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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
Stages of Prelinguistic & Phonological Development: IV. 4.0-7.0 –
Completion of phonetic inventory
26
Stages of Prelinguistic & Phonological Development: V. 7.0 – 12.0
Morphonemic development
27
Stages of Prelinguistic & Phonological Development: VI 12.0- 16.0
Spelling is mastered
28
Models of phonological development
``` Behavioral Structural Natural Generative Cognitive and Psycholinguistic Biological Nonlinear ```
29
Behavioral
1) Psychological Theory of Learning | 2) Contingent Reinforcement / Classical Conditioning
30
Structuralist or Distinctive Feature Model
1) Structuralist Theory of Language | 2) Universal & innate order of acquisition
31
Generative Phonology
“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
Natural Phonology Model
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
Cognitive
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
Psycholinguistic Model
Attempts to explain what we’re seeing in the data
35
Biological
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
Processes Persisting after 3 Years
- Cluster reduction - Epenthesis - Gliding - Vocalization - Stopping - Depalatalization - Final devoicing
37
Why use formal artic and phonology tests?
- Easy to give and score - Minimal time expenditure - Provides a list of quantifiable incorrect sound -productions - Provides standardized scores
38
standardized scores do what?
- Compare client’s performance to norms - Document need for tx - Document change over time
39
Common Tests
- CAAP - HAAP - GFTA - Khan Lewis - BBTOP
40
INdependent analysis
describe production independently from adult
41
Relational analysis
describe correspondence of child
42
Intelligibility
85-100-mild 65-85-mild/moderate 50-650 moderate/severe Less than 50-severe
43
PMLU
one point for each segment and 1 point for each additional correct consonant
44
Basic Principles of Remediation Stages of Treatment
Establishment Generalization Maintenance
45
Establishment
-production of target behavior on demand
46
Generalization
target behavior being moved to other contexts
47
Maintenance
-final stage, stabilization and retention of behaviors
48
Subtypes of speech sound disorders in children
1. SSD-Artic 2. SS-Motor a. CAS b. Dysarthria 3. SSD Phonological: cognitive-linguistic a. Speech only b. Speech and language
49
Research shows that sounds that are easily imitated are _________________________ OR improve _________________________ remediation.
more likely to rapidly improve during remediation by themselves without
50
Research shows that once a child can imitate a sound, _____________to other contexts occurs rapidly.
generalization of that sound
51
Linguistic-Based Approaches to Intervention
1. Distinctive Feature Approaches 2. Minimal Pair Contrast Therapy 3. Metaphon Therapy 4. Cycles Approach 5. Language Based Approaches
52
Focus of Linguistic-Based Approaches to Intervention
- 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
Pros and cons of Linguistic-Based Approaches to Intervention
-Pros 1. multiple errors 2. Clients with phonological process errors Cons 1.Clients with distortions or purely motor problems
54
Motor/Phonetic Based Approaches
1. Teaching sounds 2. Traditional Approach: Charles Van Riper 3. Context Utilization Approaches: 4. Core Vocabulary Approach
55
Focus of Motor/Phonetic Based Approaches
- Development of motor skills - Treatment is focused on placement and movement of articulators - Follows develpmental approach to target selection
56
Pros and Cons of Motor/Phonetic Based Approaches
Pros: Few errors Motor production problems Structural or organic disorders Cons Less efficient with multiple errors Less efficient with phonological process errors
57
Traditional Approach: Charles Van Riper
a. Auditory/ Sensory-Perceptual Training b. Phonetic Placement c. Shaping
58
Teaching sounds
a. Establishment b. Stabilization/facilitation of generalization c. Maintenance
59
Context Utilization Approaches:
a. Facilitating context | b. Key words
60
Roles of Clinician
Characterization Reorganization Prediction Monitoring
61
Reorganization
Vertical training Horizontally Structured Tx- Cyclically
62
Vertical training
One or two goals/targets are trained to some predetermined performance criterion before proceeding on to a new target.
63
Horizontally Structured Tx
Multiple related goals/ targets trained simultaneously in each session or alternating sessions, usually representative of an error pattern or relationship among target productions.
64
Cyclically
Multiple patterns targeted, and worked on sequentially for a predetermined period of time, such as one week.
65
Transfer
when linguistic structure of one language is temporarily seen in the other language
66
Acceleration
-A linguistic property emerges earlier in one language for bilingual child compared to monolingual child.
67
Declaration
Burden of two languages slows overall acquisition or acquisition of a specific structure in both languages.

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