Week 4 - Part I Flashcards
(177 cards)
1
Q
Traditional localization of speech production disabilities:
perisylvian area of cortex
A
- phonological disabilities
2
Q
Traditional localization of speech production disabilities:
Broca/s area/higher level subcortical areas
A
- oral/verbal dyspraxias
3
Q
Traditional localization of speech production disabilities:
motor nuerons to tongue, lips, soft palate and possibly subcortical areas: e.g., basal ganglia and cerebellum
A
- dysarthrias
4
Q
Across the lifespan (these are associated with _ disabilities):
phonological delays/disabilities
apraxia of speech
dysarthrias
A
- developmental
5
Q
Across the lifespan (these are associated with _ disabilities):
aphasias
apraxia of speech
dysarthrias
A
acquired disabilities
6
Q
Across the lifespan (these are associated with developmental disabilities): phonological delays/disabilities include phonological processes word retrieval challenges nonword repetition reading delays and...
A
- writing difficulties
7
Q
Across the lifespan (these are associated with acquired disabilities): aphasias - paraphasias neologisms nonword repetition word retrieval challenges and...
A
- reading/writing deficits
8
Q
Paraphasias can be phonemic (e.g., /flIt vs /fIlm/) or
A
- semantic (book vs film)
9
Q
A category of sound relating to meaning is called a
A
- phoneme
10
Q
Dyslexia is a difficulty with recognizing
A
- phonemes, there things “do not sound right”
11
Q
As language becomes more mature, its structure tends to _, which suggests that
A
- localize
- immature skills are more global
12
Q
Underlying causes of phonological disabilities:
immature or inaccurate representations of individual phonemes or groups of phonemes. This includes:
A
- adding useful neurons as well as deleting ineffective ones
13
Q
Underlying causes of phonological disabilities:
immature or ineffective organization of phonemes within the larger _ system
A
- phonological
14
Q
Symptoms of a faulty phonological system:
difficulty developing expressive phonology, for example –
A
- intelligibility/speech production challenges
15
Q
Symptoms of a faulty phonological system:
difficulty developing phonological/phonemic awareness skills, for example:
A
- impacts sound-symbol relationships and reading
16
Q
Symptoms of a faulty phonological system:
phonological processing, for example:
A
difficulty recalling and repeating a sequence of phonemes/nonsense syllables or words
17
Q
Symptoms of a faulty phonological system:
word learning and word retrieval, for example
A
difficulty in recalling and formulating words in conversation
18
Q
Phonological processes (3) include:
syllable simplification
assimilation and
A
substitution
19
Q
Phonological processes (3) include: syllable simplification, which involves - final consonant deletions, unstressed syllable deletions and
A
cluster reduction
20
Q
Phonological processes (3) include: assimilation, which is either regressive/backward or
A
progressive/forward
21
Q
Phonological processes (3) include: substitution which includes - stopping, fronting, gliding, or
A
glottalization
22
Q
Patterns of phonological delay and disabilities:
reduced phonetic inventory, otherwise known as
A
knowing fewer speech sounds
23
Q
Patterns of phonological delay and disabilities:
phoneme collapse, for example
A
“na na na”
24
Q
Patterns of phonological delay and disabilities:
target-substitute relationship, or other known as
A
“order to the disorder”
25
Patterns of phonological delay and disabilities:
| reduced intelligibility, or reduced knowledge of...
jargon
26
Phonological awareness skills - the following is example of what:
"do hate and cat rhyme"?
rhyme detection
27
Phonological awareness skills - the following is example of what:
"what rhymes with pot"?
rhyme production
28
Phonological awareness skills - the following is example of what:
clapping for "banana"
syllable counting
29
Phonological awareness skills - the following is example of what:
clap for "I see a dog"
word counting
30
Phonological awareness skills - the following is example of what:
say "butterfly", now don't say "fly"
syllable elision
31
Phonological awareness skills - the following is example of what:
"say "sky", now don't say /s/"
sound elision
32
Phonological awareness skills - the following is example of what:
what's the first sound in "cat"?
initial sound identification
33
Phonological awareness skills - the following is example of what:
what's the last sound in "cat"?
final sound identification
34
Phonological awareness skills - the following is example of what:
what am I saying: "c-a-t"
sound blending
35
Phonological awareness skills - the following is example of what:
say the sounds that make up "cat"
sound analysis
36
The ability to analyze and manipulate the phonological units of which sounds and syllables are composed is referred to as
phonological awareness
37
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
What are RDs?
reading disabilities, such as dyslexia
38
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
SSDs are
speech sound disorders
39
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
SLI is
specific language impairment
40
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
results are _, because _
results are mixed which may reflect the heterogeneous nature of the disabilities
41
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
strong empirical evidence that difficulties with _ skills are associated with RDs
phonological awareness skills
42
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
does the nature of the _ and/or phonological deficits differ among these groups?
speech perception
43
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
Do _ persist even after the children's speech, language or reading have been remediated?
perceptual difficulties
44
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
Are deficits purely segmental or more _?
global
45
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
What are the contributions of bottom up? vs
top down processes
46
_ and _ are more rare, whereas more often issues with the perisylvian area involve phonological issues instead, although conditions can be _
dysarthrias and dyspraxias
| comorbid
47
The good thing about those who are initially with a reading disorder will
eventually likely to become good readers
48
Theories of speech perception:
| top-down approach refers to
prediction/anticipating
49
Theories of speech perception:
| down-up approach refers to
perceptual/sensing
50
Theories of speech perception (2) are:
passive and active
51
Theories of speech perception:
passive -
is it simply a matter of _ lobe processing of the spectral input with an innate ability to categorically deal with speech i.e. speech is "special"?
temporal
52
Theories of speech perception:
passive -
passive listening shows _ activation of superior temporal lobe(s)
bilateral activation of superior temporal lobes
53
Theories of speech perception:
| passive - higher order perceptual tasks for speech involve the _ hemisphere, indicative of _
```
left
discrimination (specific areas for different functions)
```
54
Theories of speech perception:
| passive - does speech just require more temporally and _ fine-grained perception than do environmental sounds?
auditory
55
Speech requires _ aural perception
rapid
56
Theories of speech perception:
| active - what role do _ "predictions" play in perception as evidenced by L2 studies)
phonological
57
Theories of speech perception:
| active - does the "special" nature of speech perception use reference to the _ gestures of speech production?
articulatory
58
Theories of speech perception:
| active - what role do phonological "predictions" play in perception as evidenced by L2 studies). an example of this is
foreign accents and different phonetics are incorrectly referenced to native ones
59
Theories of speech perception:
| active - listening to _ in children or adults learning L2 result in more activation in Broca's area
novel words/pronunciation
60
If a child doesn't recognize consonants, SLP teaches child to _; only by practicing can the child learn (e.g. conversation vs. conservation)
specifically pronounce and/or read consonant to recognize that it is a closed consonant
61
Approach to speech perception disabilities involves:
bottom-up processes
top-down processes, and
special populations research
62
Approach to speech perception disabilities involves bottom-up processes, such as
data from fMRI, PET or ERPs
63
Approach to speech perception disabilities involves top-down processes, such as:
motor theory of speech perception
higher level language predictions and
neuroimaging data
64
Approach to speech perception disabilities involves special populations research, such as studying:
profound SN deafness, central deafness, and
children with impaired oral-motor skills
65
ERPs in speech perception involve several waveforms including:
ABR, or mostly peripheral hearing, therefore some deaf children can use this
auditory brain stem responses
66
ERPs in speech perception involve several waveforms including:
MMN or
mismatch negativity, associated with native language speech sounds
67
ERPs in speech perception involve several waveforms including:
N100, otherwise known as
N1
68
ERPs in speech perception involve several waveforms including:
PMN, or
phonological mapping negativity
69
ERPs in speech perception involve several waveforms including:
CAEPs or
slow-wave cortical auditory evoked potentials
70
```
Slow-wave cortical auditory evoked potentials include:
P1
N1
_
_
```
P2, N2
71
```
ERPs in speech perception involve several waveforms including:
ABR
MMN
N1
PMN
CAEPs and
```
P300
72
Cochlea/organ of _
corti
73
Bottom hair cells are the _ processes, bringing information in (bottom-up/_) to primary _ cortex
perceptual
afferent
primary auditory cortex
74
In the cochlea, mechanical energy moves the stapes, touching tectorial membrane and activates hair cells, creating _ energy
electrical
75
There exist both _ and _ hair cells
inner and outer
76
Inner hair cells connect to _ nerves ending in primary auditory cortex
afferent
77
Inner hair cells are _ arranged ie., specific areas associated with specific frequencies from the _ all the way to the primary auditory cortex
tonotopically
| Organ of Corti
78
Inner hair cells involve _ frequency sounds from the apex of the cochlea and _ frequency sounds from the base
lower with apex
| higher with base
79
The frequency of sounds is associated with the thickness/flexibility of the _ membrane
basilar
80
Outer hair cells receive _ signals from the CNS
efferent
81
Outer hair cells act as a(n) _ to the auditory signals, by _ lower intensity signals by approximately _ dB
amplifier
enhancing
50 dB
82
Outer hair cells that are damaged can result in recruitment/_, or sensorineural hearing loss
hyperacusis
83
The auditory nerve is the _ cranial nerve
8th
84
```
Auditory nerve (8th CN):
carries sound from the _ to the auditory cortex
```
inner ear
85
```
Auditory nerve (8th CN):
sound from each reaches both auditory cortices via _ and _ nerve fibres
```
ipsilateral and contralateral nerve fibres
86
Outer hair cells are associated with the _/_ signal
top-down/efferent
87
Inner hair cells are associated with the _/_
down-up/afferent
88
```
Auditory nerve (8th CN):
firings of the auditory nerve are associated with waveforms that are picked up in the
```
brain stem, i.e. the superior olive, inferior colliculus, and medial gesiculate body
89
The brain stem is composed of these three structures associated with hearing:
superior olive
_ and
gesiculate body
inferior colliculus
90
Auditory brain stem responses are associated with characteristics of ASDs/SLI/SSDs, and
ABR
91
Auditory brain stem responses:
| ABR - _ positive to negative waveforms elicited 2 - 20 ms. post-stimulus
7 positive
92
Auditory brain stem responses:
| ABR - reflect firing of _ neurons from the cochlea through the brain stem
auditory neurons
93
Auditory brain stem responses:
| ABR - look at delayed peaks, inter-peak _, and amplitude
latencies
94
Auditory brain stem responses:
| ABR - Wave I from the _ portion of CN8, or the hair cells
peripheral
95
Auditory brain stem responses:
| ABR - Wave II - from the _ portion of CN8
central
96
Auditory brain stem responses:
| ABR - Wave 3 - from the _ nucleus
cochlear
97
Auditory brain stem responses:
| ABR - Wave 4 - from the _ _ complex/lateral lemniscus
superior olivary complex
98
Auditory brain stem responses:
| ABR - Wave 5 - generated by the lateral lemniscus/_ _
inferior colliculus
99
Auditory brain stem responses:
| ABR is typically measured by _
audiologists
100
Auditory brain stem responses:
| ASDs/SLI/SSDs are typically measured by _
SLPs
101
The brain stem measures _ hearing
peripheral
102
Auditory brain stem responses:
ASDs/SLI/SSDs:
abnormalities from the _ which may be associated with difficulties orienting to sound
olivary complex in the brain stem
103
Auditory brain stem responses:
ASDs/SLI/SSDs:
_ reflexes respond to thresholds of discomfort - are they reduced in ASD?
stapedial reflexes
104
Auditory brain stem responses:
ASDs/SLI/SSDs:
increased latency of Wave +, especially in right ear, coming in too late
Wave 5, generated by the lateral lemniscus/inferior colliculus
105
Auditory brain stem responses:
ASDs/SLI/SSDs:
impairments increase with increasing _ of stimuli i.e., greater _ for speech stimulicompared to "clicks" (except for ASDs)
complexity
| aberrations
106
Auditory brain stem responses:
ASDs/SLI/SSDs:
less efficient in encoding speech in the presence of _
noise
107
ASD is associated with _ latency
reduced latency times
108
ASDs/SLI/SSDs associated with:
increased latency (except ASDs)
waves absent, and/or
decreased amplitude
109
ERPs and language development: speech sounds are featured in 12 months or younger, whereas _ and _ as a part of _ are associated with up to 3 years of age
lexical meaning and syntax, as a part of language
110
Early acoustic analysis of speech and other complex auditory stimuli - fMRI data:
initially _ dorsal superior temporal gyri perform early acoustic analysis on speech and other auditory signals
bilateral
111
The signal for CPS will not be visible on fMRI until 3 or 4 months of age, whereas _ will be visible at birth
MMN
112
Auditory MMN:
| associated with _ processing of auditory stimuli
preattentive, automatic
113
Preattentive, automatic processing of auditory stimuli is associated with babies not having
to be aware the task is occurring
114
Auditory MMN:
| waveforms generated by weird stimuli detection "subtracted" from standard stimuli is referred to as the _ paradigm
oddball
115
Auditory MMN:
| are present...
at birth
116
Auditory MMN:
| peaks at _ ms post stimulus
150-250
117
Auditory MMN:
| asociated with bilateral posterior _ cortices, and possibly some frontal lobe contribution
supratemporal
118
Auditory MMN:
| ASDs found shorter latencies and _ amplitudes for itch modulations but results are not unequivocal
larger amplitudes
119
Auditory MMN:
| ASDs tend to be hyper-responsive only at the _ stage and/or _ stage
auditory/phonetic
120
Auditory MMN:
| SLI may be absent or diminished for speech and nonspeech sounds, or may take longer for _ to occur
lateralization
121
When would kids not elicit MMN?
when a child has not been exposed to a foreign consonant
| e.g., Japanese kids not recognizing /l/
122
Kuhl's Native language neural commitment hypothesis suggests that early language experiences change neural architecture and connectivity, reflecting
patterns in speech
123
Kuhl's native language neural commitment hypothesis suggests a _ effect
bi-directional
124
Kuhl's hypothesis is known as the _ _ neural _ hypothesis
native language neural commitment hypothesis
125
The bi-directional effect of Kuhl's native language neural commitment hypothesis (NLNC) involves: neural coding which improves detection of
native language units
126
The bi-directional effect of Kuhl's native language neural commitment hypothesis (NLNC) involves: simultaneously neural coding improving detction of native language units and reduced attention to _
nonnative language input/units
127
According to Kuhl's native language neural commitment hypothesis (NLNC), stronger/earlier native phonetic abilities is associated with improved _
higher level language learning e.g., vocab and grammar
128
According to Kuhl's native language neural commitment hypothesis (NLNC), excellent non-native phonetic abilities does not promote
language learning skills
| i.e., "losing" the ability to detect non-native differences is associated with improved vocab and language development
129
According to Kuhl:
a study with 4 groups of English infants who were or were not exposed to Mandarin in a variety of contexts had shown that only children exposed to Mandarin with _ were able to detect/discriminate the Mandarin syllables
exposed with companions
130
The result of social interaction theory suggests that some children continue _ longer than other groups, i.e.,
stage 1, i.e., discerning phonetics for native language(s)
131
Closure positive shift:
| present no later than _ months in NT individuals
8 months
132
Closure positive shift:
| are large _ waveform measured over central electrode sites
positive
133
Closure positive shift:
| appears related to _ features reflecting segmentation of the speech signal
prosodic
134
Closure positive shift:
| ultimately, will play a role in _ decisions
syntactic
135
Closure positive shift:
| may play a role in code-switching in _ learners
bilingual language learners
136
N100 is associated with:
| response to basic _ properties of stimulus (loudness, brightness)
physical
137
N100 is associated with:
| various modalities, and initial "_" to the stimulus
"orienting"
138
N100 is more prominent in _ people
older
139
N100 is associated with:
| initial _ trace and spatially associated with the _
initial STM trace and spatially associated with the STG
140
Except ASD kids do not have an "orienting" thing, due to _ - excessive concentration on particular idea, often resulting in difficulties switching
monotropism
141
N100 is associated with:
| thought to reflect stress and may contribute to _ of the auditory signal
segmentation
142
N100 is associated with:
| behaving differently with _ fort he segmentation function - again due to individual differences
second language learners
143
N100 is also different according to _ vs non-_ languages
tonal vs non-tonal
144
Phonetic and phonological processing is associated with the left superior _ _
temporal sulcus
145
Broca's area is also involved in _, usually only becoming active in children from 4 to 6 months of age
phonetic and phonological processing
146
The left posterior temporal sulcus is involved with phonological processing, which is also referred to as
recognition of sound familiarity
147
Phonological processing is found in the anterior supratemporal gyrus, and is associated with _, i.e., speech
increasing acoustic complexity
148
_ is consistently relating to disambiguation of speech sounds by reference to articulatory gestures
Broca's area, left hemisphere
149
_ relates to auditory attention and categorization
SMG
150
Clearly, several processing streams are related (anatomical sites and connectivity) for
phonological processing
151
Speech vs non-speech sounds:
| both left and right _ temporale and STG are involved in early auditory processing
planar temporale
152
Left planar temporale is also activated without _ input e.g., when imagining speaking
without auditory input
153
When the planar temporale are the same size, this presents the likelihood of _, due to conflict for domination
stuttering
154
Planar temporale may be a site of _ and _
bottom-up and top-down processes
155
Left BA and SMG/AG appear to relate to auditory _ _ and perhaps the phonological/articulatory loop
auditory working memory
156
P1, N1, and P2 are strongly associated with _ attributes of a signal
e.g., duration, rise time, loudness, ISI, and _
physical
| complexity
157
N2 appears more "_" features such as higher level processing and cognitive functions
top down
158
Spatially, the P1, N1, P2 are located in various regions of the _ cortex
temporal
159
Various findings for CAEPs have shown _ latencies for N100 in ASDs
reduced
160
Various findings for CAEPs have shown reduced _ found for various components
reduced amplitudes
161
Various findings for CAEPs have shown ASDs have similar patters in _ compared to Normal types in _ environments
quiet vs loud
162
Various findings for CAEPs have shownin sum, _ patterns are seen at all levels, for both speech and _
atypical patterns
| speech and nonspeech
163
When making a graph of CAEPs, the variable on the x axis is
time after stimulus (ms)
164
When making a graph of CAEPs, the variable on the y axis is
the potential (miuV)
165
P1 is found at _ ms
100
166
N1 is found at _ ms
100
167
P2 is found at _ ms
200
168
N2 is found at _ ms
200
169
P3 is found at _ ms
300
170
When graphing CAEPs, the only wave that exists above (indicating a NEGATIVE) charge, is
N1 (although N2 nears 0)
171
Phonological mapping negativity:
| auditory but _ response (equally responsive to words and non-words) are shown in phonological mapping negativity
prelexical
172
Phonological mapping negativity peaks at around _ ms
270 to 310
173
Phonological mapping negativity appears related to _
phonological awareness
174
Phonological mapping negativity appears absent in _
poor and dyslexic readers
175
Phonological mapping negativity is located in tnhe left _ area (including temporal, frontal, and inferior parietal areas)
Perisylvian area
176
Phonological mapping negativity suggests it reflects the stage of transformration of _ information into a _ code
acoustic information to a phonological code
177
Phonological mapping negativity possible is the first stage in which _ interact
"top down" and "bottom up" processes interact
