Intro to Clinical Phonetics Midterm Exam

vowels

speech sounds produced with an open vocal tract

_____ form the nucleus of syllables

vowels

________ convey prosodic features such as stress, rhythm, and intonation

vowels

what are the high and low vowels (in terms of tongue height)?

/i/ high, /ae/ low

what are the most front and back vowels (in terms of tongue advancement)?

/i/ front, /u/ back

children with limited jaw opening may:

neutralize high-low contrasts

hearing impaired speakers may ______ back vowels

centralize

which distinctions often collapse in motor speech disorders?

tense/ lax distinctions

what may be absent in apraxia or flaccid in disarthria?

lip rounding

vowels contrasting in degree of muscle tension

/i/ vs. /I/

vowels contrasting if lips rounded or unrounded

/u/ vs. /i/

first formant reflects what? in what relationship?

tongue height with an inverse relationship

second formant reflects what in what relationship?

reflects tongue advancement in direct relationship

front vowels have high ____

F2

back vowels have low ______

F2

children with hearing loss often exhibit reduced:

vowel contrast due to poor auditory discrimination

in apraxia, vowel ______ is common, leading to ________

in apraxia, vowel inconsistency is common, leading to variable productions of the same word

in dysarthria, vowel centralization occurs due to:

reduced articulatory precision

A 5 yr-old with mild SNHL substitutes /E/ for /ae/ and /I/ for /i/. What would therapy include? 

vowel auditory training and visual feedback through mirrors and vowel imagery

produced with constriction of airflow in the vocal tract

consonants

consonants are described by:

manner, placing (of articulators), and voicing

list stop consonants

/p, b, t, d, k, g/

_____ require control of VOT

stop (consonants)

VOT

voice onset time - time differential between the release of the stop burst and the onset of the voicing of the vowel (where formants begin)

voicing error of consonant _______ common in disarthria and bilingual transfer

stops

list fricatives

/f, v, s, z, S, 3)

consonants with high frequency energy

fricatives

kind of consonants often distorted in hearing loss

fricatives

affricates are :

stop + fricative sequence

list affricates:

/tS, d3/

has reduced precision in CAS

affricates

list nasal consonants

/m, n, ng/

was does a nasal emission in a nasal consonant indicate?

velopharyngeal insufficiency

what is lowered in production of nasal consonant?

velum

list liquid consonants

/r, l/

what consonant is most persistent error sound?

/r/

which consonants require precise tongue shaping?

liquids

list glide consonants

/w, j/

which consonants are replaced by stops in developmental delay?

glides

bilabial articulators

both lips

list bilabial consonants

/p, b, m, w/

labiodental articulators

lower lip + upper teeth

list labiodental consonants

/f, v/

dental articulators

tongue tip + teeth

list dental consonants

theta and other th

alveolar articulators

tongue tip + alveolar ridge

list alveolar consonants

/t, d, s, z, n, l/

palatal articulators

tongue blade + hard palate

list palatal consonants

/S, 3 r, j/

velar articulators

back of tongue + soft palate

list velar consonants

/k, g, ng/

glottal articulators

vocal folds

list glottal consonants

/h, glottal stop/

which consonant manners of production typically emerge by age 3?

stops, nasals, glides

which manners of consonant production emerge later (by 6-7)?

fricatives, affricates, and liquids

what are common speech processes before age 8?

fronting, stopping, cluster reduction, gliding, and final consonant deletion

by what age are most English phonemes acquired?

8 yrs-old

case: a 3 yr-old substitutes /t/ for /k/ and /d/ for /g/.

these fronting errors are typical before age 4. Intervention includes tactile-kinesthetic cues (e.g. ‘back sound’) and visual feedback

case: a 6 yr-old with cleft palate produces nasal frication for sound /s/ and /S/.

therapy includes airflow control and awareness or oral vs. nasal resonance

case: a bilingual Spanish-English speaker devoicing final /z/

clinician focuses on contextualized speech and transfer patterns rather than error-based correction

acoustics involves:

measurable properties of speech: frequency, amplitude, and duration

which features reveal articulatory timing, voicing distinctions, and resonance patterns?

acoustic features

what is frequency/pitch?

number of vibrations cycles per second (Hz)

reduced perception of frequency/pitch in hearing loss affects:

fricative understanding

what is intensity/loudness measured in?

decibels (dB)

possible clinical issue affecting intensity/loudness

low amplitude in Parkinsons’s disarthria

example of clinical issue regarding duration

extended duration in apraxic productions

what is voice onset time?

interval between release and voicing onset

clinical example of VOT issue

long VOT for voiceless stops, short for voiced stops

how do hearing loss and motor speech disorders alter acoustic characteristics of speech?

often alter acoustic parameters, impacting intelligibility and prosody

case: 7 yr-old with cochlear implants demonstrates excessive duration in /s/ and /S/

acoustic training helps normalize timing and sibilant accuracy