SLHS 4320 Exam 1 Review

communication

the exchange of thoughts, ideas, feelings, emotions, likes and dislikes; speech, nonverbal communication or printed word

speech

a major form of communication; the sound system of a language; the way we communicate verbally

language

a code or symbol system that enables individuals to express ideas and communicate them to others who use the same code (includes words, signs, gestures, and body movements)

communication disorder

\-the impairment in the ability to receive, send, process, and comprehend concepts, including verbal, nonverbal, and graphic symbol systems

\-divided into speech, language, hearing, and central auditory processing difficulties

speech disorder

oral, verbal communication that is so deviant from the norm that it is noticeable or interferes with communication

\-divided into articulation, fluency, and voice disorders

language disorder

\-impaired comprehension and/or use of spoken, written, and/or other symbol systems

\-may involve phonology, morphology, syntax, semantics, and pragmatics

hearing impairment

impaired auditory sensitivity

central auditory processing disorder

deficits resulting in difficulties with information processing of auditory signals that are not related to impaired sensitivity of the auditory system

articulation

the totality motor movements involved in production of the actual sounds that comprise speech

speech sounds/phones

real physical sound entities used in speech; end product of articulatory motor processes

phoneme

the smallest linguistic unit that is able, when combined with other such unites, to establish word meanings between words

allophones

variations in phoneme realizations that do not change the meaning of a word when they are produced in various contexts

phonotactics

study of the allowed combinations of phonemes in a particular language

speech sound disorder

difficulties making certain sounds that continue past a certain age

articulation disorder

\-subcategory of a speech disorder

\-the atypical production of phones characterized by substitutions, omissions, additions, or distortions that may interfere with intelligibility

\-phonetic in nature

phonetic inventory

repertoire of speech sounds for a particular clients, including all the characteristic production features the client uses

phonological disorder

\-subcategory of a language disorder

\-impaired comprehension and/or use of the sound system of a language and the rules that govern the sound combinations

phonemic inventory

repertoire of phonemes used contrastively by an individual

types of speech sound disorders

speech delay, motor speech disorder, speech errors, persistent speech error (9+ years old)

speech delay

\-onset between 3 and 9 years old

\-represented by significant speech sound substitutions and deletions that may become age appropriate with treatment

motor speech disorder

\-onset between 3 and 9 years old

\-represented by significant speech sound distortions, deletion, and substitutions that may not be age appropriate even after treatment

speech errors

\-onset between 6 and 9 years old

\-represented by speech sound distortion errors that occur primarily on s- and r-sounds

\-persist throughout lifespan

\-not associated with social and academic consequences like the others

etiology of speech delay

\-cognitive-linguistic problems that may be genetic

\-auditory-perceptual processing problems caused by early occurrence of otitis media with effusion

\-psychosocial involvement

etiology of motor speech disorder

\-planning and/or programming constraints, consistent with apraxia of speech

\-dysarthria

etiology of speech errors

speech errors with persistent s- or r-sound problems caused by “phonological attunement”

differential diagnosis system

articulation disorder, phonological delay, consistent phonological disorder, inconsistent phonological disorder, childhood apraxia of speech

articulation disorder

inability to produce certain phones, typically s- and r-sounds

phonological delay

error patterns are developmental but delayed

consistent phonological disorder

non-developmental, idiosyncratic patterns

inconsistent phonological disorder

variable production on the same item

childhood apraxia of speech

multi deficit motor-speech disorder

phonetics

the study of speech emphasizing the description and classification of speech sounds according to their production, transmission, and perceptual features

articulatory phonetics

production features of speech sounds, their categorization, and classification according to specific details of their production

acoustic phonetics

the transmission properties of speech

auditory phonetics

study of speech sound perception

the speech mechanism

made up of the respiratory, phonatory, resonators, and articulatory systems

the respiratory system

\-consists of the lungs, rib cage, thorax, abdomen, and those muscles associated with breathing

\-primary function is the vital exchange of gases for life support

\-secondary function is to generate a stream of air for the production of speech

the phonatory system

\-primary function of the larynx & VFs is preventing foreign substances from entering the respiratory system

\-secondary function is generating sound for speech

the resonatory system

\-composed of the pharyngeal, oral, and nasal cavities within the vocal tract

\-primary function is the modification of sound energy

the articulatory system

\-directly involved in forming individual speech sounds

\-made up of articulators

vowel production

\-no significant constriction of the vocal tract

\-open sounds

\-sagittal midline of the vocal tract remains open

\-voiced

\-acoustically more intense

\-demonstrate more sonority

\-function as syllable nuclei

consonant production

\-significant constriction of the vocal tract

\-constricted sounds

\-constriction occurs along sagittal midline of the vocal tract

\-voiced and unvoiced

\-acoustically less intense

\-demonstrate less sonority

\-only specific consonants can function as syllable nuclei

descriptive parameters for vowels

\-tongue height (high vs. low)

\-tongue portion (front vs. back)

\-degree of roundedness of the lips (rounded vs. unrounded)

onglide

beginning portion of a diphthong

offglide

end portion of a diphthong

descriptive parameters for consonants

\-voicing features

\-place of articulation

\-manner of articulation

coarticulation

the concept that the articulators are continually moving into position for other segments over a stretch of speech

assimilation

adaptive articulatory changes through which one speech sound becomes similar, sometimes identical, to a neighboring sound segment

types of assimilatory processes

\-contact vs. remote

\-progressive vs. regressive

\-total vs. partial

contact (contiguous)assimilation

adaptive process modifying immediately adjacent sounds

remote (noncontiguous) assimilation

adaptive process modifying a speech sound separated by at least one other segment

progressive (perseverative) assimilation

a segment influences a following sound in a linear manner

regressive assimilation

a sound segment influences a preceding sound

total assimilation

when the changed segment and the source of the influence become identical

partial assimilation

when the changed segment is close to, but not identical to, the source segment

peak

the most prominent, acoustically most intense part of the syllable; usually a vowel

onset

all sound segments of a syllable prior to its peak

coda

all sound segments of a syllable following its peak

rime

peak + coda

open/unchecked syllables

syllables that do not contain codas

closed/checked syllables

syllables that do have codas

phonotactic restraints noted in children

\-number of syllables

\-type of syllable (open vs. closed)

\-degree of syllable stress (stressed vs. unstressed)

\-number of consonants grouped together

phonetic transcription

\-recording of sound units with as much production detail as possible

\-encompasses the use of both the broad classification system noted in IPA and extra symbols that can give a particular phonetic value

the use and value of phonetic transcription for SLPs

\-w/o a reliable record of how a child or adult realized a particular speech sound, we simply do not have enough info for goal-directed intervention, nor can we document changes in production that might occur in therapy

\-phonetic transcription provides a reasonably accurate written record of what was said and what is sounded like

diacritics

\-marks added to sound transcription symbols to give them a particular phonetic value

\-often needed to note the clients’ deviant sound qualities

dentalization

articulatory variation in which the tongue approaches the upper incisors

palatalization

\-for front consonants: occurs if the anterior portions of the tongue approach the front or middle of the palate

\-for velar consonants: indicates the movement of the articulators in the direction of the palate to a more anterior articulation

velarization

refers to a more posterior tongue placement for palatal sounds

lateralization

air is released laterally

diacritics used with vowels

\-rounding and unrounding

\-changes in tongue placement (raised or lowered)

diacritics for stress, duration, and syllable boundaries

\-stress markers (primary and secondary)

\-duration symbols (lengthening and shortening)

\-syllable boundaries

\-glottal stop

\-bilabial, palatal, velar fricatives

\-uvular plosives

\-flap, tap, or one-tap trill

phoneme concept development

\-moving away from articulation to phonology

\-phoneticians shifting from thinking of phonemes as equal to one speech sound to thinking of them as a collection of related sounds (based on surrounding phonemes)

\-not just an articulated event. moving up to higher level in the brain and thinking about what sound the speaker ‘intended’ and what sound the listener ‘understood‘

phonemic inventory

what sounds are used in Language X?

phonotactics

what sound combinations/arrangements are allowable in Language X?

clinical application of the phoneme concept

not always an “either or” \[phonology or articulation\]; rather it’s a “both and”

distinctive feature theories

\-sound properties that signal meaning differences in language

\-”atomic” features

\-must have at least ONE distinctive feature difference to be different

generative phonology

\-shifting to “deep structure”

\-thinking about phonemes as the “mental reality at the core of language use”- related to purpose in relationship to morphology and syntax

phonology competence

\-deep

\-client hears the sound and knows it is important

phonology performance

\-surface

\-client uses the sound

naturalness

phonemes that are more common across world languages

markedness

sound that is relatively difficult to produce and less frequent in languages

implicational universals

describe sound properties in which one property is, according to theoretical constructs, predictive of another

natural phonology

theory about phoneme development through the idea of “markedness” or “naturalness”; learning phonemes has predictable developmental stages

how does natural phonology work?

\-limitation

\-ordering

\-suppression

limitation

child may produce one sound category for another (e.g., stops for fricatives), but over time, this might be limited to a couple fricatives

ordering

substitutions that a child makes may seem random initially; but then patterns of substitutions become apparent

suppression

phonological processes are suppressed over time as the child moves toward the adult model

types of phonological processes

\-substitution (fronting, backing, stopping, etc)

\-assimiliation (denasalization, reduplication, etc)

\-syllable structure (cluster reduction, final consonant deletion, etc)

nonlinear phonologies

group of theories that regards phoneme segments being governed by more complex linguistic dimensions

feature geometry theory

uses independent, hierarchical organized tiers to explain phenomena below the segmental level, a hierarchical arrangement of features

optimality theory

a constraint-based approach developed to explain the differences that occur between and among languages