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Phonology > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Articulation Disorder

A

difficulties with the motor production aspects of speech

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2
Q

phonological disorder

A

impaired comprehension of the sound system of a language and the rules that govern sound combinations

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3
Q

delay

A

errors are normal

lisps, misarticulations of /r/ or affricates

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4
Q

deviance

A

atypical errors

lateralization sibilands, alveolar backing

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5
Q

shallow phonological awareness

A

spontaneous rhyming

not looking at different phonemes, looking at the word as a whole

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6
Q

deep phonological awareness

A

understands words are made of different phonemes
phonemic awareness: ability to detect and manipulate individual phonemes within a word

blending, segmentation, elision, transposition

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7
Q

elision

A

/k/ from cat

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8
Q

transposition

A

change /s/ in sit to /t/

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9
Q

phoneme

A

basic linguistic unit

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10
Q

phone

A

physical production of a phoneme

  • how it’s percieved by others
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11
Q

articulation vs phonology

A

articulation is the motor aspect of speech while phonology is the organization and function of the phonological system

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12
Q

3 components of EBP

A
  1. scientific evidence
  2. clinical expertise
  3. patient/parent/caregiver perspective
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13
Q

3 branches of phonetics

A

articulatory - production features of speech sounds, their categorization and classification according to specific parameters of their production

auditory - perception of sounds

acoustic - transmission properties of speech : frequency, intensity, duration of speech sounds

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14
Q

ease of syllables is affected by these 4 syllable features

A
  1. number of syllables
  2. type of syllables
  3. degree of syllable stress
  4. number of consonants that are grouped together
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15
Q

from of production is associated with _______ while function of association is associated with _______.

A

acquisition of speech sounds

the language system

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16
Q

Distinctive features Theory

A

each sound has it’s own set of features that distinguishes it from others.

if a child can be taught to differentiate between the features, they can then be taught how to say the sound

uses binary code for the presence or absence of each feature

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17
Q

distinctive features are the _____ properties of speech segments

A

universal

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18
Q

Natural Phonology Theory

A

all children begin with the same phonological system
patterns of speech are governed by an innate, universal set of phonological processes

natural processes are easier for the child to produce

  • help the child organize their phonological system
  • child’s innate phonological system is continuously revised
  • phonological processes are recognizable steps in gradual articulatory adjustment of children’s speech to the adult norm
19
Q

Optimality Theory

A

constraint based
all languages have constraints which limit a possible pronunciation of words

  • children with articulatory and phonological disorders have their own constraints that indicate markedness
    ( constraints are variable, some are broken often, some not)
    • children acquire the correct ranking of constraints as they develop
  • immature patterns demonstrate that this ranking hasn’t been mastered
20
Q

Nonlinear phonology

A

assumes all speech segments are arranged in a sequential order
each segment has set of distinct features

  • common set of distinctive features are attributed to all sound segments
  • no one sound segment controls other units
  • phonological rules apply to segmental level only (not suprasegmental)

** accounts for the idea that speech is more than just sequence of phonemes (includes features, segments, syllables, feet, words, and phrases)

2 tiers: prosodic and segmental

21
Q

2 main tiers in nonlinear phonology theory:

A

prosodic tier: word, food, syllable, onset-rime, skeletal, segmental
segmental: segments of speech sound and their features that make those sounds

22
Q

rules of markedness

A

harder to produce, less frequent in language

voiced obstruents harder than voiceless 
sonorants harder than obstruents 
fricatives harder than stops 
affricates harder than fricatives 
other vowels harder than low-front 
open-lax vowels harder than close-tense 
non-anterior consonants harder than anterior 
consonants with secondary articulation harder
23
Q

Major structural and functional changes in first year of life

A
  • expansions of skull and laryngeal and pharyngeal cavities
  • changes in form and mobility of arytenoid cartilages, soft palate, and tongue
  • oral areas is site of greatest change resulting in more available space and mobility (loss of sucking pad)
  • vocal folds lengthen
  • respiration for speech and breathing is differentiated
24
Q

Perceptual abilities before birth

A 
Response to different frequencies: 
16 wks gestation: 500 Hz 
27 wks gestation: 250 and 500 Hz 
33-35 wks: 250, 500, 1000, 3000 Hz 
3rd trimester: familiar with maternal speech, prefer mother's voice
25
Q

high amplitude sucking technique

A

frequency and intensity of sucking diminishes with familiar sounds

26
Q

Discrimination of non-native sounds

A 
preference to native language sounds 
early as 2 days old 
disappears by 10 -12 months old 
loss of function: can no longer distinguish categories that are nonfunctional to our native language 
(neuronal pruning)
27
Q

3 steps in the phonological process

A
  1. limitation - differences between child’s and adult’s systems become limited to only specific sounds, sound classes or sound sequences
  2. ordering - substitutions become more organized
  3. suppression - boy bye
28
Q

ERP

A

event related potentials (measures preference to voices and discriminate speech sounds)

29
Q

EMG

A

electromyography (measures baby’s preference to voices and discriminate speech sounds)

30
Q

intant categorical perception

A

place voicing features at 2 mo
voice and voiceless at 1 mo
perceptual constancy: 5.5 to 10 mo

31
Q

peceptual constancy

A

ability to constantly identify the same sound across various pitches, intensities, speakers, environments (5.5 to 10 mo)

32
Q

early linguistic perceptual abilities

A

significant correlations between speech discrimination at 6 mo of age and later language at 2 years

familial risk of dyslexia: indicated in few days old infants through categorical perception speech sounds

33
Q

5 prelinguistic stages of production

A
  1. Reflexive/vegetative (0-2mo)
  2. gooing/cooing & laughing (2-4mo)
  3. vocal play (4-6 mo)
  4. canonical babbling (6 plus)
  5. jargon (10 mo plus)
34
Q

age child should have a minimum of 50 words

A

preschool age

35
Q

criteria for first word

A
  • produced consistently in a particular context

- recognizably related to the adult like word

36
Q

salience

A

children acquire words with phonemes already in their phonological system

37
Q

avoidance

A

children avoid words that have sounds that are not already in their phonological system

38
Q

age all vowel should be acquired

A

3

39
Q

age all consonants should be acqured

A

6-7

40
Q

2 phases of vowel acquisition

A

paradigmatic - production in isolation/monosyllabic words. Mastered by 3 years old

Syntagmatic - production within syllable and words along with suprasegmentals. mastered by 3-5 years old

41
Q

prosodic feature development of preschool children

A

vowels and consonants are combined to produced syllables, words, and sentences

as we produce these, pronunciate varies in other respects (pitch, loudnews aka prosody)

42
Q

3 kinds of phonological awareness

A

syllable
onset-rime
phonemic

order of acquisition: first aware of larger units such as words and syllables, precedes awareness of smaller units such as individual sounds

43
Q

onset

A

sound prior to the vowel nuclei

44
Q

rime

A

everything after the onset

Phonology (1 decks)

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