Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
19 Cards in this Set
- Front
- Back
|
Physiological correlates of speech
|
Pitch
Intensity Timing |
|
|
Pitch
|
fundamental frequency of vocal folds –the frequency of vocal fold vibration
|
|
|
Intensity
|
: Loudness, subglottic pressure =
vocal fold adduction + increased airflow from lungs |
|
|
Timing
|
in milliseconds – the time course of the speech signal. Can time formant transitions, duration of syllables, voice onset time.
|
|
|
Voice Onset Time (VOT)
|
• For voiceless sounds, it takes a longer time for voicing to begin than for voiced sounds.
• That is, the voice onset time is longer for voiceless sounds compared to voiced sounds |
|
|
Stage 1
|
Reflexive crying and vegetative sounds (birth to 2 months)
|
|
|
Stage 2
|
Cooing and laughter (2 to 4 months)
– brief consonant-like and vowel-like sounds from back of the mouth, quasi-resonant nuclei |
|
|
Stage 3
|
: Vocal play (4 to 6 months)
– Prolonged vowel- or consonant-like steady states, extreme pitch variations, slow CV transitions |
|
|
Stage 4
|
Canonical babbling (6 months and older)
– CV transitions smoother, quicker – Reduplicated and nonreduplicated babbling |
|
|
Stage 5
|
Jargon stage (10 months and older)
– Continued canonical babbling – Prosodic patterns resemble those of meaningful speech |
|
|
What is a “true” word?
|
1. There is a communicative intention (e.g., comment, request, NOT imitated)
2. Stable phonetic form (e.g., “baba” almost always used for “bottle”) 3. Recognizably related to the adult word form of child’s native language(s) – not exact, however |
|
|
Linguistic Development
|
Prelinguistic (birth to 12 months)
Transition to first words (around 12 months) Prerepresentational stage (12-18 months) Representational stage (18 months to 4 years) Phonetic Inventory Completion (4-7 years) Advanced Phonology (7-12 |
|
|
Pre-representational Stage
|
(12-18 months)
• Single words (First 50 words) • Universal phonetic features (e.g., stops) • Non-systematic relation between child and adult forms (considerable variability within child) • Word-by-word representations |
|
|
Representational Stage
|
(18 months to 4 years)
• Begins with two-word stage • Rapid increase in vocabulary (at least triples in size) • Systematic relation between child and adult forms (within child variability decreases) • Phoneme-based representations |
|
|
Considerations in speech sound
assessment |
• Connected speech samples
• Independent and relational analyses • Standardized confrontation naming tests • Large scale studies |
|
|
Connected Speech Sample
|
• More like child’s day to day
communication – more representative • Only samples that which the child produces • May be difficult to elicit speech with a shy child • Time consuming • Can do many analyses with the sample (independent and relational, intelligibility, PCC, process analysis |
|
|
Confrontation Naming Test
|
• Picture naming less like
child’s day to day communication – less representative • Samples all phonemes in all positions – child may be avoiding difficult sounds in connected speech • Efficient • Can compare with normal curve |
|
|
Distinctive Features
|
• A distinctive feature serves to distinguish one phoneme from another
• Based on productional or acoustic properties • These can be used to describe phonemes in all languages • /k/: +consonantal, -vocalic, -voiced, -nasal • /g/: +consonantal, -vocalic, +voiced, -nasal • /ŋ/: +consonantal, -vocalic, +voiced, +nasal |
|
|
Weaknesses of distinctive features approach
|
• Does not describe distortions
• Does not describe syllable-level processes • Many different classification systems – clinicians not sure which to use • But this approach was one of the first to incorporate linguistics, which led to thinking about natural phonology and phonological processes |
