Speech Pathology Midterm

Front 1

Two perspectives on studying a language

Back 1

Prescriptive and Descriptive

Front 2

Says how people should talk

Back 2

prescriptive

Front 3

Describes how people talk

Back 3

descriptive

Front 4

Prescriptive grammar assumes that there is a __ grammar.

Back 4

standard

Front 5

7 characteristics of dialects of a language

Back 5

1) They are mutually intelligible
2) Speakers of a dialect are a heterogeneous group: some speakers show many features of a dialect, others show few
3) Dialects used by dominant groups have higher prestige; those used by disadvantaged groups have lower prestige
4) Many individuals are bi-dialectal
5) English has many different dialects. One of the ways dialects differ is in terms of the sounds they use.
6) No dialect is intrinsically better than another.
7) All dialects are equally rule-governed and grammatical from a descriptive standpoint

Front 6

Writing down the sounds people say

Back 6

Phonetic transcription

Front 7

Why phonetic transcription? So that we can better describe and understand: (3)

Back 7

1) Dialectal differences within our own language
2) Unfamiliar languages
3) The speech of individuals with speech, language, or hearing disorders

Front 8

For every sound, there should be one letter corresponding to that sound and for for every letter, there should be only one sound corresponding to it.

Back 8

The True Alphabetic Principle

Front 9

Two problems with using letters for transcription:

Back 9

1) The letters we know can only be used to describe English, spoken by individuals without speech, language, or hearing disorders
2) There is not a one-to-one mapping between sounds and letters; there is not a one-to-one mapping between letters and sounds.

Front 10

While some languages do have more 'phonetic' writing systems than English, there are still problems: (2)

Back 10

1) Changes over time
2) Dialectal variation

Front 11

When a language stops changing, the general rule is that it __ (example).

Back 11

Dies; Latin

Front 12

We want a transcription system with: (3)

Back 12

1) A one-to-one mapping between sounds and symbols
2) Symbols to describe all of the possible sounds in the world's languages
3) Symbols to describe all of the sounds spoken by individuals with typical and atypical speech

Front 13

What transcription system meets the requirements?

Back 13

The International Phonetic Alphabet (IPA)

Front 14

__ are speech sounds made with a constriction.

Back 14

Consonants

Front 15

__% of all English sounds are voiced.
__% of all English sounds are voiceless.

Back 15

80% voiced; 20% voiceless

Front 16

Consonants can be described in terms of: (5)

Back 16

1) Voicing
2) Place of Articulation
3) Nasality
4) Laterality
5) Manner of Articulation

Front 17

Three parts of the lower surface of the vocal tract that make a constriction:

Back 17

Labial sounds, Coronal sounds, Dorsal sounds

Front 18

9 places on the upper portion of the vocal tract where a constriction can be made:

Back 18

1) Bilabial
2) Labiodental
3) Interdental
4) Alveolar
5) Retroflex
6) Palato-alveolar
7) Palatal
8) Velar
9) Glottal

Front 19

Constriction made with the two lips

Back 19

Bilabial

Front 20

Constriction made when the lower lip contacts the upper front teeth

Back 20

Labiodental

Front 21

Constriction made when the tongue tip protrudes between the upper and lower incisors

Back 21

Interdental

Front 22

Constriction made when the tongue tip or blade contacts the alveolar ridge

Back 22

Alveolar

Front 23

Constriction made when the tongue tip is curled back, contacting the post-alveolar region

Back 23

Retroflex

Front 24

Constriction made when the tongue blade contacts the post-alveolar region

Back 24

Palato-alveolar

Front 25

Constriction made with the tongue dorsum and the hard palate

Back 25

Palatal

Front 26

Constriction made with the tongue dorsum and the soft palate

Back 26

Velar

Front 27

Constriction made when there are no movements of the supralaryngeal articulators

Back 27

Glottal

Front 28

If the velum is lowered, air flows through the mouth and the nose and the sound is __.

Back 28

Nasal

Front 29

If the velum is raised, air flows through the mouth only and the sound is called __.

Back 29

Oral

Front 30

If the sides of the tongue are down and the air flows out of the sides of the mouth, the sound is __.

Back 30

Lateral

Front 31

If the sides of the tongue are raised and air slows out of the front of the mouth (or not at all), the sound is __.

Back 31

Central

Front 32

A complete cessation of airflow in the oral cavity

Back 32

Stop

Front 33

A stop's two phases:

Back 33

Closure and Release

Front 34

The phase during which an articulator on the lower surface of the vocal tract makes a complete closure with the upper surface.

Back 34

Closure

Front 35

The phase during which the closure is released. This is very rapid.

Back 35

Release

Front 36

Close proximity of two articulators. The air molecules passing through the narrow constriction bump each other, generating noise.

Back 36

Fricative

Front 37

Close approximation of two articulators, but not so close that the air flowing between them generates noise.

Back 37

Approximant

Front 38

Air flowing through a constriction causes the articulator to vibrate

Back 38

Trill

Front 39

A rapid, ballistic movement of the tongue to and from the alveolar ridge. Sort of like a really quick stop.

Back 39

Flap/tap

Front 40

A stop-plus-fricative combination. A stop closure with a fricative release.

Back 40

Affricate

Front 41

Sound of consonant nasals and l, r

Back 41

Sonorant

Front 42

In voiced consonants, the vocal folds are __. In voiceless consonants, the vocal folds are __.

Back 42

Voiced=vibrating
Voiceless= not vibrating

Front 43

In describing consonants, __ information can be omitted.

Back 43

Redundant

Front 44

4 dimensions for describing vowels

Back 44

Height, backness, lip rounding, tense/lax

Front 45

How close the tongue comes to the roof of the mouth

Back 45

Height

Front 46

How far forward the tongue is

Back 46

Backness

Front 47

Are the lips rounded?

Back 47

Roundness

Front 48

Vowels are more difficult to transcribe than consonants for two reasons:

Back 48

1) Vowel production is more variable than consonant production
2) Small changes in articulatory movements result in small changes in vowel acoustics

Front 49

Vowels and consonants combine together to make __.

Back 49

Syllables

Front 50

Syllables can be either __ or __.

Back 50

Stressed or unstressed

Front 51

Stressed syllables tend to be (3):

Back 51

Longer, louder, have full vowels

Front 52

Unstressed syllables tend to be (3):

Back 52

Softer, shorter, have reduced vowels

Front 53

Three kinds of stress patterns in two-syllable words in English:

Back 53

1) Trochee
2) Iamb
3) Spondee

Front 54

SU
US
SS
SUU
UUS

Back 54

Trochee
Iamb
Spondee
Dactyl
Anapest

Front 55

__ combine to make words. Words combine to make __ and __.

Back 55

Syllables; phrases and utterances

Front 56

Words and utterances have __ associated with them

Back 56

Intonation contours

Front 57

Why can't we describe all of the detail that exists in an utterance? (2)

Back 57

1) Listener factors
2) Stimulus factors

Front 58

Our ears can't hear all of the detail that exists in speech

Back 58

Listener factors

Front 59

The amount of variation that occurs in spontaneous speech is too large. We could never come up with enough symbols to transcribe all of the variability.

Back 59

Stimulus factors

Front 60

Variation within a single speaker

Back 60

Intra-speaker variation

Front 61

Normal variation between speakers

Back 61

Inter-speaker variation

Front 62

Use phonetic symbols to show the phonemic contrasts in a language

Back 62

Broad phonetic transcription

Front 63

Difference in sounds that results in difference in word meaning

Back 63

Phonemic contrast

Front 64

Use phonetic symbols and diacritics to show additional phonetic detail.

Back 64

Narrow phonetic transcription

Front 65

A difference in just one sound

Back 65

Minimal pairs

Front 66

When two sounds can be used to differentiate word meaning, they are said to belong to different __.

Back 66

Phonemes

Front 67

We know sounds are members of different phonemes if they __.

Back 67

contrast

Front 68

We know sounds are members of the same phoneme if (2) __.

Back 68

1) They are phonetically similar
2) They never contrast

Front 69

Different variants of a phoneme are called __.

Back 69

Allophones

Front 70

Phonology is a description of the sound system of a language. It includes: (2)

Back 70

1) A catalog of phonemes of the language
2) A description of the constraints on sound structure

Front 71

Two kinds of sequence constraints in the sound system of a language.

Back 71

Positive and negative

Front 72

The study of word structure

Back 72

Morphology

Front 73

Minimal units of meaning within a word

Back 73

Morphemes

Front 74

One vowel, one articulatory target

Back 74

Monophthongs

Front 75

One vowel, two articulatory targets. There is movement from one vowel to another within a syllable

Back 75

Diphthongs

Front 76

Three types of distinctive features

Back 76

1) Univalued
2) Binary
3) Multivalued

Front 77

One of several similar speech sounds or "phones" that belong to the same phoneme

Back 77

Allophone

Front 78

When a particular pattern appears to be exceptionless, we describe it using a __.

Back 78

Pronunciation rule

Front 79

Patterns of pronunciation are rarely absolute, so think of them as __ rather than __.

Back 79

Tendencies rather than rules

Front 80

The broader the transcription, the more __.

Back 80

Phonemic

Front 81

The narrower the transcription, the more _.

Back 81

Phonetic

Front 82

Word-initial voiceless stops are __ in English

Back 82

aspirated

Front 83

After the /s/ in an /s/ cluster, voiceless stops are __

Back 83

unaspirated

Front 84

What happens when a voiceless stop is the first member of a stop-stop cluster?

Back 84

It is aspirated?

Front 85

Word-initially, voiced stops are (2)

Back 85

partially devoiced and unaspirated

Front 86

Voiced stops are generally __ between two vowels.

Back 86

Fully voiced

Front 87

Word-finally voiced stops are __.

Back 87

Partially or fully devoiced

Front 88

__ is the primary perceptual cue to voicing in final consonants.

Back 88

Vowel length

Front 89

When an alveolar stop occurs after a stressed vowel and before a stressless one, or between two stressless vowels, it becomes the __.

Back 89

Voiced alveolar flap

Front 90

Voiced fricatives may partially devoice __ and __. Vowels lengthen before __.

Back 90

word-initially and word finally; final voiced fricatives

Front 91

The overlapping of adjacent articulatory movements

Back 91

Coarticulation

Front 92

Two types of coarticulation

Back 92

Anticipatory and perseveratory

Front 93

Coarticulation 1

Back 93

1) /n/ becomes /m/ or /ng/
2) when it precedes a bilabial or velar stop consonant
3) anticipatory coarticulation
4) nasal assimilation

Front 94

Coarticulation 2

Back 94

1) The /l/ or /r/ become voiceless
2) This occurs when the approximant is preceded by a voiceless stop
3) Carryover coarticulation
4)Approximant devoicing

Front 95

Coarticlation 3

Back 95

1) The /s/ becomes rounded
2) When it precedes a rounded vowel
3) Anticipatory coarticulation

Front 96

Consonants are much more __ and vowels are much more __.

Back 96

Consonants are categorical and vowels are continuous

Front 97

Compared to children's data, adults have __ variability and __ separation.

Back 97

Less variability and better separation

Front 98

Many vowels can be produced as __ or __ or __.

Back 98

Stressed or unstressed or reduced

Front 99

Stress affects __

Back 99

vowel quality

Front 100

The three vowels in reduced syllables are:

Back 100

schwa, schwar, and barred [i]

Front 101

Children have difficulty in (2):

Back 101

-Producing unstressed syllables (especially word-initially)
-Producing contrast between stressed and unstressed syllables (tend to produce stressed syllables in place of unstressed syllables).

Front 102

2 explanations for children's difficulties with reduced syllables.

Back 102

Perceptual explanation and production explanation

Front 103

Reduced syllables are more difficult to perceive- less salient (shorter, softer).

Back 103

Perceptual explanation

Front 104

Reduced syllables are more difficult to produce (shorter duration)

Back 104

Production explanation

Front 105

In word-initial syllables the schwa is often __, particularly in fast or casual speech.

Back 105

deleted (devoiced)

Front 106

When a vowel appears before a nasal consonant, it becomes __. This means air flows through the nose during vowel production.

Back 106

nasalized

Front 107

Aspects of the sound system that apply to more than a single segment.

Back 107

Suprasegmentals

Front 108

What is a syllable? (2)

Back 108

1) No one physiological act corresponds to a syllable
2) There is no consistent acoustic/perceptual correlate to syllable boundaries

Front 109

Syllables may start out with at least one consonant, which can be a glottal stop or a short [h] in vowel-initial words. This is called the __.

Back 109

syllable onset

Front 110

Syllables have at least one vowel. This is called the __.

Back 110

syllable nucleus

Front 111

Syllables may have one or more consonants after the vowel. This is called the __.

Back 111

syllable coda

Front 112

The nucleus plus coda is sometimes called the __.

Back 112

Rime/rhyme

Front 113

All sounds are produced with vocal tract constriction. The degree of openness in the vocal tract is called __.

Back 113

sonority

Front 114

The number of syllables in a word is equal to the number of __.

Back 114

sonority peaks

Front 115

Syllables usually begin with a __ point in sonority. Sonority usually __ until it reaches a peak in the __.

Back 115

low; rises; nucleus

Front 116

Dividing words into syllables: As much as possible we want to maximize the __.

Back 116

onset

Front 117

As many consonants as possible should go in the __.

Back 117

onset

Front 118

/s/ + stop clusters can be in a syllable onset only if it is the __ syllable or the onset of a __ syllable.

Back 118

word-initial; stressed

Front 119

We perceive some syllables as more prominent than others. We say that these syllables are __. They are marked with a single quote before the __.

Back 119

Stressed; syllable onset

Front 120

Stressed syllables tend to have more extreme __ and more extreme __ than unstressed syllables.

Back 120

formant frequencies; articulation

Front 121

When a word is more than __ syllables long, more than __ syllable can be stressed.

Back 121

two; one

Front 122

Stressed syllables can be either: (2)

Back 122

Tonic (have sentence stress) or Non-tonic (cannot have sentence stress)

Front 123

Unstressed syllables can contain either a (2):

Back 123

Full vowel or reduced vowel

Front 124

Words in sentences can have different degrees of stress. The word with the most stress in the sentence has the __ or __.

Back 124

phrasal stress or sentence stress

Front 125

During continuous (voiced) speech the __ of the voice is constantly changing.

Back 125

pitch

Front 126

The pattern of pitch changes during an utterance is called the __.

Back 126

intonation contour

Front 127

The part of the utterance over which a particular pitch pattern occurs is called the __.

Back 127

intonational phrase

Front 128

In a declarative (statement) intonation, the pitch of the voice __. The syllable receiving the most stress in the phrase (__) is produced with a __ pitch. The pitch then __ over the course of the remainder of the utterance.

Back 128

falls; tonic syllable; high; falls

Front 129

In a yes-no question intonation, the pitch of the voice __. The syllable receiving the most stress in the phrase (__) is produced with a __ pitch. The pitch __ over the remainder of the course of the utterance.

Back 129

rises; tonic syllable; low; rises