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SPA6233 Motor Speech > Week 2 (Models and Frameworks) > Flashcards

Week 2 (Models and Frameworks) Flashcards

1
Q

Speech can be produced at rates of up to ______ syllables (or _____ phonetic segments) per second. Faster than any other discrete motor performance.

A

6-‐‐9 syllables (or 20-‐‐30 phonetic segments) per second

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2
Q

Speech involves more __________ than any other human mechanical activity

A

motor fibers

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3
Q

Speech must generate what?

A

an acoustic signal that is understood by other listeners as a linguistic message and affective message

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4
Q

In infancy, _________ is one of infant’s first ventures into speech motor control
– Separate neural control systems for _______ and _________.

A

babbling; speech and other oromotor functions

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5
Q

Explain development of speech motor control system through childhood, adulthood, advancing age

A

The speech motor control system continues to develop and mature into childhood (think motor plans/programs)
Adulthood is then focused on the maintenance and deployment of well established processes of speech motor control
• But with advancing age speech changes in precision, fluency, voice quality and communicative effectiveness

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6
Q

Define and explain what it includes: theory

A

– Overall conception that encompasses the known facts in a parsimonious way
– Typically includes a set of assumptions and a number of principles from which hypotheses can be derived

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7
Q

Define and explain: model

A

Simplified description of a complex system or process. – Always an abstraction or simplification.
– Modeling helps the scientist to identify important parameters
or elements of a system that is too complicated to be comprehended in its complete, natural form

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8
Q

5 general types of models of speech production

A

neural, articulatory, vocal tract, functional, motor control

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9
Q

Define: neural model

A

Accounts for nervous system processes that control speaking; may specify neural structures, control circuits, information flow, other neural
variables.

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10
Q

Define: articulatory model

A

Describes articulatory positions, movements, or configurations; typically specifies individual articulators (tongue, lips, jaw, velum)

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11
Q

Define: vocal tract model

A

Focuses on the shaping of the vocal tract for the production of speech; does not necessarily specify actions of individual articulators

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12
Q

Define: functional model

A

Accounts for the ways in which various types of information regulate speech production; variables may be linguistic (syllables, phonemes, etc), control signals (feedforward or feedback) or generally defined in terms of
movement sequence.

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13
Q

Define: motor control model

A

Describes the motor processes of the activation of muscles for the production of speech; usually expressed in motor terms, such as specification of muscle synergies or kinematic descriptions of movement.

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14
Q

3 critical issues facing speech production models

A

Serial order problem, degrees of freedom problem, context sensitivity problem

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15
Q

3 questions asked by serial order problem

A

– How are elements strung together?
– What are the elements of control? • Is it the Phoneme, syllable, word?
– Do the elements cohere in a larger structure (e.g. stress grouping?)

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16
Q

Define and explain: degrees of freedom problem

A

The speech system has potential for a large number of degrees of freedom.
– 70 different muscular degrees of freedom in production of speech
– Tongue, lips, jaw, velum, larynx and respiratory system possess
several possible types of movement (range, direction, speech and temporal combinations)
– Excessive degrees of freedom can allow a great degree of flexibility
– On the other hand, too many presents a challenge
• Expend a great deal of computational effort to manage a large number of degrees of freedom or somehow reduce them.

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17
Q

Define and explain: context-sensitivity problem

A

– The production of a sound varies with the context in which it is produced.
– Coarticulation
• At any one time the speech system shows adjustments for more than one segment
• Example – /s/ in soup produced with rounding of lips – /s/ in seep is not produced with such rounding and may even
be associated with lip retraction

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18
Q

Define and explain: Schmidt (1988) model of motor programming

A

In order to deal with storage and novelty problems Schmidt proposed
Generalized motor program (GMP)
• Based on notion of schema and uses recall memory to produce movement and recognition memory to evaluate response correctness
• GMP is a motor program for a class of action stored in memory with certain parameters that define the ultimate goal
• GMP has not been directly related to speech

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19
Q

Keele and Summers (1976) theory of motor programming

A

Motor programs might be generated by stringing together smaller
individually programmed units of behavior so the string is controlled by a single unit of one larger program (over time)
• Example: shifting gears in a car

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20
Q

Define: Levelt and Wheeldon (1994) model of motor programming

A

Translating acquisition of sequencing to the process involves in phonetic encoding

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21
Q

Define: mental syllabary (Levelt & Wheeldon- 1994)

A

Mechanism for translating the abstract phonological representation into a context-‐‐dependent phonetic representation
– Retrieved from a sensorimotor store

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22
Q

Define: gestural score (LEvelt and Wheeldon- 1994)

A

Think of musical score – One score for each of the five subsystems involved in articulation
(glottal, velar, tongue body and tip and lips) – One gestural score needed for /p/ (close lips, voiceless, burst of air)
– The gestural scores are abstract and specify the tasks to be performed, not the actual motor programs

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23
Q

Define and explain: Van der Mewre (1997) model of motor programming

A
  • Need to work from a sound theoretical framework based on normal process of speech, language production for both research and management of communication disorders.
  • This framework portrays the transformation of the speech code from one form to another as seen from a brain behavior perspective.
  • This framework incorporates ideas from many other models/frameworks into a framework with real clinical relevance
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24
Q

Define and explain: speech

A

…the externalized expression of language – “the motor-‐‐afferent mechanisms that direct and regulate speech
movements” (Netsell, 1982)

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25
Q

4 facts about the “Intent to communicate verbally” domain

A

Intention or readiness to commence intentional behavior
• Regulated by fronto-‐‐limbic circuits
• Closely linked with affective input
• Originates in internal biological or cognitive needs of a person or in the external demands exerted by the environment

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26
Q

Errors in the intent to communicate verbally domain include

A

Absence or reduction in amount of verbal communication

27
Q

2 facts about the linguistic-symbolic planning domain

A

Non-‐‐motor in nature • Semantic, syntactic, lexical, morphological, and phonological planning based on linguistic rules of a given language

28
Q

Errors in the linguistic-symbolic planning domain include

A

Errors consistent with “aphasia”

29
Q

5 facts about the motor-planning domain

A
  • “Highest” level of the motor hierarchy
  • Formulating the strategy of action by specifying motor goals
  • Gradual transformation of symbolic units (phonemes) to a code that can be handled by a motor system
  • Articulator specific, not muscle-‐‐specific
  • Cannot be disentangled from motor programming “clinically”
30
Q

Errors in the motor planning domain include:

A
  • Slow, struggling speech with distortion and even apparent substitutions
  • Slowed temporal flow of speech
31
Q

3 facts about the motor-programming domain

A

“Strategies prescribe the general nature of plans and tactics give them particular specifications in space and time.”
• Programs specify muscle tone, movement direction, force, range, and rate as well as mechanical stiffness of the joints
• Muscle-‐‐specific

32
Q

1 fact about the sensation domain

A

The hierarchy of plans and programs is transformed into non-‐‐learned automatic (reflex) motor adjustments

33
Q

2 types of corrective and predictive sensorimotor actions

A

feedback and feedforward

34
Q

3 types of feedback

A

proprioceptive, auditory, tactile

35
Q

Define: proprioceptive feedback

A

sense of what the muscle itself is doing faster than exteroceptive feedback

36
Q

Define: auditory feedback

A

exteroceptive provides information about completion of speech
movements and may play a roll in speech timing

37
Q

Define: tactile feedback

A

exteroceptive; tactile-‐‐kinesthetic information with muscle
movements

38
Q

4 contextual factors that highly influence feedback

A

voluntary v. involuntary speech
• motor complexity of the utterance
• familiar vs. unfamiliar utterances
• rate of speech

39
Q

PCND Chart- Conceptualization

A

Components: Cognitively and affectively generated thoughts, feelings, and emotions, plus a desire to express them to achieve a goal

Neural Substrate: Widespread

Disorders affecting speech: general cognitive impairment (dementia, psychosis, confusion)

40
Q

PCND Chart: Linguistic Planning

A

Components: Highly interactive semantic and syntactic processing ultimately taking a phonologic form

Neural Substrate: left hemisphere perisylvian cortex, with less specific contributions from subcortical structures (thalamus and basal ganglia)

Disorders affecting speech: Aphasia

41
Q

PCND Chart: Motor planning or programming

A

Components: Formulation and retrieval of motor commands for production of phonetic segments and syllables at particular rates and with particular patterns of stress and prosody, based on acoustic (and other modality) goals and feedback

Neural substrate: 1. Dominant hemisphere –> somatosensory cortex, premotor cortex (Broca’s area), supplementary motor cortex, motor cortex, insula

  1. control circuits –>
  2. Limbic system –>
  3. right hemisphere –>
  4. Thalamus and reticular formation –>

Disorders affecting speech: apraxia of speech, dysarthrias (apraxia of speech), altered affect of prosody (aprosodia), dysarthrias

42
Q

PCND Chart: Performance

A

Components: motor execution
Neural substrate: LMN’s (as controlled by direct and indirect activation pathways, control circuits, and feedback)

Disorders affecting speech: dysarthrias

43
Q

PCND Chart: Feedback

A

Components: multimodality feedback to the above components
Neural substrate: Peripheral and central sensory pathways
Disorders affecting speech: dysarthrias and peripheral sensory - based speech disturbances

44
Q

Why do we care about these models and frameworks>

A

Understanding them is integral to proper assessment and management of your patients with motor speech disorders

45
Q

Define and explain: perceptual methods

A

Gold standard for clinical differential diagnosis, judgments of severity, and many decisions about management
Unfortunately:
1. Subject to unreliability among clinicians
2. they can be difficult to quantify
3. they cannot directly test hypotheses about the pathophysiology underlying perceived speech abnormalities

But also “in the hands (ears, eyes, and hands) of experienced clinicians, the auditory-perceptual classification of MSD’s is a valid and essential diagnostic and clinical decision-making tool

46
Q

Define: Instrumental methods

A

Not widely used in management of MSD’s

Lacking standards and normative data

47
Q

Define: acoustic methods

A

can visually display and numerically quantify frequency, intensity, and temporal components of the speech signal

48
Q

Define: physiologic methods, 3 examples

A

move “upstream” towards the sources of activity that generate and control speech
Ex: electromyography, kinematic measures, and aerodynamic measures

49
Q

Define: visual imaging methods, 3 examples

A

These instruments saddle the boundary between perceptual and physiologic measures, because although the visual images can be quantitatively analyzed, the instrumentally provided image usually is interpreted by way of non-quantified perceptual judgments by the clinician doing the examination
Ex: videofluoroscopy, nasoendoscopy, laryngoscopy, videostroboscopy

50
Q

Duffy said: The evaluation of anyone with a suspected MSDbeginswith a __________. Any instrumental assessment that may follow is motivated and directed by the results of the perceptual assessment. If descriptive or diagnostic errors are made at this perceptual entry point, whatever follows may be misguided and misleading to both diagnosis and management.

A

perceptually based speech assessment

51
Q

Duffy said: The usefulness of ___________ has been established. The degree to which other methods contribute to, modify, or contradict that usefulness is not yet entirely clear. This does not minimize the contribution of instrumental methods to the description, understanding, and quantification of MSDs, but it does argue that _____________. It also argues for requiring an adequate description of salient perceptual speech characteristics in any research that examines the acoustic or physiologic attributes of MSDs. The likelihood that any such research can be replicated, generalized to clinical populations, or meaningfully interpreted by clinicians or other researchers is greatly diminished or nullified without perceptual description.

A

perceptually based differential diagnosis, relative to its contribution to localization and diagnosis of neurologic disease;

perceptually based methods should be the foundation of clinical practice

52
Q

Duffy said: The standard for judging the functional outcome of management of MSDs is most often based on auditory-perceptual judgments of speech and its ______, _____, and ______.

A

intelligibility, comprehensibility and efficiency

53
Q

3 ways auditory-perceptual clinical assessment works: 3 signs? 3 things they result from abnormalities in? 4 types of control abnormalities?

A

Signs such as hypernasality, consonant imprecision

Result from movement abnormalities in range, velocity or direction

Most likely resulting from control abnormalities specifically: strength, tone, timing, coordination

54
Q

Continued: 5 ways auditory-perceptual clinical assessment works

A

Patient has hypernasality

Because of involvement of soft palate

Appears range and force of movement are reduced

Hypothesize that the main reason is weakness

You may even be able to hypothesize the lesion site

55
Q

2 steps of perceptual-auditory evaluation

A
  1. Listen systematically to all signs

2. Create hypothesis about the label of best fit

56
Q

4 things to look at first in PAE:

A

strength, tone, timing, coordination

57
Q

4 things to look at second in PAE

A

range, velocity, direction, force

58
Q

After looking at those 8 things you can see what?

A

signs of speech abnormallity

59
Q

5 categories of deviant speech characteristics

A

respiratory/laryngeal, resonance, articulation, prosody, other

60
Q

4 types of respiratory/laryngeal deviant speech characteristics.

A

Respiration: Forced insp/exp, audible inspiration, inhalatory stridor

Pitch: pitch level, pitch breaks, monopitch, voice tremor, laryngeal myoclonus, diplophonia

Loudness: monoloudness, excess loudness variation, loudness decay, overall loudness

Vocal quality: Harsh voice, hoarse (wet); breathy (continuous vs. transient), voice stoppages, flutter

61
Q

4 types of resonance deviant speech characteristics

A

hypernasality, hyponasality, nasal emission, weak pressure consonants

62
Q

7 types of articulatory deviant speech characteristics

A

Imprecise consonants, prolonged phonemes, repeated phonemes, irregular articulatory breakdowns, distorted vowels, distorted articulatory groping, increased errors with increase rate

63
Q

10 types of prosody deviant speech characteristics

A

Rate, short phrases, increase rate segments, increased rate overall, reduced stress, variable rate, inappropriate silences, short rushes of speech, excess and equal stress, syllable segmentation

64
Q

7 types of other deviant speech characteristics

A

Slow AMRs, fast AMRs, irregular AMRs, poorly sequenced SMRs, vocal tics, palilalia, coprolalia

SPA6233 Motor Speech (5 decks)

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