Quiz one

Question 1

Communication:

Answer 1

is a process that consists of two or more people sharing information, including facts, thoughts, ideas, and feelings (pp.1). Refers to any way that we convey information from one person to another.

Question 2

Speech

Answer 2

Speech- is the expression of thoughts in spoken words, i.e., in oral, verbal communication.

Articulation- Motor production of speech sounds

Fluency- The flow of speech,
rate and rhythm

Voice- Vocal quality, pitch,Loudness and resonance

Question 3

Language

Answer 3

Language- can be defined as a complex and dynamic system of conventional symbols that is used in various modes for thought and communication (ASHA, 1983).

Language is –rule governed

Described by at least five linguistics parameters: 1) phonological 2) morphological, 3) syntactical, 4) semantic 5) pragmatic

All members of a language agree on the symbolic system.

Question 4

A communication disorder

Answer 4

is the impairment in the ability to receive, send, process, and comprehend concepts, including verbal, nonverbal and graphic symbol systems (ASHA, 1993)

communication disorders- speech, language, hearing, and central auditory processing.

Question 5

A speech disorder-

Answer 5

is used to indicate oral, verbal communication that is so deviant from the norm that it is noticeable or interferes with communication

Question 6

Articulation Disorder

Answer 6

Precise oral motor production of speech sounds

Question 7

Fluency Disorder

Answer 7

The flow of speech, rate, and rhythm

Question 8

Voice Disorders

Answer 8

Vocal quality, pitch, loudness and resonance.

Question 9

Language disorder:

Answer 9

impaired comprehension and/or use of spoken, written, and/or other symbol systems.

May involve one or more of the following: Phonology, morphology, syntax, semantics, and pragmatics.

Question 10

Hearing Disorder:

Answer 10

Impaired auditory sensitivity leads to a hearing impairment. (hard of hearing, deaf)

Question 11

Central Auditory Processing Disorders

Answer 11

difficulties with information processing of auditory signals that are not the result of hearing impairment.

Question 12

Articulation

Answer 12

Subcategory of speech

Phones: The actual production

Articulatory motor processes.

Example: The child’s “r’ -production , refers to the speech sound or phone production of [r].

Question 13

Phonology

Answer 13

Subcategory of language

Phonemes: When combined with other units, distinguish meaning between words

Understanding of sound systems within a language

Phonology: The study of how phonemes are organized and function in a language.
List of all vowels and consonants in that language to differentiate meaning

Example: The child’s understanding that phonemes ‘r’ and ‘w’ can change the word’s meaning

Two words that differ in only one phoneme value are called minimal pairs (e.g., ring, wing).

Question 14

Phonotactics

Answer 14

Allowed combinations of phonemes in a particular language

E.g., “sh”+ ”v” does not occur in American English; however, it occurs in German (schwein for “pig”).

Question 15

Speech sound disorders

Answer 15

is an umbrella term referring to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments—including phonotactic rules governing permissible speech sound sequences in a language.” (ASHA)

Inherent in the definition is that a child could demonstrate motor problems together with phonological realizations and phonotactic, rule-based usage problems (pp 8).

Question 16

Atypical articulation

Answer 16

substitutions, omissions, additions and distortions that may interfere with intelligibility

Can cause frustration

Errors-may be typical (age-appropriate) or atypical (non age-appropriate)-depending on the age

Question 17

Phonological Disorder

Answer 17

Impaired understanding of the phonological system of a particular language.

If a child is producing swing, sing, ring, and wing as wing- the child is not using the required phonemic contrasts to indicate differences between these words (sounding identical).

Question 18

Articulation and Phonology are not mutually exclusive

Answer 18

Articulation: Form (motor production)
Phonology: Function (linguistic understanding)

Question 19

Articulation Disorder vs. Phonological Disorder

Answer 19

The difference is important, but is not an either/or dichotomy

Many children with SSD-demonstrate both types of difficulties.

A child may demonstrate problems with physically producing phones and using phonemes contrastively to differentiate words.

Question 20

Phonetic inventory

Answer 20

List of all phones produced

Question 21

Phonemic inventory

Answer 21

List of phonemes the child used to differentiate meaning

Question 22

Phonotactic constraints

Answer 22

Can they use target phonemes in all possible positions of the word? For example, a child might use /k/ in cat but cake would be /kei/

Question 23

Aspects of Structural and Functional Development

Answer 23

Both the structure and function of respiratory, phonatory, resonatory, and articulatory mechanisms must change considerably before regular articulatory activities begin.

Question 24

Anatomy of a Newborn: Oral and Pharyngeal Cavity

Answer 24

The oral cavity and the pharyngeal cavity are used primarily for sucking and swallowing actions.

The tongue-fills the oral cavity completely leaving no space practically for the buccal area.

The production of sounds under these conditions is severely restricted.

Question 25

Anatomy of a Newborn: Larynx

Answer 25

Larynx is close to the angle between neck and chin. Restricted position of the larynx does not allow the vocal tract to effectively elongate

Question 26

Anatomical Changes: Around the child’s first birthday

Answer 26

Expansions of the laryngeal and pharyngeal cavity Changes in the form and mobility of the arytenoid cartilages (controls vocal folds), soft palate and tongue Fine-tuning and coordination of the lips, mandible, tongue, and velar movements

Question 27

Early Perception

Answer 27

Auditory experiences begin before birth (third trimester) Human fetuses have a clear sensitivity to melody contours in language and music Newborns-prefer their mother’s voice over other voices Newborns’ cry melodies appear to be shaped by their native language

Question 28

Categorical Perception

Answer 28

tendency of listeners to perceive differences in speech sounds according to the classifications of their native language. Sucking rates studies-infants as old as 1 month old-demonstrated categorical perception between /b/ and /p/ in [ba] and [pa].

Question 29

Perceptual Constancy

Answer 29

The ability to identify the same sounds across different speakers, pitches and other changing environmental conditions Perceptual constancy for vowels and consonants within different contexts-observed in children from 51/2-10 months of age (Werker & Fennell, 2004).

Question 30

Phonemic Contrasts

Answer 30

Differentiating between phonemes that signal differences in word meanings Some phonemic contrasts are easier than others /b-d/ (18 months) vs. /s-z/ (around 25 months).

Question 31

Vocoids

Answer 31

nonphonemic vowel like productions (predominance of the [ɛ], [ɪ], and [ʌ] vocoids).

Question 32

Contoids

Answer 32

non phonemic consonant-like productions (frequent contoids: [h], [d], [w], [b], [ɡ], [m], and [j]).

Question 33

The prosodic features

Answer 33

Considers the stress and intonation of a language. Infants going through the canonical babbling phase are beginning to learn prosodic features.

Question 34

Vocables

Answer 34

like real words but do not carry meaning

Question 35

Protowords (phonetically consistent forms)

Answer 35

– function as real words but not based on adult model. These are considered the link between babbling and adult-like speech

Question 36

The first 50-word stage

Answer 36

Children usually begin to combine words when they have their first 50 words (approximately 18 months) Word Initial Position : /h, w, b, t, m, n, k, g, f, s/ Word Final Position: /p, t, k, n, r, s/ Significant individual variability Some children show sound preferences

Question 37

Development of Vowels

Answer 37

18 months- acquisition of [ɑ], [ʊ ], [i ],[ɪ], and [ʌ] (correct production 23%-71%). 24 months- the only vowels that did not reach 70% accuracy were [ɚ], and [ɝ]. By 3 years of age- all vowels. By the end of preschool years, a complete phonological system has emerged

Question 38

Phonological Processes: Syllable Structure Processes

Answer 38

Syllable Structure Processes: address the general tendency of young children to reduce words to basic CV structures. Reduplication Final Consonant Deletion: Unstressed syllable deletion or weak syllable deletion Cluster reduction Epenthesis

Question 39

Phonological Processes: Substitution Processes

Answer 39

Substitution Processes: When one speech sound is substituted for another Stopping (suppression of stopping varies depending on the phoneme Fronting Gliding: [ɹ] and [l] gliding Consonant cluster substitution

Question 40

Phonological Processes: Assimilation Processes

Answer 40

When one speech sound influences another Example: cake for take Regressive assimilation Example: bop for stop

Question 41

Denasalization

Answer 41

Changing a nasal consonant to a nonnasal Example: mat → /bæt/ AOD: 2.6

Question 42

Affrication

Answer 42

Substituting an affricate for a nonaffricate Example: sheep → /tʃip/ AOD: 3

Question 42

Assimilation

Answer 42

Changing a phoneme so it takes on a characteristic of another sound in the word Example: cat → /tæt/ AOD: 3

Question 43

Final consonant deletion

Answer 43

Omitting a singleton consonant at the end of a word Example: cat → /kæ/ AOD: 3

Question 44

Fronting of initial velar singles

Answer 44

Substituting a front sound for a back sound Example: can → /tæn/ AOD: 4

Question 45

Deaffrication

Answer 45

Replacing an affricate with a continuant or stop Example: chip → /sɪp/ AOD: 4

Question 46

Cluster reduction (without /s/)

Answer 46

Omitting one or more consonants in a sequence of consonants Example: grape → /ɡep/ AOD: 4

Question 47

Depalatalization of final singles

Answer 47

Substituting a nonpalatal for a palatal sound at the end of a word Example: dish → /dɪt/ AOD:4.6

Question 48

Depalatalization of initial singles

Answer 48

Substituting a nonpalatal for a palatal sound at the beginning of a word Example: shy → /taɪ/ AOD: 5

Question 49

Alveolarization

Answer 49

Substituting an alveolar for a nonalveolar sound Example:chew → /tu/ AOD: 5

Question 50

Final consonant devoicing

Answer 50

Substituting a voiceless final consonant for a voiced consonant Example: bag → /bæk/ AOD: 5

Question 51

Cluster reduction (with /s/)

Answer 51

Omitting /s/ in the initial position of a cluster Example:step → /tɛp/ AOD: 5

Question 52

Labialization

Answer 52

Replacing a nonlabial sound with a labial sound Example: tan → /pæn/ AOD: 6

Question 53

Initial voicing

Answer 53

Substituting a voiced consonant for a voiceless consonant before a vowel Example: sun → /zʌn/ AOD: 6

Question 54

Gliding of initial liquids

Answer 54

Substituting a /w/ or /j/ for another consonant Example: run → /wʌn/ AOD:7

Question 55

Epenthesis

Answer 55

Adding a sound, typically /ə/, between two consonants black → /bəlæk/ AOD: 8

Question 56

Phone

Answer 56

Actual production of sound

Question 57

Phonemes

Answer 57

When combined with other units, distinguished meaning between words

Question 58

Assessments

Answer 58

Phonetic inventory Phonemic inventory Phonotactic constraints