JMU CSD 200 test #1

Morphology

form - aspect of language concerned with rules governing change in meaning at the intraword level

phoneme

smallest distinctive sound unit

Phonotactics

study of the way in which phonemes are combined and arranged into syllables and words of a particular language or dialect - how phonemes are put together to make sense

syntax

form - how words are arranged in sentences; the arbitrary rules

semantics

content - study of word and meaning (vocabulary)

phonology

form - the study of the sound systems of language (how we make sounds)

pragmatics

use - social piece of language

lexicon

an individuals personal dictionary of words and meanings

fluency

smoothness of rhythm and rate

speech sound disorder

difficulty producing or using sounds at an age-appropriate level

articulation

the clear and precise pronunciation of words

conductive hearing loss

a loss of auditory sensitivity due to malformation or obstruction of the outer ear and/or middle ear

sensorineural hearing loss

permanent hearing loss that results from absence, malformation, or damage to the structures of the inner ear

dysphagia

disorder of swallowing

language disorder

impairment in comprehension and/or use of spoken, written, or other symbol systems - breakdown in linguistic systems

3 components of the brain

brain stem, cerebellum, cerebrum

brainstem

basic life function - heart, blood vessels, breathing

Cerebellum

the "little brain" at the rear of the brainstem; regulates and coordinates purposeful movement (fine-motor skill), important for motor skill learning

hearing disorder

a result of impaired sensitivity of the auditory or hearing system

speech disorder

atypical production of speech sounds, interruption in the flow of speaking, or abnormal production and/or absences of voice quality, including pitch, loudness, resonance, and/or duration

CCC

Certificate of Clinical Competence

ASHA

American Speech-Language-Hearing Association; largest organization of professionals working with communication disorders

EBP

evidence based practice; clinical decision making (scientific evidence, clinical experience, client needs, research, scholarly journals, efficacy, evidence, efficiency)

modality

what mode you are communicating with

language

a socially shared code for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols

speech

ability to articulate/produce the sounds needed to formulate all words

content

(lexicon) meaningful stuff, the words

form

how we put stuff together

use

how we use these (syntax, semantics, morphology, phonotactics, etc.) to communicate

hearing

perception of sound (aka audition)

Disorder vs. Difference

one is a difficulty in formulation, transmission, reception or comprehension.

The other is just an individuals communication patterns differing from yours due to dialect, culture, or language

voice

vocal tone and resonance (quality, pitch, intensity)

afferent

sensory neurons that carry impulses from sensory stimuli towards the CNS and brain (sends messages to the brain)

effferent

motor neurons that carry impulses away from the CNS ad towards muscle movement

CNS

brain and spinal cord

PNS

cranial and spinal nerves that receive and transmit information from the brain to the body

morpheme

Meaningful morphological unit of language that cannot be further divided

process of communication

formulate an idea --> transmit the idea

Receive message information --> comprehend the message

4 principles to be an effective communicator

quantity, quality, relevant, manner

foundations for verbal communication

language, speech, and hearing

what are the 3 language domains?

form, content, use

communication disorders

occur when there is significant difficulty in formulation, transmission, reception, comprehension

Suprasegmentals

Loudness, pitch, rate, stress, volume, length, juncture (still add meaning to words)

Assessing communication disorders

screening, referral, formal assessment, informal assessment, dynamic assessment, observational assessment, oral mechanism, writing/reading samples

formal assessment

use of case history, failed screening, hypothesis what needs to happen next, compare to peers levels

informal assessment

play skills, how or if they respond to speech

dynamic assessment

Test, teach, re-test

Evals' child's ability to learn when provided instruction

oral mechanism

make sure everything that effects speech works properly

goal of assessment

to find out if there is a disorder or not

posterior

back

anterior

front

superior

above

inferior

below

proximal

Nearer to the trunk of the body

distal

Farther from the trunk of the body

medial

midline of the body

respiratory system

trachea, larynx, lungs

tidal breathing

normal resting breathing - involuntary, passive

tidal volume

Amount of air that moves in and out of the lungs during a normal breath

breathing for speech

small, quick inhale, longer exhale

pharynx

throat, the common passageway for food from the mouth and for air from the nose

nasopharynx

region of the pharynx at the back of the nose and above the soft palate

oropharynx

posterior to oral cavity

laryngopharynx

region of the pharynx below the epiglottis that includes the larynx

four lobes of the cerebrum

frontal, parietal, temporal, occipital

important structures for speech

teeth, tongue, velum

fundamental frequency

rate of vocal fold vibration