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Chapter 4 Flashcards

1
Q

Communication model

A

Source/speaker
Message
Auditory feedback
Environment
Listener

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2
Q

Speaker in com model

A

Has to properly encode and articulate thought

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3
Q

Message in comm model

A

The actual thought to be expressed
Auditory stimuli organized in meaningful linguistic units
Includes visual and tactile cues

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4
Q

Auditory feedback in comm model

A

Provided to the speaker while producing speech

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5
Q

Auditory perception

A

Ability to communicate verbally with others
Depends on auditory perception of segmental and suprasegmental elements of speech

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6
Q

Segmental elements of speech

A

Phonemes

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7
Q

Suprasegmental elements of speech

A

Rate, rhythm , intonation

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8
Q

When does an infant begin perceiving auditory stimuli?

A

Several weeks before birth

This occurs while still in utero.

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9
Q

What is a newborn capable of regarding auditory stimuli?

A

Detecting auditory stimuli and gross discrimination between various auditory signals

This discrimination is based on frequency and intensity parameters.

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10
Q

Why is the rapid emergence of auditory skills important?

A

It is crucial for the development of speech processing abilities and the emergence of speech and language

This includes developing receptive vocabulary in the first year.

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11
Q

What happens to speech and language development without a normal functioning auditory system?

A

It will be seriously affected

Extensive exposure to auditory stimuli is also necessary.

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12
Q

Fill in the blank: A newborn’s ability to discriminate auditory signals is based on _______.

A

[frequency and intensity parameters]

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13
Q

True or False: An infant’s auditory system is non-functional before birth.

A

False

The infant possesses a functional auditory system in utero.

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14
Q

Review cards about different ages

A
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15
Q

Acoustics of speech

A

Intensity, frequency, temporal, transitional cues

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16
Q

Intensity parameters of speech

A

Vowels have more power - louder
Consonants are higher frequency and softer
Male voices are 3 dB greater than females

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17
Q

Vowels vs consonants in frequency parameters of speech

A

Vowels - low and mid frequency (most acoustic power)
Consonants - broader, high frequency - important in intelligibility

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18
Q

Segmental elements of speech

A

Voiced consonants - low and mid frequency
Unvoiced - mid and high frequency
All consonants have weaker intensity
Frequency characteristics

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19
Q

Duration of individual phonemes

A

Range from 20-400 sec
Vowels longer
Duration contributes toward speech perception

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20
Q

What are transitional cues a result of

A

Influence of coarticualtion of phonemes when combined into words and phrases

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21
Q

What does perception imply

A

Understanding and comprehension

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22
Q

What does perception of speech involve?

A

Detection
Discrimination
Identification
Attention
Memory
Closure
Comprehension

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23
Q

Detection

A

Beginning of perception
Influenced by:
Hearing sensitivity and how loud sound is

24
Q

Discrimination

A

The ability to distinguish amount individual speech stimuli

25
Identification
Ability to identify or label what one has heard by pointing or naming
26
What does memory enable us to do?
Combine individual speech unit so to derive meaning from an entire verbal message
27
Closure
The ability to bring together perceived speech elements into a meaningful whole even when some cues are absent
28
Comprehension
Full perception and understanding of the meaning of an auditory message
29
Success in speech is related to:
Physical properties Redundancy and noise
30
Physical properties
ONLY severe profound HL alters perception of vowels Order of problems: final consonants, /s/, /p/, /k/, /d/, /th/, place of articulation, manner, nasality/voice, sloping audiogram configuration
31
Redundancy and speech perception and HL
Redundancy of speech relates to its predictability
32
Factors associated with redundancy
Syntactic, semantic, situational constraints
33
Syntax and redundancy
Knowing the rules of syntax allow for redundancy
34
Semantic constraints in redundancy
Limited vocab allows for less prediction
35
Situational constraints in redundancy
Conversational partner Location of the conversation Time of day
36
Noise and perception of speech
Reduces amount of information present for the listener to use Types of noise: Within the speaker Within the communication environment Within the listener
37
Noise within the speaker
Poor syntax Abnormal articulation Improper stress or inflection
38
Noise within the environment
Poor lighting Competing visual Competing auditory Reverberation
39
Noise within the listener
Lack of familiarity with rules of language Inability to id a topic Poor listening skills
40
Carharts steps for auditory training for PRELINGUALLY deaf children
Develop awareness of sound Development gross discriminations “ of broad discrimination of speech “ of finer discriminations Encourage the use of vision in ALL steps
41
Carhart’s adult auditory training
Establish attitude of critical listening Subtle difference among sounds Analytic drill work - phonemes, phrases, sentences Speech reading combined with hearining Training sessions in: intense background noise, competing sepech signal, listening on the telephone Use of HA or CI is vital
42
Current approaches to auditory training
Max comm potential by developing auditory channel (fit appropriate device, adjust, fit target) Don’t normally do therapy for adults
43
Candidacy for auditory training
Children with prelingually SNHL Moderate to profound degrees of HL with congenital onset Child and adult patients Adult patients with sever profound HL to facilitate more effective use of HA
44
Assessment of auditory skills
Before, during, end Is program needed Basis for comparison with post-therapy performance and to assess how much improvement Identify specific areas of auditory perception to concentrate on in further sessions
45
Specific techniques for auditory testing vary according to:
Age of client Language skills - second language, ASL, etc Type and degree of HL
46
Variables that influence the degree of difficulty for auditory testing
Nature of the task Open or closed set response format Context presented Level of vocab used in instruction SNR (figure ground) Use of formal and informal assessment
47
Evaluating adults for auditory training
WR with monosyllabic words at suprasegmental level CID sentences and more tests. See lecture
48
Methods of auditory training
1. Analytic 2. Synthetic 3. Pragmatic 4. Electric
49
Analytic method of auditory training
Small percentage of training Break speech into small components Uses closed set response format
50
Synthetic method of auditory training
Global approach Clues from words, phrases, sentences Must be meaningful stimuli
51
Pragmatic method of auditory training
Training listener to control communication variables, SNR, requesting clarification Quest?AR
52
Eclectic method of auditory training
Probably best solution Combination of other auditory training strategies
53
See notes for types of therapy…starting with Erber
Through end of slides
54
What are anticipatory strategies
Ways to prepare listening for comm Minimize distance to speaker Optimize HA Reducing competing signals Use situation cues to anticipate topics and words
55
Repair strategies
Ask speaker to repeat Ask speaker to rephrase/simplify Ask follow up questions
56
Computerized auditory training
Caspersent Cast Lace See slides for more info

Aural Rehab (12 decks)

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