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Speech sound disorders > Quiz 1 > Flashcards

Quiz 1 Flashcards

1
Q

Phonology

A

the study of sounds in a language and across languages;

  1. fEATURES
  2. Phones and phonemes
  3. syllables, words, sentences
  4. processess and constraints
  5. Prosody
  6. Discourse
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2
Q

Phone

A

the actual sound we produce (enclosed in brackets)

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3
Q

Phoneme

A

smallest linguistic unit that can establish meaning/distinguish between words

abstract/mental representation

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4
Q

Minimal Pairs

A

pairs of words w/ different meanings that differ by one sound/single phoneme

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5
Q

Allophone

A

variations of phonemes that don’t change meanings

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6
Q

Complementary Distribution

A

Allophones sound in certain contexts (like dark/velarized l)

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7
Q

Free variation

A

use of an allophone is the speakers choice; allophones occuring in the same contexts as each other (with no meaning change)

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8
Q

Manner of production

A

how the sound is produced, especially in the amount of closure ( eg tight closure for stops, shaping of the airflow only for glides)

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9
Q

Place of production

A

where in the vocal tract the constriction is happening

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10
Q

Phonotactic repertoire

A

what sounds are available for the child to combine into syllables and word shapes.

How many sounds do they have at their ready

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11
Q

phonemic repertoire

A

how the child uses sound to provide contrast for different words

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12
Q

Ease of perception

A

occasional pauses in speech from the speaker

pairs/sets of speech sounds that an be discriminated

predictability in the production of speech sounds

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13
Q

Ease of production

A

sounds must not be too difficult to produce

sounds must not be too similar to produce

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14
Q

Segments

A

individual speech sounds

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15
Q

Porosody

A

the patterns of stress & intonation (frequency, pitch etc.); adds meaning to a phrase or sentence

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16
Q

Syllable

A

consists of at least nucleus & coda; basic unit of speech production composed of at least a vowel

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17
Q

Nucleus

A

sonorous middle/vowel; heart of a syllable, usually a vowel, that carries most of the pitch and loudness information

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18
Q

Onset

A

first consonant/ set of consonants

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19
Q

Rime

A

nucleus (middle vowel) + coda (final consonant(s))

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20
Q

Coda

A

final consonant of syllable

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21
Q

Features

A

place, manner, voicing

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22
Q

Surface form

A

actual end products of production

23
Q

Underlying representation

A

the mental concept of a sound (aka a phoneme)

24
Q

Constraints

A

something that the system is not able to do
—>preferences/avoidance

reason for a rule or process

25
Q

Preferences

A

opposite of constraints; what the child’s system can do

26
Q

Phonological processes

A

innate universal set that governs the patterns of speech, easier productions, until motor capacities can mature; Error patterns that are frequently seen as kids are developing→ turns into a SSD if it doesn’t go away

27
Q

Distinctive feature

A

a system of the component features of sounds that is used for describing the differences b/w phonemes in a language

28
Q

Marked

A

sounds that are more difficult to produce & sound that are found less frequently in languages

29
Q

Unmarked

A

sounds that appear to be natural; tend to be easier to acquire and are thus acquired earlier & occur frequently in languages

30
Q

Distinctive Feature theory

A

there are distinctive features that distinguish phonemes in a language

*feature chart

31
Q

Generative Phonology

A

Builds on distinctive feature theory
2 levels: Phonological representation and phonemic representation
proposed rules to help describe under which contexts phonemes are to be articulated
* rules

32
Q

Natural Phonology

A

patterns of speech are governed by an innate, universal set of phonological processes leads to easier productions when motor capacities don’t yet allow typical productions

33
Q

Multilinear/nonlinear phonology

A

segments (individual sounds) are governed by more complex
A hierarchy of factors affect individual speech sounds
Tier system:
Each phonological element can be evaluated independently and with respect to its interactions with other elements
1. Prosodic tier: words and structures of words
2. Segmental tier: segments and associated features

34
Q

What is the difference between an underlying representation and the surface form of a sound?

A

The underlying representation refers to speakers’ abstract concepts of their phones (language sounds), and the surface form (SF) refers the phones that are actually produced

35
Q

Explain protective factors and risk factors of SSD

A

Being male increases the risk of having SSD

prenatal risk factors: medications during pregnancy, maternal infection, extreme stress

Postnatal risk factors: birth complications, infections, preterm birth, low birth weight , NICU

family history of speech, lang & literacy difficulties= risk factor for SD

Reactive
Presence of hearing loss

36
Q

hOW MIGHT WE USE FEATURES TO THINK MORE COMPREHENSIVELY ABOUT AN APPROACH TO GOALS AND TARGETS? HOW MIGHT THIS HELP WITH GENERALIZATION?

A
  • it provides systematic way of thinking about speech sounds
  • before SLPs would just treat ‘r’ and individual errors
  • now we can look at system comprehensively

If you target features rather than individual errors, generalization may be enhanced once a child grasps a particular feature!!

37
Q

How might phonological theory help us explain ____ when it coms to phonological development?

A

..

38
Q

How might distinctive feature theory/generative phonology or natural help us to explain ___ when it comes to phonological development.

A

..

39
Q

How might speech intelligibility evolve over time for an adolescent with a history of SSD?

A

..

40
Q

in your own words, explain what a speech sound disorder is to someone without a background

A

The term SSD is an umbrella term that descibes all types of challenges that impact the production of speech sounds

41
Q

What are some of the ways in which children may experience an anatomical difference that impacts their speech production?

A

Ankyloglossia (tongue tie) → will only affect speech if severe

Enlarged adenoids → may affect resonance
Impacts quality of resonance of sound

Enlarged tonsils → can restrict velar movements

Cleft palate (hard or soft palate) interferes with articulation and resonance! Also changes the ability to nasalize because of issues building up pressure in the vocal tract. (no intra oral pressure)

Issue related to soft palate in particular: velopharyngeal insufficiency
Reduced intraoral pressure
Hypernasality
Unusual substitutions
Conductive HL or OME has impact on development of speech (prolonged ear infections may lead to delay)

Severe ankyloglossia can’t really impact speech unless it’s severe/same with teeth (malocclusion) and macroglossia

42
Q

What are some of the ways in which children may experience neurological differences that impact their speech production?

A

Cerebral palsy=> leads to dysarthria

Muscular dystrophy

Acquired brain injuries

Cognitive conditions that affect cranial nerves

43
Q

What are some of the ways in which children may experience cognitive-linguistic difference that impact their speech production?

A

Implicit learning affects not only perception, but also of prelinguistic infants

Attention & memory deficits

Ability to make arbitrary associations

Affects the ability to understand the perceptual quality of sounds
Implicit learning- learning speech sounds in ambient environment is affected (perception and production). Kids act like statisticians and they can’t take in everything if that’s affected
Attention and memory deficits- if you can’t pay attention, you can’t learn. Also if you can’t store words/grammar sequences you can’t use them
Ability to make arbitrary associations- no one tells you the rules explicitly, need to infer
**23% of kids with SSD have attention deficit

44
Q

Explain to someone without a background the three major ways in which we can organize speech sounds (place, manner, voicing) and provide an example of each.

A

Place: where the sound is produced (ex. /p/ is bilabial which means it is produced using the lower and upper lips)

Manner: how the sound is produced (ex. /p/ is a stop which means their is closure of the articulators to obstruct the airstream)

Voicing: voiced vs. voiceless (ex. /s/ vs. /z/ → your vocal cords vibrate when you produce a /z/ sound but not when you produce a /s/ sound)

45
Q

Linear phonologies

A

Belief that speech segments (individual sounds) are arranged in a sequential order

underlying representation & surface representations (productions) = string of discrete elements

46
Q

deviant process

A

a process that doesn’t have a clear physiologic basis among the languages in the world (language- specific)

47
Q

supression

A

overcoming a physiological limitation in order to produce the sound patterns of a language

48
Q

Impacts of SSD on childs life

A

CHILDREN LIVES: PREFER QUIET ACTIVITIES, TEMPERAMENT REACTION TO NOT BEING UNDERSTOOD

49
Q

Impact of ssd on education

A

30-77% reading difficulties, math difficulties ( word problems), remedial education

50
Q

Impacts of SSD on Social

A

making/keeping friends, self-esteem, school enjoyment, risk of bullying

51
Q

Impacts of SSD ON oCCUPATIONAL

A

Less likely to attend college, semiskilled/unskilled jobs, workplace discrimination

52
Q

Impact of SSD on family

A

negative labels/stigma, advocacy

53
Q

2 factors that indicate a childs errors might not resolve on their own

A

Distortions: not as precise as you would expect, but not an entirely different sound
Concomitant language impairment

54
Q

SPEECH SOUND DISORDERS IS AN UMBRELLA TERM THAT ENCOMPASSESS:

A

Phonology: phonological disorder, inconsistent speech disorder
Moto speech: articulation disorders, CAS, childhood dysarthria

Speech sound disorders (1 decks)

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