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SPAA 210 > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

communication

A

the process of sharing information between individuals

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2
Q

speech

A

expression of thought in spoken words. speech is oral, verbal communication

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3
Q

language

A

a complex and dynamic system of conventional symbols that issued in various modes for thought and communication

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4
Q

articulation

A

the motor production of speech

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5
Q

fluency

A

the flow of speaking including rate, rhythm and effort

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6
Q

voice

A

vocal quality, pitch, loudness and resonance

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7
Q

phonology

A

the sound system of language, including ruled that govern its spoken form (can be hard to learn in a new language) (a language component)
the study of the sound system of a language, examines the sound units of that particular language, how these sounds are arranged, the systematic organization and rule system

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8
Q

morphology

A

the system that governs the structure of words and construction of word forms (a language component)

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9
Q

syntax

A

the system governing the order and combination of words to form sentences, and the relationships among the elements within a sentence (a language component)

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10
Q

semantics

A

the system that governs the meanings of words and sentences (a language component)

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11
Q

pragmatics

A

the system that combines the other language components in functional and socially appropriate communication

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12
Q

communication disorders

A

impairment in the ability to receive, send, process, and comprehend concepts including verbal, nonverbal, and graphic symbols (hearing, speech, language)

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13
Q

hearing disorder

A

difficulties in detection, recognition, discrimination, comprehension, and perception of auditory information

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14
Q

speech disorder

A

impairment of the articulation of speech sounds, fluency and/or voice
occurs when mistakes continue past a certain age

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15
Q

language disorder

A

impaired comprehension and/or use of spoken, written and/or other systems. the disorder may involve (1) the form of language (phonology, morphology, syntax), (2) the content of language (semantics), and/or (3) the function of language in communication (pragmatics) in any combination

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16
Q

articulation disorder

A

is the atypical production of speech sounds characterized by substitutions, omissions, additions and distortions that may interfere with speech intelligibility.

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17
Q

phonological disorder

A

is the impaired comprehension of the sound system of a language and the rules that govern the sound combinations (involves patterns of sound errors)

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18
Q

Phonetics

A

“The study of speech sounds, their production and acoustic properties, and the written symbols that represent them.”

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19
Q

Vowels

A

Open sounds
 Voiced
 Acoustically more intense
 More sonority (loudness)

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20
Q

Consonants

A

Constricted sounds
 Voiced or voiceless
 Acoustically less intense
 Less sonority

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21
Q

Vowel Classification

A

Portion of tongue involved ◦ (front, central or back)
 Tongue position relative to palate ◦ (high, mid or low)
 Lip retraction vs. rounding  Tense vs. lax
◦ (degree of muscular activity and length of vowel)  Monophthongs vs. diphthongs
◦ (pure vowels vs. quick gliding of 2 simple vowels so that they can’t be perceptually separated)

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22
Q

Consonant Classification

A

Active articulator
Place (where)
Manner (how)
Voiced (vocal folds vibrate) or voiceless

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23
Q

Active articulator

A

◦ lip, tongue, glottis

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24
Q

Place (where)

A

◦ lip, teeth, alveolar ridge, palate, velum,

glottis

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25
Q

Manner (how)

A

◦ Stops, fricatives, affricates, nasals, glides, liquids

 Voice

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26
Q

Stop

A

complete closure of the vocal tract at some point

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27
Q

Fricative

A

narrow constriction of the articulators with audible noise

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28
Q

articulatory phonetics,

A

which deals with the categorization and classification of the production features of speech sounds

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29
Q

Nasal

A

sound which resonates in oral and nasal cavity (velum is lowered)

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30
Q

Affricate

A

a stop which slowly releases into a fricative (not a consonant cluster)

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31
Q

Glide

A

vowel-like sound produced by gliding movement of the articulators

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32
Q

Liquid

A

vowel-like sound produced with a relatively open vocal tract
Rhotic (/r/) – production changes
depending on surrounding sounds
◦ Lateral (/l/) – midline closure but lateral openings in the oral cavity

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33
Q

Cognates

A

pairs of similar sounds that differ only by voicing (e.g. /k/ and /g/)

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34
Q

Consonant clusters

A

consonant sounds produced in side-by-side combinations

◦ Prevocalic – before a vowel (e.g. tw-, bl-, str-) ◦ Postvocalic – after a vowel (e.g. – mp, -ld, -st)

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35
Q

Onset

A

consonant or cluster preceding the peak, not required

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36
Q

Peak

A

nucleus of the syllable, required

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37
Q

Coda

A

consonant or cluster following

the peak, not required

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38
Q

Rhyme

A

peak + coda of the syllable

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39
Q

Open

A

syllables without a coda

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40
Q

Closed

A

syllables with a coda

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41
Q

Why is phonetic transcription important?

A

Accurate transcription forms the basis for diagnosis of a speech sound disorder
• The SLP needs to be able to identify and transcribe productions accurately
• It is a skill that improves with practice, as you fine tune your auditory perceptual skills to differentiate between accurate and inaccurate speech sound productions

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42
Q

General/Broad transcription

A

Uses general IPA phoneme symbols

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43
Q

Narrow transcription

A

More detailed transcription
▫ Uses general IPA phonemes + diacritical marks
▫ Incorporates allophones, those changes that
occur within a phoneme when a speaker produces the phoneme in different contexts

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44
Q

Brackets [ ]

A

when listening to and transcribing actual productions

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45
Q

Slashes / /

A

when summarizing results & writing a word according to its’ standard production

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46
Q

Diacritics

A

Special symbols used in narrow phonetic
transcription to depict the specific articulatory or
perceptual features of a phoneme ▫ Used in narrow transcription
▫ See diacritics table handout

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47
Q

Aspirated stops

A

Sudden air release of voiceless stop
• Note: voiceless stops typically aspirated at beginning of word, but not in consonant clusters
• Usually not an error
[ ^h] [k^h] [k^hʌp]

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48
Q

Unreleased stops

A

Stop is closed, but not released
Note: typically occurs at end of utterance or one word responses
Usually not an error
[˺][t˺][hit˺]

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49
Q

Flaps

A

Allophonic variation of [t],[d]
• Note: typically intervocalic
• Usually not an error
[ɾ] [bʌɾɚ] [mɪɾən]

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50
Q

Syllabic consonants

A

Unstressed syllable with [m],[n],[l],[r]
• Usually not an error
[ ]̩ [l]̩ [tebl̩]

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51
Q

Vowel Lengthening

A

Longer than normal vowel duration
• Usually not an error
[:] [sæ:t]

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52
Q

Nasality

A 
Nasalized speech sound
• Note: vowel preceding nasal consonant is typically nasalized
[ ~ ]
•[æ̃]
•[tæ̃n]
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53
Q

Dentalization

A 
Tongue against or between teeth
• Note: tongue is against upper incisors, not alveolar ridge
Common with [s],[z]
• Atypical, but some
children will outgrow it without therapy
[s]̪ [s]̪ [si̪p]
54
Q

Lateralization

A 
lateral air escape
• Note: tongue & alveolar ridge in contact on tip & sides, with air releasing laterally into cheeks
Common with [s],[z]
• Atypical – likely to require therapy
[ ]̯[s]̯[ si̯ t ]
55
Q

Derhotacization

A

Loss of r-coloring of vocalic /r/
• Note: Central vowels [ɝ] & [ɚ] become [ɜ] & [ə]
• Can be developmental
[ɜ] & [ə] [bɜp] [bʌstə]

56
Q

Word Position

A

Initial – beginning of word
• Medial – middle of word
▫ Words can have more than 1 medial speech sound
• Final – end of word

57
Q

Phonotactics

A 
The rules for how sounds can be combined to form syllables and how these sounds can be distributed
• Rules are specific for each language
• Includes:
▫ Where certain sounds can appear
▫ Possible combination of sounds
▫ Number of consonants in the initial & final
position of words
▫ Possible order of occurrence of sounds
58
Q

English Examples of phonotactics

A

Word position
▫ /h/ and /w/ can occur initial & medial, but not
final word position
• Possible combinations
▫ /str/ initial is possible, but not /str/ final
▫ Stops are usually not combined together
• Number of consonants that can be combined
▫ English has 2, 3 & 4 consonant cluster combinations (e.g. /st-/, /str-/, /-mpst/

59
Q

Coarticulation

A

Sounds have influence on one another when they are linked to make words, phrases and sentences
▫ Adaptations – variations in articulatory movement ▫ Assimilations – speech sound becomes similar to a
neighboring sound
• All sounds are affected by their neighboring sounds,
especially those immediately preceding or following
them
• As normal language speakers, we identify when we
make errors in speech production & usually self- correct them

60
Q

Why does theory matter?

A

Theories offer a variety of clinical possibilities
 Each theory provides a somewhat different perspective on the problem to be solved
 Phonological theories help us focus on the details and gather valuable diagnostic information

61
Q

Form - articulation

A

focus is on production of sounds

62
Q

Function – phonology

A

focus is on use of sounds

63
Q

Utterances

A

combine form (articulation) and function (phonology) to convey meaning

64
Q

Traditional speech therapy focused primarily

A

on articulation – speech sound production – while language was ignored

65
Q

More contemporary therapy focuses

A

on mastering phonological rules

Ultimately, children need both traditional and contemporary to succeed

66
Q

Distinctive Feature

A

smallest identifiable sound properties that establish phonemes
 e.g. voiced vs. voiceless, nasal vs. non-nasal
***Children acquire features that have maximal physiological contrast before those of minute distinction (start big work towards small)
e.g. vowel vs. consonant distinction would precede fricative
vs. affricate distinction
Modern clinical practice of using minimal pairs
training to correct speech sound errors developed from this theory
 e.g. “tea” and “see”

67
Q

Distinctive Feature System

A

Published by Chomsky-Halle in 1968
 Most widely used & recognized distinctive feature system
*** Developed as a means of analyzing phonemes and entire phoneme systems of languages
 Uses a binary system to signal presence (+) or absence (-) of certain distinctive features
 Analyzing the distinctive features of the target sound to the substitution allows us to determine error patterns

68
Q

Naturalness

A

Relative simplicity of a sound production

 High frequency of occurrence in languages

69
Q

Markedness

A

Relatively more difficult to produce  Occur less frequently in languages

70
Q

Theory of Naturalness and Markedness

A

terms are on opposite ends of the continuum
 Developmental studies have suggested that more natural features are learned more easily or earlier than more marked features
 Children with phonological disorders tend to substitute more natural classes of sounds for marked ones

71
Q

Theory of Naturalness and Markedness examples

A

Stops are more natural than fricatives Fricatives are more natural than affricates
Anterior consonants are more natural than nonanterior consonants
Close-tense vowels are more natural than open-lax vowels

72
Q

Natural Phonology Theory

A

Designed to explain the development of a child’s phonological system
 Theory states children are born an innate sound system and must progress to meet the demands of adult phonological forms present in the adult language
 Suppression of phonological processes is necessary to achieve adult-like sounds

73
Q

Phonological Processes

A

The patterned modifications of the adult speech model by normally developing children
 The sound error patterns used by children diagnosed with a phonological disorder
 Results in a simplification of the production
 Child’s speech productions can be assessed, classified and analyzed according to the processes present

74
Q

Phonological Processes Categorization

A

Syllable structure processes
Substitution processes
Assimilation processes

75
Q

Syllable structure processes

A

Changes to either the # of syllables in the

word or the shape of the word

76
Q

Substitution processes

A

Changes in which one sound class is replaced by another

77
Q

Assimilation processes

A

Changes in which a sound becomes similar to

or is influenced for a neighboring sound in the utterance

78
Q

Syllable Structure Processes

A 
Cluster reduction
Final consonant deletion
Initial consonant deletion 
 Weak syllable deletion 
Epenthesis
79
Q

Cluster Reduction

A

Simplification of consonant clusters into a single consonant
 [gin] for green  [tov] for stove  [kod] for cold
 Typically the more natural member of the cluster remains
 Can occur with initial and final consonant clusters, although is more rare & atypical with final consonant clusters

80
Q

Final Consonant Deletion

A

Omission of the final consonant of a word [da] for dog
[bi] for bead
[hæ] for hat
 Can include omission of an entire consonant cluster at the end of a word
 Changes the word from a closed syllable (ending in a consonant) to an open syllable word

81
Q

Initial Consonant Deletion

A

Omission of the initial consonant of a word [u] for shoe
[ek] for wake
[on] for stone
 Can include omission of an entire consonant cluster at the beginning of the word
***Rare in normal phonological development, but can be observed in children with phonological disorder

82
Q

Weak Syllable Deletion

A

 Omission of an unstressed syllable in a polysyllabic word

 [tɛfon] for telephone  [nænə] for banana

83
Q

Epenthesis

A

Insertion of an unstressed vowel, typically /ə/, between 2 consonants
Usually vowel is inserted between 2 consonants in an initial cluster
[bəlu] for blue [səniz] for sneeze

84
Q

Substitution Processes

A 
Stopping
Fronting
Backing
Deaffrication  Gliding
Vowelization/vocalization
85
Q

Stopping

A

Substitution of a stop for a fricative [tʌn] for sun
[pæn] for fan
[læp] for laugh
 Common process in normal phonological development
 Most often observed in word initial position

86
Q

Fronting

A

Replacement of a more posterior speech sound with a speech sound made in a more anterior position
 Typically velar/k, g, ŋ/ or palatal /ʃ, ʒ, ʤ, ʧ/ sounds are replaced with an anterior sound /t, d, n, s/
[tі] for key [dо] for go [su] for shoe

87
Q

Backing

A

Sounds in a more anterior position are replaced with sounds produced in a more posterior position
*** Not a commonly occurring process in normal development, but is observed in children with phonological disorders
 Opposite of fronting
 /k/ for /t/, [ku] for [tu]
 /g/ for /d/, [gο] for dough  /h/ for /s/, [hup] for soup

88
Q

Deaffrication

A

Replacement of an affricate [ʧ, ʤ] with a stop or fricative

[spit] for speech [dar] for jar [ʃu] for chew

89
Q

Gliding

A

Substitution of a glide for a pre-vocalic liquid
 /r/ and /l/ are replaced by /w/ and /j/ [wɪŋ] for ring
[jɛjο] for yellow
[dwʌm] for drum

90
Q

Vowelization/Vocalization

A

Substitution of a vowel for a syllabic liquid
 Includes mid-central vowels /ɝ/ & /ɚ/
 Also includes postvocalic liquids, which typically results in omission of the final liquid
 [gʌl] for girl
 [pepo] for paper  [bɑ] for ball
 [kɑ] for car
 [tebo] for table

91
Q

Assimilation Processes

A 
Labial assimilation 
Velar assimilation
 Nasal assimilation
 Prevocalic voicing
Postvocalic devoicing
92
Q

Labial Assimilation

A

When a nonlabial consonant becomes a labial because of the influence of another labial in the word
/p, b, m, w/
 Usually affects alveolar and palatal speech sounds
[bebəl] for table [pɛps] for steps

93
Q

Velar Assimilation

A

Assimilation of a nonvelar speech sound to a velar sound
/k, g, ŋ/
Typically affects alveolar and palatal consonants
[kʌk] for cup [gɑg] for dog

94
Q

Nasal Assimilation

A

Assimilation of a nonnasal sound becomes a nasal because of the influence of another nasal in the word
[mam] for mop [non] for nose

95
Q

Prevocalic Voicing

A

A voiceless sound preceding a vowel becomes voiced
Stops are most commonly affected [dɛn] for ten
[be] for pay
[zut] for suit

96
Q

Postvocalic Devoicing

A

A voiced sound following a vowel becomes voiceless

[pɪk] for pig [sæt] for sad [bis] for bees

97
Q

Phonological Process Analysis

A 
A means of identifying substitutions, syllable structure and assimilatory changes that occur in a child’s speech
 Each error is identified and classified as 1 or more phonological processes
 Patterns of errors are described according to the most frequent phonological processes present and/or those that affect a class of sounds
 Errors are typically counted to determine frequency of occurrence
98
Q

Prevocalic Voicing

A

A voiceless sound preceding a vowel becomes voiced
Stops are most commonly affected [dɛn] for ten
[be] for pay
[zut] for suit

99
Q

Postvocalic Devoicing

A

A voiced sound following a vowel becomes voiceless
[pɪk] for pig
[sæt] for sad
[bis] for bees

100
Q

Phonological Process Analysis

A 
A means of identifying substitutions, syllable structure and assimilatory changes that occur in a child’s speech
 Each error is identified and classified as 1 or more phonological processes
 Patterns of errors are described according to the most frequent phonological processes present and/or those that affect a class of sounds
Errors are typically counted to determine frequency of occurrence
101
Q

normal speech sound development

birth to 12 months

A

Anatomical changes to respiratory, laryngeal and oral cavity structures occur to support speech sound production
At 6-8 months, vocal tract approximates its later adult shape, allowing true babbling to develop
Auditory perceptual skills develop for speech & voice recognition
Infants can recognize their mother’s voice within days after birth
Speech perception skills at 6 mos. of age can predict language skills at 2 years of age

102
Q

what derails a child’s speech development

A

repeat middle ear infections, not being able to hear fully at birth

103
Q

Prelinguistic

A

vocalizations prior to first words

104
Q

Prelinguistic Behavior Stage 1

Reflexive vocalizations

A

Age: Birth – 2 months
Reflexive - Crying, coughing, grunting,
burps
Automatic responses to infant’s physical state – occur primarily during physical activity, discomfort or feeding

105
Q

Prelinguistic Behavior Stage 2

Cooing & laughter

A

Age: 2 – 4 months
Quasi-resonant nuclei: vowel-like sounds
Coos during comfortable states
Crying diminishes & laughter emerges

106
Q

Prelinguistic Behavior Stage 3

Vocal play

A

Age: 4 – 6 months
Prolonged consonant-like & vowel-like
productions
Experiments with loudness & pitch variations
Increased variation in tongue height & position with vowel production

107
Q

Prelinguistic Behavior Stage 4

Canonical babbling

A

Age: 6 months and older
Reduplicated babbling
Non-reduplicated babbling
Development of prosody coincides with this stage
Intonation, rhythm and pausing of speech that gives the impression of sentences without words
Research has shown babbling behavior can be predictive of later language skills

108
Q

Prelinguistic Behavior Stage 5

Jargon

A

Age: 10 months and older
Babbling strings marked by intonation, rhythm and pausing Sounds like sentences without actual words
Can contain eye contact and gestures
Stage overlaps with first words
Typical vowels & consonants: /ɛ, ɪ, ʌ, h, d, b, m, t, g, w/ Primarily open syllable structures: CV, VCV, CVCV

109
Q

Non-reduplicated babbling

A

both consonants and vowels vary with smooth transitions between segments [dʌbi]

110
Q

Reduplicated babbling

A

strings of consonant-vowel combinations, with consonants consistent, but can vary vowels [mɑmɑmɑ]

111
Q

The first 50 words

A

Beginning of the linguistic phase
Starts with production of the first word
Begins around age 12 months and ends around 18-24 months

112
Q

The first 50 words what sounds develop first

A

Early consonants produced: /p, m, b, d, n, h, w/
Early vowels produced: /a, ɪ, u/
Sounds appear first in the word initial position
Anterior stops & nasals are acquired earlier
Word initial voiced stops and word final voiceless stops are learned first

113
Q

the first 50 words- how the process works

A

Child develops single words until he/she has acquired 50 meaningful words
Once child has 50 words, he/she will begin to combine them into 2 word phrases
When a child is producing 50 words, he/she can likely understand about 200 words
CV, VC, and CVC syllables dominate
Words are typically learned as whole units, rather than a collection of sounds
Develops intonation to help communicate intent of spoken words
Labeling objects – flat intonation
Making requests, expressing surprise or showing
curiosity – rising intonation
Being playful or for emphatic stress – rising-
falling intonation
First 50 words stage ends when child has acquired about 50 expressive words & 2 word phrases emerge, typically by age 24 months

114
Q

first word

A

“Relatively stable phonetic form produced

consistently by the child in a particular context and recognizably related to the adultlike word form”

115
Q

intonation

A

(variations in pitch)

116
Q

Preschool Child

A

Begins at the end of the 50 first words stage (around 24 months) with the emergence of 2 word phrases and continues until the child reaches 6 years of age
Period of largest growth in the child’s phonological system

117
Q

Preschool Child 24 – 30 MONTHS OLD

A

expressive (speaks) vocabulary expands to 150-300 words
Receptive (understands) vocabulary expands from 1200 words
Limited phonetic inventory
Producing 2-3 word phrases

118
Q

preschool Child 5 YEARS OLD

A

Expressive vocabulary has expanded to 2200 words
Receptive vocabulary has expanded to 9600 words
phonological system is almost completely developed
Language contains most basic grammatical structures

119
Q

Vowel Development

A

By age 18 months, children have mastered /ɑ, ʊ, i, ɪ, ʌ/
Limited research studies on vowel development
Generally, most studies agree that children have acquired all vowels by age 3 years
Exception is /ɝ/, /ɚ/, /ɪr/, /ɛr/, /ar/,& /or/, which are typically mastered by 6th birthday

120
Q

Research Related to Consonant Development

A

Cross-sectional method:
Collected speech production samples from picture naming tasks
Studies contained a large # of children, excluding those with known hearing or language impairments
Each study established criteria for mastery of a sound (75% or 90%), as well as which word positions were sample (initial & final vs. initial, medial & final)
Results are displayed in terms of age of acquisition of consonant sounds

121
Q

Generalizing Research Results on Consonant Development

3 years old

A

/h/, /w/, /m/, /n/, /b/, /p/, /f/

122
Q

Generalizing Research Results on Consonant Development

4 years old

A

/d/, /t/, /j/, /k/, /g/, /ŋ/

123
Q

Generalizing Research Results on Consonant Development

6 years old

A

/l/, /ʧ/, /ʃ/, /ʤ/, /v/

124
Q

Generalizing Research Results on Consonant Development

9 years old

A

/r/, /s/, /z/, /θ/, /ʒ/, /ð/

125
Q

Consonant Cluster Development

A

Typically develop between ages 3 1⁄2 & 5 1⁄2
Cluster reduction can be observed until 6
Epenthesis can be observed until age 8

126
Q

Phonological Processes Disappearing by Age 3

A

Weak Syllable Deletion Final Consonant Deletion Velar Fronting (t/k, d/g, n/ŋ) Diminutization dog→[dɑgi] Reduplication bottle → [bɔbɔ]

127
Q

Phonological Processes

Persisting After Age 3

A

Vowelization
Stopping
Prevocalic Voicing
Post Vocalic Devoicing Cluster Reduction (until age 5-6) Gliding (until age 6) Epenthesis (until age 8)

128
Q

speech intelligibility norms

19-25 months

A

25 to 50 %

129
Q

speech intelligibility norms

2-3 years

A

50 to 75 %

130
Q

speech intelligibility norms

4-5 years

A

75 to 90 %

131
Q

speech intelligibility norms

5+ years

A

90 to 100 %

a few articulation errors may persist

SPAA 210 (3 decks)

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