Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

SPHP 126 > Test 1 > Flashcards

Test 1 Flashcards

1
Q

WHAT IS A SPEECH SOUND DISODER?

A

Umbrella term: problems in correctly producing speech sounds

Speech sound disorder: Phonological disorder and Articulation disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Back in the old days….

A

Our field used the terms phonological disorder and articulation disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is a Articulation Disorder?

A

-Purely physical- just cant produce the sound.
Ex:having a lateral lisp
-Only a few sounds affected
-No patterns- we don’t know why it happens
-Child is fairly intelligible

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is a Phonological Disorder?

A
  • Multiple sound errors
  • Highly unintelligible
  • Patterns of errors
  • Due to underlying problem with phonological knowledge
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is the IMPORTANCE OF INTELLIGIBILITY?

A
  • Caseloads- many children with speech sound disorders (SSDs) about 90%
  • Cases more complex these days-more oral motor involvement
  • Reduced intelligibility causes many academic and social problems
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Even a mild disorder can have an impact….

A
  • adults with a mild lisp judged less intelligent

- kids afraid to raise hand and talk in class

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What do SSDs and language disorders do?

A
  • they coexist
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Macrae, T., & Tyler, A.A. (2014). Speech abilities in preschool children with speech sound disorder with and without co-occurring language impairment. Language, Speech, and Hearing Services in Schools, 45, 302-313.

A
  • Compared preschool children with co-occurring SSD and language impairment (LI) to children with SSD only
  • Looked at numbers and types of errors in both groups
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What did Macrae and Tyler 2014 find?

A

-They found that children with both had more omissions (on test)
-Children with SSD and LI had more omissios of sounds than children with just SSD-they leave sounds out
Ex:cup-up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

SLPs need to be most concerned about ch with …

A

-omissions of sounds; omissions more predictive of language/reading problems than sounds distortions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is Phonetics?

A

Study of physical, physiological, and acoustic variables associated with speech sound production

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is clinical/applied phonetics?

A

Branch dedicated to practical application of knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is a phoneme?

A

Family of sounds that the listener perceives as belonging to the same category
EX: /t/

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is a allophone?

A

Not a distinct phoneme; allophone is a member of a particular phoneme family
EX: Tea buTTer leT characTer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are morphemes?

A

Minimal units of meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is a bound morpheme?

A

suffix or prefix that attaches to a word to alter the words meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What is a free morpheme?

A

whole word that cannot be linguistically broken down into smaller units

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What are minimal pairs?

A

Morphemes that are similar except for one phoneme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What is Morphophonemics?

A
  • sound alterations that result from the modification of free morphemes
  • Morphophonemic rules specify how sounds are combined to form morphemes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Examples of morphophonemic rules:

A

If a noun ends in a voiced sound, use plural allomorph /z/ (tails, bags, pins)

If a noun ends in a voiceless sound, use plural allomorph /s/ (tarts, cops, lakes)

If a word ends in a voiceless sound, the past tense is pronounced /t/; if a word ends in a voiced sound, the past tense is pronounced /d/
With adult accent clients

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What are the Suprasegmental Aspects of Speech?

A
  • Juncture
  • Rate of speech
  • Intonation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is juncture?

A

-Brief pauses that make up grammatical or semantic distinctions
EX: “Get the money bag!” vs. “Get the money, bag”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is rate of speech?

A
  • In rapid speech, decrease vowel duration
  • Usually, the faster the rate, the less intelligible a person is
  • Very important to address in therapy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What is intonation?

A

Changes in pitch contours

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What is MOOSE?

A
  • Move your lips
  • Open your mouth
  • Overexagerate
  • Slow down
  • Enunciate every sound
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What are consonants?

A

-Produced by some narrowing or closing of the vocal tract-complete or partial closure (sh vs.p)
-Prevocalic(before vowel) - Intervocalic
Banana baNana
-Postvocalic (after vowel)
bananaS
-Initial-medial-final

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What are Syllabics?

A

-form the nucleus of a syllable

/r,l,m,n/ ex: butter, bottle; special diacritic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What are vowels?

A
  • Produced with an open vocal tract
    1. Pure vowels (e.g., /a/, /i/, /ɪ/)- also known as monophthongs
    2. Diphthongs (e.g., /oʊ/, /aɪ/, /aʊ/)- made by the quick gliding of two simple vowels so that they cannot be perceptually separated
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What are Phonemic diphthongs?

A

-if you reduce them to pure vowels, the meaning changes ( e.g., /aɪ/, /ɔɪ/)
Pipe Pop Boil  Bowl

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

What are Nonphonemic diphthongs?

A

-if you reduce them to pure vowels, the meaning doesn’t change ( e.g., /eɪ/, /oʊ/ )

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

What are Place-Voice-Manner?

A

Voicing—voiced or voiceless
Manner—how sound is produced
Place—where sound is produced

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

What are the tongue positions?

A
  1. Tongue height

2. Tongue advancement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

What are the lip roundings?

A
  1. Rounded

2. Unrounded

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

tongue positions and roundings are crucial to who?

A

These are crucial with adult accents

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

IPA helps with what?

A

-allographs

E.g. /f/ allographs in tough, physical, taffy

36
Q

What are Virgules?

A

-slashes /b/ /n/ /t/ for phonemic transcription (abstract)

37
Q

What are brackets for?

A

-for phonetic transcription [m] (actual production of the sound by the speaker)

38
Q

What is broad transcription?

A

Virgules and Brackets

39
Q

What is narrow transcription?

A
  • This uses diacritic markers
  • Gives us more detail
  • Especially helpful for accent clients, clients with hearing loss, cleft palate
40
Q

What are open and closed syllables?

A
  • Open syllable word ends in a vowel (free, my, hello)

- Closed syllable word ends in a consonant or consonant cluster (box, zipper, bed)

41
Q

What are phonological processes?

A
  • simplifications of adult sound productions that affect entire classes of sounds
  • Stampe first described it
  • Used nationwide
42
Q

Phonological processes today

A

-The term phonological pattern is preferred

43
Q

Stampe’s phonol. processes are…

A
  • are normal in typically-developing children, but are a disorder when they persist beyond a certain age level
  • After a normal age of disappearance, we use the term phonological pattern
44
Q

Patterns that should disappear by age 3:

A

include weak syllable deletion and final consonant deletion

Ex: dinasour- disour

45
Q

Patterns that persist beyond age three include:

A

-cluster reduction and gliding
Ex: Gliding: rat-wat
Cluster reduction: tree-tee

46
Q

Many people today use the terms:

A

-phonological process and phonological pattern interchangeably

47
Q 
What are the 7 Substitution patterns?
One class of sounds is substituted for another class of sounds
A
  • Velar fronting
  • Stopping
  • Vocalization
  • Deaffrication
  • Liquid Gliding
  • Depalatization
  • Backing
48
Q
  1. Velar fronting:
A

-anterior sounds replace /k,g,ng/; usually alveolar stop (ex: t/k, d/g); most common in word initial position
EX: car->tar key->ti

49
Q
  1. Stopping:
A

-stop substituted for fricative (ex: tu/shu, keIb/keIv)
Ex:I lub you, mommy happy balentines day
Ex: busy-budy

50
Q
  1. Vocalization:
A

-substitution of vowel (usually /o/ or /u/) for syllabic liquid-ex: bado/bottle; teIbu/table

51
Q
  1. Deaffrication:
A

-Affricate is replayed by a stop or fricative

52
Q
  1. Liquid gliding:
A

-Substitution of glide for prevocalic-w/r, j/l

Ex: wak/rak

53
Q
  1. Depalatization:
A

-substitution of alveolar affricate for palatal affricate-dz/ ,ts/ch

54
Q

7.Backing:

A

-rare in typically developing child, present with severe SSD. Posterior sounds replace anterior sounds
Typically k/t and g/d

55
Q

What are assimilation patterns

A

One sound changes to resemble another sound, particularly a neighboring sound

56
Q

What is Regressive assimilation?

A

Sound that changes precedes the sound that caused the change

-E.g., instead of saying “lack,” child would say /kæk/; instead of saying “yum!” the child would say /mʌm/

57
Q

What is Progressive assimilation?

A
  • The sound that changes follows the sound that influences the change
  • E.g., instead of saying “might,” the child says /maɪm/; instead of saying “ghost,” the child says /goʊg/
58
Q

Kinds of Assimilation:

A
  1. Alveolar tom tot lɪp ɪd
  2. Nasal noʊz  noʊn map  mam
  3. Velar kʌp  kʌk dag  gog
  4. Labial boʊt  boʊp maʊθ  maʊm
  5. Prevocalic voicing taɪt daɪt
  6. Postvocalic devoicing fliz flis
59
Q

Syllable Structure Patterns (modify the syllabic structure of words)

A
  1. Weak/unstressed syllable deletion
  2. Epenthesis
  3. Reduplication
  4. Diminutization
  5. Initial consonant deletion
  6. Final consonant deletion
  7. Cluster reduction:
60
Q
  1. Weak/unstressed syllable deletion
A

Celeste ->Lest tomato-> meɪdo

61
Q
  1. Epenthesis
A

insertion of schwa between 2 consonants (Mark: Stepuhney/Stepney)

62
Q
  1. Reduplication
A
  • (partial or complete)
    -Repetition of a syllable
    ex: mother-mama
    Complete = baba/bottle**
63
Q
  1. Diminutization
A
  • adding /i/ to end of word;

ex: mami/mam, dagi/dag

64
Q
  1. Cluster reduction:
A

deletion or substitution of some or all members of a cluster

-usually the harder sounds are deleted

65
Q

What is Total cluster reduction?

A

all members of the cluster deleted

-æp/flæp

66
Q

What is Partial cluster reduction?

A

some members of a cluster are deleted

fæp/flæp

67
Q

What is Cluster substitution?

A
  • another sound replaces one or all members of the cluster

- Examples: twi/tri, pwiz/pliz, bun/spun

68
Q

Remember that our goal:

A

Is to help our clients achieve maximal speech intelligibility for life success

69
Q

What are segmentals?

A

consonants and vowels

70
Q

What is pitch?

A

the variable sensory experience due to differing frequency of vocal fold vibration

71
Q

What is stress?

A

Give prominence to certain syllables within a sequence of syllables

72
Q

What is contrastive stress?

A

a form of stress that helps contrast two or more possibilities while emphasizing one of them
EX: give me that BLUE pen

73
Q

What is stress timed languages?

A

stressed syllables tend to be produced at regular intervals

74
Q

What is syllable timed languages?

A

syllables tend to be produced at regular intervals

-doesn’t have to be stressed syllables

75
Q

What are phonotactic rules?

A

specify what combinations of sounds are possible or common in specific languages

76
Q

What are plosives?

A

referring to the explosion of air upon its release

77
Q

What are semivowels?

A

glides

78
Q

What is retroflex?

A

An /r/ made by curling the tongue tip back

79
Q

What is bunched or humped?

A

/r/ made by bunching and elevating the blade portion of the tongue

80
Q

What is bilabial?

A

sounds that are produced by pressing the two lips together

81
Q

What are linguadentals?

A

also known as interdental

-made by protruding the tip of the tongue slightly between the cutting edges of the upper and lower front teeth

82
Q

What are pressure consonants?

A

stops and fricatives

83
Q

What are voiced sounds?

A

sounds made while the vocal folds are vibrating

84
Q

What are unvoiced sounds?

A

sounds made in the absence of vocal fold vibration

85
Q

What are tense vowels?

A

longer in duration and are produced with a higher degree of muscular tension

86
Q

What are lax vowels?

A

shorter and require less muscular effort

87
Q

What are the onglide and offglide for diphthongs?

A

onglide-the vowel that initiates the diphthong

offglide-the vowel to which it changes

SPHP 126 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions