SHS 170 Book/Quiz Questions

Communication is

The exchange of meaning between a sender and a receiver.

True or False: Language can be spoken, written, or signed.

True

Peter has suffered a stroke to the left side of his brain and has problems comprehending and expressing language. And the report of his evaluation, He's described as an "82-year-old man with aphasia rather than an 82-year-old aphasic". This is an example of:

Person first

If an individual with cerebral palsy is not intelligible when speaking but has found ways to successfully carry out communication for daily functioning using an augmentative device, the world. Health Organization who would classify this individual as having a(n):

Impairment

Jean has been under a lot of emotional stress and has noticed that her voice has become breathy and hoarse. When she visited the doctor, no physical problems with the vocal folds or phonation are identified. She has:

A functional disorder

Mr. Peach has had his larynx removed due to cancer on the vocal folds. His communication disorder would be described as:

Acquired and organic

Dr. Smith is studying the speech production of Individuals who have lost their hearing as adults. Dr. Smith is likely to be a(n):

Speech, language and hearing scientists

Determining the type and extent to the language disorder is the role for the:

Speech-language pathologist

What is the primary professional organization for SLPs and audiologists in the US?

American Speech-Language-Hearing Association

True or false: Because ASHA is a national organization, it is not officially affiliated with the international community.

False

Training programs in speech/language pathology and audiology are

Accredited

True or False: The current policy of the ASHA is that a master's of audiology is the minimum level of education for an individual to practice as an independent professional

False, it's a Ph.D.

Which scenario is a violation of ASHA's Code of Ethics?

A speech-language pathologist diagnosis severe hearing loss in an individual who came in for a language assessment.

True or False: The principles of conduct governing an individual or group are called ethics.

True

Why do clinicians typically (but not always) prefer "person-first" language to refer to individuals with communication disorders?

Because the disorder does not define the individual, but is a characteristic OF the individual Default - Person with aphasia vs. aphasic person - Person with autism vs. autistic person Another perspective is to use a neurodiversity perspective: communicating about an individual the way that they prefer.

What's the difference between an acquired and a congenital disorder? What are some examples of each?

An acquired disorder is when the disorder manifested itself after birth, sometimes as a result of diseases (such as meningitis) or accidents (traumatic brain injury). A congenital disorder is when they were born with a condition, such as deafness (an inability to hear sounds) or a cleft palate (a large opening in the roof of the mouth).

How can you differentiate between a communication disorder and a communication difference?

A Communication Disorder is an impairment that adversely affects communication. a. Regardless of context b. Disorder within a difference c. Treated by SLPs Whereas a Communication Difference is communication abilities that differ from those usually encountered in the mainstream culture. But there is no impairment. a. Dialect b. Multi-language learners c. Not treated by SLPs

What are some common speech disorders in children or adults?

- Speech sound disorders: Problems producing speech sounds correctly as a result of differences in anatomic structures, physiological functions, or learning - Cleft palate: Nasal loss of air during consonant production. Abnormal resonance. Speech sound production errors - Cerebral palsy: Articulation and voice disorders associated with abnormal muscle function in children - Fluency disorder: Unusual disruptions in the rhythm and rate of speech, often characterized by repetitions or prolongations of sounds or syllables, plus excessive tension. - Articulation and phonological disorders ~ 10% of children - Fluency disorders ~ 1% prevalence - Voice disorders ~ 3-9% US population

How can you differentiate between language delay, developmental language disorder, and acquired language disorder?

If a child has a language delay, they're developing typical language skills but at a slower rate than their peers. If they have a language disorder, they're not developing those skills and may need help to do that. An acquired language disorder occurs after a person has already learned to speak, maybe because of an accident or a health problem like a stroke. It can occur during childhood, but most often occurs in older adults.

What's the difference between primary and secondary dementia?

Primary dementia: Those in which dementia is a major sign of organic brain disease, as in Alzheimer's disease. Secondary Dementia: Those that are caused by or related to other diseases such as Parkinson's disease or Huntington's disease.

What is the advantage of newborn hearing screenings?

Children identified with hearing loss through newborn hearing screenings have been shown to earn higher scores on measures of receptive language than children identified in other ways.

What are the advantages of interprofessional education (IPE) and interprofessional practice?

The idea is that patients will receive higher-quality health care when professionals from multiple disciplines understand each other's roles and work effectively as a team. The ultimate goal of IPE and IPP is that SLPs and audiologists will work with other professionals to deliver the highest quality of care to clients across settings.

How are the professions of speech-language pathology and audiology regulated?

1. Licensure: Refers to fully credentialed SLPs and audiologists as defined by an individual state. In the case of licensure, a state government passes an act (a law) that creates a set of minimum criteria for passing as a professional in that state. Most licensure Acts also create state-funded licensure boards of examiners who manage the law through writing implementation rules and monitoring the process and the licensees. 2. Certification: Standards are developed and administered by professional organizations or state agencies. This function is assumed by standards boards that are affiliated with ASHA. These boards also set criteria and monitor accreditation of academic programs and facilities providing clinical services in CSD.

What are the differences between certification and licensure?

1. Licensure: Refers to fully credentials. Rolled as hops and audiologists as defined by an individual state. In the case of licensure, a state government passes an act (a law) that creates a set of minimum criteria for passing as a professional in that state. Most licensure Acts also create state-funded licensure boards of examiners who manage the law through writing implementation rules and monitoring the process and the licensees. 2. Certification: Standards are developed and administered by professional organizations or state agencies. This function is assumed by standards boards that are affiliated with ASHA. These boards also set criteria and monitor accreditation of academic programs and facilities providing clinical services in CSD.

11. What are the important functions of the American Speech-Language-Hearing Association?

ASHA serves as the primary professional and scholarly home for speech, language, and hearing scientists; SLPs; and audiologists. A useful function of ASHA is that it makes information available to its members and other interested individuals, including students. ASHA Sponsors an annual convention and supports many state, local, and web-based workshops that provide members and students with important information about new research results and clinical procedures. An important function of ASHA is to provide information to its members through research and professional publications. ASHA publishes several scholarly and professional journals regularly. ASHA regularly publishes a number of newsletters, such as the ASHA Leader, that address issues that are important to the profession and the public. A person would be certified by ASHA and licensed in a state or multiple States and either SLP or audiology or both. SLPs can obtain the Certificate of Clinical Competence (CCC) and either profession from ASHA.

12. How can you differentiate between language and speech?

Think of Language as what you say, and speech as how you say it.

13. What are the 3 areas of scientific inquiry?

Language: the form and meaning of the message, Speech: how the message is sent, and Hearing: perception of the message.

14. What is the difference between audiology and SLP?

Audiology focuses on the science and clinical practice related to hearing SLP focuses on the disorders and treatments associated with speech, language, and swallowing

Communication is:

The exchange of meaning between a sender and a receiver.

True or False: Language can be spoken, written, or signed.

True

Peter has suffered a stroke to the left side of his brain and has problems comprehending and expressing language. And the report of his evaluation, He's described as an "82-year-old man with aphasia rather than an 82-year-old aphasic". This is an example of:

Person first

If an individual with cerebral palsy is not intelligible when speaking but has found ways to successfully carry out communication for daily functioning using an augmentative device, the world. Health Organization who would classify this individual as having a(n):

Impairment

Jean has been under a lot of emotional stress and has noticed that her voice has become breathy and hoarse. When she visited the doctor, no physical problems with the vocal folds or phonation are identified. She has:

A functional disorder

Mr. Peach has had his larynx removed due to cancer on the vocal folds. His communication disorder would be described as:

Acquired and organic

Dr. Smith is studying the speech production of Individuals who have lost their hearing as adults. Dr. Smith is likely to be a(n):

Speech, language and hearing scientists

Determining the type and extent to the language disorder is the role for the:

Speech-language pathologist

What is the primary professional organization for SLPs and audiologists in the US?

American Speech-Language-Hearing Association

True or false: Because ASHA is a national organization, it is not officially affiliated with the international community.

False

11. Training programs in speech/language pathology and audiology are

Accredited

12. True or False: The current policy of the ASHA is that a master's of audiology is the minimum level of education for an individual to practice as an independent professional

False, it's a Ph.D.

13. Which scenario is a violation of ASHA's Code of Ethics?

A speech-language pathologist diagnosis severe hearing loss in an individual who came in for a language assessment.

14. True or False: The principles of conduct governing an individual or group are called ethics.

True

What is the difference between language production and comprehension?

In language production, senders encode their thoughts into some form of a language code. This code is usually spoken or written, but it can also be signed. In speech, the sounds, words, and sentences that express the speaker's thoughts are formed by sending commands to the muscles responsible for respiration (primarily the diaphragm), voicing (larynx), and articulation (tongue, lips, and jaw). Sequences of spoken sounds leave the oral cavity in the form of sound waves. Language Comprehension is the understanding of a communicated message in context, regardless of the modality used for expression. When we listen to something that someone says, sound waves hit our ears. They get converted into electrical signals in a part of the ear called the cochlea. These signals travel to our brain through auditory nerves and pathways. Once they reach the brain, we recognize these signals as speech. Then we break the signals down into words and sentences. To understand what's being said, we rely on our knowledge of words and how they relate to each other and the over all conversation.

What is the critical difference between these terms: phonemes, syllables, and morphemes?

Phonemes are the sounds that matter. Ex: the words "bee," "key," and "tea". Though spelled differently, they all end with the same sound [ee]. The uniqueness of each word comes from their beginning sounds -/b/, /k/, and /t/. These 3 sounds are separate phonemes because a change in any one of these sounds alters the meaning of a word. Syllables serve as fundamental units within the phonological structure of language, composed of both consonantal and vocalic elements. At the core of each syllable lies the nucleus, most often a vowel, around which the remaining elements are organized. While a nucleus can stand alone as a syllable, as exemplified by the 'a' in "alone," it is more common to encounter syllables that incorporate both consonants and vowels. Simple syllabic constructs may feature a single consonant preceding or following a nucleus, such as in "ba" in bassoon or "si" in silent. However, the complexity of a syllable can be augmented through the addition of more consonants, either in the onset position before the nucleus as in "stri," in strike or in the coda position following the nucleus-as in "and" in the word strands. A morpheme is identified as the smallest meaningful grammatical unit. Take the word "bird," for example: it is a morpheme that cannot be further broken down into smaller units that carry independent meaning. It is classified as a free morpheme, signifying that it can stand alone as a complete word. Conversely, bound morphemes like the suffix 's' in "birds" function to modify grammatical aspects, in this case indicating plurality. Additional examples include suffixes like 'ed' and 'ing." Which mark past and present progressive tenses, respectively. In English, bound morphemes appear before root words (prefixes - as in unhappy) or after root words (suf

What linguistic systems are involved in language form, language content, and language use?

Language form -encompasses 3 core linguistic systems: phonology, morphology, and syntax. The list system, phonology, is concerned with the inventory and organization of speech sounds used in a particular language. For instance, the English language employs sounds like /b/, /r/, and /l/, while Spanish includes unique phonological elements like the trilled /r/. Morphology delves into the internal architecture of words. In this system, a morpheme is identified as the smallest meaningful grammatical unit. Take the word "bird," for example; it is a morpheme that cannot be further broken down into smaller units that carry independent meaning. It is classified as a free morpheme, signifying that it can stand alorie as a complete word. Conversely, bound morphenes like the suffix's in "birds" function to modify grammatical aspects, in this case indicating plurality. Additional examples include suffixes like 'ed' and '-ing," which mark past and present progressive tenses, respectively. In English bound morphemes appear before root words (prefixes as in unhappy) or after root words (suffixes-as in jumped) Syntax addresses the formal rules and conventions for combining words into meaningful sequences. Essentially, syntax is the specialized term for what is commonly referred to as grammar. Note that syntactic rules may differ across languages. While English prefers the adjective + noun structure as in "blue ball," French utilizes a different arrangement: "ballon bleu." Even sentences that defy grammatical norms can convey meaning. Consider a child saying, "Him holded baby doggie." Even though that sentence is technically incorrect due to the misuse of pronouns, tense, and articles, the intended message is pretty clear.

Language Content

is tied to semantic meaning, forming. The basis upon which individuals construct and navigate their lexical (internal evolving dictionary) repertoire. The lexicon serves as an internalized dictionary that is continually evolving due to exposure to the large volume of lexical items in any given language, but also because of the constant introduction of new words. Lexical acquisition is fraught with complexities, one of which is polysemy-the existence of multiple meanings for a single word. Consider the word "bark," which could denote either the sound a dog makes or the external layer of a tree trunk.

Language use

pertains to the functional aspects of linguistic communication, focusing on the objectives we aim to achieve through speech and the strategic selection of lexical and syntactic constructions. Within the framework of sociolinguistics, the study of pragmatics assists in understanding how contextual factors influence the choices we make in phrasing, tone, and timing. For instance, describing a recent movie experience could elicit varying expressions like, "That screenplay was profoundly uninspiring," or simply, "What a tedious movie." The choice of phrasing is consciously or subconsciously tailored to be appropriate for a specific audience.

Why can't we pinpoint the language abilities a child should have at 3 years and 9 months of age?

Around 9 months of age, their babbling starts to take on adult-like intonation patterns. This type of speech is known as expressive jargon, which sounds like statements and questions, with the exception that none of the strings of syllables are recognizable words. Children exhibit expressive jargon interspersed with real words until they are 2 years old. As most children near 2 years of age, they start to use two-word utterances such as "Billy go" or "Go there." These utterances are best characterized by semantic relations such as "agent action" and "action location." Utterances of this type are the building blocks of syntax because they usually reflect the word order of language. We can't pinpoint exact language abilities for every 3-year, 9-month-old because children develop at their own unique pace, influenced by factors like genetics, exposure to language, hearing ability, and individual developmental pathways. While there are general developmental milestones, there's significant variation in when children master skills such as sentence length, vocabulary acquisition, and grammatical markers.

Name one important development that occurs in each area of language (content, form, and use) during each of the four major developmental periods (infancy, the preschool years, the school-age years, and adulthood).

Infancy (Content) Children do not appear to understand different words until they are around 6 months of age. Then they begin to wave "bye-bye" when they are encouraged to do so by their parents, or they may hold up their arms when their sister says, "How big is baby? So big!" By the end of their first year of life, infants usually understand about 20 different words. They start to say words other than mama and dada between the ages of 10 and 14 months, and their vocabulary can expand to 200 or more words by the time they reach 2 years of age. (Form) An early phase of vocal development is called cooing, in which infants begin to produce a number of types of sounds, such as growls, squeals, raspberries, and adult-like vowel sounds. As children gain greater independent control of the muscles that produce speech, they combine different consonants and vowels and string sets of different syllables together in a way that has a speech-like quality, called babbling.(Use) Communication with infants varies substantially across cultures. In mainstream American society, parents engage in immediate dialogic interaction with their newborns. Holding their infants close, they respond to coos and gurgles as though these are intentional forms of communication.

Preschool

(Content) Children's vocabulary grows exponentially during the preschool years. Children say approximately 200 different words at 2 years of age, and their expressive vocabulary increases to approximately 1,800 different words by age 4, when they probably understand as many as 3,000 or 4,000 different words. (Form) From age 2 years on, children begin to produce speech sounds with increasing accuracy. During this period, children progress from producing primarily one and two-word utterances to producing sentences that may contain up to 10 words. (Use) One important development during the preschool years is the beginning of narration, the ability to express a chain of events in the form of a story. Children's first stories are personal narratives that consist of one or two sentences. For example, an early personal narrative might go as follows: "Look, I painted a picture. And it got on me. See my shirt? I washed it and it's not go away."

School-age Years

(Content) One notable feature of this developmental phase is the increased understanding of the relationships between different concepts, evidenced by children's' ability to understand and utilize figurative language such as metaphors and idioms. (Form) Children become aware of and start to mentally manipulate the sound structure of the words they say and hear. This ability is known as phonological awareness, and it has been shown to be a skill that is critically important for learning to read. Later, they realize that hot and horse begin with the same sounds. By the time they are in second grade, children should be able to segment words into all their constitrent phonemes (sun is /s/-//-/n/) and to delete phonemes (say school without the /s/). (USE) School-age children engage in longer conversations. They also become more adept at shifting topics and at shifting the style of their speech to match the nature of the speaking context and their relationship with the person they are talking to. Similarly, their narratives become longer and more complex. School-age children can weave multiple episodes into their stories, and they can tell and write in different genres (personal accounts, mysteries, science fiction, horror stories, etc.)

Adulthood

(Content) While the ability to comprehend words generally remains stable, the variety and recall speed of words may decrease (Benjamin, 1988). Interestingly, there's a "use it or lose it" dynamic at play; seniors who maintain an active mental lifestyle tend to experience less decline in their semantic abilities compared to those who are less mentally active. (Form) Physiological aging includes muscle atrophy and stiffening of cartilage, affecting vocal quality. For instance, older males may exhibit a slightly higher pitch and a somewhat hoarse voice compared to their younger 40 counterparts. (Use) As people age, their discourse style may change, sometimes leading to conversational dominance, verbosity, and reduced adaptability to the listener's perspective (Shadden, 1988). These changes may be influenced by shifts in social settings, reduced socialization opportunities, and cognitive changes.

What are some examples of sounds that may be difficult for children to produce at the time they enter kindergarten?

The last phonemes to be acquired include /(sh), θ (voiceless th), s, z, à (voiced th), I, r, 3 (ge as in garage)/. These sounds are sometimes referred to as the "late eight" sounds. Children may start to acquire these sounds as early as 4 years of age, but these may not be fully acquired until 7 or 8 years of age.

What are the critical factors that influence language development? How are they related to each other?

Factors that are known to influence language development: heredity, neural processing, cognitive processing, linguistic knowledge, and socialization. Most researchers and clinicians believe that both environmental and hereditary factors contribute to language development.

Give three examples of ways that language development in English differs from language development in other languages.

Phonological Development English: English has a wide array of vowel and consonant sounds, including some sounds that are uncommon in other languages (e.g.. the "th" sound in "this" and "think"). This broad range can pose challenges for children learning English phonology. Other Languages: Many other languages have a more limited set of sounds to learn. For example, Japanese has fewer vowel and consonant sounds than English, which can make the phonological development less complicated in that particular language Vocabulary and Morphology English: English has a large lexicon with many synonyms, borrowed words, and idiomatic expressions. This can make vocabulary development challenging. Other Languages: Some languages, such as Chinese, use compounding and root words more systematically, which may facilitate vocabulary learning. Syntax English: English grammar relies heavily on word order and auxiliary verbs (e.g., is, are, will). Tense and aspect are often expressed through verb modification. Also, learning to understand and produce complex senterices is a major developmental milestone. Other Languages: In languages like Russian and Turkish, grammatical information is often conveyed through inflections or suffixes, reducing reliance on word order. Languages like Japanese and Korean have different syntactical structures that place less emphasis on subject pronouns, which might ease or complicate syntactic development.

What is the nucleus of a syllable?

The vowel sound.

Which term refers to the basic sound units in all languages?

Phonemes

What is the nucleus of a syllable?

The vowel sound

Which term refers to the basic sound units in all languages?

Phonemes

What is a morpheme?

The smallest meaningful grammatical unit.

The /s/ in the word "cats" is a(n):

Bounded morpheme

Vowels are produced with a relatively ____________ vocal tract, but consinants are produced with a relatively _________ vocal tract.

Closed, open

First words in infants generally appear at approximately:

12 months of age

Two-word phrases generally appear at approximately:

18 months

Which phonemes are typically acquired by children by the age of 3?

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

A child will start using the grammatical morphemes-s (for plurality) and -ing at the approximate age of:

2 years

True or False: By age 3, children begin to play a much larger role in conversation.

True

At what age do children typically begin to segment words into all their constituent phonemes?

5 years

True or False: Phonological awareness is the ability to mentally manipulate the sound structure of words spoken or perceived.

True

True or False: Speech production depends on two critical components: voice quality and word choice.

False

True or False: Bilingual children always acquire languages simultanebusly from birth, demonstrating immediate proficiency in both languages.

False

Compare and contrast the processes of socialization and acculturation.

Are two terms used to describe how people learn about culture. In our discussion, we refer to socialization as the process by which an individual learns their own culture, and we refer to acculturation as the process by which the individual learns or adapts to another culture.The process of socialization includes learning how to interact with others and requires us to learn the rules for how we communicate. As such, language learning is an important step in becoming a fully integrated member of a cultural group. When we learn a mutual language, and the syntactic and pragmatic rules that govern that language, we can communicate. In addition, we learn the social or pragmatic rules for using the language that we have learned. In learning language rules, we learn whom to talk to, when it is appropriate to talk, and how formal to be.

How might differences in socialization practices affect school performance?

Differences in socialization practices significantly impact school performance by influencing students' academic self-efficacy, motivation, and engagement through family and peer environments. Socialization helps shape a student's sense of belonging and connectedness within the school community, which is a key predictor of academic success.

What are reasons for acculturation?

Reasons for acculturation include migration for economic or political reasons, the desire for social and economic success, contact with a dominant culture, and the need to adapt to new cultural environments. Factors such as globalization and technological advancements also contribute to acculturation by increasing mobility and cultural exchange, requiring individuals and groups to adapt their behaviors, values, and psychological states to function in new settings.

In what ways might our own experiences bias how we observe development?

This can manifest as "experience bias," where we assume our own perspective is the whole truth, or attribution bias, where we credit our successes to our own qualities but blame external factors for others' failures.

Define and describe BICS and CALP.

For these children, 1 to 3 years may be needed to learn face-to-face communication-what Cummins (1984) has called basic interpersonal communication skills (BICS) in the second language. 5-7 years may be required to learn higher-level, decontextualized language, which Cummins referred to as cognitive 53 academic language proficiency (CALP). Sometimes children can appear to be fluent in English (the second language) because of their BICS but score poorly on educational and language tests because they have not had sufficient time to develop CALP. Thus, educators and speech-language pathologists must take proficiency in both languages into account when making educational decisions about children who are second-language learners and those who are from bilingual environments.

Explain how culture can affect language development.

Parents may teach ways of interacting that reflect their own culture and values. Parents teach children both directly and indirectly by providing examples and models of appropriate communication. Through these interactions, children learn to be active participants in their own culture. Parents universally want their children to be contributing adult members of society. What differs is the path that learning takes. Parents, based on their own culture and experiences, teach the behaviors that are important to them (Wang, 2013). Through contact with other cultures and customs, parents may change the way they think about development.

Describe how dialects are formed.

Historically, dialects have evolved as the result of social transitions, such as large-scale geographical patterns of movement by people, the development of transportation routes, or the establishment of 54 education systems and government. Languages change over time. When members of a group are separated by geographical barriers, such as oceans, rivers, or mountain ridges, the language that was once spoken in similar ways by everyone will change within each of the two groups. The two resulting varieties are usually. understandable to both groups. An example is the English spoken in the United States and the English spoken in England. When the first settlers arrived in the Americas, they sounded the same as their fellow countrymen left behind in England. Over time, the lack of contact among those in the Colonies and those in England resulted in two distinctly different forms of English. American English and British English are both dialects of English. Within the United States, there are dialect varieties of English as well. Most of these varieties are related to geographical regions. There are Northern dialects, Southern dialects, and Midwestern dialects

List both positive and negative assumptions that might be made about dialects.

Individuals attribute, often unfairly, certain characteristics to people with certain dialects. Certain dialects may be seen as exotic or romantic, whereas others may be viewed as problematic and "difficult to understand." The behaviors of a "favored" group may become favored by the broader community because of their use by a favored group. The dialect of any favored group will become the favored dialect in a community. This favored status has no basis in linguistic reality, just as cucumbers and snails are not in any real sense better than any other food. Even though a particular dialect is considered the standard to be achieved, it is not better or more sophisticated than the other varieties of the language. The speech patterns of a stigmatized group may become as stigmatized as the group but, in fact, the dialect of a socially stigmatized group is not linguistically impoverished or more unsophisticated than the standard variety.

What are some potential impacts of these assumptions?

The behaviors of a "favored" group may become favored by the broader community because of their use by a favored group. The dialect of any favored group will become the favored dialect in a community. This favored status has no basis in linguistic reality, just as cucumbers and snails are not in any real sense better than any other food. Even though a particular dialect is considered the standard to be achieved, it is not better or more sophisticated than the other varieties of the language. The speech patterns of a stigmatized group may become as stigmatized as the group but, in fact, the dialect of a socially stigmatized group is not linguistically impoverished or more unsophisticated than the standard variety.

What are some examples of different types of bilinguals?

Some people who have studied a foreign language in school may then travel, live, or work in a country where that language is spoken. This type of bilingual is usually referred to as an elective bilingual. Other people learn a second language because they have immigrated to another country, very likely because of economic reasons, and must learn a second language to interact in the community. This person is likely not to have formal education in the second language. This person is referred to as a circumstantial bilingual. The nature of bilingualism also relates to when the person learned the first and second languages. Some individuals are exposed to two languages from birth. Perhaps their families know and use two languages at home. These bilinguals are considered to be simultaneous bilinguals. Some individuals learn a second language when they go to school (often kindergarten or preschool) or learn a second language as an adult. These individuals are considered sequential bilinguals.

Why would understanding how individuals become bilingual matter to a speech-language pathologist or audiologist?

Understanding bilinguals language learning circumstances and culture may help audiologists and speech language pathologists make more accurate clin ical judgments about individuals' speech and language abilities and may help to respond to their needs in a culturally responsive manner. During diagnostic sessions, testing needs to be completed in all of the languages of an individual to gain a complete understanding of the person's speech and language functioning.

Describe the origins of African American English (AAE).

African American English (AAE) is a language variety used by a large segment of the African American population. Its unique evolutionary history in the United States allowed for the preservation of many features from West African languages, alongside conventions, grammatical rules, and semantic rules shared with Mainstream American English (MAE). This blend of influences from West African languages and English spoken in the United States contributed to its distinct origins and development.

Explain how AAE might be considered a language.

Distinct Evolutionary History: AAE has a unique evolutionary history in the United States, which allowed for the preservation of many features from West African languages, alongside its commonalities with Mainstream American English (MAE). Systematic Structure: AAE possesses its own pronunciation conventions, grammatical rules, and semantic rules, similar to other established languages. This structured system distinguishes it from being merely "bad English," "broken English," or slang. Linguistic Phenomenon: The text emphasizes that the use of AAE is a linguistic phenomenon, not solely an ethnic one, and members of other ethnic groups familiar with AAE may also use its features. This points to its status as a distinct linguistic system rather than just an identifier of a specific group.

Explain how AAE might be considered a dialect.

African American English (AAE) can be considered a dialect of English primarily because English words are used within AAE, and there is a significant overlap in grammatical structures between AAE and English grammar. While AAE possesses unique features and a distinct historical and political context that can lead to it being viewed as a unique language, its shared linguistic foundation with English — specifically the vocabulary and grammatical similarities — supports its classification as a dialect.

10. Which term describes the process by which an individual learns his own culture?

Socialization

11. What framework helps in understanding differing worldviews regarding group harmony and achievement?

The Collectivism-Individualism Continuum

12. Which factor influences language form and acquisition differences among cultural-linguistic groups?

Ethnic background

13. What factors contribute to the variation in the process of language development for multilingual speakers?

Frequency of language use, age of acquisition, and exposure to literacy

14. What primarily distinguishes a language from a dialect?

Social power and influence

15. In what context might speakers of AAE use features of MAE?

Casual home and family environments

16. True or False: All dialects are understood by most speakers of a language

True

17. What is a circumstantial bilingual?

Someone who learns a second language due to Immigration.

18. In Amencan mainstream schools, what type of questions are commonly used to assess children's knowledge?

Known-answer questions

19. True or False: The field of speech-language pathology primarily reflects a worldview of collectivism rather than individualism.

False

What is the primary source for speech production?

Respiration is the power source for speech production because it provides the energy for vibration of the vocal folds in addition to the generation of other noise-like sound sources (i.e., frication) in the vocal tract. Vocing is the primary sound source for speech.

How are consonants different from vowels? (in terms of how we describe them)

As the size and shape of the vocal tract change, the resonances or formants of the voice change frequency correspondingly, creating the distinctively different sounds that are the consonants and vowels of speech. The process by which the different speech sounds are produced by changes in the vocal tract is called articulation.

What are the parts of the vocal tract? (4 cartilages plus one bone)

The large cricoid cartilage is roughly circular, being shaped something like a signet ring (narrow in its anterior aspect and wide in its posterior aspect). It is seated horizontally at the very top of the trachea and is, in fact, a modified tracheal ring. The cricoid is relatively stationary but provides a base for the others to move against. The large thyroid cartilage, roughly prow-shaped (like the front at of a boat), is formed by two large flat plates that come together in front to form the thyroid angle (the outside edge of this angle is what we can perceive as the "Adam's apple" in men). The posterior edges of the thyroid sport two protrusions each. - Extending upward are 2 large cornu (horns), and extending downward are 2 small cornu. - The large cornua attach the thyroid cartilage to a small horseshoe-shaped bone called the hyoid bone that lies at the base of the tongue. - The small cornua attach the thyroid to the cricoid, forming 2 small ball-and-socket joints on the lateral aspects (the sides) of the wide portion of the cricoid. - The thyroid can rock up and down and can glide forward and backward at these joints. The 2 small arytenoid cartilages (a matched pair) are roughly shaped like four-sided; triangle-based pyramids. They are seated on top of the wide portion of the cricoid, one on the left and one on the right, each in its own small ball-and-socket joint. In this position, the arytenoid cartilages can rotate their front peaks toward or away from one another and can glide forward and backward. The thyroarytenoid muscles, also known as the thyrovocalis, or simply the vocalis muscles. Coursing horizontally from the inside of the thyroid angle to the anterior points of the arytenoids cartilages, these muscles form the body o

Why does increasing the length of the vocal folds increase their frequency of vibration? (p 82, this goes with #7)

Increasing the length of the vocal folds increases the fundamental frequency (pitch) of the voice primarily by increasing their stiffness and tension, which are more dominant factors than the increase in mass or length alone. The stretching action of the cricothyroid muscle, which lengthens the vocal folds, also makes them thinner and under greater tension, similar to tightening a rubber band. This increased tension causes the vocal folds to vibrate faster, resulting in a higher pitch. The more slowly the vocal folds vibrate, the lower pitched the hum, the faster they vibrate, the higher pitched the hum. This process is termed the aerodynamic myoelastic theory of vocal fold vibration (Roy 4-1)

5. What is the difference between static and mobile articulators?

The articulators can be considered as fixed or mobile. Fixed structures include the teeth, the alveolar ridge, and the hard palate. Mobile articulators are the jaw, tongue, face, and structures of the velopharynx. The teeth are embedded in the alveolar ridge of the maxilla (upper jaw) and mandible (lower jaw). The chisel-like incisors are Important to the production of sounds in English, such as the voiceless and voiced /th/ sounds and sounds produced between the lower lip and upper incisors, such as /f/ and /v/, in which contact is made between a mobile structure, such as the tongue and lips, and the teeth.