Models of language and speech processing & the ICF & Theories of Language Development Flashcards

Question

2. Structuralist/Universal Order Theory (e.g., Jakobson, 1968,1971)

Answer 1

‘Universals’ exist in the development of all languages e.g., if a language has back consonants, it must have front consonants; if fricatives, then also stops ‘Principle of maximal contrast’ accounts for basic consonant and vowel structure of language E.g., open vs closed sound is most basic contrast /p/ vs /a/ (ah) Then... oral vs nasal • Suggest that there is invariant and innate order in stages of phonemic development • Rate of progression through stages can differ • Sequence of stages based on feature oppositions or contrasts rather than sounds • Structuralists’ concern with describing precise features of sounds led to development of IPA • Limitation: Some studies → acquisition order may differ

Answer 2

* Stampe introduced the term ‘phonological process’ (1969) * Theory with most contribution to our profession * Children begin with a set of innate and universal processes so that they can simplify production > then suppressed according to the rules of that language * Processes are thought to be phonetically-motivated (by physical properties of speech) * Suppression of processes done in response to listening to native speakers – change innate process to match adult form * Some sounds ‘more natural than others’ (Edwards & Shriberg, 1983)

Answer 3

Underlying representation assumed to be adult form Underlying representation > Natural phonological processes Child’s surface representation • E.g., if child says /bɒt/ for ‘spot’, assumed that underlying representation is /spɒt/ Baby: *mmm, this is good dinner. Ill tell mum* "bago al baka" *mum throws out his food* *hmm talking out loud is harder than I thought* Innate system changes by three mechanisms: 1. limitation – process applies to fewer sounds and in fewer environments 2. ordering – processes are used in a more organised way e.g., ‘shop’ is first /dɒp,dɔp/, then becomes /tɒp,tɔp/ 3. suppression – process disappears Limitation: unusual processes are not accounted for within this theory, are not considered ‘natural’ - children appear to be passive in this process which contradicts findings of others (e.g. Kiparsky & Menn, 1976)

Answer 4

* Children develop sounds in stages called ‘phonological processes’ or ‘natural processes’ (e.g., many children say /tɐp,tʌp/ for /kɐp,kʌp/) * Many are present in typically developing children * Hierarchical use is recognised and known * Processes usually suppressed by specific ages in typically developing speech sound systems

Answer 5

* Syllable structure processes * Substitution or systemic processes * Assimilation processes

Answer 6

early – before 3yrs of age middle - between 3-5 years of age late - at around 5yrs of age ongoing - may occur at different ages

Answer 7

• Reduplication: 2nd syllable becomes a replication of 1st. (e.g., ‘wawa’ for ‘water’) EARLY • Weak syllable deletion: the omission of an unstressed syllable (e.g., ‘nana’ for ‘banana’) EARLY • Final consonant deletion: omission of final consonant (e.g., /bе/ for ‘bed’/ /bi/ for ‘beach’) EARLY • Cluster reduction: simplification of consonant clusters into a single consonant (e.g., ‘poon’ for ‘spoon’) LATE

Answer 8

Fronting: place of speech sound production more anteriorly located than intended sound. For example: MIDDLE •velar fronting: /ti:/ (‘tea’) for /ki:/(‘key’) or •palatal fronting: /sɪp/ (‘sip’) for /ʃɪp/ (‘ship’) Stopping: manner of speech sound production changed. For example: MIDDLE •stopping of fricatives (e.g., /ti:/(‘tea’) for /si:/(‘sea’) •stopping of affricates (e.g. /tʉ:/(‘too’) for /ʧʉ:/(‘chew’). This is also called deaffrication (stop component).

Answer 9

Gliding of liquids: a liquid is changed into a glide (e.g., /wed/ (‘wed’) for ‘red’ ; /wʊk/ (‘wook’) for ‘look’, /bəwu:n/ (‘bawoon’) for ‘balloon’....) LATE Fricative simplification: use of a more simple fricative than the target sound e.g., /fɐm/ (‘fum’) for ‘thumb’ LATE Pre-vocalic voicing: an unvoiced sound changes to a voiced sound before a vowel e.g., /gi:/(‘gey’) for ‘key’ EARLY-MIDDLE

Answer 10

Speech sound errors where the sound has been influenced by a neighbouring sound in the utterance ONGOING Labial assimilation: (e.g., /fwɪŋ/(‘fwing’) for ‘swing’,/bɪp/ (‘bip’) for ‘zip’) Velar assimilation: (e.g., /ɡᴐɡ/ (‘gog’) for ‘dog’,/kɪk/ (‘kick’) for ‘kiss’) Nasal assimilation: (e.g., /mɐni/ (‘munny’) for ‘bunny’,/nɐn/ (‘nun’) for ‘done’) Liquid assimilation: (e.g., /lеləʉ/ (‘lellow’) for ‘yellow’) Regressive (/bɪp/ (‘bip’) for ‘zip’) and progressive (/kɪk/ (‘kick’) for ‘kiss’) assimilation

Answer 11

• Fluency is multifactorial • Typical fluency can be impacted by the motoric, linguistic, emotional and cognitive factors of a speaking situation - Motoric = factors such as fatigue, tiredness, rate of speech - Linguistic = language demands/load required - Cognitive = complexity of speaking task - Emotional = positive or negative emotions related to a speaking task (e.g., nervousness)

Answer 12

The International Classification of Functioning, Disability and Health. The ICF is: 1. A conceptual framework for the description of health and health-related states. 2. A multi-purpose classification tool designed to serve various disciplines and different sectors.

Answer 13

``` Part 1: Functioning and Disability a) Body component b) Activities component c) Participation component Part 2: Contextual Factors a) Environmental factors b) Personal factors ```

Answer 14

Body structure and function: → Body structures are anatomical parts of the body such as organs, limbs and their components. e.g., structures involved in voice and speech (structure of nose; mouth; pharynx, larynx...) → Body functions are the physiological functions of body systems (including psychological functions) e.g., mental functions (consciousness, attention...); sensory functions and pain (seeing, hearing, taste...); voice and speech functions (articulation functions, fluency and rhythm of speech functions); muscle functions (muscle tone...); swallowing functions

Answer 15

1. Mental 2. Sensory 3. Voice and speech 4. Cardiovascular, haematological, immunological and respiratory 5. Digestive, metabolic and endocrine 6. Genitourinary, reproductive 7. Neuromuscular and movement related 8. Skin and related

Answer 16

§ Activity is the execution of a task or action by an individual § Participation is involvement in a life situation

Answer 17

1. Learning & applying knowledge 2. General tasks and demands 3. Communication 4. Mobility 5. Self care 6. Domestic life 7. Interpersonal interactions and relationships 8. Major life areas 9. Community, social & civic life

Answer 18

The ICF takes into account the social aspects of disability and does not see disability as only a ‘medical’ or ‘biological’ dysfunction. The inclusion of contextual factors acknowledges the impact of the environment on the person’s functioning and personal factors that enable or disable a person with a health condition.

Answer 19

Make up the physical, social, and attitudinal environment in which people live and conduct their lives. E.g., natural environment and human-changes to the environment (sound, light...); support and relationships (immediate family, friends, people in positions of authority, health professionals, domestic animals...), products and technology (products and technology of communication), attitudes (attitudes of immediate and extended family, strangers, health professionals, societal attitudes), services, systems and policies (transportation services, legal services, heath services systems and policies).

Answer 20

1. ProductsandTechnology 2. NaturalEnvironmentandHuman-MadeChangestoEnvironment 3. SupportandRelationships 4. Attitudes 5. Services,SystemsandPolicies

Answer 21

• The background of an individual’s life and living • Impacts of attributes of the person. e.g., ethnicity, gender, educational background, coping abilities/styles

Answer 22

- Helpful to observe communication in as many contexts as possible (e.g., home, clinic, waiting room, classroom, playground) - Observations (e.g., parent-child interaction, mealtimes) - Speech/ language sample/s - Work samples (e.g., written narratives)

Answer 23

Body structures & functions: • Language • Speech • Voice • Fluency • Swallowing Activity & participation, e.g.,: • Learning • Communication • Self care • Domestic life • Interpersonal interactions and relationships Environmental & personal factors

Answer 24

How is the child communicating – is the child using: • joint visual attention? • age appropriate eye contact? • facial expressions? • gestures e.g., pointing, showing, waving, taking adult by the hand? • sounds and what type of sounds e.g., C, CV, CVC? • gestures with sounds/words? • single words? • words combinations?

Answer 25

• An important component of the clinical evaluation of children’s language abilities • Provides: A realistic interpretation of performance of linguistic capabilities [in context] An efficient and valid rationale for the assessment of language Goal: “...to elicit a sample of the child’s most mature language and/or communication skills possible.”

Answer 26

Conversations: in play – ‘play-based’ language sample Conversations: with an adult partner (governed by rules of discourse e.g., turn taking, topic maintenance, conversation repair) Narratives: story tell e.g., picture, event; story retell Narratives: expository / procedural (acquired later in childhood through adolescence)

Answer 27

* Utterance: Sounds (e.g., interjections ‘oh’; animal ‘moo’; repetition ‘huh’; sounds accompany ‘vroom’), word, phrases, sentences that are meaningful, intelligible, and add to the conversation. * Each fully intelligible utterance should be assigned an utterance number i.e., unintelligible utterances not numbered. * Analyses usually requires at least: 50 utterances * Aim for: 100 utterances

Answer 28

§Content: semantic - semantic relations §Form: morphological - Brown’s 14 morphemes - Mean length of utterance – morphemes (MLUm) §Use: pragmatic functions - Dore’s ‘Primitive Speech Acts’

Answer 29

Examples: Agent – action: car crash, daddy crash, mummy eat Agent – object: daddy [eat] cookie, mummy [catch] ball Action – object: find mitten, throw ball, eat cookie Possessor – possession: my bottle, daddy shoe

Answer 30

* Average length of morphemes in the speaker’s utterances. * MLUm norms are available for children * Count the number of morphemes for each utterance – use standard guidelines * Total all of the morphemes * Total number of morphemes is divided by the number of utterances

Answer 31

Connected speech samples (e.g., conversation/ narrative) are very important when observing/assessing a child’s speech sound development. What to consider: • Phonetic inventory • Phonological processes • Sound production in different word positions (initial, medial, final) • Consistency of sound errors/ productions of words • Overall intelligibility rating • Calculation of speech rate

Answer 32

Disadvantages • difficulty transcribing unintelligible responses when intent of message is unclear • time required to elicit & transcribe an adequate sample • difficulty in obtaining a representative sample of sounds of language spoken – range may be restricted Advantages • provides more accurate picture of child’s phonological system • phoneme productions in variety of phonetic contexts • can observe error patterns & variability • can judge severity & intelligibility • can assess rate, intonation, stress, syllable structure • can use sample for other speech & lang. analyses