system

A

Vestibulo-ocular reflex (VOR): Connects the vestibular neural pathway in the brainstem to neurons that reflexively control muscles of the eyes to maintain a clear visual image during head movement

Vestibulospinal Reflex (VSR): Connects from the vestibular nuclei in the brainstem to motor neurons that control the relevant skeletal muscles (helps control the body when unexpected changes in position occur relative to gravity)

70
Q

Videonystagmography (VNG)

A

-Balance test that uses an infrared video system with cameras inset in goggles that track eye movements
-Evaluates an individual’s rapid eye movements

71
Q

Rotary Chair Test

A

You’re strapped to a chair in a darkened room and the chair moves in a particular patterns at different frequencies while you have goggles on tracking your rapid eye movements

Aims to see if your eyes move as expected

72
Q

Posturography

A

They stand on a platform that measures changes in body weight distribution

Assesses an individual’s functional balance while changing vestibular, visual, and somatosensory inputs

73
Q

VEMPs

A

Measures muscle potentials elicited from a high-intensity low-frequency tone recorded from the neck or ocular muscles where the electrical activity in one’s muscles is measured in response to the presented tone

Provides information about the vestibulo-colic reflex (VCR) and vestibulo-ocular reflex (VOR)

74
Q

Immittance

A

Impedance:
Opposition to sound energy, (in this case) is provided by acoustic and mechanical properties of the outer and middle ear

Admittance:
how much energy flows through the middle ear

75
Q

Who is an Audiologist in Canada

A

-Audiologists are hearing health professionals who identify, diagnose, and manage individuals with hearing loss, tinnitus, vestibular and balance disorders, etc.
-Audiologist is an independent professional provider of primary hearing health care

76
Q

Educational Requirements of Audiologists in Canada

A

-A master’s degree in audiology to practice

77
Q

Role and Responsibilities of Audiologists

A

-May practice independently or within an interprofessional framework
-All babies must be screened for hearing loss (in BC)
-Checking for ear infections in children as they are very common
-Assessment and management of educational, workplace and other environments
-Consultation with government, industry, community, and other third parties

78
Q

Immittance: Typanometry

A

-Measures the admittance of the ear canal to the middle ear
-A plug goes into the ear to ensure pressure levels, where a one microphone plays a tone and another records/monitors
-Pressure is swept from high to low and admittance is recorded

79
Q

Acoustic Reflex Threshold (ART)

A

-Measures the contraction of the stapedius muscle in response to loud sounds
-When this muscle is contracted at high intensity levels it decreases the admittance (this protects us from loud sounds)

80
Q

Auditory Brainstem Response (ABR)

A

Presents a series of broadbrand clicks (energy at a wide range of frequencies to the ear where the neural response is separated from the electrical noise)

81
Q

Audiometric Testing: Pure Tone Audiometry

A

Thresholds for pure tones

-Frequencies from 250-9000Hz
-Aims to identify the lowest intensity for a particular tone that can be heard 50% of the time (the threshold)
-Can be done by air or bone conduction where the air bone gap can be used to identify conductive hearing loss

82
Q

Audiometric Testing: Speech Audiometry

A

Thresholds for spoken language

-Establish the speech reception threshold and measure the speech recognition ability above the threshold

83
Q

Audiometric Testing: Speech Reception Threshold

A

-Aims to find the lowest intensity that provokes a response
-Uses familiarized spondee words (two syllable words with roughly equal stress on each syllable)

84
Q

Audiometric Testing: Word Recognition Scores

A

-Set above a patient’s speech recognition or pure tone audiometry thresholds
-Patient repeats words out loud and accuracy is scored

85
Q

Signal-to-noise ratio (SNR)

A

Adding noise to the signal during a test

86
Q

Masking

A

Energetic Masking:
Frequencies of the noise (you don’t want to focus on) overlaps with the frequencies in the signal (what you want to focus on)

Informational Masking:
When the background noise is speech, attention is drawn to processing and understanding that signal in addition to processing the target (i.e. listening to your friend talk but also being focused on a beautiful birdsong)

87
Q

Biofeedback

A

Technique that trains people to develop control over bodily processes that are normally involuntary or difficult to observe

88
Q

Speech Therapy: Visual Biofeedback (Ultrasound)

A

Helpful in teaching speech because you can see what you usually can’t, allowing you to better manipulate it

Not very accessible because it’s expensive

89
Q

Speech Therapy: Acoustic Biofeedback (Online Tool/Live Spectrogram)

A

Very descriptive but portrays a sense of normality/”proper” pronunciation

Can be hard to understand if you don’t have the background knowledge

Can be used for developing control over a large range of sounds through visualizations of acoustic goals

90
Q

Speech Therapy: Visual Biofeedback (Electropalatography)

A

Allows you to see what’s going on in the relative to the palette (you stick something in your mouth)

It can only show you the hard palette and not the body, also must be customized to the individual and is often expensive

LING 209 (3 decks)

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