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CD 627 Survey of Communication Disorders Across Lifespan > Week 2 Vocab > Flashcards

Week 2 Vocab Flashcards

1
Q

What are the 4 systems involved in speech?

A

Respiratory
Phonatory
Resonatory
Articulatory

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2
Q

In speech, to create an utterance (sound, syllable, word, sentence, or longer) that is spontaneous or imitated.

A

Produce

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3
Q

Phonation

A

The vibration of air passing between the two vocal folds that produces sound that is used for speech.

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4
Q

Respiration

A

The movement of air into/out of the lungs that allows for the exchange of oxygen and CO2

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5
Q

Inspiration (inhalation)

A

The process of drawing air into the lungs.

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6
Q

Expiration (exhalation)

A

The process of breathing air out of the lungs.

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7
Q

Overlaid function

A

Function not necessary to sustain life.

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8
Q

What parts of the body provides protection and framework for the respiratory system?

A

Rib cage

Sternum/breastbone

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9
Q

Thoracic cavity (thorax)

A

The upper part of the trunk that contains the organs of respiration (lungs) and circulation (heart); extends from the clavicle to the 12th rib.

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10
Q

T/F: The bones of the thoracic cavity, including the pelvis, provide attachments for the many muscles involved in phonatory system.

A

FALSE

Respiratory system

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11
Q

Trachea (windpipe)

A

The tube that begins just below the larynx and continues down to where it divides into the lungs; about 4-5 inches long, 1 inch in diameter.

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12
Q

T/F: The trachea consists of about 20 rings made of cartilage.

A

TRUE

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13
Q

Cartilage

A

Firm, fibrous, strong connective tissue that does not contain blood vessels.

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14
Q

T/F: 18 pairs of muscles are involved in the processes of inspiration and expiration.

A

FALSE

26 pairs of muscles

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15
Q

Diaphragm

A

Dome-shaped muscle that separates the thoracic and abdominal cavities; main muscle of respiration.

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16
Q

Which abdominal organ and their muscles aid in forced exhalation?

A

The stomach and the muscles over it.

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17
Q

Process of Respiration

A
  1. Respiratory center in brainstem sends msgs to muscles for inhalation.
  2. The diaphragm contracts/lowers, ribcage raises/expands.
  3. Volume inside thoracic cavity increases, decrease of air pressure in lungs.
  4. Difference in environmental air pressure and pressure inside lungs cause air from outside to flow through nose and down trachea into lungs to equalize air pressure, causing inhalation.
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18
Q

Alveolar sacs

A

Spongy tissue of the lungs where gas exchange takes place; walls are once cell thick/porous allowing rapid transfer of fresh O2/CO2.

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19
Q

The respiratory center of the brain is in the.. ?

A

Brainstem

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20
Q

Larynx (voice box)

A

The structure that contains cartilages, muscles, and membranes, that produce voice by air passing between the vocal folds that is located at the top of the trachea.

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21
Q

Name two aspects that make the anatomy/physiology of the larynx so simple.

A

The structures of the larynx are stacked on top of one another; the various muscles inside/outside can only contract/relax.

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22
Q

Name two aspects of anatomy/physiology of the larynx that make it complex.

A

The structures can move in subtle ways that alter loudness, pitch, and quality of voice; precises combination and amounts of muscle contraction/relaxation can provide pure, grating, strident voices of some people.

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23
Q

Where is the larynx located?

A

Between the top of the trachea and just below the hyoid bone that helps support it.

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24
Q

Thyroid cartilage (Adam’s apple)

A

The main structure of the larynx; encloses/protects the vocal folds.

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25
Q

Laryngeal prominence

A

Adam’s apple; anterior point of the thyroid cartilage.

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26
Q

Cricoid cartilage

A

Circular in shape; sits on top of first tracheal ring; thyroid cartilages rests on top of this cartilage and uses it to pivot.

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27
Q

Arytenoid cartilage

A

Sits on top of cricoid; rotates to open/close vocal folds; pivots back/forth to change pitch.

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28
Q

Epiglottis

A

Large cartilage that is wide at the top/narrow at the bottom; protects airway during swallowing.

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29
Q

True vocal folds

A

Paired muscles (thyroarytenoid and vocalis) covered in mucous membranes w/pearly white appearance inside thyroid cartilage at level of adam’s apple; open/close rapidly to produce voice; closes during swallowing.

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30
Q

False vocal folds (ventricular folds)

A

Paired, thick folds of mucous membranes w/few muscle fibers that lie just above the true vocal folds in the larynx at the level of the adam’s apple; no vibration during normal voice; closes during swallowing

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31
Q

T/F: The biological function of the vocal folds is to produce voice and their overlaid function is to prevent food and liquid from entering the trachea.

A

FALSE

Bio function = close during swallowing
Overlaid function = produce voice

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32
Q

What is the space between the vocal folds called?

A

Glottis

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33
Q

During normal breathing, the vocal folds are… ?

A

At rest and partially open (abduct)

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34
Q

During phonation, the vocal folds must… ?

A

Close (adduct)

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35
Q

The Process of Phonation

A
  1. Brain tells the vocal folds to adduct.
  2. Brain tells the respiratory system that it should exhale air.
  3. As air reaches adduct vocal folds, subglottic air pressure builds and blows vocal folds open, small puff of air escapes.
  4. Vibrated air travels up to the mouth to be articulated.
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36
Q

Frequency

A

The # of complete opening/closing p/s that the vocal folds vibrate p/s.

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37
Q

Pitch

A

The psychological perception (sensation) of frequency.

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38
Q

T/F: Frequency is measured in hertz (Hz).

A

TRUE

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39
Q

Fundamental frequency

A

The rate at which the vocal folds vibrate during normal voicing of ‘ah’. (f0)

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40
Q

T/F: Adult males have f0 of approximately 120 Hz, and adult females have a fundamental f0 of approximately 220 Hz.

A

TRUE

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41
Q

Intensity

A

Describes the force with which the vocal folds open/close and the amount of air that escapes between the open vocal folds (puffs of air).

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42
Q

Loudness

A

The psychological perception of intensity.

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43
Q

Decibels

A

A basic unit of measure of the intensity (loudness) of sound.

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44
Q

Duration

A

The period of time over which sound is produced.

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45
Q

Components of intonation

A

Loudness
Pitch
Duration

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46
Q

Intonation

A

Variations in pitch of syllables, words, and phrases that produce stress to give emphasis and meaning to utterances.

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47
Q

T/F: Auditory perceptual judgments of voice quality are highly objective.

A

FALSE

They are subjective.

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48
Q

Qualities of a normal voice

A

Nontense
Nonbreathy
No extraneous noise
Easily produced/sustained throughout phonation

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49
Q

Structures important for normal resonance/speech are… ?

A 
Facial structures
Articulators
Hard palate
Soft palate
Pharynx
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50
Q

T/F: The anatomy and physiology of the structures of the phonatory system affect resonance which can affect speech intelligibility.

A

FALSE

The resonatory system

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51
Q

T/F: When anatomy of the resonatory system is abnormal so will be the physiology.

A

TRUE

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52
Q

Intact, yet, weak muscles of the soft palate can cause which type of speech disorder?

A

Resonance disorder

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53
Q

Maxilla

A

Upper jar

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54
Q

Hard palate

A

Thin, bony, shelf-like structure that is covered by mucous tissue and separates the oral cavity from the nasal cavity; anterior 2/3 of roof of mouth

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55
Q

Alveolar ridge

A

Ridge surround hard palate on three sides; covered by the gums (gingiva) and sockets that hold teeth.

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56
Q

Soft palate (velum)

A

Posterior 1/3 of roof of mouth

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57
Q

Uvula

A

Cone-shaped structure that hangs from the back of the soft palate; no known function

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58
Q

T/F: At rest, the soft palate is down and rests near base of tongue, allowing for an open passageway for breathing through nose.

A

TRUE

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59
Q

Process of Resonation

A
  1. During speech, velum raises and moves posteriorly (up/back) to make contact w/ posterior pharyngeal wall (back of throat).
  2. Oral and nasal cavity separated to produce V/C
  3. /m/, /n/, and /ng/ produced w/velum down
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60
Q

Velopharyngeal closure

A

The upward and backward movement of the velum to make contact w/back of throat to close off the coupling of oral/nasal cavities.

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61
Q

Which two systems of the brain are involved in every movement of an articulator?

A

Sensory system

Motor system

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62
Q

Sensory systems

A

Pertaining to sensation/awareness of stimuli that are received in the CNS.

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63
Q

Motor systems

A

Pertaining to motion or movement; nerve cells that initiate/regulate contracting and relaxing of muscle fibers.

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64
Q

Two facial bones SLPs are primarily concerned with.

A

Maxilla

Mandible

65
Q

Mandible

A

Lower jaw.

66
Q

T/F: The maxilla is hinged to the temporal bones of the skull.

A

FALSE

The mandible

67
Q

Temporomandibular joint (TMI)

A

Joint where the mandible hinges to the temporal bones of the skull; responsible for opening and closing the mouth

68
Q

What position is the mandible held in normally?

A

Closed position w/lips touching, teeth are not.

69
Q

What is the position of the mandible during speech?

A

The mandible moves up and down slightly.

70
Q

We use most of our facial muscles for what type of communication?

A

For communicating our facial expressions.

71
Q

Zygomatic bones

A

Cheek bones

72
Q

T/F: The biological purpose of the mouth is for speech.

A

FALSE

It is for eating

73
Q

T/F: The biological function of the lips is to hold food/liquid in the oral cavity during chewing drinking, and swallowing.

A

TRUE

74
Q

What is the overlaid function of the lips/cheeks?

A

To help with the articulation of speech sounds.

75
Q

Orbicularis oris

A

The oval-shaped muscular structure of the lips.

76
Q

T/F: The tongue is the second most important articulator.

A

FALSE

The lips

77
Q

The lips are capable of which movements?

A

Opening
Closing
Rounding
Flattening
Protruding (puckering; sticking out tongue)
Retracting (pull back of lips; movement of tongue back into oral cavity)

78
Q

The biological purpose of these muscles are biting and chewing.

A

Masseter

Buccinator

79
Q

What are the overlaid functions of the masseter and buccinator?

A

To contribute to the production of oral sounds.

80
Q

What are the 3 biological functions of the tongue?

A

Taste
Movement of food during mastication
Movement of food/liqud posteriorly for swallowing

81
Q

Tongue

A

The primary articulator; movements create C/V

82
Q

Deglutition

A

The act of swallowing.

83
Q

Mastication

A

The act of chewing food.

84
Q

Central sulcus

A

Midline that divides the tongue

85
Q

T/F: There are 4 pairs of muscles on each side of the midline.

A

FALSE

There are 8

86
Q

Position movements four of the muscle pairs of the tongue are capable of include?

A 
Protrude
Retract
Elevate
Depress
Lateralize
87
Q

Shape movements four of the muscle pairs of the tongue are capable of include?

A

Round
Flatten
Groove
Hump

88
Q

Range of motion (ROM)

A

For speech, the limits the mandible can open/close, protrude/retract, elevate/lower, and lateralize.

89
Q

Dentition

A

The type, #, and arrangement of teeth in the maxilla/mandible; includes incisors, cuspids(canines), bicuspids(premolars), and molars.

90
Q

Very rapid and precise movements of the mandible, lips, and tongue modify/shape the air (voiced/unvoiced) emanating from the larynx is called… ?

A

The process of articulation

91
Q

Tongue thrust

A

The habitual pushing of the tongue against the inner surface of the incisors; the protrusion of the tongue between the upper/lower teeth

92
Q

The articulation disorder that creates distortions of sibilants (lisp)

A

Tongue thrust

93
Q

Myofunctional therapy

A

Treatment designed to correct a tongue thrust or habitual forward-resting position of the tongue against the front teeth.

94
Q

Coarticulation

A

Variability of movement of articulators depending on the sounds preceding and following it.

95
Q

Speech development

A

The progressive evolving/shaping of sounds/syllables that are used as arbitrary symbols and applied to rule-governed combinations to communicate a person’s wants, needs, thoughts, feelings, knowledge.

96
Q

Language development

A

The progressive growth of receptive/expressive communication system for representing concepts using arbitrary symbols and rule-governed combinations o those symbols.

97
Q

What 3 things are needed for normal communication to develop?

A
  1. Integration of anatomy/physiology of speech systems
  2. Neurological development
  3. Sufficient interaction to be encouraged/rewarded for communication attempts.
98
Q

The father of modern behavioral theory.

A

B.F. Skinner

99
Q

Behavioral Theory

A

Language is a set of verbal behaviors learned through operant conditioning in which a desired behavior is reinforced immediately after it occurs spontaneously.

100
Q

Successive approximations

A

The reinforcement of each response that more closely resembles the target response until the target response is acquired.

101
Q

T/F: Behaviorists consider language to be determined by self-discovery or creative experimentation.

A

FALSE

Not determined by those things

102
Q

T/F: Behaviorists focus on the external forces that shape a child’s verbal behaviors.

A

TRUE

103
Q

2 concepts important in the operant model for speech are… ?

A

Imitation

Practice

104
Q

Nativistic Theory

A

The acquisition of language is an innate, physiologically determined, and genetically transmitted phenomenon; newborn prewired for language acquisition; LAD activated w/linguistic stimuli.

105
Q

The theory that believes language is universal and unique to humans.

A

Nativistic Theory

106
Q

T/F: The nativisitc perspective argues that caregivers do not teach children rather children are exposed to complex/inconsistent language and are usually not provided feedback about the correctness of their utterances.

A

TRUE

107
Q

Utterance

A

A unit of vocal expression that is preceded and followed by silence; may be made up of a word or words, phrases, clauses, or sentences.

108
Q

Characteristics of parentese (baby talk)

A
  1. High-pitched voice w/greater pitch variation
  2. one- and two- syllable words in short, simple sentences
  3. speak at a slower rate w/clearer articulation than normal, sometimes emphasizing every syllable
109
Q

Semantic-Cognitive Theory

A

Emphasizes the interrelationship between language learning and cognition.

110
Q

What does C.A.R.D. stand for and which theory uses these variables?

A

C-complexity of an utterance
A-amount of information in an utterance
R-rate at which utterance is spoken
D-duration of an utterance(length/# of words)

111
Q

Social-Pragmatic Theory

A

Considers communication to be the basic function of language.

112
Q

5 prerequisites for Social-pragmatic theory

A
  1. Infant must have a caregiver in close proximity to see, hear, touch.
  2. Caregiver must provide infant w/basic physical needs such as food, warmth, and opportunities to explore the environment.
  3. Infant must develop an attachment to the caregiver.
  4. Infant and caregiver must be able to simultaneously attend to the same objects or actions.
  5. Infant and caregiver engage in turn-taking, both verbal and non-verbal behaviors.
113
Q

Living language

A

Language still used in the daily lives of people.

114
Q

Dialect

A

Variation in the pronunciation of phonemes, vocabulary, grammar, and idiomatic use of words determined by geographical region or large group of people that differs from the standard.

115
Q

Cultural-linguistic diversity (CLD)

A

Perspective of language development that emphasizes the similarities/differences of the people and languages spoken around the world; stresses how one language/dialect is no better than another.

116
Q

Accent

A

Speech pronunciation and inflections used by nonnative American English speakers.

117
Q

Code switching

A

When bilingual individuals switch use of their language; including the elements of one language into the other.

118
Q

T/F: African American English (AAE) is considered a dialect of General American English.

A

TRUE

119
Q

3 reasons why English proficiency is important factor for family economic security and child well-being.

A
  1. Limited English proficiency associated w/poor educational outcomes among children.
  2. Parents’ limited English proficiency can hinder communication w/children and help with English-related homework.
  3. Children whom English is their 2nd language often have academic/social difficulties in school.
120
Q

Child development (speech development)

A

Refers to an increase in complexity

121
Q

T/F: Sequential progression of child/speech development is not similar for all children of any culture or language.

A

FALSE

Sequential progression is similar

122
Q

T/F: Rate of development shows little variability among children.

A

FALSE

Shows great variability

123
Q

4 states of speech development

A

Stage I: birth - 12mo, Infancy
Stage II: 12 - 24mo, Toddlerhood
Stage III: 2 - 5yr, Early Childhood
Stage IV: 6 -12yr, Middle Childhood to Early Adolescence

124
Q

Prelinguistic (preverbal) vocalizations

A

Sounds produced by an infant before the production of true words (crying, cooing, babbling, and echolalia)

125
Q

What is the first preverbal vocalization?

A

A cry at the moment of birth

126
Q

Neonate

A

Infant less than 4 weeks old.

127
Q

Months for both prelinguistic (preverbal) vocalizations

A

Birth - 6mo

6 - 12mo

128
Q

By what age have infants begun making cooing/gooing sounds? What are the C/V?

A

2 - 4mo

/g/, /k/, /u/, /oo/

129
Q

T/F: The cooing sounds of infants are intentional forms of communication.

A

FALSE

unintentional

130
Q

Why are oral and nasal sounds random before the 6th month of age?

A

No control of the movement of the soft palate.

131
Q

Vocal play

A

The longer strings of syllables that extend babbling (baa-da-gi-daa-um-ma)

132
Q

When does vocal play begin?

A

Between 6 - 8mo

133
Q

T/F: If an infant does not babble or begin vocal play by the 7 month, hearing should be checked by an audiologist.

A

FALSE

8mo

134
Q

Echolalia

A

Imitation of sounds made by adults.

135
Q

Why is learning to eat pureed foods helpful to speech development?

A

Helps develop the tongue control that is necessary for developing speech.

136
Q

Intentional babble/jabber and shouting is done during which stage?

A

Stage I

137
Q

Jargon

A

Strings of syllables produced with stress and intonation that mimic real speech but are not actual words.

138
Q

T/F: 90% of the sounds produced between 9 and 10 months of age are stops, nasals, glides, and the fricative /s/.

A

FALSE

Between 11 and 12 months of age

139
Q

First word spoken at what age typically?

A

12mo

Also around the time walking begins

140
Q

Two-word sentences emerge at what age typically?

A

18 - 24mo

141
Q

Movement of preverbal to verbal phase marked by?

A

First word

142
Q

T/F: By 9 months of age, infants express their wants and needs through vocalization and gestures.

A

FALSE

By 12mo

143
Q

True word criteria

A
  1. Word must be uttered w/clear intention/purpose (pet cat, says ‘kitty’)
  2. Word must be recognizably close to an adult’s pronunciation of word (‘itty’ acceptable, ga-ku-me is not)
  3. Word is consistently used in various contexts (see and hear representations of various cats elicits word).
144
Q

By what age can children say approximately 50 words that are intelligible to parents/most people?

A

18mo

145
Q

Mainly CV combinations produced at what age due to omitting of final C of words.

A

18mo

146
Q

T/F: At age 2, a child’s speech is intelligible in known context.

A

TRUE

147
Q

T/F: By age 3, most children develop adultlike speech; about 90% intelligible to familiar/unfamiliar people.

A

FALSE

By age 5

148
Q

Early-early childhood is considered what age?

A

2yr

149
Q

Characteristics of Early-early childhood speech

A

Limited speech/language
Most sounds are well established
75% intelligible 2 or 3 word sentences.

150
Q

Middle-early childhood is considered what age?

A

3 - 4yr

151
Q

Characteristics of Middle-early childhood

A

Vowel development
Several C considered established by 3
95% intelligible w/adults filling in the missing info by age 4

152
Q

Early-developing sounds

A

Sounds produced since birth

153
Q

Later-producing sounds

A

Acquired after age 3

154
Q

Late-early childhood is considered what age?

A

5yr

155
Q

Characteristics of Late-early childhood

A

Most speech sounds fully developed
Some sounds not established until 6 - 8(/r,l,s,z,sh,ch,dz,j,v/”ng,”“th,” and blends)
Simplify the production of some words (phonological processes)

156
Q

Middle childhood to early adolescence ages?

A

6 -12yr

157
Q

T/F: By ages 9 - 12, children have generally mastered speech and all of the speech sounds.

A

TRUE

158
Q

3 types of phonological processes

A
  1. Syllable structure processes
  2. Substitution processes
  3. Assimilatory processes

CD 627 Survey of Communication Disorders Across Lifespan (2 decks)

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