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Untitled Flashcards Set
“citation form” of a word
Citation form is the words said in isolation, over articulated slower used around superiors
“casual form” of a word
Relaxed form of speaking with friends and family
“coarticulation”
Overlapping movement of speech gestures – one sound is preparing for the next sound, causing them to blend
Why is there a need for coarticulation?
It makes speech easier, and quicker. hot
“assimilation”
- A change of phonemes due to neighboring sounds
- Alteration of sound production due to phonetic environments
“regressive assimilation”
- Anticipatory ( right to left): modification of sound due to the phoneme that comes after it; / bɛds/ -> /bɛdz/
- Right to left; sound modified by the sound after it. * A.A. = Anticipatory & After
“progressive assimilation”
- Progressive ( left to right) modification in sound due to the previous sound; ex: /hæv tə/ /hæf tə/
- Preservative- left to right; found modified by the sound before it - add a little belly to the P and make it a B, B=before
Non- assimilatory processes:
“elision”
- The elimination of phonemes; /aɪst ti/ -> /aɪs ti/
“epenthesis”
- The addition of phonemes; ex: /d͡ʒulri/ -> /d͡ʒuləri/
“metathesis”
- The rearranging of phonemes; /æsk/ -> /æks/
“vowel reduction” (as a result of assimilation and as a result of stress)
- The vowel loses its full weight and becomes a schwa /dɪsaɪd/ -> /dəsaɪd/
“suprasegmental” aspects of speech
- Features that are overlaid on phonemes
- Above the level of the segment, which are consonants, vowels, and words in the language- Extend over one sound segment in speech
Stress-provides meaning and emphasis to words
Intonation- The rise and fall of pitch in speech
Duration: The length of time a sound is held.
Tones: The high-low pitch of a syllable.
perception of a stressed sound/syllable (louder, longer, higher pitch)
- Stress is an emphasis or prominence placed on a sound, syllable, or word
o Higher pitch- spoken with a higher pitch
o Louder volume - Spoken louder
o Longer duration - Spoken more slowly
- 3 Types of stress:
Lexical: Multisyllabic word stress within a multisyllabic word
Inherent stress pattern in a two or more syllable word = Strong - weak vs weak-Strong BUT no -weak - weak or STRONG-STRONG
Multisyllabic words will have one syllable with the most stress
- What words receive primary stress and what are the degrees of stress?
- Primary: First level of stress in a multisyllabic word Ex: ɪk ˈ saɪtmənt
-Secondary:Second level of stress in multisyllabic word ˈhɑləˌ deɪ
- Tertiary: Third level of stress in a multisyllabic word:
Know where to place primary and secondary stress markers in words
In words where the 2nd syllable ends in -er, or, ar, the first syllable receives primary stress. *The second syllable is now unstressed, by default.
Know - “Words in English can be contrasted on the basis of stress alone.”
Know - “Stress in sentences is not predictable.”
affect of stress on spelling
When the final syllable of a root word ending in a consonant is stressed, the final consonant gets doubled before adding a suffix beginning with a vowel
Example: “begin” → “beginning”
“content” words
Words that contain important information in a sentence; receive stress
Ex: nouns, verbs
“function” words
Words necessary for grammatical completeness; don’t usually receive stress
Ex: Pronouns, articles
“contrastive” stress (in words and sentences)
- At the word level, it gives more stress to signify meaning and intent
Contrastive- Speaker emphasis Ex:at the sentence level I didn't say that // I didnt say that // i didnt say that // i didnt say that/
o Ex: “affect” vs “effect”
- At the sentence level it becomes relative to the utterance. Stress guides listener to attend to certain elements. Flexible use to meet social needs.
o Ex: “ I never said she did it” vs “ I never said she did it”
stress in “given/old” information versus “new” information
New information receives more stress than old/given information during a conversation
“intonation” (aka “melody of speech”)
intonation- The rise and fall of pitch in speech
Pattern of pitch that extends over a phrase unit
Phrase unit: complete utterance or portion of an utterance bounded by a pause on either side and containing a stress unit
Phrase unit is typically a clause (subject + predicate); each phrase unit has its own pitch pattern overlaid on the syllables and words
intonation contours (for a statement and a question)
Falling intonation: pitch lowers at the end of the utterance
Most statements have a falling intonation
Questions that begin in “who, what, where, when and why” have falling intonation
Indicates that the speaker is finished speaking
Rising intonation: pitch rises at the end of the utterance
“yes/ no questions have a rising intonation
Pitch rise signifies that the speaker has not finished speaking and has more to say
“tempo” (comparison of duration in sounds –
e.g., “diphthongs” are longer in duration than “vowels”)
the term used to describe the durational aspect of connected speech.
Because timing, or duration of articulatory events, affects entire utterances, tempo is considered a suprasegmental feature of speech.
Know - “A ‘colon’ is used to indicate that a phoneme has been lengthened.”
Examples: “fleece: “/fliːs/
“disordered speech”
Speech Sound Disorder: when a speaker’s output poses a significant handicap ( with regard to intelligibility on the part of the listener)
Must understand typical to understand atypical speech
Mastery of production is usually 75% – 100% accuracy
Sander (1972) says mastery is between 90% – 100% accuracy in all word positions [ initial, medial, final]
“articulation disorder”
Speech errors associated with motoric aspects of speech production.
Articulation disorders deals with (ARTICU)lators
error “types” in articulatory framework (SODA)
Errors are classified into four categories: SODA
S- Substitutions: replacing one sound for another sound
[ˈtʊti] for [ˈkʊki]
O- Omissions: a sound is left out
[tɑp] for [stɑp]
D- Distortions: A sound is not properly articulated
Think Daffy Duck(Intro to CD video)
A- Additions: A sound is added
[bəˈlu] for [ˈblu]
“phonological disorder”
Error patterns in speech; Simplifications of adult speech; Consider what is developmentally appropriate for the child in these simplifications
Mostly with consonants; MUST know their place + manner
phonological processes (types and examples)
Syllable structure processes: affects the production of sound/ syllable and the word is simplified; make it easier for speech
Elision, metathesis, diminutization, vowel reduction, may also be considered as Syllable structure processes
Weak Syllable Deletion
Involves the omission of an unstressed syllable, typically containing a schwa, either preceding or following a stressed syllable.
Typically occurs until age 4;0.
Examples:
telephone → /tɛfon/
tomato → /meɪɾo/
surprise → /pɹaɪz/
above → /bʌv/
Final Consonant Deletion
Reduces a syllable to an open CV pattern by omitting the final consonant.
The target word must be a closed syllable
Usually suppressed by age 3;6.
Examples:
bake → /beɪ/
mouse → /maʊ/
cat → /kæ/
Reduplication
Repetition of a syllable of a word.
Total reduplication repeats the whole syllable.
Partial reduplication repeats only part of the syllable.
Typically disappears by age 2;6.
Examples:
daddy → /dædæ/
movie → /mumu/
doggy → /dɑɡɑ/
baby → /bibi/
Cluster Reduction
Involves the deletion of a consonant from a consonant cluster.
Often persists until ages 4;0 or 5;0.
Examples:
snow → /noʊ/
play → /peɪ/
stripe → /tɹaɪp/ or /ɹaɪp/
Substitution Processes: The replacement of one class of phonemes for another.
Stopping
A stop replaces a fricative or affricate (e.g., /s/ → /t/).
Stopping may persist until age 4;0 or 5;0.
Examples:
sake → /teɪk/
zoo → /du/
fat → /pæt/
ship → /tɪp/
Fronting
Substitution of velar or post-alveolar sounds with alveolar sounds (e.g., /k/ → /t/).
Usually disappears by age 2;6 to 3;0.
Examples:
cat → /tæt/
wash → /wɑs/
juice → /dzus/
Deaffrication
Substitution of a fricative for an affricate (e.g., /tʃ/ → /ʃ/).
Examples:
chip → /ʃɪp/
juice → /ʒus/
ledge → /lɛz/
Gliding
Substitution of glides /w/ or /j/ for liquids /l/ or /ɹ/ (e.g., /l/ → /w/).
Common until age 5;0 or older.
Examples:
red → /wɛd/
blue → /bwu/
like → /jaɪk/
grow → /ɡwoʊ/
Vocalization
Substitution of vowels for postvocalic /ɹ/ or /l/ (e.g., /ɹ/ → /o/ or /ʊ/).
Also refers to the derhotacization of rhotic vowels.
Examples:
car → /kɔ/
girl → /ɡɪʊ/
Assimilatory Processes: alteration in phoneme the production of a due to the phonetic influence of neighboring sounds. These can be progressive or regressive.
Labial Assimilation
A nonlabial sound is produced as a labial sound due to the influence of another labial sound in the word.
Examples:
book → /bʊp/ (progressive)
mad → /mæb/ (progressive)
cap → /pæp/ (regressive)
Alveolar Assimilation
A nonalveolar sound is produced with an alveolar place of articulation.
Examples:
time → /taɪn/ (progressive)
shut → /sʌt/ (regressive)
bat → /dæt/ (regressive)
Velar Assimilation
A nonvelar sound is produced with a velar place of articulation due to the presence of a velar sound elsewhere in the word.
Examples:
cup → /kʌk/ (progressive)
gone → /ɡɔŋ/ (progressive)
take → /keɪk/ (regressive)
Voicing Assimilation
Prevocalic Voicing: A normally voiceless consonant is voiced because it precedes a vowel. Only occurs in cognate pairs
Examples:
pig → /bɪɡ/ (regressive)
cup → /ɡʌp/ (regressive)
Devoicing: A voiced consonant becomes voiceless due to its position at the end of a word or before silence. Removal of vocal vibration
Examples:
bad → /bæt/ (regressive)
hose → /hos/ (regressive)
“idiosyncratic processes” (definition, types and examples)
Processes not usually found in the speech of typically developing children, entirely unique to the individual.Still phonological processes yet clinicians do not know why the client is producing these modifications.
Glottal replacement: A phoneme is completely replaced with a glottal stop
Water can be pronounced as [ˈwɔːʔə]
Bottle can sound like [ˈbɒʔo]
Initial Consonant Deletion: Phonological process where a child omits the first consonant in a word.
Cup → “up”
Bunny → “unny”
Backing: Phonological process where a child produces a front sound for a back sound.
Dog→ “gog”
Cat→ “cac”
Stops replacing a glide: the substitution of a stop for a glide.
yes → /dɛs/
wait → /beɪt/
Fricatives replacing a stop: Fricatives replacing a stop—the substitution of a fricative for a stop (frication).
sit → /sɪs/
doll → /zɔl/
