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235 Cards in this Set
- Front
- Back
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Articulatory Phonetics deals with:
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* Production features of speech sounds
* Categorizes/classification according to specific parameters of production. * How sounds are actually articulated. *Similarities/differences between their productions. |
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Articulation is:
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totality of motor processes involved in planning and executing speech.
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Articulation involves:
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1. A specific type of motor learning
2. Speech sounds 3. is a area of speech |
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Definition of speech sounds:
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Physical reality of sound and are the end production of the articulatory motor processes.
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Speech sounds are also known as:
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Allophonic / phonetic Variations
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Articulation disorder is
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Difficulties with the motor production components of speech or an inability to produce certain speech sounds.
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an Articulation Disorder involves:
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1. impairment in peripheral motor processes rather than in linguistic abilities.
2.Involves phonetic errors. 3. Involves difficulty with speech sound production and form. 4. Doesn't usually impact areas of language development such as semantics, syntax, or morphology. 5. Can occur in combination with a phonology disorder. |
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Phonology is:
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Phonology is the study of how sounds are organized and used in a languages.
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Phonology refers to/deals with:
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1. a branch of linguistics
2. description of the systems/patters of phonemes that occur in a language 3. determining the language - specific distinctive phonemes. 4. Is an area of Language. |
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Phoneme
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smallest sound segment in a word that when chaned, changes the meaning of a language unit (word or morpheme)
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Minimal pair
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words that differ in only 1 phoneme
ex: sit /sip dig/dip |
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Phoneme consists of:
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*Linguistic concept rather than a sound production.
*smallest unit of linguistic meaning *when in combination with each other, forms words. |
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Phonology Disorder is an
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Impairment of the organization and function of the phoneme system.
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Phonology Disorder involves:
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1. Involves phonetic errors.
2. Involves difficulty with language - specific function of phonemes. 3. Represent an impairment of representation/organization of phonemes with in the language system. 4. May impact other areas of language development. 5. can occur in combination with an articulation disorder. |
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Language is:
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a socially shared code or conventional system, that represents ideas through the use of arbitrary symbols and rules that govern combinations of these symbols.
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Competence
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Implicit knowledge of rules of a language
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Performance
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use of knowledge to communicate
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Bloom/Lahey's Division consists of
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1. Form
2. Content 3. Use |
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Bloom/Lahey's Division in depth:
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1. Form - linguistic elements that connect sounds and symbols with meaning (morphology, syntax & phonology)
2. Content - knowledge of objects, events, and people and their relationships (semantics) 3. Use - rules governing use of language in social contexts (pragmatics) |
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Linguistic Divisions is most commonly used by? why?
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SLP'S
* Divide up areas of language |
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Linguistic Divisions are:
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1. Morphology
2. Syntax 3. Semantics 4. Pragmatics 5. Phonology |
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Morphology
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Rules governing word formation, internal structure of words and construction of words from morphemes
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Morphemes:
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smallest linguistic units with meaning
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Types of Morphemes
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Free Morpheme
Bound Morphemes |
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Free Morpheme
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Stands alone
ex: car |
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Bound morphemes
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must be combines with a free morpheme to convey meaning.
ex: (s) - Cars |
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Syntax
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Rules governing structure of sentences, including word order and organization of sentences types.
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Syntax also describes:
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parts of speech and sentences components.
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Semantics:
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meaning of words and relationships between them.
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Semantics is also known as
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Lexicon (mental dictionary)
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Semantic relations
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relations between objects, events and people
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Vocabulary (semantics)
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words and meanings, literal/non-literal.
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Pragmatics
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Rules governing use of language in social contexts
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Pragmatic serves as:
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*communicative functions and intentions, or speech acts.
*Choice of codes for communicating - based on listener's knowledge, status, and degree of familiarity. *rules for discourse (how to start/elaborate a conversation) |
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Phonology
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System of rules that govern sounds and combination
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Phonology is also
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speech-system relates meaning with sound
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Phoneme
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smallest sound segment in a word that when changed, changes the meaning of a language unit (word or morpheme.
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Allophones
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variation in production of sounds that does not change status as a phoneme.
[ x] |
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vowels are produced
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with open vocal tract
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Traditional phonetic description of vowels:
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*Tongue Height
*Tongue Horizontal *Tension |
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Tongue Height
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where highest part of tongue occurs.
(high, mid, low) |
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Tongue Horizontal
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position of tongue.
(front, central and back) |
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Tension
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Tense (Long)
Lax (short) Lips (rounded & unrounded) |
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Dipthongs
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Combination of 2 vowels (/al/ as in buy)
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Consonants are produced by:
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constricted vocal tract
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Traditional phonetic description of consonants are:
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1. Manner
2. Place 3. Voicing |
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Manner
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degree and type of closure
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types of Manner:
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*Stops
*Fricatives *Affricates *Nasals *Lateral *Rhotic *Glides |
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Place
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Place of greatest constriction
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Types of place
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*Bilabials
*Labiodentals *Interdentals *Alveolars *Palatals *Velars *Glottals |
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Voicing
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vibration or lack of vibration of vocal folds
**voices / unvoiced |
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Suprasegmentals
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Characteristics of speech larger than phoneme or phonetic segments
aka prosodic features |
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Types of Suprasegmentals
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*Stress
*Intonation *Loudness *Pitch Level *Juncture *Speaking rate *vowel reduction |
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Distinctive features:
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**Additional classification system for all phonemes (vowels and consonants)
**Binary System (+/-) |
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Prelinguistic Behavior
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all vocalizations prior to first actual words
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Phonological Development
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the acquisition of speech sound form and function within the language system
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Speech Sound Development
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Gradual articulatory mastery of speech sounds within a given language.
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Perceptual Development
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Results of studies that have looked at infant' ability to perceive speech sounds.
Some evidence that infants pay attention to and learn about speech and voice prior to birth |
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Perceptual constancy:
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the ability to identify the same sound across different speakers, pitchers and additional environmental factors.
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At what age does the child have the perceptual constancy for consonants and vowels in different vowel context?
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5 1/2 to 10 months
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Perception of minimal pairs
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perceiving differences between pairs of words that different that differ only in 1 phoneme.
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At what age is the child able to discriminate between minimal pair words that contrasted most of the later development English speech sounds?
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27 to 35 months
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What are the 5 Prelinguistic Stages?
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Stage 1: Reflexive Crying & Vegetative Sounds (birth - 2 months)
Stage 2: Cooing and laughter (2 - 4 months) Stage 3: Vocal Play (4 - 6 months) Stage 4: Canonical Babbling (6 months + Stage 5: Jargon (10 months +) |
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Stage 1 - Reflexive crying (birth-2 months)
Reflexive vocalizations |
automatic responses that reflect the infant's physical state such as: crying, grunts, and burps.
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Stage 1 Reflective Crying (birth-2 months)
Vegetative Sounds: |
grunts, sighs, clicks
**associated with activities such as feeding. |
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Stage 2: Cooing and laughter (2 - 4 months):
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Cooing and gooing sounds produced during states of comfort. They are vowel-like but can contain consonantal elements produced at the back of the mouth.
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Stage 3: Vocal Play (4-6 months)
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1. some overlap between stages 2 and 3
2. Longer series of segments and the prolonged production of vowel-like and consonant-like steady states. 3.Extreme variations of loudness and pitch 4. vowels have more variation in tongue height and position in comparison to Stage 2. |
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2 types of Canonical babbling
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1. Reduplicated babbling
2. Nonreduplicated/Variegated babbling |
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Reduplicated babbling
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similar strings of consonant-vowel productions. Some variations in vowel sounds but consonants will stay the same from syllable to syllable
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Nonreduplicated/Variegated Babbling
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variation of vowel and consonants from syllable to syllable.
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Stage 4: Canonical Babbling (6 months and older) consists of
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1. Canonical Babbling
2. Babbling stages are not necessarily sequential 3. Babbling can continue all the way through into first word stage. |
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The function of babbling will change as the child ages:
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**At beginning of stage: used for self-stimulation
**Toward end of stage: may be used for ritual imitation games with adults |
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Stage 5: Jargon (10 months +)
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strings of babbles utterances that are adjusted by intonation, rhythm and pausing. Utterances sound like sentences but without real words.
**overlaps with first words. |
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Linguistic Phase
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Begins with first meaningful word is produced (12 months) and until child puts 2 words together (18-24 months)
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Linguistic Phase, what age is the child suppose to have their first 50 words by?
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12-18/24 months
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Lingustic Phase
Distinction of first words: |
first word is relatively stable phonetic from that is produced consistently by the child in a particular context and is closed to adult-like form.
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Proto-words
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vocalizations used consistently by a child in a particular context but not close to adult-like form
aka: vocables, phonetically consistent forms & quasi-words) ex: baba |
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Item learning
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child learns words forms as analyzed units or whole
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Holophasic period
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child uses single word to express an idea
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Predominate syllable types:
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CV, VC and CVC
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Expressive Vocabulary :
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50 words vs. receptive vocabulary 200 words.
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Linguistic Phase
(age 12-18/24 months) |
*Begins when first meaningful word is produced (12 months) and until child puts 2 words together (18-24 months)
*Distinction of words *Item learning *Predominate Syllable Types *Expressive vocabulary |
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Linguistic Phase
Age 18/24-30 months |
1. Transition from 1 word to 2 word utterances:
2. System learning 3. Expressive Vocabulary: 225 words vs. receptive vocabulary: 1200 words 4. Limited speech sound inventory |
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Linguistic Phase
5 years old the child should have |
1. expressive vocabulary: 2200 words vs. receptive vocabulary 9600 words.
2. Phonological system is almost complete 3. New words are requiring new sequences |
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New words are requiring new sound sequences:
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1. Increased motor control
2. improved timing skills 3. Internalizing new phonological rules such as voiceless stops need to be aspirated. |
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Speech Sound Development
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Age levels for speech sound acquistion
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Speech Sound Development
Age of acquisition found in studies will vary depending on: |
1. Age of mastery
2. Normative sample 3. accuracy level considered as mastery (80%, 90%) |
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Normative sample:
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number, demographic
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while there is variation in exact ages of mastery in general the following are considered later developing sounds:
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s, z, r, v, th, th, sh
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Chronology of phonological processes:
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normative studies that look at age of suppression of each phonological process
ex: wabbit vs rabbit |
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Distinctive Features
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are the smallest individual sound properties that make up phonemes.
these sound components (features) are considered distinctive if they serve to distinguish one sound from another |
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Distinctive Features were created out of the original phoneme concept by:
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Jakobson in 1990's.
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Distinctive features uses a binary system to determine:
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specific properties of sound that serve to signal meaning differences.
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Clinical Implications:
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Contracts the features of the target sound to the substitution.
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Clinical Implications:
Therapy involves: |
* helping the child differentiate between the presences and absence of these features
*Belief that generalization will occur between sounds that have the same feature. |
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Naturalness designates 2 sound aspects:
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1. the relative simplicity of the sound production
2. its high frequency of occurrence in languages (more universal across languages) |
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Markedness:
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*sounds that are more difficult to produce (later developing)
*occur less frequently in languages |
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Generative Phonology uses:
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*distinctive features
*2 levels of sound representation *phonological rules to demonstrate relationship between the phonological and the phonetic forms |
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2 Levels of sound representation
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1. Phonological Representation
2. phonetic Representation |
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Phonological Representation
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Phonological Representation:
The abstract underlying (mental form) that underlies how people use language |
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Phonetic representation
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the modified surface form
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Phonological Rules:
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describe differences in sound patterns that occur between the underlying phonological representation and the surface level (phonetic) representation
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Phonological rules are used to explain:
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Phonological rules are used to explain:
1. Changes in production based on a morphological/syntactic change 2. Changes in production that are not related to morphology/syntax 3. described the disordered sound productions in comparison to the target form (not original intent) |
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Generative Phonology uses a notation:
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* A ---> B (A becomes B
* / (in the context of) * __ (location of change) #__ (word initially) __# (word finally) V __V (intervocallically) |
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Generative Phonology uses Markedness:
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when referring to cognate pairs and sound classes
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Cognate pairs
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/shirt/ vs. /skirt/
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Voiceless obstrudents (frictatives, stops and affricates)
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more natural than voiced obstruents
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Obstruents are more
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natural than sonorants
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Sonorants (semi vowels)
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produced with relatively open tract and include: nasals, liquids, and glides
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Obstruents
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complete or narrow constriction of tract and includes stops, fricatives, and affricates
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Obstruents include:
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*sonorants
*Obstruents *stops *fricatives *low-front vowels *close-tense *anterior consonants |
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Concept of naturalness vs. markedness became clinically relevant when it was found that
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children phonologically disordered speech usually replaced marked phonemes with more natural phonemes.
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Natural Phonology in 1979 by
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Donegan & Stampe
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Natural Phonology incorporates features of:
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naturalness theories and was specially designed to explain the development of children's phonological systems.
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Patterns of speech are governed by an innate, universal set of
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phonological processes
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Phonological process:
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a mental operation that applies in speech to substitute for a class of sounds or sound sequences presenting a common difficultly to the speech capacity of the individual.
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Assumes that the child's innate phonological system is continuously revised in the direction of the adult phonological systems. Mechanisms to account for these changes include:
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*Limitation
*Ordering *Supression |
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Limitations:
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occurs when differences between the child's and adult's systems become limited to only specific sounds, sound classes, or sound sequences
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Ordering:
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occurs when substitutions that appeared to be unorganized and random become more ordered.
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Supression:
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occurs when a previously used phonological process is no longer used. The child moves from innate speech patterns to the adult form.
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Phonological process:
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*Final consonant deletion
*Weak syllable deletion *Reduplication *Consonant cluster simplification *Epenthesis *Metathesis *Coalescence * Initial consonant |
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Whole word and syllable process:
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change that affects syllable structure of the target word
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Final Consonant Deletion
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deletion of final consonant (singleton) of syllable or word
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Weak Syllable deletion
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delete a whole syllable
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Reduplication
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syllable or portion of syllable is repeated or dublicated
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Consonant cluster simplification
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consonant cluster is simplified in some way
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There are 2 types of Consonant Cluster simplification:
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Cluster Reduction
Cluster Substitution |
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Cluster Reduction:
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reduction to one consonant
ex: stripe to tripe |
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Cluster substitution
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substitution of one member of cluster
ex: string to spring |
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Epenthesis
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usually unstressed shwa, is inserted in other than initial position
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Metathesis
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transposition or reversal of 2 segments (sounds) in word
ex: elephant to efalant |
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Coalescence
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features from 2 adjacent sounds combined so one sound replaces 2 other sounds
ex: play to hay |
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Initial consonant deletion
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deletion of consonant (singleton) in initial position. can be at the word or syllable level
ex: visit to ist |
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Assimilatory (harmony) processes:
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one sound is influenced by another, with sound assuming features or becoming similar to another - may become identical.
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Types of Assimilatory Process
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Progressive Assimilation
Regressive Assimilation Velar Assimilation Nasal Assimilation Labial Assimilation |
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Progressive Assimilation
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sound causing sound change precedes affected sound
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Regressive Assimilation
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Sound causing change follows affected sound
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Velar Assimilation
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nonvelar sound assimilated to velar sound
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Nasal assimilation
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nonnasal sound assimilated to nasal sound
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Labial assimilation
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nonlabial sound is assimilated to labial consonant
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Segment Change (substitution) process:
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one sound is substituted for another with substitution having different place, manner or other changes
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Types of Segment Change (substitution) process:
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Fronting
Backing Stopping Gliding of liquids Affrication Vowelization/Vocalization Denasalization Deaffrication Glottal replacement Voicing Devoicing |
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Fronting process:
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substitutions produced anterior to stand production
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Backing process:
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substitutions produced posterior to standard production
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Stopping process:
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stops produced for fricatives and affricates
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Gliding of liquids
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glides (w, wh, j) produced for prevocalic liquids (l, r)
*many persist for many years |
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Affrication process
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fricatives replaced by affricates
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Vowelization/Vocalization
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liquids or nasals are replaced by vowels
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Denasalization
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nasals replaced by homorganic stops (similar place of articulation)
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Deaffrication
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affricates replaced by fricatives
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Glottal replacement
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glottal stops are used to replaced phonemes, usually in intervocalic or final position
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Voicing
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voiceless consonants are voiced
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devoicing
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voiced consonants are devoiced
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Classifications to account for differences found in children with disordered speech (according to Gromwell 1987)
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* Persisting normal processes
* Chronological mismatch * Systematic sound preference * Unusual or idiosyncratic processes * Variable use of processes |
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Persisting Normal Processes
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uses phonological processes beyond the age than typically seen
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Chronological mismatch
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earlier developing processes are still used along with later developing processes
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Systematic sound preferences
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use of a single phonetic realization for several different phonemes
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Unusual or idiosyncratic processes
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patters that are unusual in the speech of normally developed children
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Variable use of processes:
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* process operating on one target sound in one context may be active but NOT
OR * depending on the context, different processes may be operating on the same target phoneme. |
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Nonlinear (multilinear) Phonologies:
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A group of phonological theories understanding segments as governed by more complex linguistic dimensions such as stress, intonation, and metrical / rhythmical linguistic factors
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Nonlinear Phonologies has 3 types:
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1. Autosegmental Phonology
2. Metric Phonology 3. Feature Geometry |
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Phonetic Level
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with sounds (phonemes and allophones) as central units
Physical forms that result from the physiological processes and have physical properties that can be verified acoustically |
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Phonemic Level
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presented as phonemes.
Defined in terms in their linguistic function (ability to determine meaningful units in language) |
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Factors related to structure and function of speech and hearing mechanism:
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Factors related to structure and function of speech and hearing mechanism:
1. Hearing loss 2. Speech sound perception 3. Minor Structural variations 4. Major Structural Variations 5. Oral sensory function 6. Motor abilities 7. Labial- Lingual posturing-tongue thrust 8. Neuromotor disorders 9. Cognitive- linguistic factors |
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External discrimination
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someone else says phonemes or child tapes own productions and child determines if correct or incorrect
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Speech Sound perception may develop
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until 8 and influence articulation
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Speech sound perception may be relationship between:
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severe articulation/phonology disorders and discrimination
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External discrimination:
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Someone else says phonemes or child tapes own productions and child determines if correct or incorrect.
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Internal discrimination (self monitoring)
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child says phonemes and determines if produced correctly or not.
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Self monitoring related
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to accuracy in producing phonemes
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Types of minor structural variations
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1. lips
2. teeth and jaws 3. Tongue 4. Hard palate 5. Facial patterns |
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Class II
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overbite-teeth do not come together from 1st r 2nd molar on one side to other side
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Class III
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underbite - first mandibular molar juts out at tooth or more ahead of the opposing maxillary incisor
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Ankylogllossia (tongue tie)
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frenum is abnormally short - very rare- can affect
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Major Structural Variations that can affect speech:
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1. cleft lip
2. tongue-glossectomy 3. hard palate 4.soft palate 5. nasopharynx |
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Internal discrimination (self-monitoring)
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child says phonemes and determines if produced correctly or not.
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Lips seem to have an impact?
True or False |
False
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Missing teeth can sometimes affect articulation?
True or False? |
True
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Teeth and jaws seem to have a greater impact?
true or false |
True
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Occlusion
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alignment of teeth when jaws closed
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Malocclusion
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imperfect or irregular position of teeth when jaws are closed.
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Malocclusion may affect articulation?
True or false |
true
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Differences in shape of the hard palate do not seem to affect articulation.
True/False |
True
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facial patters such as protrusions of different parts of face MAY or MAY NOT have a major impact?
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May not
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Cleft lip - with surgery, short and rather immobile upper lip that NOT a big problem for most speakers.
True/False |
True
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Tongue-glossetomy
and will this affect articulation? |
Partial removal of tongue.
YES |
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Hard-palate, removal of tissue for oral cancer affects articulation, cleft palate will vary on amount of affect.
true/false |
True
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Velopharyngeal competence
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ability to close off nasal from oral passage.
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Hypernasality
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reduced air pressure on frictatives, stops and affricates
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Nasal emission
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with pharyngeal fricatives and glotal stops
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soft palate difficulties may be associated with cleft palate or
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dysarthria
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Poor is called, VPI, which can affect articulation in these ways:
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hypernasality
nasal emission |
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Nasopharynx
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enlarged (hypertrophied) adenoids may compensate for velopharyngeal incompetence.
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Reasons why child may be hyponasal because of:
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* enlarged adenoids
*forward tongue carriage if enlarged tonsils *hypernasality if adenoids removed because of prior compensation. |
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Oral tactile sensitivity
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sensitivity of oral structures to stimuli may affect misarticulation
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Role of oral sensory information in phonological acquisition unclear
true/false |
true
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Are general motor skills a general delay?
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No
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Oral-facial motor skills result in _____
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slower diadochokinetics rates
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Relationship between oral motor skills and articulation skills is uncertain-controversy whether it should even be considered with children.
true/false |
True
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Forward movement of tongue during swallowing or speech and anterior tongue placement at rest occur only separate?
true/false |
false
occur separately or together |
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Tongue tip rests or moves toward position against or between teeth.
True/false |
True
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Tongue thrust position at rest most often associated with ______________
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malocclusion
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Tongue thrusters may have more distortions of __________ and other sounds
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sibilants
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Myofunctional therapy treats it:
A. Appropriate therapy goals. (retraining of labial and lingual resting and functional patterns) B. Thumb or finger sucking may interfere with __________ C. Not addressed in school setting unless affects articulation |
therapy
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Neuromotor disorders involve damage to the neurological system involving problems with phonation, respiration or ____________
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velopharngeal function
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Dysarthria is caused by:
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paralysis, weakness, or incoordination or speech musculature.
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Dysarthria biggest problem is ____
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intelligibility
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Apraxia
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motor speech disorder with impairment of motor speech programing
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Apraxia affects
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articulation and prosody
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When apraxia is present there inconsistant errors, usually of substitutions, additions, repetitions, and prolongations most often at the ____ ___ _____
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beginning of word
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Oral apraxia
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difficulty with intentional oral movements.
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Oral Apraxia does or does not affect speech?
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does not
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for development verbal dyspraxia there are or are not any apparent causes?
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are not
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Characteristics of children with apraxia are:
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*inconsistent vowel and consonant errors
*difficulty sequencing articulatory movements. *inconsistent patters of prosody and nasality. |
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Academic performance
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children with phonological disorders have more problems with reading and spelling
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Psychosocial factors:
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*more boys than girls have problems
*family background *some heredity factors. |
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Screening can include:
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engaging children in conversation, use of a screening test, self-created screening test, or portion of a test or subtest.
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Comprehensive evaluation includes:
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Initial impressions
Assessment of Phonemes Selection of additional assessment measures Evaluation of the oral mechanism Summary of data |
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There are 2 assessments of phonemes:
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Articulation/Phonology test
Spontaneous Speech Sample |
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Spontaneous speech sample is
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much like a language sample but evaluated for speech sounds.
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Initial impressions
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aid to guide in determining measures to use
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Articulation/PHonology test
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single-word productions-often in initial, medial, and final positons
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Articulation/phonology tests are best to transcribe the entire word rather than just
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the target phoneme.
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Stimulability assesment
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ask child to repeat phonemes in isolation, in syllables/and or monosyllabic word
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Contextual assessment - deep testing-
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test child's production of sounds in different phonemic contexts
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Spontaneous Speech sample
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gives important, addition information to the articulation test
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Spontaneous Speech Samples gives information about:
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*the voice and language abilities
*able to compare errors *Considered to be more natural *"Tease out" errors at a higher level *determine level of intelligibility |
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Determine level of intelligibility
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subjective judgement of percent of intelligible words in a sample test.
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Speech sample should be how long?
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at least 50-100 words but the best would be 200-250
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Plan diversity in sample
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vary communication situations
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Recording sample can be used later to demonstrate
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progress to the client and allows you to transcribe
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The purpose of evaluation of speech:
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*determine any gross difficulties that may be signal organic cause of speech difficulties.
*may signal need for referral to a physician. *no abnormalities noted does not equate to no organic cause. *slight deviancies doe not signify a problem. |
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no more abnormalities noted does not equate to no organic cause: may be fine difficulties not _______
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detected
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Functions of oral mechanism, adequacy of movement:
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range
smoothness speed symmetry strength |
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Evaluation of a speech mechanism look at:
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Structure of oral mechanism
Function of oral mechanism |
