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224 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Articulation” delay/disorder
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Implies structural or motor speech problem or problems in speech sound production
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Phonological delay/disorder
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o Delay/disturbance in acquisition of the phonology (sound system) of a language that cannot be traced to structural problem
o Difficulty with representation /organization of sounds within language |
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Example of articulation problem
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* 7-year old who
o Misarticulates [s] and [z] o In all contexts o No problems with any other speech sound, with perception, or with morphology, syntax or semantics * Therapy will focus on treatment of [s] and [z] |
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Example of phonological problem
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* 7-year old who
o Deletes [s] at the end of the word o But pronounces [s] as [t] at the beginning of word o Has trouble distinguishing “sun” from “ton” perceptually o Sometime says [s] instead of [f]—thus is able to pronounce [s] o Doesn’t use [s] in 3rd person singular (“He eat”), so it impacts his morphology * Therapy will involve much more than [s] o Perception, production, manner, place, etc |
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"speech sound” delay/disorder
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* “Speech sound” is an umbrella term for disorders involving speech production
* Neutral about cause of the problem o Shows how little we know about etiology |
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Prevalence of speech sound disorders
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* 5% of children have communication disorders, 10-15% in preschool
* 1/3 of communication disorders involve speech sound difficulties, most preschool disorders do * 92% of clinicians have clients with speech sound disorders * Speech sound disorders most commonly ‘til approximately age 8, but sometimes also exist in adulthood, especially with organic etiologies |
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Consequences of speech sound problems
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o Communication
o Language o Reading, writing, and math o Social stigma |
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Retrospective studies indicate
(from Gierut, 1998) |
* Adults who had speech sound disorders in childhood often continue to have global difficulties with language as adults
* Have difficulties compared to their peers who did not have speech sound disorders * May be disadvantaged in situations that require language * Do not get as much education * Choose jobs requiring minimal communication |
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Why are articulation problems often overlooked?
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o Much still not understood
o Fear of transcription (especially of vowels) |
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Speech production
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Speech production
* Airstream mechanism: Pulmonic egressive * Phonation: action of vocal folds in the larynx generates voiced sounds by vibrating * Articulation: vocal tract movement for production of speech sounds. *Air passes up the pharynx into the oral cavity (or nasal cavity for nasals). *Air can be obstructed/modified in various places and in various manners of articulation |
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Airstream mechanism
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Pulmonic egressive
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Phonation
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action of vocal folds in the larynx generates voiced sounds by vibrating
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Articulation
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vocal tract movement for production of speech sounds.
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Airstream Mechanism: Respiration
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* Inhalation: Preparatory breath—faster than for regular breathing
o Thorax (chest cavity) expands o Lung expansion causes negative air pressure o Air rushes into lungs * Exhalation o Lungs deflate o Diaphragm relaxes and rises o Ribcage becomes smaller as internal intercostal muscles and abdominal muscles contract o As a result, air is expelled through trachea (windpipe) |
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Inhalation
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Preparatory breath—faster than for regular breathing
o Thorax (chest cavity) expands o Lung expansion causes negative air pressure o Air rushes into lungs |
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Exhalation
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o Lungs deflate
o Diaphragm relaxes and rises o Ribcage becomes smaller as internal intercostal muscles and abdominal muscles contract o As a result, air is expelled through trachea (windpipe) |
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Larynx (voice box)
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o Made up of cartilages and muscles
o Below it: the trachea o Above it: hyoid bone |
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Vocal folds (vocal cords):
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* Vocal folds (vocal cords): within the larynx
o Muscles that attach to thyroid cartilage and arytenoid cartilage |
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Phonation
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* When air enters larynx, pressure is placed on vocal folds from below (subglottal pressure)
* When pressure is strong enough, vocal folds blow open and a burst of air is released * Because vocal folds are elastic, they come back together again and again, i.e., they vibrate |
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Bernoulli effect
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o When air is forced through the glottis, there is a drop in air pressure, and vocal folds are sucked together
o Vocal fold vibration is phonation: vvvv vs fff |
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Abduction
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Vocal folds are apart
o In quiet breathing o Production of voiceless sounds (e.g., /f, s ,k, p/) |
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Adduction
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Vocal folds come together
* For voiced sounds (e.g., /v, z, g, b/), vocal folds adduct and abduct |
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Glottis
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opening between the vocal folds (/h/)
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Above the larynx (supralaryngeal system)
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* Air passes through the pharynx (throat)
* Phonation or no phonation * To the oral and/or nasal cavities * Speech organs move together to modify the airflow: articulation |
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Production and transcription of American English speech sounds: Factors that may affect your learning
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* Experience with IPA
* Native language * Confusion with spelling Individual differences in this class: Be aware of your background, practice, practice, find phonological treatment strategies Note: Common error: capitalizing when using IPA |
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Every consonant has...
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* Manner of articulation:
* Place of articulation * Voicing feature |
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Voiced vs voiceless stops
(for English speakers) |
* Initial prevocalic position
o Voiced (e.g., [d]): Phonation begins at or very soon after stop (plosive) release o Voiceless (e.g., [t]): Phonation begins at least 50 ms after stop release |
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Voice onset time (VOT)
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* VOT: Relative timing of stop release and initiation of phonation.
* Positive VOT: Onset of phonation follows stop release * Negative VOT: Voice onset precedes stop release * Different in different languages (e.g., French, Spanish, Italian: /b/, /d/, /g/ have negative VOT values.) * All this requires highly coordinated, complex motor activity, very precise timing |
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pot vs. spot
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* Phonological rule in English: stops preceded by [s] within same syllable are not aspirated
* /p/ as [pH] or [p] o Top [pHAt]: aspiration, positive VOT o Stop [spAt]: no aspiration, 0 VOT |
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Slashes vs. Brackets in IPA
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[bit] = it has been produced by a speaker
/bit/ = it is being written |
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About ŋ
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* Phonological rule in English—/n/ before a velar consonant is produced as [ŋ]
o ring [riŋ] o thank [0eŋk] |
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About /l/
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* Production of /l/ differs depending on whether syllable-initial or final
o Syllable-initial (“light” /l/) example: light, lull o Syllable-final (“dark” /l/) example: roll, bottle |
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About /r/
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* Prevocalic r: /r/ at the beginning of a syllable is always /r/, not an r-colored vowel. Can be produced in 1 of 2 ways:
o Retroflexed o Bunched o Either way, breath stream is forced through the constriction and tongue does not touch other articulators * In postvocalic position o if with schwa, transcribed as r-colored vowel «Õ: lizard /lIz«Õd/, ÎÕ: bird /bÎÕd/. (Or could be considered a syllabic consonant: /r/ with / r,/ under it). o If with other vowel, transcribed as /r/ (e.g., [brd]) * Technically, American /r/ should be transcribed as /¨/, but it is typically transcribed as /r/, which has become acceptable. |
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Two more consonants
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* Tap: /R/ voiced alveolar tap: Tongue tip touches alveolar ridge rapidly (common error: transcribing as [t] or [d] instead of as [R])
o Butter o Medal * Trill: /r/ voiced alveolar trill o Place tongue a bit away from alveolar ridge, jaw somewhat closed, air sets tongue in motion |
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Easily confused IPA symbols
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* [R] = alveolar tap or flap
versus * [?] = glottal stop |
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Allophone
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Allophone
* Variation in pronunciation of same “phoneme.” Usually discussed in terms of consonants. o E.g. different ways of pronouncing /t/ in bottle, hot, top, stop, etc. |
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Why transcribe?
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Cannot rely on English spelling.
* Within English and across languages, there is no predictable one-to-one correspondence between spelling and pronunciation * How do we pronounce i, a, th, gh, etc.? |
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Common consonant problems
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o /s/ produced interdentally, palatally or laterally
o Devoicing of voiced sounds o Aspiration or non-aspiration of stops o Substitutions o Derhotacization—/r/ produced similarly to [w] o Hyper- or hyponasality |
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Vowels: why important
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* Vowels are understudied, yet salient acoustically and perceptually
* Vowels define syllables and carry prosody o Interaction between segmental and suprasegmental levels * Vowel production problems exist, especially in severe cases * Vowel problems often underreported |
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Production of vowels
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Production of vowels
* Airstream mechanism: pulmonic egressive * Vocal folds: vibrate * Velum up for most (nonnasal) vowels, so air enters oral cavity * Whereas consonants are formed by obstruction, vowels are produced with a o relatively open vocal tract o particular shape/configuration of the vocal tract |
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Shape of vocal tract is determined by
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* Tongue height of highest part of tongue (high mid low)
2. Position of the highest point of tongue (front, central, back) 3. Lip posture (rounded, unrounded): [u] vs [i] |
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Describing vowels
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/i/ is a high front vowel:
Highest part of tongue in front of oral cavity /u/ is a high back rounded vowel: Highest part of tongue farther back, rounded /A/ is a low back vowel: Highest part of tongue low and back |
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Point vowels
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* Extreme points on vowel quadrilateral
* In English, /i, ae, u, a/ * Note: /i/ in unstressed syllable at end of word, e.g., “happy” and also in worlds like “ring” may be transcribed as /I/ or /i/, depending on the transcriber |
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Tense vs. lax
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refers to degree of muscle activity
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Open vs closed
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same as high vs. low
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Diphthongs
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* sequence of two sounds (vowel and glide):
o bite [baIt] o loud [laUd] o boy [bI] o hay [eI] o hoe [oU] * I also include compute: [ju] |
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monophthongs
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have one articulatory position
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Schwa
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* English is a stress-timed language, resulting in vowel reduction
* e (upside down) is a reduced (shorter, more centralized, unstressed) vowel o Similar to /\ (hut), but unstressed o Can sound different: dishes, sofas * E.g., “Cold broccoli” o Where is the stress? o Where is the schwa? * Vowels in words “the” and “a” are usually schwa |
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r-colored vowels: /«Õ/ and /ÎÕ/
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* Rhotacized vowel. Formed either by raising tip of tongue and curling it toward alveolar ridge or lowering tip of tongue and bunching tongue near palate. Tongue is retracted below epiglottis
* By convention, unstressed r-colored vowels have a different symbol from stressed o «Õ ( unstressed=schwar) + Lizard /lIz«Õd/ o ÎÕ (stressed) + Bird /bÎÕd/ + Word /wÎÕd/ * But note: bored [b)rd] bargain [bArgen] |
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Broad transcriptions aka Wide transcription
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o basic set of symbols
o usually adequate for phonological assessment |
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Narrow transcriptions
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o include diacritics, phonological rule info,
+ E.g., nasalization of vowels before nasal consonants, aspiration |
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Extensions to IPA
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are diacritics created for transcription of disordered speech
o E.g., [s] for lateral /s/ Problem: few clinicians know this notation * Can often use regular transcription o E.g., [ 0] for frontal lisped [s] |
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Rule of thumb in SLP for transcription
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o Use wide transcription, unless notice something unusual (e.g., lisp, lack of aspiration, too much nasalization, etc.)
o Then use narrow transcriptions or IPAext when giving examples o And always describe what you hear—do not assume people know how to read a narrow transcription |
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Some diacritics you should know
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But some diacritics you should know
* Aspirated * Nonaspirated (don’t add H during narrow transcription): /to/ * Devoiced (e.g., /d/ that’s more like a /t/): d with complete circle under it: /d/ * Nasalization: /kãr/ * Released: line should be under t: /sit/ * Unreleased:/sit/ should be shorter version of under /t/ * Lengthening: /hi:t/ or /hït// * Creaky voice: (/hi~/ squiggle under vowel) |
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Suprasegmental
characteristics of vowels |
o Stress, Intonation, Loudness, Rate, Length
o Characteristics are more or less meaningful in different languages. |
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Stress
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* Degree of prominence given to part of utterance
o Syllable within a word, word within a phrase * Carried by vowel primarily * In English, involves duration, loudness, and intonation, vowel quality (unstressed is more schwa-like) * You should be able to identify primary stress in a word, e.g., sadness, belief, table, forget, happiness * Lexical stress: reCORD vs REcord: difference in meaning signaled by stress. Also, blackbird vs black bird distinguishes compound from phrase * May be disordered |
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Intonation
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* Change in fundamental frequency/pitch contour
* Melody of an utterance * May differentiate question from statement * Learned earlier than segmental information * Jargon often imitates adult intonation |
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Intensity
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* Psychological correlate: loudness
* Relies on breath stream—diaphragmatic breathing helpful * Forceful production without appropriate breathing may damage vocal folds |
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Rate
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* Measured in terms of words per second or syllables per second
* When rate of speech increases, target undershoot occurs, including vowel reduction * Reasonable rate important for intelligibility |
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Syllable
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* Building block in phonological system
* Consists of at least a vowel or diphthong (nucleus) * May have an onset (single consonant or consonant cluster), e.g., /go/ /glo/ o If it ends with a vowel, it is “open syllable” * May have a coda (consonant or consonant cluster), e.g., /hit/ /lIsp/ * Rime is a nucleus plus coda, e.g., /hit/ |
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Children’s syllables
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* First syllables: open (no coda)
* Phonological errors often depend on place in syllable * Accuracy in syllable production affected by o Number of syllables in utterance o Type of syllable (open, closed) o Degree of syllable stress |
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Articulation tests often don’t take syllable structure into account (Bauman-Waengler, 2004)
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* “Medial” in tests often refers to anything between the beginning and end of word
o E.g., Word-medial [d] sound tested in “window” o Word-medial [T] and [t] sounds tested in “bathtub” o Word-medial [m] tested in “Christmas tree” o Word initial [t] tested in “Christmas tree” (although speaker is unlikely to separate “Christmas” and “tree”) |
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Sounds in isolation vs in phrases
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* Almost all research in speech production and perception involves consonants and vowels in isolation: /u/, /i/, etc.
* Problem: Segments produced in isolation are different from those produced when we actually speak. They are affected by sounds around them. * Coarticulation: Vowels and consonants are affected by their neighboring sounds. o He sees /hi siz/ (/s/ is unrounded) o He sues /hi suz/ (/s/ is rounded) |
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Vowels and SLP
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* Because there are fewer vowels than consonants and because vowels are acoustically salient, accurate vowel production is key to intelligibility and should not be neglected in treatment
* Vowel production probably relies on perception even more than consonants—no physiological landmarks. Remember to treat perception. |
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How do children learn phonology?
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THE WUG
* Pre-school children have an internalized representation of sound system (phonology) * How do they learn it? * Theories differ on o what a child brings to the task of acquiring phonology o the nature of input o mechanisms involved in change o the nature of what is ultimately acquired |
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Addressing objections to studying theory
(Bauman-Waengler, 2004) |
* “Theories are difficult to understand”
* “Theories are impractical” * “Theories are not relevant to diagnosis or treatment” |
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What is phonology?
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* Phonetics: study of speech sounds
* Phonology: study of sound system of language/s o mental representation/abstract o phonemic inventories o possible combinations * Speech sounds: Neutral term |
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Older approaches to treatment
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* Van Riper (1960s) - to correct the phoneme as it is acquired developmentally
* Jakobson (1968) - thinks it's the casses of sounds that children learn * Need to understand how children typically learn phonology in order to know what to target for remediation in children with disorders |
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Models of phonological acquisition
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* Empiricist/Behaviorist
* Structuralist— o digression: phonemes, minimal pairs * Generative * Nonlinear * Optimality Theory * Natural * Biological * Cognitive |
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Empiricists/Behaviorist Model
(1950’s to early 70’s) (Mowrer and Olmsted) |
* Behaviorist notion of a child as a tabula rasa, but with ability to form stimulus-response connections
* Classical conditioning principles * Mowrer’s (1960) o Parents’ vocalizations take on reinforcement properties can hardly be disputed o Child’s own vocalization takes on secondary reinforcing properties |
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Problems with Behaviorist model
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* [w/\gz] or “goed” phenomenon: Language is creative, not just imitation
* Parents usually correct for truth value, not for form |
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Compelling aspects of Behaviorism
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* Continuity between babbling and later speech
* Stimulus response as key to learning o Cause/effect in speech therapy * Association and positive reinforcement o Routines to build associations o ABA - applied behavioral analysis; give stimulus get a response to encouarge them (shapes their behavior) ~ happens with children with autism * Need for many trials of stimulus/response * Input of parents as important * Effective in research: What were subjects’ responses to stimuli? |
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Structuralist (biological) model
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o Discontinuity between babbling and speech production.
"Babbling is “the purposeless egocentric soliloquy of the child...biologically oriented ‘tongue delirium’” (Jakobson, 1968, p.2). 2. Universal order of acquisition of contrasts 3. (evidence for model) Loss in aphasia of phonological contrasts is reverse order of acquisition * Any problems are due to difficulty figuring out contrasts * sound system unfolds biologically *no connection between babbling and speech production *children learn contrasts instead of sounds |
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Problems with Structuralism
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* Close relationship of babbling to meaningful speech
* Individual differences and error patterns * Aphasia: Individual differences, and perhaps more often last learned is last lost 4. Scarcity of minimal pairs in a child’s early vocabulary 5. Segmentally-based, little about syllable structure |
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Three important legacies of Jakobson’s proposals
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* Concept of language as a system that is acquired
* Hopefully, the notion that linguists can contribute to research on child speech and language development * The importance of the phoneme |
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What is a phoneme?
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o Unit of the sound system: contrastive phonological segment (often slashes around it rather than brackets).
+ Phoneme /p/ can be pronounced as sound [p] or [pH] in English o Not a physical sound o Somewhat controversial in speech science * Phonemic representation of words, together with the phonological rules of a language determine how a word will be pronounced |
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Are these two sounds separate phonemes?
pig & fig |
* To find out whether segments are phonemes (i.e., contrastive) or allophones of the same phoneme
o look at a minimal pair o using phonetic transcription * Minimal pair: words that are identical in form except for one contrasting pair of sounds and that have different meanings |
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When would different sounds not be phonemic?
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* When two sounds do not result in minimal pairs with different meanings, they are not separate phonemes.
o Free variation: e.g., p in [tIp] with a released p versus [tIp] with an unreleased p o Allophones of the same phoneme: Predictable phonetic realization of a phoneme + top (t is aspirated) + stop (t is not aspirated) + hit man (glottal stop) + better (flap) |
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Generative models
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Generativists (instigated by Chomsky), believed in underlying representations (e.g., phoneme), but regarded Structuralist notions as narrow in conception.
o Claim that individuals can generate all of the products of phonology with a finite set of rules (Chomsky) + Principles + Parameters *Chomsky and Halle’s (1968) Sound Pattern of English (SPE) o Influential book on phonological theory + Distinctive features + Notion of markedness + Provides system for expressing phonological rules |
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Generative models: Compelling aspects
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* Interaction between what is innate and what is learned
* Explains creativity of language * Provides system for writing phonological rules |
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Phonological rules of English (narrow)
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* Lip rounding of all back vowels (not true in French, German)
* Aspiration of initial stop (pot, not spot) * Nasalization of vowels before consonant (ban, think, can’t) * /s/ becomes o [z] after voiced consonant: dogs /dgz/ + Notation: /s/ → [z] / + voice __ + consonant (/s/ becomes [z] when it is after a voiced consonant) o [s] after voiceless consonant: cats /kQts/ o /«z/ after S: dishes: dIS«z |
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Compelling aspects of generative models/SPE
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* Distinctive features
o Feature system in SPE was first to lead to assessment (Distinctive Feature Analysis of Misarticulation, McReynolds & Engmann, 1975) * Helpful for assessment and tx |
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Limitations of generative models/SPE
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* Really about English phonology
* Features as binary (+ or – back, etc) * Does not capture sounds affecting neighboring sounds and position in syllable affecting pronunciation * Does not capture stress well |
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What about stress, intonation and tone?
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* The focus on features in SPE left questions unanswered about stress and tone
* Nonlinear phonology emerged o Umbrella term including feature geometry, metrical, autosegmental, and lexical phonology o suggesting hierarchies that could explain relations among units at different structural levels (e.g., Bernhardt & Stoel-Gammon,1994) |
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Nonlinear Phonology:
More than just the segment |
* Looked in depth at larger units than the segment (tone, stress, etc.).
* Autosegmental phonology (e.g., Goldsmith, 1976) could explain crosslinguistic tendencies involving tones or syllables, such as final devoicing o Phonotactics—some sequences of segments not permissible in syllable-initial position in certain languages (e.g., /gn/ in English) o Phonological disorders that occur only in syllable-final position. * Metrical phonology could now explain some stress-related errors o Stress—e.g., causes vowel reduction in English o Deletion of syllables to satisfy trochaic foot requirements * Children are born with templates * Representations more telling than rules |
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Beyond the vowel or the consonant: the syllable
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* Syllable structure
* CV (consonant vowel) syllable universally preferred * Possible English syllables: V: a CV: do CVC: cat CCVC: stop CCVCC:stops CCCVCC: straps Children and adults may demonstrate cluster reduction (/ta/ for stop) Beware of language differences/influences: e.g., Spanish and Chinese have very few final consonants, Spanish can’t have st cluster at beginning, so may change “stop” to “es top” Consider how each theory might treat syllable-related phenomena |
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Optimality Theory
(Prince and Smolensky, 1990s) |
* An alternative to the potentially infinite sequence of rules is the recent framework of Optimality Theory (Prince and Smolensky 1993).
* Instead of a serial ordering of rules, OT posits a constraint hierarchy that operates in parallel on an input form, yielding the output. * Reflects the fact that humans do seem to (at least, in part) process information in parallel. Furthermore, constraints in OT cannot be posited quite as easily as traditional generative rules. *seems to be the way the brain works which makes this theory more realistic but still very abstract |
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Natural Phonology Model
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* David Stampe (1969, 1979) wrote dissertation on vacation: “What I did over summer vacation”. Changed title to “A dissertation on natural phonology”
o Born with a full set of simplification processes that reflect (universal) speech mechanism limitations. o Child’s job is to suppress the processes that are not used in his/her language. o May make sense for dealing with segments (not syllables or prosody), but not fully developed * This was very influential for concept of “phonological processes” |
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Biological Model
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* Locke (1983, 1990)
o Origins of child’s phonological system is biological, thus universal, based on innate perceptual and motor tendencies o Babbling is important in developing the connection betw. speech sounds and movement, which will help child develop phonology o Maintenance, learning, loss |
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Biological Model - pros & cons
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* Compelling: Hard to argue that speech is not based on biological development/ constrained by child’s physical capabilities
* Limitations: Increasing evidence of individual differences and language-specific influence in infants’ speech production and perception well before and during babbling |
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Cognitive models
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* Early to mid 70s: Charles Ferguson: model of phonological acquisition that would attribute more to child (also Menn, 1983)
* Child as active participant, not passive learner, who uses strategies, as indicated by the following phenomena o Selectivity o Puzzle phenomenon o Phonological idiom/recidivism |
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Cognitive model:
compelling aspects |
* Describes individual differences in acquisition, regression, sudden progress.
* Accounts for data on words spoken by child with particular phonological inventory * Intersection of speech delay and language delay * Food for thought: Bilingualism: child selects easier word (e.g., shoe before chaussure, thank you before merci)? |
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Cognitive model: disadvantages
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* Accounts for individual differences, but not for common patterns
* Does not discuss the relationship between perception and production * Not yet understood by cognitive models: constraints that a child’s biological and cognitive developments might place on his/her participation in the language acquisition process |
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Why talk about typical development?
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* Knowing typical phonology is crucial to recognizing anything amiss
* Typical vs delayed vs deviant phonology o Help young child approach typical progression * Specify “phonological age” * Crucial for Early Intervention o Populations typically served |
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Random House Dictionary:
Infant |
* Definition
o A child during the earliest period of its life, esp. before he or she can walk; baby * Origin o 1350–1400; < L infant- (s. of infāns) small child, lit., one unable to speak, equiv. to in + -fāns, prp. of fārī to speak; r. ME enfaunt < AF < L, as above ] |
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Cross-language speech perception in infancy
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* From infancy to adulthood: Perceptual changes take place
* Infants are phonological citizens of the world * Remarkable perceptual abilities |
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How we know what infants perceive?
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* Two paradigms for testing infant speech perception
o High amplitude sucking paradigm (Eimas, Siqueland, Jusczyk, & Vigorito, 1971) + young infants (birth-3 or 4 months) o Head-turn paradigm (Schwartz et al.) + 6-12-month-olds |
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Head- turn Paradigm
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* Headphones on parent & experimenter
* When sound changes, baby taught to turn head and fun display lights up |
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What are some sudden changes in sound discrimination?
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* First 6 months, infants can discriminate
o oral vs nasal vowels o /u/ from /y/ o /la/ from /ra/ * 6 months and beyond o Sudden changes (Werker & Tees,1984; Polka & Werker, 1994) o 7 mos. (or even 6 mos.): no longer /u-y/ o 2nd half of 1st year: consonants |
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Passive exposure to speech
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* Tees and Werker (1984)
o Adults living in North America who were exposed to Hindi for only their first year or two of life o When tested on the Hindi contrast, perceptual abilities superior to most native English listeners, even those with training in Hindi * Clinical implications o Interaction is better, but if child is unable to interact, expose child to speech |
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High amplitude sucking paradigm
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* use a stimulus sound for a long period of time (continuous) and they suck until they get tired
* then change stimulus sound and if they hear the change the baby will suck faster which shows that they can hear a difference in sounds * (respond to stimuli and sound discrimination) |
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Fast forward to adulthood
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* By puberty, many perceptual skills have been “lost”
* Marked decrease in L2 differentiation skills. Listen with an accent (Polka, 1995; Levy & Strange, 2008) * Attuned to the phonological distinctions relevant to native language(s) o Note: Does not always mean skills can’t be relearned (e.g. Bradlow’s work) |
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Phonological development
In vitro to 24 months: |
* Sequence of development in perception (then production)
* Important caution o Great individual differences in timing |
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Speech perception starts in the womb!
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* babies can perceive sounds in utero
* prefer mothers & fathers voice * pay attention to passages when read to them - the rhythm *prefer specific languages * become familiar with environmental sounds |
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Perception birth - 6 months: infants job description
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* baby has to break up steam of words into smaller meaningful words
* pay attention to the rhythm of words |
Howdoesthebabycarveupthespeechstreamintounits?
o “Blah blah blah blah blah Tommy blah.” Segmentation |
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Chronic ear infections
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* Correlation between children who have speech disorders and those who had chronic middle-ear infections in their first year of life
* Make sure any child has had a hearing screening lately |
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Differentiation skills
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o 2-month-olds: /d/ vs /g/ in medial, final position
o 2-3 month-olds: syllable initial /b/, /d/, /g/ o 1-4 month-olds: /a/ vs /i/ vs /u/ alone or in /pV/ context o First 6 months: Stops from nasals, /ra/ from /la/ o However, fricatives and stops in multisyllabic vocalizations not well discriminated |
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6-12 months-perception
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* Fewer and fewer vowels and consonants in languages that are not in their environment
* Perceive distinctions that cannot produce * Prosody, words pronounced slowly and clearly—Infant-directed speech? |
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Perception/Comprehension
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* 5-6 months
o Intermittent, predictable situations (example: turn to their name) * 7-8 months o Frequent words, simple commands * By 10-11 months o More evident comprehension * Bilingual tasks—boundaries of word meanings in each language (example: hand in Russian means hand + arm vs hand in English just means hand) |
Matching speech sounds with concepts
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Issues children have assigning meaning to sounds
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children can mistake words and their meaning.
Example: show them a picture of a white rabbit you say gavagai gavagai = rabbit but the child could think gavagai = white they will associate gavagai with white until they understand |
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12-18 months-perception/comprehension
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* Categories and nuances of words
* Words within phrases * Short phrases |
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Peekaboo
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* Piaget: first two years of life as period of “sensorimotor intelligence”
o Object permanence: Notion that object exists, even if hidden * More control of mouth and tongue * Understand one word, then another, begin to utter words * EI note: More concerned about pointing at 12 months than about first words |
pointing important
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18-24 months-perception
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* Order of words in phrases
* Increasingly complex words and phrases o Paying attention to word order o Context to make sense of what you are saying o Therapy: use multiple cues, repetition |
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Awareness of language (metalinguistic awareness)
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* Toward age two, become aware of language
o If misunderstanding, children try to rephrase o More extensively in multilingual children o Phonological awareness—part of metalinguistic awareness |
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Perceptual development:
Clinical implications |
* Encourage interaction, but remember that passive exposure plays a role
* Enhancing perception o Choices o Minimal pairs + English: “cat” vs “hat” + French: “l’eau” vs “lait” o Go from predictable to less predictable * Be watchful of what child is attending to * Coordinate with parents, OTs, PTs, Special Instructors, teachers: communication book |
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Bilingual environment-clinical tips
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* Brush up on your languages
* Encourage parents to speak, sing in both languages * Know the literature about bilingual acquisition * Children understand long before they speak o First words: helpful if cognates (lamp/lampe), then less similar items |
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Production
Infant’s job description |
* Produce vocalizations
* Imitate adults * Associate sound patterns with situation * Share attentional focus or request * Communicate in new situation |
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Production: Birth-6 months
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* Infant vocal tract differs from adult vocal tract
* Throughout infancy, vowels dominate speech production |
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Oller (1980): Stages of development—speech production
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* Stage 1: Phonation
* Stage 2: Goo or cooing (2-3 months) * Stage 3: Expansion (starts 3-4 months) * Stage 4: Canonical babbling/reduplicated babbling (begins at approximately 6-8 months, usually by 10 months) * Stage 5: Variegated babbling o Most common CV syllables: /di/, /ga/, /bÃ/ |
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During or after babbling
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* Jargon
* Protowords * First words |
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Clinical hints: Birth-12 mos.
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* Develop perception and production skills for speech development
o Determine child’s stage of development or gaps in development o Foster communicative intent o Ascribe meaning to child’s utterances—be watchful o Give enough speech input, but allow the child opportunity to speak o Use routines—stop in the middle o Beware of sounds you’re using (e.g., no “robot”) o Practice turntaking |
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12-18 months-production
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* Naming explosion: first 50 words during next six months
* Repeating, shouting, interjecting |
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18-24 months-production
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* Telegraphic speech with word order appropriate to the particular language
* Consonant inventory differs in syllable-initial and syllable-final position |
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Communication
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* Child transitions from eye gaze, and pointing and facial expression to words to communicate
* May seem to regress, but is often progressing * May choose words selectively, favorite sounds, associations * Word recipes/patterns—every word ends with /di/ or /la/ * Learning turntaking at same time |
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Consonant inventories
in two or more words (Stoel-Gammon, 1985) |
Typical consonants
* 15 mo. - b d h all in initial position * 18 mo. - b d m n h w 6 in initial position - t 1 in final position * 24 mo. - b d g t k m n w h f s 11 in initial position - p t k n r s 6 in final position |
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Relationship between perception and production
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* Eilers and Oller (1976)—2 yr olds
o Some errors correlate with perception, some appear motor * Velleman (1988)—Over time o /s/ no correlation, but voiceless “th” correlation * Strange and Broen (1980)—3 yr olds o /r/ correlation |
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Clinical hints: 12-24 mos.
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* Develop phonological inventory for receptive and expressive vocabulary
* Reward listening * *Essential:* Make a list of child’s words * Start with child’s successful sounds, then expand * Decrease homonyms * Make it fun and functional * Notice what child is not saying and consider why |
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Questions to consider
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* How does phonological development interact with other domains of language?
o Lexical development o Pragmatics o Morphosyntactic development o Language, e.g., mean length of utterance (MLU) * What happens when one of the domains is disordered? |
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Where do we get information about typical ages in development?
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* Longitudinal studies
o Follows individual children over time o Advantages and limitations - exspensive, generalizes people, gives a lot if info * Cross-sectional studies (since the 1930s, most of the criteria we use) o Looks at many of children at different ages at one point of time o Advantage: More useful when looking at disordered speech because can compare to the norm o But limitations must be considered - variability |
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Procedures for gathering data for cross-sectional studies
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* Researcher first determines criteria for subject selection
o e.g., number of subjects to be tested, age and socioeconomic status. o Exclude any who may have hearing losses or language delays * Children are shown pictures and encouraged to name items. o If a child does not spontaneously name a picture, sometimes an imitation of the researcher’s utterance or a substitution is accepted * Already here, a problem is evident o Child’s imitation of a researcher’s utterance may contain segments that are not yet established in the child’s inventory |
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Analyzing data in cross-sectional studies
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* Criteria are set to determine when the group as a whole has acquired a particular segment
o Poole (1934 ) - criteria : all 3 positions of a word at 100% o Wellman et al.(1931) , and Templin (1957) o Prather, Hedrick, and Kern (1975) - criteria: at 75 % accuracy the subject produces sound in 2 positions * Different criteria yield different results. |
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Discrepancies in cross-sectional studies
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* Child may produce sound consistently in one syllabic position, and years later produce its allophone in another position.
* Prather et al (1975) and Sander’s reanalysis of data from Wellman et al (1931) indicate that children generally acquire [t] by four * Templin’s (1957) study shows children learning [t] by six. * Discrepancy due to voiced flap? * What determines mastery? |
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Strategies for organizing data need to be refined.
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* Sander (1972) and Prather et al. (1975) have reanalyzed normative data, drawing a distinction between
o customary production (correct pronunciation of segments in two positions by half of the subjects) and o mastery (correct pronunciation of segments in all positions by 90 percent of the subjects) |
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Further work needed on cross-sectional studies
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* Work needed
o eliminate target words that are often produced as frozen forms (such as “psghetti” for “spaghetti”) o control for number of syllables in a target word o indicate the types of substitution errors that are cause for concern (e.g. lateral fricatives) o ensure that the stimuli are appropriate for the children being tested (Schwartz 1998) |
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By 2 years -- Typical phonological performance (Templin, 1957)
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* Words and word combinations:
o At around age 2, children form two-word sentences (telegraphic speech), using correct word order o By age 4, most of language has been learned * Phonology: o Typically-developing children have long zeroed in on sounds in their own language and o Continuing to master them * Phonetic inventories or 2-yr. olds (sounds in at least 50% of samples) o Word-initial stops /t,k,b,d,g/ o Word-initial fricatives, nasals, and glides /f, s, h, m, n, w/ o Word-final /p, t, k, s, n, r/ o Clusters not used by more than half of children in word-initial or word-final position |
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2 years—consonant accuracy
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* According to Shriberg and Kwiatkowski (1982), 70% of 2-year-old children’s consonants are produced accurately
o Children with larger inventories produced sounds more accurately o 70% accuracy suggests that children tend to wait until they are able to produce consonants relatively accurately before attempting them |
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By 3 - years -- Typical phonological performance (Templin, 1957)
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* 3 yr. olds have similar inventories to 2-year-olds but have more stops, fricatives, nasals, and glides in word-medial position
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Where studies agree
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* Order of acquisition is typically
o Early: Nasals, stops, glides o Later: Fricatives, affricates, consonant clusters * Clinical note: pay attention to sounds in words you’re using with child. First use words that start with stops (e.g., dog). |
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Conclusions re: cross-sectional studies
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* If you suspect that a child’s phonological acquisition is slower than peers’
o Use the norms, but with caution Also consider smaller-scale longitudinal studies o Examine criteria before comparing a particular child’s performance o Use your sense, non-standardized assessment * Also do non-standardized testing |
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Phonological processes
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* What happens if a child wants to say a word, but has not mastered its sounds?
* Phonological processes: Patterns of sound simplification o When sounds are difficult to produce, children will simplify utterance by + omitting sound (dog becomes [d]) + substituting sounds (e.g., soup becomes /su/ or /tu/) * Examining phonological process much more informative and effective than looking at individual sounds mastered * Children are systematic in the way they restructure words * Phonological processes are universally used by children, most processes occurring until about age 3, but many extending beyond * Terminology varies, as does classification o I’ll try to use Small’s for consistency o But do try to become familiar with different terminology |
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Phonological processes fall into three categories
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* Syllable structure processes
* Substitution processes * Assimilatory processes |
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Syllable structure processes
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* Affect production of syllable so that they become simplified, usually into CV pattern
* Some of the first processes to be used by infants o Weak syllable deletion: surprise → /praiz/; banana→/nQn«/ o Final consonant deletion: look → /lU/; dog→/d/ o Reduplication: baby → /bibi/, bottle→/bAbA/ * Cluster reduction (cluster: sequence of two or more consonants, usually within a syllable): o clean → /kin/, dress→/dE/, three /Tri/→/ti/ * Epenthesis o Adding a vowel, usually to break up a consonant cluster, e.g., spoon→/s«pun/ (French /kle/ →/kele/) |
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Substitution processes
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Replacing one class of phonemes for another
* Stopping: cha cha cha→/tatata/ o Target fricative is produced as stop * Velar fronting: cat→/tQt/ o Velar consonant is produced as alveolar. Earliest process to be outgrown. * Deaffrication: jump → /ZÃmp/ o Affricate becomes fricative * Gliding: look→/jUk/, red→/wEd/ o Liquid is produced as a glide. Can last for a couple of years. Note: Can also be considered “cluster substitution” if in cluster (e.g., bread→/bwEd/) * Vocalization/Vowelization: Syllabic consonant is produced as vowel: e.g., apple /Qpl/ →/Qpo/ |
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Assimilatory processes:
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Phoneme production is affected by phonetic environment. Usually disappear before age 3.
* Labial assimilation: face → /fef/ * Alveolar assimilation: cat → /tQt/ * Velar assimilation: garden → /garg«n/ * Prevocalic voicing: cop → /gAp/ * Devoicing: ride → /raIt/ Sometimes assimilation/aka consonant harmony is only partial: o Full (whole consonant): + doggie→/ggi/ o Partial (place assimilation): + duck →/gÃk/ * Note: Several processes can co-occur or one change can be described by 2 different processes (e.g., cat→/tQt/ is both velar fronting and alveolarization) |
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Fricatives
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* Perhaps most difficult class of sounds to master (along with trills in other languages)
* Children’s coping mechanisms: o Stopping o Using other fricatives instead |
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By age 3, phonological processes have decreased
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* 3-year-olds do not use most phonological processes regularly anymore (B&B).
* Exceptions: o Substitution of other consonants for interdental fricatives used by all o Gliding and palatal fronting used by more than 50% * Intelligibility: 73% of utterances intelligible, large range (54%-80%) * Children who made the fewest phonological errors and who used least complex sentences are the most intelligible |
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Perception and processing of running speech
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* As child gets older, Parentese is no longer spoken and child needs to separate speech flow into meaningful units
* Involves o Bottom-up information: Phonetic input from speech signal o Top-down information: Information from knowledge, expectations of what information might follow, what the linguistic units are allowed to follow |
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Age 4-5: Production
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* By age 4, half of children produce sounds accurately
* However, fricatives and liquids are mastered by 90% of children later (age 7 or 8) * Basic phonological acquisition is completed by school age--both in and out of the family. * Change continues in o Temporal coordination o Effect of literacy on phonology o Effect of peer group on phonology |
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Temporal coordination
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o Children speak more slowly than adults
o However, do show adult-like relative differences between stressed and unstressed syllables |
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Effect of literacy
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* Ehri (1984): Learning to read and write appears to reshape aspects of phonology
o During acquisition, full spelling of words is stored in memory while children continue acquiring language + Whole word form + And segmental letter-sound correspondence * Phonological awareness can help children segment sounds in words. However, can get in the way (e.g., word often pronounced with t) * Causes problems for phonetic transcription! |
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Peer pressure
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* By the time children are intelligible, they are speaking the dialect of their home
* However, soon they will probably speak the dialect spoken by their peers * Children whose parents have foreign accents will not have foreign accents if they interact with children without foreign accents * Keenly tuned into phonology of the environment |
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Children with phonological disorders
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* Usually display similar phonological processes as typically developing children
* But suppressed later * Children with disorders also demonstrated processes not found in typically-developing children (to be discussed in later classes) |
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In order to determine whether phonology is disordered
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* Need to understand normal development
o And the complications of determining what exactly that is + Difficulties in figuring out what “mastery” is + Linguistic/dialectal variables add to the mix * As you become more experienced, you’ll pay less attention to the norms and more attention to the child and his/her own patterns and surroundings |
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Disordered speech - Why is this happening?
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* In most cases, we do not know
* Sometimes we can talk about cause (e.g., structural, neurological or other problems, such as cleft palate or hearing loss) * In most cases, we can only talk about variables that correlate with phonological disorders |
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Cognitive-linguistic factors
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* Examining relationship between disordered phonology and
o IQ o Other aspects of language o Performance in school o Psychosocial characteristics |
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IQ and articulation
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* Within normal intelligence, low correlation (Winitz, 1959)
* But among people with MR, intelligibility increases as mental age increases (Rosin, Swift, Bless, & Vetter, 1988) * Mental retardation (MR) and articulation - consonant deletion, errors are inconsistent, very common to have articulation problems * Down’s Syndrome population have greater difficulty producing segments as length of words increased than other MR groups - structure of oral cavities and large tongues, problems with sequencing |
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other aspects of language
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* Moderate correlation between phonological and other language disorders
* Disorders of language and phonology co-occur in 60-80% of children who have one of these disorders (Tyler and Watterson, 1991) * Co-occurring language problems include problems with syntax (sentence structure), MLU, language comprehension |
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Do problems in other aspects of language affect phonology (top down)?
Or do phonological problems affect language development (bottom up)? |
We know there is a correlation
* But which causes which? o Do problems in other aspects of language affect phonology (top down)? o Or do phonological problems affect language development (bottom up)? * Probably both: synergistic relationship |
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Does intervention in one language domain affect the other, even if that isn’t treated?
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* School-aged children receiving help only for syntax improved a bit in their phonology, as well. Vice versa condition works, too (Matheny and Panagos, 1978).
* A couple of studies have found that language intervention only does not result in improved phonology (e.g., Fey et al., 1994), at least for the more severely phonologically-disordered children (Tyler and Waterson, 1991) * Best to treat phonology directly |
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Performance in school
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* Relationship between phonological and literacy disorders
* Phonological awareness may be key * Acting out and other behaviors when have poor intelligibility |
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Psychosocial factors
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* Age - by age 4 speech is similar to adult like speech but is continued to age 8 for phonological development
* Gender - more common among boys than girls |
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Family history of disorders
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* Frequently see family history of speech and language disorders
* No specific phonological errors can be found within “phonologically-disordered families” * In severely disordered, sometimes hereditary condition (e.g., epilepsy) causes difficulty *genetic causes and structural problems |
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Birth order and
socioeconomic status |
* First-born children tend to be less delayed because they get more attention
* Not socioeconomic status |
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Conclusion re: cognitive-linguistic factors
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* Very often you will not know why a child has a phonological disorder
* You may not be able to answer parents’ questions about the cause * Best response: simply say "I don't know" |
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Structural problems vs. Neurological and other problems
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* Structural problems
o Minor structural problems o Cleft palate o Other oromotor disorders * Neurological and other problems o Dysarthria (focus on cerebral palsy population) o Apraxia o Hearing impairment o Note: much applies to adults, as well as to children |
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Minor structural problems and effects on articulation
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* Remember: If you don’t hear a problem, there is no problem for us to address
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Teeth
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Malformations will effect articulation.
* Labiodentals [f,v], interdentals [T, D], and alveolar fricatives [s,z] * Malocclusion - dentition is need for certain productions |
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Ankyloglossia: tongue-tie
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* Lingual frenum (frenulum): fold of skin that connects tongue to lower jaw is short, may pull down on tongue and restrict range and movement (hard to articulate /t, d, n, T, D/).
* very rare condition * Check to see it if impedes swallowing or feeding? * Clip frenulum if it gets in the way of tongue touching the alvelor ridge |
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Tongue thrust
(Mason and Proffit, 1974) |
* During swallow initiation, tongue moves forward, touching lower lip
* during speech, tongue is placed at teeth or between teeth during production of consonants in * at rest, tongue is forward in oral cavity, against or between front teeth, mandible open |
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Large tongue
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Macroglossia
doesn't cause articulation problems |
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Smaller tongue
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Microglossia
doesn't cause articulation problems |
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Major structural variations:
Cleft Lip and Cleft Palate |
* Cleft lip is a congenital deformity of the lip (usually upper lip), which varies from a notching (curve, cut-out) to a complete division of the lip up to the nasal floor.
* The alveolar process (top part with the 4 incisors) is usually (but not always) involved. * If it is a left cleft lip, left teeth may be missing or misplaced |
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Cleft lip and palate
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* For clefting (palate and lip) important periods: From conception to 12 wks
* Moment and duration of developmental interruption will account for the nature and extent of the cleft * Complete cleft: may have or partial closure of hard palate, with all other structures not meeting * Bifid uvula |
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Factors in clefting
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* Genetic considered most important
* Nutritional imbalance * Anoxia and hypoxia also may result in clefting * Hypothermia * Generally poor maternal health (or is it the medication?) * Rubella and other illnesses * Alcoholism * Drugs * Failure of tongue to drop * Sometimes no known cause |
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Surgery for cleft lip & palate
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* Labial cleft repaired usually first 2-4 weeks of life
* Surgeon’s rule of 10 for closure of lip: Baby should be o 10 lbs o (up to) 10 wks old o 10 grams hemoglobin |
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Obturators
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* Wide cleft: horseshoe cleft: Probably need obturator.
* Obturators o Dental appliances or dental prostheses (usually need teeth for obturators) which occlude the palatal cleft o Serve as artificial partitions between oral and nasal cavities o Anterior portion: dental clasps o Posterior portion: speech bulb |
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More on speech characteristics of individuals with cleft palate
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* Hypernasality most common problem
o Velopharyngeal incompetence - air escapes out the nose * Glottal stops * Pharyngeal fricatives * Nasal snorting: misarticulation of sibilants most common * Facial grimacing - struggle on face shown * focus on nasal sounds first |
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Cerebal Palsy
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Cerebral palsy
* Cerebral palsy: Neurological disorder with CNS etiology, particularly involving motor control. * Usually occurs prenatally or perinatally, although it can occur postnatally * May have dysarthria: Term for collection of motor speech disorders due to the impairment in the central nervous system (brain, brainstem, spinal cord) or peripheral nervous system * Note: be careful when you abbreviate: CP can be cleft palate or cerebral palsy. * We’ll discuss cerebral palsy and then dysarthria |
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Cerebral palsy—general info
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* Cerebral palsy appears in all degrees, all severity Abnormal gait , posture
o May be unable to use hands o May not have control over facial expressions, chewing, biting, initiating swallowing, may drool o Eyes: maybe strabismus o Sometimes normal speech, sometimes dysarthria, sometimes speech will never develop + The type of cerebral palsy determines the type of dysarthria |
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Most common types of Cerebral Palsy
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* Spastic cerebral palsy (50% of cases): Increased muscle tone, when try to move, moment is jerky, effortful and slow
- does not cause the worst speech problems -often have a wide neck -scissor gait (walk funny) 2. Athetoid cerebral palsy (10% of cp population) * Athetosis (without a place): recurring involuntary movements which tend to be slow, writhing movements * Etiology for athetoid cer pals. is damage to the basal ganglia * Speech: hyperkinetic dysarthria -whispered or hoarse, venticular phonation -uneven vocal characteristics -hard to comprehend speech 3. Ataxic cerebral palsy * In ataxic (without order) cerebral palsy, movements are not jerky or labored, but instead tend to be smooth but inaccurate (clumsy) -fall a lot, wear helmets, drunken like walk, bad sense of space 4. Mixed cerebral palsy (30% of CP population) * Often spastic mixed with athetoid * Speech symptoms are mix of athetoid and spastic speech, but athetoid characteristics tend to cause more difficulty in intelligibility - harsh stances & vocal characteristics - uneven vocal characteristics |
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Dysarthria: Motor speech disorder
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* Regardless of type, likely to speak very slowly, monotonously, in short phrases, syllable by syllable, excessive force, air
* Ventricular phonation, a strained, strangled, breathy voice, sometimes slurred articulation, sometimes nasal vocal quality * Key: great deal of effort exerted. |
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Who has dysarthria?
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* Can occur at any time in life.
* Children/adults with cerebral palsy are likely to have dysarthria * Typically midpoint in life (40+) or in later years (e.g., Parkinsonism). |
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Types of dysarthria
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Types of dysarthria
* Spastic * Ataxic * Flaccid * Hyperkinetic * Hypokinetic * Mixed |
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Spastic dysarthria
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o Result of damage to motor centers of cerebral cortex
o Speech characteristics o Consonant sounds (l, r, s, z, sh, zh, th [voiced and voiceless]) that require precise articulation likely to be distorted or omitted. o Vocal folds push against each other with of force o Articulators, too |
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Ataxic dysarthria
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* Cerebellar lesion
* General inaccuracy in articulation * Motor problem: Every syllable same duration and stress * Substitution of sounds because of under/overshooting, vocal folds: fluctuate, breathing strained |
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Flaccid dysarthria
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* Injury to lower motor neuron/bulbar palsy
* Voice: breathy * May not be able to move articulators |
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Hyperkinetic Dysarthria
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* Disorder in extra-pyramidal system
* Mouth makes sound, but involuntary movement changes articulations, voice, etc. |
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Hypokinetic Dysarthria
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* Disorder in extra-pyramidal system
* Too little movement * Parkinson’s muscles move slowly, faster, faster same with speech * Festination: faster and faster |
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Mixed dysarthria
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* Diseases: Amyotrophic Lateral Sclerosis (Lou Gherig), Multiple sclerosis: demyelinization
* Fluctuation in symptoms * Athetoid symptoms usually worst for speech intelligibility |
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Apraxia
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* Apraxia: Motor speech disorder characterized by impairment in motor programming for speech, with little or no sign of weakness or poor coordination in speech musculature
* Most common causes o lesion to Broca’s area of brain o can also be stroke, head trauma, tumor, unknown causes |
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Apraxia in adults
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* In adults: When apraxia of speech, almost always some type of aphasia.
* Errors at beginnings of word. Groping movements. * More errors as words get longer (thick, thicken, thickening=hardest). * Combinations produce more errors. False starts are common. * Client may add complexity to speech (sounds added to word, e.g., “probambly”) * (In children it can be called “developmental verbal dyspraxia [DVD]) |
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Differential diagnosis:
apraxia vs. dysarthria |
* Dysarthria: A group of speech disorders resulting from disturbances in muscular control, weakness, slowness, and/or incoordination of the speech mechanism
* Apraxia: A sequential programming disorder of motor movements resulting from sensorimotor impairment to the capacity to select, program, sequence, and/or execute in coordinated and normally timed sequences; the positioning of the speech musculature for the volitional production of speech sounds |
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Speech characteristics of dysarthria vs apraxia
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1. Articulation errors
2. Position in word 3. (Repeated) Reading 4. Commonly-occurring sounds 5. Sequencing |
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apraxia vs dysarthria characteristics
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* Apraxia:
o Overlearned language best o Worse at higher propositionality * Dysarthria: “the” is as hard to produce as longer word if can’t pronounce “th” * Apraxia: o perseveration + what do you have on feet? Shoes + what do you have on hands? Shoes (no longer appropriate) + hard to stop perseveration (apraxia) o overmonitoring of speech o frustration: apraxia (less so in dysarthria) o difficulty repeating |
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Oral apraxia vs verbal apraxia
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* Oral apraxia: during oromotor exam, have trouble with movements, e.g., puff cheeks, wiggle tongue, etc.
* Verbal apraxia: can wiggle tongue, etc., but have difficulty producing speech |
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i
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key
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I
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win
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e
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rebate
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E
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red
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ae
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apple
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u
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moon
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)
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law
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a
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cod (ahh)
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upside e
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about
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/\
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bud
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j
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yet
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aI
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tie
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eI
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bake
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ou
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rose, goat, coat
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stops
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pbtdkg
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fricatives
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fv, th, sz, sh, beige - 3, h
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affricates
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chair, vision - d3
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liquids
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l,r
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glides
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w,j,w
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bilabials
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pbmw
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labiodental
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fv
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interdental
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th
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alvelor
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tdsznl
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retroflex
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r
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palatal
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sh, beige- 3, chair, join - d3, j
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velar
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kg, ing, w
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glottal
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h and flap - ?
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voiced
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ptkf, th, s,sh, chair , m, n, ing, l r, j w
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voiceless
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b, d, g, h, join - d3 , small th, z, beige - 3,v
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