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Speech Sound Disorders > quiz 2 > Flashcards

quiz 2 Flashcards

1
Q

The Sound Patterns of English

Describes five features that establish and distinguish among phonemes

A

Major class features
Cavity features
Manner of articulation features
Source features
Prosodic features

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2
Q

Sonorant:

A

Open vocal tract configuration promoting voicing.

General American English (GAE):Vowels, Nasals, and Approximants [ɹ ] and [l] .

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3
Q

Consonantal:

A

Sounds produced with a high degree of oral obstruction
Plosives, Fricatives, Affricates, Approximants [ɹ ] and [l], and Nasals.

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4
Q

Approximants:

A

Sounds produced with oral obstruction not higher than required for the high vowels [i] and [u ]
Vowels and Approximants [l] and [r]

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5
Q

Cavity Features: Place of Articulation
Coronal:

A

Blade of the tongue raised from its neutral position.
[t], [d], [s], [z]. [n], and [l].

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6
Q

Cavity Features: Place of Articulation
Anterior-

A

Sounds produced in the frontal region of the oral cavity with the alveolar ridge being the posterior border

labial, dental, and alveolar consonants

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7
Q

Cavity Features: Place of Articulation

A

3) Nasal: open nasal passageway-[m], [n], and [ŋ].

4) Lateral: lowered lateral rim portions of the tongue- GAE-[l]

5) High- high tongue position

6) Low- low tongue position

7) Back- Retracted body of the tongue (back vowels, velars)

8) Round- Lip rounding [w]

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8
Q

Manner of Articulation Features
Continuant:

A

sounds produced without hindering the airstream with any blockages in the oral cavity.
Vowels, fricatives, and approximants are [+continuants]
Plosives, nasals, and affricates are [-continuants].

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9
Q

Manner of Articulation Features
Delayed release-

A

Sounds produced with a slow release of a total obstruction within the oral cavity.

Affricates such as [ʧ] and [ʤ] are [+delayed release].

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10
Q

Source Features
Voiced-

A

Produced by simultaneous vocal fold vibration.
All GAE vowels are [+voiced]

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11
Q

Source Features
Strident-

A

The term “strident” means: making a loud or harsh sound.

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12
Q

Generative phonology

A

is an outgrowth of distinctive feature theory.

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13
Q

Generative phonology talks about two levels of sound representation:Surface-level representations

A

the actual productions (what the child produced)

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14
Q

Generative phonology talks about two levels of sound representation:Deep structure

A

Abstract underlying ‘features’ of such production

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15
Q

How Does Generative Phonology Work?

A

Use distinctive features from Chomsky and Halle (1968)’s chart that are used to differentiate specific sounds

Identify the context in where the change is made.

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16
Q

Let’s Practice Some Annotations

A

All word final consonants are deleted

Velar /k,g/ are realized as stops /t,d/

All initial two and three consonant clusters are reduced to one consonant

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17
Q

Naturalness and Markedness: Chomsky and Halle (1968)

A

Toddlers tend to make similar substitutions; this makes us think that some speech sounds are easier than others

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18
Q

Natural and Unmarked

A

Certain phonemes are more natural, more common across different languages; these phonemes are labeled unmarked.

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19
Q

Marked

A

Marked phonemes are more difficult to produce and occur less often in languages across the world.

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20
Q

Distinctive features theory

A

is any property that separates a subset of element from a group. Distinctive features in phonology create a distinction between the sounds we use in the speech.

Distinctive sound features demonstrate similarities and dissimilarities among phonemes.

A binary system is used.
+indicates the presences of a certain features
-indicates the absence of certain features

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21
Q

Implicational Universals

A

Theoretically speaking the if the child produces a marked sound (X) this implies that he/she should be able to produce a more unmarked/natural speech sound (Y)

The presence of X implies Y.
Cannot be turned around.

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22
Q

Natural Phonology

A

The theory of natural phonology explain the patterns of speech are governed by an innate, universal set of phonological processes.

All children are born with the capacity to use the same system of phonological processes.

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23
Q

Trajectory of Phonological Processes: Stampe (1969)Limitation:

A

The child may choose to use a more natural/unmarked sound for a more marked one

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24
Q

Trajectory of Phonological Processes: Stampe (1969)Ordering:

A

The child is trying to revise their productions to be closer to the adult like form.

25
Q

Trajectory of Phonological Processes: Stampe (1969)Suppression:

A

Abolishment of previously used phonological processes.

26
Q

Syllable Structure Processes:

A

address the general tendency of young children to reduce words to basic CV structures

27
Q

Substitution Processes:

A

When one speech sound is substituted for another

28
Q

Assimilation Processes:

A

When one speech sound influences another

29
Q

Cluster reduction:

A

The articulatory simplification of consonant clusters into a single consonant.

Example: [pun] for spoon.

30
Q

Reduplication:

A

This process is considered a syllable structure process because the syllable structure is “simplified”; that is, the second syllable becomes merely a repetition of the first.

31
Q

Total reduplication:

A

refers to the exact reduplication of the first syllable.

Example: [wawa] for water.

32
Q

Partial reduplication:

A

the vowel in the second syllable is varied.

Example: [babi] for blanket.

33
Q

Weak syllable deletion:

A

An unstressed syllable is omitted.

Example: [nænə] for banana

34
Q

Final consonant deletion:

A

A syllable-arresting consonant, a coda, is omitted.

Example: [he] for head.

35
Q

Fronting

A

sound substitutions in which the place of articulation is more anteriorly located than the intended sound.

prominent types include velar fronting t/k substitution and palatal fronting s/S substitution

example: ti for key; su for shoe

36
Q

Labialization

A

The replacement of nonlabial sound by labial one.
Example: fum for thumb

37
Q

Alveolarization

A

the change of non alveolar sounds, mostly interdental and labiodental sounds, into alveolar ones.

Example sum for thumb.

38
Q

Stopping:

A

The substitution of stops for fricatives or the omission of the fricative portion of affricates.

Examples: [tan] for sun; [dus] for juice.

39
Q

Affrication:

A

The replacement of fricatives by homorganic affricates.

Example: [tʃu] for shoe.

40
Q

Deaffrication:

A

The production of affricates as homorganic fricatives.

Example: [iz] for cheese

41
Q

Denasalization:

A

The replacement of nasals by homorganic plosives.

Example: [dud] for noon.

42
Q

Gliding of liquids or fricatives:

A

The replacement of liquids or fricatives by glides.

Examples: [wed] for red; [ju] for shoe.

43
Q

Vowelization:

A

The replacement of syllabic liquids and nasals, foremost [l], [ɾ], and [n], by vowels.

Examples: [teibo] for table; [lædu] for ladder.

44
Q

Derhotacization:

A

The loss of r-coloring in central vowels with r-coloring, [ə] and [ɚ].

Examples: [bəd] for bird, [lædə] for ladder.

45
Q

Voicing:

A

The replacement of a voiceless sound by a voiced sound.

Example: [du] for two

46
Q

Devoicing:

A

The replacement of a voiced sound by a voiceless sound.

Example: [pit] for beet.

47
Q

Labial assimilation:

A

The change of a nonlabial sound into a labial sound under the influence of a neighboring labial sound.

Example: [fwıŋ] for swing.

48
Q

Velar assimilation:

A

The change of a nonvelar sound into a velar sound under the influence of a neighboring velar sound.

Example: [gag] for dog.

49
Q

Nasal assimilation:

A

The influence of a nasal on a non-nasal sound.

Example: [mani] for bunny.

Note: The place of articulation is retained; only the manner is changed.

50
Q

Liquid assimilation:

A

The influence of
a liquid on a nonliquid sound.

Example: [Ιείου] for yellow

51
Q

Assessment: Summary

A

Case history

Observation

Oral mechanism exam

Diadochokinetic rate

Standardized speech
assessment (Goldman Fristoe Test of Articulation)

Stimulability testing

Additional measures

Spontaneous speech sample

Language screening

Measure of intelligibility

Phonological and phonemic awareness screening (optional)

52
Q

Phonetic Inventory

A

A list of all the sounds (phonemes and allophones) that occur in a particular language.

Example: The phonetic inventory of English includes sounds like /p/, /b/, /t/, /d/, /k/, /g/, /m/, /n/, /ŋ/, and many more

53
Q

Phonotactic Constraints

A

Rules that govern the permissible sequences of sounds in a language. These rules determine which sounds can occur together and in what order.

Example: In English, the sequence /ŋk/ is allowed at the end of a word (e.g., “think”), but not at the beginning.

54
Q

Phonemic Inventory

A

A list of all the phonemes, or contrastive sounds, in a language. Phonemes are sounds that can distinguish one word from another.

Example: The phonemic inventory of English includes /p/ and /b/, as they can distinguish words like “pat” and “bat.”

55
Q

Collapse of Phonemic Function

A

A situation where two or more phonemes become indistinguishable in a particular language environment. This can happen due to various factors, such as sound changes over time or dialect differences.

Example: In some dialects of English, the sounds /θ/ and /ð/ (as in “think” and “the”) may have merged into a single sound, leading to a collapse of their phonemic function.

56
Q

Prevocalic consonants:

A

Consonants that occur before a vowel.

Pot /pɑt/
Stone /stoʊn/

57
Q

Postvocalic consonants:

A

Consonants that occur after a vowel.

Pot /pɑt/
Pots /pɑts/

58
Q

Intervocalic consonants:

A

Consonants that occur between two vowels.

Soda /soʊdə/
Monkey /mʌŋki/

59
Q

Stimulability testing

A

Tests in the child can produce the sound give some support

Higher stimulability is correlated with rapid therapeutic success

Speech Sound Disorders (4 decks)

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