Quiz one Flashcards

1
Q

Communication:

A

is a process that consists of two or more people sharing information, including facts, thoughts, ideas, and feelings (pp.1). Refers to any way that we convey information from one person to another.

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2
Q

Speech

A

Speech- is the expression of thoughts in spoken words, i.e., in oral, verbal communication.

Articulation- Motor production of speech sounds

Fluency- The flow of speech,
rate and rhythm

Voice- Vocal quality, pitch,Loudness and resonance

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3
Q

Language

A

Language- can be defined as a complex and dynamic system of conventional symbols that is used in various modes for thought and communication (ASHA, 1983).

Language is –rule governed

Described by at least five linguistics parameters: 1) phonological 2) morphological, 3) syntactical, 4) semantic 5) pragmatic

All members of a language agree on the symbolic system.

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4
Q

A communication disorder

A

is the impairment in the ability to receive, send, process, and comprehend concepts, including verbal, nonverbal and graphic symbol systems (ASHA, 1993)

communication disorders- speech, language, hearing, and central auditory processing.

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5
Q

A speech disorder-

A

is used to indicate oral, verbal communication that is so deviant from the norm that it is noticeable or interferes with communication

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6
Q

Articulation Disorder

A

Precise oral motor production of speech sounds

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7
Q

Fluency Disorder

A

The flow of speech, rate, and rhythm

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8
Q

Voice Disorders

A

Vocal quality, pitch, loudness and resonance.

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9
Q

Language disorder:

A

impaired comprehension and/or use of spoken, written, and/or other symbol systems.

May involve one or more of the following: Phonology, morphology, syntax, semantics, and pragmatics.

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10
Q

Hearing Disorder:

A

Impaired auditory sensitivity leads to a hearing impairment. (hard of hearing, deaf)

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11
Q

Central Auditory Processing Disorders

A

difficulties with information processing of auditory signals that are not the result of hearing impairment.

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12
Q

Articulation

A

Subcategory of speech

Phones: The actual production

Articulatory motor processes.

Example: The child’s “r’ -production , refers to the speech sound or phone production of [r].

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13
Q

Phonology

A

Subcategory of language

Phonemes: When combined with other units, distinguish meaning between words

Understanding of sound systems within a language

Phonology: The study of how phonemes are organized and function in a language.
List of all vowels and consonants in that language to differentiate meaning

Example: The child’s understanding that phonemes ‘r’ and ‘w’ can change the word’s meaning

Two words that differ in only one phoneme value are called minimal pairs (e.g., ring, wing).

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14
Q

Phonotactics

A

Allowed combinations of phonemes in a particular language

E.g., “sh”+ ”v” does not occur in American English; however, it occurs in German (schwein for “pig”).

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15
Q

Speech sound disorders

A

is an umbrella term referring to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments—including phonotactic rules governing permissible speech sound sequences in a language.” (ASHA)

Inherent in the definition is that a child could demonstrate motor problems together with phonological realizations and phonotactic, rule-based usage problems (pp 8).

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16
Q

Atypical articulation

A

substitutions, omissions, additions and distortions that may interfere with intelligibility

Can cause frustration

Errors-may be typical (age-appropriate) or atypical (non age-appropriate)-depending on the age

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17
Q

Phonological Disorder

A

Impaired understanding of the phonological system of a particular language.

If a child is producing swing, sing, ring, and wing as wing- the child is not using the required phonemic contrasts to indicate differences between these words (sounding identical).

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18
Q

Articulation and Phonology are not mutually exclusive

A

Articulation: Form (motor production)
Phonology: Function (linguistic understanding)

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19
Q

Articulation Disorder vs. Phonological Disorder

A

The difference is important, but is not an either/or dichotomy

Many children with SSD-demonstrate both types of difficulties.

A child may demonstrate problems with physically producing phones and using phonemes contrastively to differentiate words.

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20
Q

Phonetic inventory

A

List of all phones produced

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21
Q

Phonemic inventory

A

List of phonemes the child used to differentiate meaning

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22
Q

Phonotactic constraints

A

Can they use target phonemes in all possible positions of the word? For example, a child might use /k/ in cat but cake would be /kei/

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23
Q

Aspects of Structural and Functional Development

A

Both the structure and function of respiratory, phonatory, resonatory, and articulatory mechanisms must change considerably before regular articulatory activities begin.

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24
Q

Anatomy of a Newborn: Oral and Pharyngeal Cavity

A

The oral cavity and the pharyngeal cavity are used primarily for sucking and swallowing actions.

The tongue-fills the oral cavity completely leaving no space practically for the buccal area.

The production of sounds under these conditions is severely restricted.

25
Q

Anatomy of a Newborn: Larynx

A

Larynx is close to the angle between neck and chin.

Restricted position of the larynx does not allow the vocal tract to effectively elongate

26
Q

Anatomical Changes: Around the child’s first birthday

A

Expansions of the laryngeal and pharyngeal cavity

Changes in the form and mobility of the arytenoid cartilages (controls vocal folds), soft palate and tongue

Fine-tuning and coordination of the lips, mandible, tongue, and velar movements

27
Q

Early Perception

A

Auditory experiences begin before birth (third trimester)

Human fetuses have a clear sensitivity to melody contours in language and music

Newborns-prefer their mother’s voice over other voices

Newborns’ cry melodies appear to be shaped by their native language

28
Q

Categorical Perception

A

tendency of listeners to perceive differences in speech sounds according to the classifications of their native language.

Sucking rates studies-infants as old as 1 month old-demonstrated categorical perception between /b/ and /p/ in [ba] and [pa].

29
Q

Perceptual Constancy

A

The ability to identify the same sounds across different speakers, pitches and other changing environmental conditions

Perceptual constancy for vowels and consonants within different contexts-observed in children from 51/2-10 months of age (Werker & Fennell, 2004).

30
Q

Phonemic Contrasts

A

Differentiating between phonemes that signal differences in word meanings

Some phonemic contrasts are easier than others
/b-d/ (18 months) vs. /s-z/ (around 25 months).

31
Q

Vocoids

A

nonphonemic vowel like productions (predominance of the [ɛ], [ɪ], and [ʌ] vocoids).

32
Q

Contoids

A

non phonemic consonant-like productions (frequent contoids: [h], [d], [w], [b], [ɡ], [m], and [j]).

33
Q

The prosodic features

A

Considers the stress and intonation of a language.

Infants going through the canonical babbling phase are beginning to learn prosodic features.

34
Q

Vocables

A

like real words but do not carry meaning

35
Q

Protowords (phonetically consistent forms)

A

– function as real words but not based on adult model. These are considered the link between babbling and adult-like speech

36
Q

The first 50-word stage

A

Children usually begin to combine words when they have their first 50 words (approximately 18 months)

Word Initial Position : /h, w, b, t, m, n, k, g, f, s/
Word Final Position: /p, t, k, n, r, s/
Significant individual variability
Some children show sound preferences

37
Q

Development of Vowels

A

18 months- acquisition of [ɑ], [ʊ ], [i ],[ɪ], and [ʌ] (correct production 23%-71%).

24 months- the only vowels that did not reach 70% accuracy were [ɚ], and [ɝ].

By 3 years of age- all vowels.

By the end of preschool years, a complete phonological system has emerged

38
Q

Phonological Processes: Syllable Structure Processes

A

Syllable Structure Processes: address the general tendency of young children to reduce words to basic CV structures.

Reduplication
Final Consonant Deletion:
Unstressed syllable deletion or weak syllable deletion
Cluster reduction
Epenthesis

39
Q

Phonological Processes: Substitution Processes

A

Substitution Processes: When one speech sound is substituted for another

Stopping (suppression of stopping varies depending on the phoneme
Fronting
Gliding: [ɹ] and [l] gliding
Consonant cluster substitution

40
Q

Phonological Processes: Assimilation Processes

A

When one speech sound influences another
Example: cake for take

Regressive assimilation
Example: bop for stop

41
Q

Denasalization

A

Changing a nasal consonant to a nonnasal Example: mat → /bæt/ AOD: 2.6

42
Q

Affrication

A

Substituting an affricate for a nonaffricate Example: sheep → /tʃip/ AOD: 3

42
Q

Assimilation

A

Changing a phoneme so it takes on a characteristic of another sound in the word Example: cat → /tæt/ AOD: 3

43
Q

Final consonant deletion

A

Omitting a singleton consonant at the end of a word Example: cat → /kæ/ AOD: 3

44
Q

Fronting of initial velar singles

A

Substituting a front sound for a back sound Example: can → /tæn/ AOD: 4

45
Q

Deaffrication

A

Replacing an affricate with a continuant or stop Example: chip → /sɪp/ AOD: 4

46
Q

Cluster reduction (without /s/)

A

Omitting one or more consonants in a sequence of consonants
Example: grape → /ɡep/ AOD: 4

47
Q

Depalatalization of final singles

A

Substituting a nonpalatal for a palatal sound at the end of a word
Example: dish → /dɪt/ AOD:4.6

48
Q

Depalatalization of initial singles

A

Substituting a nonpalatal for a palatal sound at the beginning of a word
Example: shy → /taɪ/ AOD: 5

49
Q

Alveolarization

A

Substituting an alveolar for a nonalveolar sound
Example:chew → /tu/ AOD: 5

50
Q

Final consonant devoicing

A

Substituting a voiceless final consonant for a voiced consonant

Example: bag → /bæk/ AOD: 5

51
Q

Cluster reduction (with /s/)

A

Omitting /s/ in the initial position of a cluster
Example:step → /tɛp/ AOD: 5

52
Q

Labialization

A

Replacing a nonlabial sound with a labial sound Example: tan → /pæn/ AOD: 6

53
Q

Initial voicing

A

Substituting a voiced consonant for a voiceless consonant before a vowel

Example: sun → /zʌn/ AOD: 6

54
Q

Gliding of initial liquids

A

Substituting a /w/ or /j/ for another consonant Example: run → /wʌn/ AOD:7

55
Q

Epenthesis

A

Adding a sound, typically /ə/, between two consonants black → /bəlæk/ AOD: 8

56
Q

Phone

A

Actual production of sound

57
Q

Phonemes

A

When combined with other units, distinguished meaning between words

58
Q

Assessments

A

Phonetic inventory
Phonemic inventory
Phonotactic constraints