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Comps > Phonology Acoustics > Flashcards

Phonology Acoustics Flashcards

1
Q

Phonetics

A

study of the production of sounds.(how sounds are made)

example: sing produced with a lateral lisp

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2
Q

Phonology

A

the study of a sound system of a language and addresses the question of how sounds are used rather than how sounds are made.

example: “sing” produced as “thing”

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3
Q

Allophones

A

Sounds that do not function to contrast meaning

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4
Q

Vowels are produced with a relatively ____________ tract

A

open

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5
Q

There are two subtypes of vowels

A

simple vowels and diphthongs.

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6
Q

Diphthongs

A

vowels that change sound quality within the same syllable

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7
Q

Formant Frequencies

A
  • F1 – height

* F2- advancement

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8
Q

Skills infants may be born with:

A

Perceptual Constancy

segmentation

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9
Q

VOT

A

time between the release of the stop & the beginning of vocal fold vibration.

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10
Q

Phonological Awareness

A

Is the ability to i.d. discrete linguistic units that comprise the speech signal

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11
Q

Phonological awareness occurs on a continuum

A

shallow to deep

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12
Q

Shallow Levels of Awareness

A
  • Sensitivity to sound patterns that occur across and within words
  • Recognize rhyme
  • Recognize phonological similarities
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13
Q

Development of Phonological Awareness

A

Awareness of Rhyme-as early as 2

Awareness of Alliteration -age 3

Awareness of Syllables-approx age 4

Awareness of Phonemes-age 6-7

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14
Q

Awareness of Alliteration

A

refers to the ‘sharing ‘ of the same phoneme across 2 syllables or 2 words, by age 3

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15
Q

Deep Levels of Awareness

A
  • Ability to compare, contrast , and manipulate phonological segments w/in and across syllables and words
  • Word manipulation:
  • Highest level – ability to segment words aka ‘phonemic awareness’
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16
Q

Awareness of Phonemes

A

ability to sequentially isolate all the individual sounds in a syllable or word

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17
Q

Disordered or Deviant

A

phonological patterns that are different from the types of patterns observed in normal phonological development at various ages.

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18
Q

Awareness of Syllables

A

Patterns of Phonological Awareness at Syllable Level

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19
Q

Delayed

A

persistence of normal mispronunciations or phonological processes
beyond the ages that the typical child would be using them. Phonological system is similar to that of a normal younger child

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20
Q

Characteristics of the Infant

A
  • -Vocal Tract (VT) shorter
  • Pharyngeal cavity is shorter
  • Tongue mass is more forward in oral cavity
  • Oropharyngeal channel has a gradual bend not a rght angle
  • Larynx is high
  • Close approximation of velopharynx & epiglottis
  • Relative position of articulators is different
  • Neuromotor control is different
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21
Q

Early Stages of Production Reflexive vocalizations Ollers Stages

A 
Phonation 0-1 month
Goo-Cooing 2-3 months
Expansion – 4-6 months
Canonical Babbling – 7-10 months
Variegated Babbling – 9 -12 months
Transitional Period – 9-18 months
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22
Q

Stages of Prelinguistic & Phonological Development:

I. Birth – 1 y/o

A

Prelinguistic vocalization & perception

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23
Q

Stages of Prelinguistic & Phonological Development:

II. 1-1.6 y/o

A

Phonology of first 50 words (transitions period)

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24
Q

Stages of Prelinguistic & Phonological Development:

III. 1.6 – 4.0

A

Phonology of simple morphemes

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25
Q

Stages of Prelinguistic & Phonological Development:

IV. 4.0-7.0 –

A

Completion of phonetic inventory

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26
Q

Stages of Prelinguistic & Phonological Development:

V. 7.0 – 12.0

A

Morphonemic development

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27
Q

Stages of Prelinguistic & Phonological Development:

VI 12.0- 16.0

A

Spelling is mastered

28
Q

Models of phonological development

A 
Behavioral
Structural
Natural
Generative
Cognitive and Psycholinguistic
Biological
Nonlinear
29
Q

Behavioral

A

1) Psychological Theory of Learning

2) Contingent Reinforcement / Classical Conditioning

30
Q

Structuralist or Distinctive Feature Model

A

1) Structuralist Theory of Language

2) Universal & innate order of acquisition

31
Q

Generative Phonology

A

“innate”

1) describe phonological patterns in natural languages
2) formulate rules that account for these patterns and systems
3) identify universal principles that apply to phonological systems

32
Q

Natural Phonology Model

A

1) universal aspects of phonological acquisition
2) innate
3) processes change, delete, or simplify adult target
4) Child suppresses processes which do not occur in their native language

33
Q

Cognitive

A

1) Problem Solving Model or Active Learning Theory
2) children are active participants in language acquisition
3) Who formulate & test hypotheses, testing & changing production until they reach adult productions.
4) Model takes into account both universal & individual characteristic

34
Q

Psycholinguistic Model

A

Attempts to explain what we’re seeing in the data

35
Q

Biological

A

1) Innate perceptual biases & disposition to certain motor activities are at root of phonological acquisition
2) Physical developmental status of speech structures, speech musculature, & neuromotor control for speech constrain child’s ability to produce certain speech sounds

36
Q

Processes Persisting after 3 Years

A
  • Cluster reduction
  • Epenthesis
  • Gliding
  • Vocalization
  • Stopping
  • Depalatalization
  • Final devoicing
37
Q

Why use formal artic and phonology tests?

A
  • Easy to give and score
  • Minimal time expenditure
  • Provides a list of quantifiable incorrect sound -productions
  • Provides standardized scores
38
Q

standardized scores do what?

A
  • Compare client’s performance to norms
  • Document need for tx
  • Document change over time
39
Q

Common Tests

A
  • CAAP
  • HAAP
  • GFTA
  • Khan Lewis
  • BBTOP
40
Q

INdependent analysis

A

describe production independently from adult

41
Q

Relational analysis

A

describe correspondence of child

42
Q

Intelligibility

A

85-100-mild
65-85-mild/moderate
50-650 moderate/severe
Less than 50-severe

43
Q

PMLU

A

one point for each segment and 1 point for each additional correct consonant

44
Q

Basic Principles of Remediation Stages of Treatment

A

Establishment
Generalization
Maintenance

45
Q

Establishment

A

-production of target behavior on demand

46
Q

Generalization

A

target behavior being moved to other contexts

47
Q

Maintenance

A

-final stage, stabilization and retention of behaviors

48
Q

Subtypes of speech sound disorders in children

A
  1. SSD-Artic
  2. SS-Motor
    a. CAS
    b. Dysarthria
  3. SSD Phonological: cognitive-linguistic
    a. Speech only
    b. Speech and language
49
Q

Research shows that sounds that are easily imitated are _________________________ OR improve _________________________ remediation.

A

more likely to rapidly improve during remediation

by themselves without

50
Q

Research shows that once a child can imitate a sound, _____________to other contexts occurs rapidly.

A

generalization of that sound

51
Q

Linguistic-Based Approaches to Intervention

A
  1. Distinctive Feature Approaches
  2. Minimal Pair Contrast Therapy
  3. Metaphon Therapy
  4. Cycles Approach
  5. Language Based Approaches
52
Q

Focus of Linguistic-Based Approaches to Intervention

A
  • Phonological errors viewed as lack of feature contrasts
  • Reorganize child’s phonological system
  • Target selection based on non stimulable sounds
  • Phonological processes for which client is stimulable
53
Q

Pros and cons of Linguistic-Based Approaches to Intervention

A

-Pros
1. multiple errors
2. Clients with phonological process errors
Cons
1.Clients with distortions or purely motor problems

54
Q

Motor/Phonetic Based Approaches

A
  1. Teaching sounds
  2. Traditional Approach: Charles Van Riper
  3. Context Utilization Approaches:
  4. Core Vocabulary Approach
55
Q

Focus of Motor/Phonetic Based Approaches

A
  • Development of motor skills
  • Treatment is focused on placement and movement of articulators
  • Follows develpmental approach to target selection
56
Q

Pros and Cons of Motor/Phonetic Based Approaches

A

Pros:
Few errors
Motor production problems
Structural or organic disorders
Cons
Less efficient with multiple errors
Less efficient with phonological process errors

57
Q

Traditional Approach: Charles Van Riper

A

a. Auditory/ Sensory-Perceptual Training
b. Phonetic Placement
c. Shaping

58
Q

Teaching sounds

A

a. Establishment
b. Stabilization/facilitation of generalization
c. Maintenance

59
Q

Context Utilization Approaches:

A

a. Facilitating context

b. Key words

60
Q

Roles of Clinician

A

Characterization
Reorganization
Prediction
Monitoring

61
Q

Reorganization

A

Vertical training
Horizontally Structured Tx-
Cyclically

62
Q

Vertical training

A

One or two goals/targets are trained to some predetermined performance criterion before proceeding on to a new target.

63
Q

Horizontally Structured Tx

A

Multiple related goals/ targets trained simultaneously in each session or alternating sessions, usually representative of an error pattern or relationship among target productions.

64
Q

Cyclically

A

Multiple patterns targeted, and worked on sequentially for a predetermined period of time, such as one week.

65
Q

Transfer

A

when linguistic structure of one language is temporarily seen in the other language

66
Q

Acceleration

A

-A linguistic property emerges earlier in one language for bilingual child compared to monolingual child.

67
Q

Declaration

A

Burden of two languages slows overall acquisition or acquisition of a specific structure in both languages.

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