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Flashcards in Week 4 - Part I Deck (177)
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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
Q

Patterns of phonological delay and disabilities:

reduced intelligibility, or reduced knowledge of…

A

jargon

26
Q

Phonological awareness skills - the following is example of what:
“do hate and cat rhyme”?

A

rhyme detection

27
Q

Phonological awareness skills - the following is example of what:
“what rhymes with pot”?

A

rhyme production

28
Q

Phonological awareness skills - the following is example of what:
clapping for “banana”

A

syllable counting

29
Q

Phonological awareness skills - the following is example of what:
clap for “I see a dog”

A

word counting

30
Q

Phonological awareness skills - the following is example of what:
say “butterfly”, now don’t say “fly”

A

syllable elision

31
Q

Phonological awareness skills - the following is example of what:
“say “sky”, now don’t say /s/”

A

sound elision

32
Q

Phonological awareness skills - the following is example of what:
what’s the first sound in “cat”?

A

initial sound identification

33
Q

Phonological awareness skills - the following is example of what:
what’s the last sound in “cat”?

A

final sound identification

34
Q

Phonological awareness skills - the following is example of what:
what am I saying: “c-a-t”

A

sound blending

35
Q

Phonological awareness skills - the following is example of what:
say the sounds that make up “cat”

A

sound analysis

36
Q

The ability to analyze and manipulate the phonological units of which sounds and syllables are composed is referred to as

A

phonological awareness

37
Q

Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
What are RDs?

A

reading disabilities, such as dyslexia

38
Q

Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
SSDs are

A

speech sound disorders

39
Q

Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
SLI is

A

specific language impairment

40
Q

Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
results are _, because _

A

results are mixed which may reflect the heterogeneous nature of the disabilities

41
Q

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

A

phonological awareness skills

42
Q

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?

A

speech perception

43
Q

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?

A

perceptual difficulties

44
Q

Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
Are deficits purely segmental or more _?

A

global

45
Q

Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
What are the contributions of bottom up? vs

A

top down processes

46
Q

_ and _ are more rare, whereas more often issues with the perisylvian area involve phonological issues instead, although conditions can be _

A

dysarthrias and dyspraxias

comorbid

47
Q

The good thing about those who are initially with a reading disorder will

A

eventually likely to become good readers

48
Q

Theories of speech perception:

top-down approach refers to

A

prediction/anticipating

49
Q

Theories of speech perception:

down-up approach refers to

A

perceptual/sensing

50
Q

Theories of speech perception (2) are:

A

passive and active

51
Q

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”?

A

temporal

52
Q

Theories of speech perception:
passive -
passive listening shows _ activation of superior temporal lobe(s)

A

bilateral activation of superior temporal lobes

53
Q

Theories of speech perception:

passive - higher order perceptual tasks for speech involve the _ hemisphere, indicative of _

A
left
discrimination (specific areas for different functions)
54
Q

Theories of speech perception:

passive - does speech just require more temporally and _ fine-grained perception than do environmental sounds?

A

auditory

55
Q

Speech requires _ aural perception

A

rapid

56
Q

Theories of speech perception:

active - what role do _ “predictions” play in perception as evidenced by L2 studies)

A

phonological

57
Q

Theories of speech perception:

active - does the “special” nature of speech perception use reference to the _ gestures of speech production?

A

articulatory

58
Q

Theories of speech perception:

active - what role do phonological “predictions” play in perception as evidenced by L2 studies). an example of this is

A

foreign accents and different phonetics are incorrectly referenced to native ones

59
Q

Theories of speech perception:

active - listening to _ in children or adults learning L2 result in more activation in Broca’s area

A

novel words/pronunciation

60
Q

If a child doesn’t recognize consonants, SLP teaches child to _; only by practicing can the child learn (e.g. conversation vs. conservation)

A

specifically pronounce and/or read consonant to recognize that it is a closed consonant

61
Q

Approach to speech perception disabilities involves:
bottom-up processes
top-down processes, and

A

special populations research

62
Q

Approach to speech perception disabilities involves bottom-up processes, such as

A

data from fMRI, PET or ERPs

63
Q

Approach to speech perception disabilities involves top-down processes, such as:
motor theory of speech perception
higher level language predictions and

A

neuroimaging data

64
Q

Approach to speech perception disabilities involves special populations research, such as studying:
profound SN deafness, central deafness, and

A

children with impaired oral-motor skills

65
Q

ERPs in speech perception involve several waveforms including:
ABR, or mostly peripheral hearing, therefore some deaf children can use this

A

auditory brain stem responses

66
Q

ERPs in speech perception involve several waveforms including:
MMN or

A

mismatch negativity, associated with native language speech sounds

67
Q

ERPs in speech perception involve several waveforms including:
N100, otherwise known as

A

N1

68
Q

ERPs in speech perception involve several waveforms including:
PMN, or

A

phonological mapping negativity

69
Q

ERPs in speech perception involve several waveforms including:
CAEPs or

A

slow-wave cortical auditory evoked potentials

70
Q
Slow-wave cortical auditory evoked potentials include: 
P1
N1
_
_
A

P2, N2

71
Q
ERPs in speech perception involve several waveforms including: 
ABR
MMN
N1
PMN
CAEPs and
A

P300

72
Q

Cochlea/organ of _

A

corti

73
Q

Bottom hair cells are the _ processes, bringing information in (bottom-up/_) to primary _ cortex

A

perceptual
afferent
primary auditory cortex

74
Q

In the cochlea, mechanical energy moves the stapes, touching tectorial membrane and activates hair cells, creating _ energy

A

electrical

75
Q

There exist both _ and _ hair cells

A

inner and outer

76
Q

Inner hair cells connect to _ nerves ending in primary auditory cortex

A

afferent

77
Q

Inner hair cells are _ arranged ie., specific areas associated with specific frequencies from the _ all the way to the primary auditory cortex

A

tonotopically

Organ of Corti

78
Q

Inner hair cells involve _ frequency sounds from the apex of the cochlea and _ frequency sounds from the base

A

lower with apex

higher with base

79
Q

The frequency of sounds is associated with the thickness/flexibility of the _ membrane

A

basilar

80
Q

Outer hair cells receive _ signals from the CNS

A

efferent

81
Q

Outer hair cells act as a(n) _ to the auditory signals, by _ lower intensity signals by approximately _ dB

A

amplifier
enhancing
50 dB

82
Q

Outer hair cells that are damaged can result in recruitment/_, or sensorineural hearing loss

A

hyperacusis

83
Q

The auditory nerve is the _ cranial nerve

A

8th

84
Q
Auditory nerve (8th CN):
carries sound from the _ to the auditory cortex
A

inner ear

85
Q
Auditory nerve (8th CN):
sound from each reaches both auditory cortices via _ and _ nerve fibres
A

ipsilateral and contralateral nerve fibres

86
Q

Outer hair cells are associated with the / signal

A

top-down/efferent

87
Q

Inner hair cells are associated with the /

A

down-up/afferent

88
Q
Auditory nerve (8th CN):
firings of the auditory nerve are associated with waveforms that are picked up in the
A

brain stem, i.e. the superior olive, inferior colliculus, and medial gesiculate body

89
Q

The brain stem is composed of these three structures associated with hearing:
superior olive
_ and
gesiculate body

A

inferior colliculus

90
Q

Auditory brain stem responses are associated with characteristics of ASDs/SLI/SSDs, and

A

ABR

91
Q

Auditory brain stem responses:

ABR - _ positive to negative waveforms elicited 2 - 20 ms. post-stimulus

A

7 positive

92
Q

Auditory brain stem responses:

ABR - reflect firing of _ neurons from the cochlea through the brain stem

A

auditory neurons

93
Q

Auditory brain stem responses:

ABR - look at delayed peaks, inter-peak _, and amplitude

A

latencies

94
Q

Auditory brain stem responses:

ABR - Wave I from the _ portion of CN8, or the hair cells

A

peripheral

95
Q

Auditory brain stem responses:

ABR - Wave II - from the _ portion of CN8

A

central

96
Q

Auditory brain stem responses:

ABR - Wave 3 - from the _ nucleus

A

cochlear

97
Q

Auditory brain stem responses:

ABR - Wave 4 - from the _ _ complex/lateral lemniscus

A

superior olivary complex

98
Q

Auditory brain stem responses:

ABR - Wave 5 - generated by the lateral lemniscus/_ _

A

inferior colliculus

99
Q

Auditory brain stem responses:

ABR is typically measured by _

A

audiologists

100
Q

Auditory brain stem responses:

ASDs/SLI/SSDs are typically measured by _

A

SLPs

101
Q

The brain stem measures _ hearing

A

peripheral

102
Q

Auditory brain stem responses:
ASDs/SLI/SSDs:
abnormalities from the _ which may be associated with difficulties orienting to sound

A

olivary complex in the brain stem

103
Q

Auditory brain stem responses:
ASDs/SLI/SSDs:
_ reflexes respond to thresholds of discomfort - are they reduced in ASD?

A

stapedial reflexes

104
Q

Auditory brain stem responses:
ASDs/SLI/SSDs:
increased latency of Wave +, especially in right ear, coming in too late

A

Wave 5, generated by the lateral lemniscus/inferior colliculus

105
Q

Auditory brain stem responses:
ASDs/SLI/SSDs:
impairments increase with increasing _ of stimuli i.e., greater _ for speech stimulicompared to “clicks” (except for ASDs)

A

complexity

aberrations

106
Q

Auditory brain stem responses:
ASDs/SLI/SSDs:
less efficient in encoding speech in the presence of _

A

noise

107
Q

ASD is associated with _ latency

A

reduced latency times

108
Q

ASDs/SLI/SSDs associated with:
increased latency (except ASDs)
waves absent, and/or

A

decreased amplitude

109
Q

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

A

lexical meaning and syntax, as a part of language

110
Q

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

A

bilateral

111
Q

The signal for CPS will not be visible on fMRI until 3 or 4 months of age, whereas _ will be visible at birth

A

MMN

112
Q

Auditory MMN:

associated with _ processing of auditory stimuli

A

preattentive, automatic

113
Q

Preattentive, automatic processing of auditory stimuli is associated with babies not having

A

to be aware the task is occurring

114
Q

Auditory MMN:

waveforms generated by weird stimuli detection “subtracted” from standard stimuli is referred to as the _ paradigm

A

oddball

115
Q

Auditory MMN:

are present…

A

at birth

116
Q

Auditory MMN:

peaks at _ ms post stimulus

A

150-250

117
Q

Auditory MMN:

asociated with bilateral posterior _ cortices, and possibly some frontal lobe contribution

A

supratemporal

118
Q

Auditory MMN:

ASDs found shorter latencies and _ amplitudes for itch modulations but results are not unequivocal

A

larger amplitudes

119
Q

Auditory MMN:

ASDs tend to be hyper-responsive only at the _ stage and/or _ stage

A

auditory/phonetic

120
Q

Auditory MMN:

SLI may be absent or diminished for speech and nonspeech sounds, or may take longer for _ to occur

A

lateralization

121
Q

When would kids not elicit MMN?

A

when a child has not been exposed to a foreign consonant

e.g., Japanese kids not recognizing /l/

122
Q

Kuhl’s Native language neural commitment hypothesis suggests that early language experiences change neural architecture and connectivity, reflecting

A

patterns in speech

123
Q

Kuhl’s native language neural commitment hypothesis suggests a _ effect

A

bi-directional

124
Q

Kuhl’s hypothesis is known as the _ _ neural _ hypothesis

A

native language neural commitment hypothesis

125
Q

The bi-directional effect of Kuhl’s native language neural commitment hypothesis (NLNC) involves: neural coding which improves detection of

A

native language units

126
Q

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 _

A

nonnative language input/units

127
Q

According to Kuhl’s native language neural commitment hypothesis (NLNC), stronger/earlier native phonetic abilities is associated with improved _

A

higher level language learning e.g., vocab and grammar

128
Q

According to Kuhl’s native language neural commitment hypothesis (NLNC), excellent non-native phonetic abilities does not promote

A

language learning skills

i.e., “losing” the ability to detect non-native differences is associated with improved vocab and language development

129
Q

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

A

exposed with companions

130
Q

The result of social interaction theory suggests that some children continue _ longer than other groups, i.e.,

A

stage 1, i.e., discerning phonetics for native language(s)

131
Q

Closure positive shift:

present no later than _ months in NT individuals

A

8 months

132
Q

Closure positive shift:

are large _ waveform measured over central electrode sites

A

positive

133
Q

Closure positive shift:

appears related to _ features reflecting segmentation of the speech signal

A

prosodic

134
Q

Closure positive shift:

ultimately, will play a role in _ decisions

A

syntactic

135
Q

Closure positive shift:

may play a role in code-switching in _ learners

A

bilingual language learners

136
Q

N100 is associated with:

response to basic _ properties of stimulus (loudness, brightness)

A

physical

137
Q

N100 is associated with:

various modalities, and initial “_” to the stimulus

A

“orienting”

138
Q

N100 is more prominent in _ people

A

older

139
Q

N100 is associated with:

initial _ trace and spatially associated with the _

A

initial STM trace and spatially associated with the STG

140
Q

Except ASD kids do not have an “orienting” thing, due to _ - excessive concentration on particular idea, often resulting in difficulties switching

A

monotropism

141
Q

N100 is associated with:

thought to reflect stress and may contribute to _ of the auditory signal

A

segmentation

142
Q

N100 is associated with:

behaving differently with _ fort he segmentation function - again due to individual differences

A

second language learners

143
Q

N100 is also different according to _ vs non-_ languages

A

tonal vs non-tonal

144
Q

Phonetic and phonological processing is associated with the left superior _ _

A

temporal sulcus

145
Q

Broca’s area is also involved in _, usually only becoming active in children from 4 to 6 months of age

A

phonetic and phonological processing

146
Q

The left posterior temporal sulcus is involved with phonological processing, which is also referred to as

A

recognition of sound familiarity

147
Q

Phonological processing is found in the anterior supratemporal gyrus, and is associated with _, i.e., speech

A

increasing acoustic complexity

148
Q

_ is consistently relating to disambiguation of speech sounds by reference to articulatory gestures

A

Broca’s area, left hemisphere

149
Q

_ relates to auditory attention and categorization

A

SMG

150
Q

Clearly, several processing streams are related (anatomical sites and connectivity) for

A

phonological processing

151
Q

Speech vs non-speech sounds:

both left and right _ temporale and STG are involved in early auditory processing

A

planar temporale

152
Q

Left planar temporale is also activated without _ input e.g., when imagining speaking

A

without auditory input

153
Q

When the planar temporale are the same size, this presents the likelihood of _, due to conflict for domination

A

stuttering

154
Q

Planar temporale may be a site of _ and _

A

bottom-up and top-down processes

155
Q

Left BA and SMG/AG appear to relate to auditory _ _ and perhaps the phonological/articulatory loop

A

auditory working memory

156
Q

P1, N1, and P2 are strongly associated with _ attributes of a signal
e.g., duration, rise time, loudness, ISI, and _

A

physical

complexity

157
Q

N2 appears more “_” features such as higher level processing and cognitive functions

A

top down

158
Q

Spatially, the P1, N1, P2 are located in various regions of the _ cortex

A

temporal

159
Q

Various findings for CAEPs have shown _ latencies for N100 in ASDs

A

reduced

160
Q

Various findings for CAEPs have shown reduced _ found for various components

A

reduced amplitudes

161
Q

Various findings for CAEPs have shown ASDs have similar patters in _ compared to Normal types in _ environments

A

quiet vs loud

162
Q

Various findings for CAEPs have shownin sum, _ patterns are seen at all levels, for both speech and _

A

atypical patterns

speech and nonspeech

163
Q

When making a graph of CAEPs, the variable on the x axis is

A

time after stimulus (ms)

164
Q

When making a graph of CAEPs, the variable on the y axis is

A

the potential (miuV)

165
Q

P1 is found at _ ms

A

100

166
Q

N1 is found at _ ms

A

100

167
Q

P2 is found at _ ms

A

200

168
Q

N2 is found at _ ms

A

200

169
Q

P3 is found at _ ms

A

300

170
Q

When graphing CAEPs, the only wave that exists above (indicating a NEGATIVE) charge, is

A

N1 (although N2 nears 0)

171
Q

Phonological mapping negativity:

auditory but _ response (equally responsive to words and non-words) are shown in phonological mapping negativity

A

prelexical

172
Q

Phonological mapping negativity peaks at around _ ms

A

270 to 310

173
Q

Phonological mapping negativity appears related to _

A

phonological awareness

174
Q

Phonological mapping negativity appears absent in _

A

poor and dyslexic readers

175
Q

Phonological mapping negativity is located in tnhe left _ area (including temporal, frontal, and inferior parietal areas)

A

Perisylvian area

176
Q

Phonological mapping negativity suggests it reflects the stage of transformration of _ information into a _ code

A

acoustic information to a phonological code

177
Q

Phonological mapping negativity possible is the first stage in which _ interact

A

“top down” and “bottom up” processes interact