Intro To Phonology

Front 1

Phonological processes

Back 1

Any systematic sound changes that affect a class of sounds or a sound sequence.

Regularly occurring deviations from standard speech sounds.

Very systematic, normal deviations

Must be abandoned

Front 2

Phonological processes can occur across:

Back 2

Classes of sounds

Syllable sequence

Syllable shape

Front 3

Natural processes

Back 3

Normal, natural, universal

Front 4

Unusual processes

Back 4

Unusual but not abnormal

Could be idiosyncratic

Front 5

How many different processes have been identified?

Back 5

40

Front 6

What are the categories of processes that occur frequently and across languages?

Back 6

1. Syllable Structure

2. Substitution Processes

3. Assimilatory Processes

Front 7

Syllable Structure Processes

Back 7

Deletion of final consonant

Cluster Reduction

Weak/Unstressed Syllable Deletion

Reduplication

Front 8

Deletion of Final Consonant

Back 8

aka post vocalic singleton

DFC, FCD

Drop the final consonant or entire consonant cluster

Words end up with a vowel ending

Front 9

What is the age that FCD usually occurs?

Back 9

1-6 to 3

Rarely occurs beyond age 3

Front 10

Cluster Reduction

Back 10

CR

Can be: (examples for "play")
Total - All members of the cluster ("ey")
Partial - Reduction to 1 member, the unmarked one ("pey")
Substitution - For one member ("pwey")

Front 11

Time span for CR

Back 11

Should no longer be doing it by age 4

Front 12

Weak/Unstressed Syllable Deletion

Back 12

WSD

Delete 1+ syllable from multi-syllabic word (the weak syllable)

"table" becomes "tay"

Front 13

Time span for WSD

Back 13

Seldom occurs at age 4

Front 14

Reduplication
aka _________

Back 14

aka doubling

ReD

Repeating syllable, makes that word multisyllabic

Can be:
Total - "pillpill" for "pillow"
Partial - "pipi" for "pillow"

Front 15

Time span for ReD

Back 15

Common from age 1-6 to 2-4 years (1st 50 words)

Front 16

Which causes more problems with intelligibility, omission or substitution?

Back 16

Omission

Front 17

Substitution Processes

Back 17

Stopping

Stridency Deletion

Deaffrication

Affrication

Fronting

Palatization

Gliding

Vowelization

Front 18

Stopping

Back 18

St

Primarily replacement of fricatives and affricates by a stop

"dis" for "this"

Front 19

What is the time span for St?

Back 19

Usually with an MLU between 1 and 5

Front 20

Stridency Deletion

Back 20

StD

Variation of stopping, very common

Strident is deleted or released with a non-strident

"ump" for "jump"

Front 21

Strident

Back 21

Fricatives, affricates, (th)is and my(th)

Front 22

Deaffrication

Back 22

DeA

Substitution of a fricative or a stop for an affricate

"dump" for "jump" or "wash" for "watch"

Front 23

Time span for DeA

Back 23

Should disappear by age 4

Front 24

Affrication

Back 24

Aff

Non affricate becomes an affricate

"dju" for "shu"

Front 25

Fronting

Back 25

Can be:

Velar - Replaced by an anterior consonant ("tid" for 'kid")

Palatal - aka depalatalization - replaced with more anterior ("simp" for "chimp")

Front 26

Gliding

Back 26

Gl

Replacing liquids by glides (w for r)

Common for children who have phonological impairment

Front 27

Time span for Gl

Back 27

Should be abandoned by 3 or 4

Front 28

Vowelization

Back 28

aka vocalization

Vo

Syllabic liquids, nasals, stops REPLACED by a vowel

"buee" for "bus"

Not "bu" for "bus" because that is FCD

Front 29

Assimilatory Processes

Back 29

Contiguous and Non-contiguous

Velar Assimilation
Labial Assimilation
Nasal Assimilation
Prevocalic Voicing
Final Consonant Devoicing
Backing

Front 30

Velar Assimilation

Back 30

aka back assimilation

VeA

Alveolar sound becomes more like a velar consonant.

Most is non-contiguous and regressive ("cake" for "take")

Front 31

Labial Assimilation

Back 31

Lba

Non-labial consonant becomes labial consonant in the presence of one

Non-contiguous

Default to the most unmarked sound

"mife" for "knife"
"mammy" for "sammy"

Front 32

Labialization

Back 32

Lb

Alveolar or interdental is replaced by a labial

"teef" for "teeth"

Front 33

Nasal Assimilation

Back 33

NsA

Non-nasal becomes a nasal

"nun" for "gun"

Don't confuse with nasalization

Front 34

Prevocalic Voicing

Back 34

(PrV)

Voiceless obstruent is changed to a voiced obstruent when preceding a vowel in the same syllable

"gat" for "cat"

Front 35

Obstruent

Back 35

Fricative, Affricate, Stop

Front 36

Final Consonant Devoicing

Back 36

DeV

Voiced obstruent becomes devoiced

Occurs at the end of the syllable

Follows a vowel

"dock" for "dog"

Front 37

What is the age range with the greatest rate of abandoning processes?

Back 37

2-6 to 4

Front 38

What is the time span for DeV?

Back 38

Usually abandoned by age 2

Front 39

Backing

Back 39

Bk

Alveolar becomes velar when near or adjacent to a back vowel

Back vowel pulls alveolar back

CAN use "velar assimilation" to describe backing but DO NOT use "backing" to describe velar assimilation.

Front 40

What are the most commonly occurring processes?

Back 40

Final Consonant Deletion

Cluster Reduction

Fronting

Stopping

Liquid Gliding

Front 41

Non-Assimilatory Processes

Back 41

Related to syllabic structure

Unmarked

Not dependent on sound influence

Apocope
Syncope
Metathesis
Prosthesis and Epenthesis

Front 42

Apocope

Back 42

Loss of segment at the end of a word

Can be a vowel or a consonant

FCD is always apocope but apocope is not always FCD

"apuh" for "apple"

Front 43

Syncope

Back 43

Loss of segment anywhere BUT at the end of a word

Front 44

Metathesis

Back 44

Reversing the order of segments

Often results in ?

"nets" for "nest"

Front 45

Prosthesis and Epenthesis

Back 45

Adding segments, often a schwa

Prosthesis - adding at the beginning (xspaghetti)

Epenthesis - adding elsewhere in the word (bxlue)

Front 46

Difference between speech samples and language samples

Back 46

They are the same samples but you examine them differently.

Front 47

How many times would a process need to occur in a language sample to call it a phonological process?

Back 47

Not cut and dry - Need to find "regularly occurring patterns"

One author says: 20% of the time in at least 4 opportunities

Others say at least 2 occurrences

Front 48

How can you create opportunities for connected speech samples?

Back 48

Plastic fruit, animals, etc.
Seasonal picture cards

Put them out in front of the child and ask "what's going on?"

Front 49

Rhotacism

Back 49

/w/ for /r/ substitution

Front 50

Functional

Back 50

Not physical or related to any known etiology

Front 51

Organic

Back 51

Physical reason; known disability

Front 52

Auditory Discrimination

Back 52

Ability of normal speakers/listeners to hear differences and distinguish between speech sounds

Front 53

Our ability to discriminate sounds is ___________.

Back 53

Developmental:

Ears have to fully develop
Sounds can be discriminated properly by about age 8-9

Front 54

Auditory Discrimination (correlation or causal)?

Back 54

There is a correlation but we don't know if it is causal.

Front 55

Which is more effective:
-Phoneme specific discrimination therapy?
-General auditory discrimination?

Back 55

Phoneme specific discrimination therapy

Front 56

Correlation or causation of minor structural variations
-Lip strength
-Teeth (missing incisors)
-Teeth (occlusion of dental arches)
-Tongue (tongue-tie)
-Tongue (size)
-Palate

Back 56

Lips (strength) - does not affect misarticulation

Teeth (missing incisors) - can't make a blanket statement - some will, some won't

Teeth (occlusion of dental arches) - malocclusion does not imply an articulation problem (not causal)

Tongue (tongue-tie) - not related to speech, cutting gives more mobility; won't help articulation

Tongue (size) - not causal relationship

Palate - size only affects resonance, not articulation

Front 57

Correlation or causation of oral sensory factors

Back 57

Tests with little acrylic shapes

inconclusive - no causal relationship found

Front 58

Correlation or causation of myofunctional factors (tongue thrust)

Back 58

Tongue thrust does not necessarily have a causal relationship with articulation disorders

It can affect sibilants and linguadentals

BUT no causal relationship with articulation disorders

Front 59

What is tongue thrust?

Back 59

Tongue pushes on the alveolar ridge

It is a swallowing disorder

"Reverse swallow" in babies.

Perfectly normal at a certain age

Front 60

What causes later aged tongue thrust?

Back 60

At an older age it can be caused by large tonsils, thumb sucking, bottle feeding too long, etc.

Front 61

How do you treat tongue thrust?

Back 61

Myofunctional therapy

Front 62

At what age should tongue thrust be abandoned?

Back 62

3 years old

Front 63

Correlation or causation between general motor skills and articulation disorders
-Eye-Hand Coordination
-Diadochokinesis

Back 63

Eye-Hand Coordination - maybe, maybe not (coexists but not causal)

Diadochokinesis - Rapid alternating movements
If out of order - may indicate an articulation error but may not

Front 64

Correlation or causation between cognitive-linguistic factors and articulation disorders
-IQ
-Language Development
-Academic Performance
-Linguistic Variations/Cultural Differences

Back 64

For children developing normally, IQ has no affect on articulation

For children with disabilities, IQ has a direct affect on articulation

Language Development - There is a relationship - A child with a phonological problem will have a language problem

Academic Performance - There is a relationship but not a direct one

Linguistic Variations/Cultural Differences - Children raised in bilingual homes are not more prone to language disorders

Front 65

What will happen with articulation problems?

Back 65

Child will:

Demonstrate a reduced knowledge of phonological rules

Use less complex utterances

Have increased comprehension errors

Front 66

Correlation or causation between psychosocial factors and phonological disorders

Back 66

Age is related - younger children have more phonological errors because of developmental factors

Gender, personality, socioeconomic/environmental factors, family background are not related

Front 67

Why are more boys brought in to SLPs than girls?

Back 67

Possibly because when girls make errors it is thought of as "cute"

Front 68

Organic Factors that are related to articulation disorders

Back 68

Hearing Loss
Structural Loss
Neuromotor

Front 69

How does hearing loss affect speech?

Back 69

Distortion of sounds

Inability to monitor and learn sounds

Influences on articulation

Front 70

How does hearing loss affect articulation?

Back 70

Hearing acuity - signal is not as loud

Inability to discriminate - affects understanding

Configuration of the loss itself - where on the audiogram, what shape (sloping, rising, flat, etc.)

Front 71

How is hearing acuity tested?

Back 71

Pure tone audiometry

Front 72

How does the onset of hearing loss affect articulation?

Back 72

Severe/Present at Birth - all aspects are affected (articulation, phonology, syntax, etc.)

Older child/adult - gradual deterioration with age because self-monitoring is lost

Front 73

What are some considerations for intelligibility of people with hearing loss?

Back 73

Familiarity - The more you listen to them, the more you understand

Materials used - one syllable vs. multisyllabic, contextual information

Front 74

What are some common errors for people with hearing loss?

Back 74

Devoicing Voiced Consonants

Substituting Initial Consonants

Nasal Emission on Initial Consonants (including hypernasality)

SODA

High frequency (low intensity) sounds are most affected (sh, ch, voiceless th) - distorted or omitted

Front 75

Ankyloglossia

Back 75

Abnormal lingual frenulum

Can be significant at birth

Functional effects (feeding problems, breast feeding, moving food around in oral cavity) can decrease over time and with oral growth

Front 76

Effects of ankyloglossia

Back 76

If high attachment, can pull gum line away and cause spaces between teeth

Cosmetic - looks abnormal (forked tongue)

Speech

Front 77

gingivia

Back 77

gum line

Front 78

A half paralyzed tongue can __________

Back 78

Compensate

Front 79

If the right half of the tongue is paralyzed which direction will the tongue tend to move?

Back 79

To the right

Front 80

paresis

Back 80

weakness

Front 81

Hard Palate

Back 81

Very important in most languages

Used for constricted sounds

Front 82

Cleft Palate

Back 82

May need an obturator or surgical grafting

Sometimes they will close right away, sometimes they wait to close

Front 83

Obturator

Back 83

Prosthetic palate

Front 84

What are some organic soft palate problems?

Back 84

Velum too short

Neurological Disorders: Paralysis/Paresis

Cleft

Front 85

Soft palate abnormalities cause problems in __________.

Back 85

Resonance - especially for sounds that need high intra-oral pressure (air goes through the nose resulting on inadequate power in oral cavity)

Front 86

What kinds of difficulties are caused by an abnormal velum?

Back 86

Articulation Problems - not enough air pressure to produce stops, fricatives and affricates
-Will substitute glottal stop or pharyngeal fricatives

Resonance Problems - Hypernasality
Hyponasality
Nasal Emission

Front 87

Neuromotor Disorders

Back 87

Brain Damage

Dysarthria
Apraxia

Front 88

Dysarthria

Back 88

Articulatory disorder secondary to brain damage

Affects phonation, articulation and respiration

"Dysarthric speech"

Deterioration of muscles

Front 89

Is dysarthria a language disorder?

Back 89

No

Front 90

Apraxia

Back 90

Articulatory disorder

No paralysis/paresis

Inability to voluntarily program the articulators

Never ask for a direct command

Does not affect phonation or respiration, BUT:

serious problem with prosody

Front 91

Childhood Apraxia of Speech

Back 91

A subtype of severe speech sound system disorder in children

Functional, not organic

Front 92

What causes childhood apraxia of speech?

Back 92

Unidentified neurological differences with possible genetic bases

Abnormalities arising at the linguistic or motor processing level production

Front 93

What errors are expected in childhood apraxia of speech?

What other areas may also be affected?

Back 93

vowel errors, prosodic disturbances and/or inconsistencies

Increased risk for persisting problems in language and literacy

Front 94

What characteristics show the greatest promise as diagnostic markers?

Back 94

Vowel errors - limited vowel repertoire, frequent errors in monophthongs and diphthongs

Inconsistent errors during repeated productions of words (different sounds in in error and types of errors across repeated productions of the same word)

Abnormal prosodic patterns - excessive equal or misplaced stress, effortful productions

Front 95

Oral-Peripheral Exam

Lips
Tongue
Teeth
Color of Gums
Midline Raphe

Back 95

OPE

Lips - Can they put them together to make sounds?
Teeth - Is their bite okay, what color gums?
Tongue - Can they move it up and down?
Midline Raphe - White line

After OPE, make a statement about structure/function of oral mechanism

Front 96

If problems moving tongue around during OPE, then it could be _________.

Back 96

Oral apraxia

Front 97

WNL

Back 97

Within Normal Limits

Front 98

Diagnosis

Back 98

Statement defining the problem

Front 99

Prognosis

Back 99

Expected outcome under specific circumstances