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125 Cards in this Set
- Front
- Back
List the chest muscles of respiration (4).
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diaphragm, external intercostal muscles, serratus posterior superior, levator costarum brevis and longus
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Diaphragm
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- the large dome-shaped muscle that separates the chest cavity from the abdominal cavity
- contraction causes the chest to expand drawing air into the lungs |
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External intercostal muscles
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- short muscles located between the ribs
- elevate the rib cage to expand the lungs for inspiration |
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Serratus posterior superior
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- an upper back muscle originating from the lower neck and attaching to the upper ribs
- elevates the rib cage to expand the lungs for inspiration |
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Levator costarum brevis and longus
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- back muscles that attach from the sides of each thoracic vertebra to the tips of the ribs; there are 12 on each side
- elevate the rib cage to expand the lungs for inspiration |
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List the abdominal muscles of respiration (5).
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latissimus dorsi, rectus abdominus, internal oblique abdominus, transverse abdominus, quadratus lumborum
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Latissimus dorsi
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- large flat triangular muscle originating from the upper arm extending to the lower back
- keeps the rear part of the abdomen balanced for exhalation |
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Rectus abdominus
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- thick muscles covering the front part of the abdomen
- contract the lower back to assist in expelling air out of the lungs |
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Internal oblique abdominus
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- muscles covering the lateral part of the abdomen
- contract the abdominal wall to assist in expelling air from the lungs |
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Transverse abdominus
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- lateral abdominal muscles lying underneath the internal obliques
- contract the abdominal wall to assist in expelling air from the lungs |
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Quadratus lumborum
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- muscles arising from the upper pelvic bone attaching to the lower vertebral bones of the back
- contracts the lateral portion of the abdominal wall to assist in exhalation |
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Phonation
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the production of sounds of speech
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Describe the process of phonation.
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The structure responsible for sound production is the larynx, otherwise known as the voice box. The larynx is in the lower neck and houses the vocal folds. The larynx lies at the top of the trachea (windpipe) and esophagus. The vocal folds are principally involved in the production of sound. Air is exhaled from the lungs and passes through the larynx. As air passes, the vocal folds vibrate to produce sound. These vocal folds are also important to prevent ingested food from entering the lungs. The amount of forced air that passes through the vocal folds controls the volume of speech sounds. The movement of the vocal folds is controlled by the cranial nerve X, otherwise know as the vagus nerve.
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Myeloelastic-aerodynamic theory
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Producing sounds requires the rapid cycle of the opening and closing of the vocal folds. As the air leaves the lungs and reaches the vocal folds, air pressure builds and forces the folds apart. This makes the folds vibrate. As air continues to pass through the folds, the increased air speed flowing across the folds forces them to stick together again: this is called the Bernoulli effect. The arytenoid cartilages and associated muscles hold the vocal folds together. The thyroid and cricoid cartilages control tension on the vocal folds and cause changes in voice pitch.
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Resonance
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the alteration of sounds produced by the larynx
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List the anatomical structures that are responsible for voice resonance (4).
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pharynx, nasal cavity, velum, oral cavity
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Resonance: Pharynx
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- located just beyond the throat and nasal cavity; both air and food pass through this space
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Resonance: Nasal Cavity
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principal in creating /m/ and /n/ sounds
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Resonance: Velum
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soft area in roof of the mouth near the back of the throat that moves back or is lifted in the production of sounds
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Resonance: Oral Cavity
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the main resonating source for sounds in English
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Articulation
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the manner in which the mouth structures move in order to produce speech
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Three parts of the Pharynx
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1. Laryngopharynx, first portion of pharynx beginning just before the larynx terminating at the base of the tongue
2. Oropharynx, beginning at the base of the tongue and terminating at the soft palate 3. Nasopharynx terminates at the level of the nasal cavity |
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Articulation: Soft Palate
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elevation during speech causes separation of the mouth from the nasal cavity; if this function is defective, the voice will sound produce a nasal sound
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Articulation: Hard Palate
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the contact of the tongue against it is essential in producing many speech sounds
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Articulation: Mandible
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this bone is responsible for the opening and closing of the mouth
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Articulation: Teeth
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aside from chewing, they assist in the production of several sounds (for example, /th/)
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Articulation: Lips and Cheeks
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their movement is important to the production of all sounds
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List the 5 Cranial Nerves involved in speech production.
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CN 5, CN 7, CN 10, CN 11, and CN 12
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CN V
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trigeminal nerve, controls the muscles of the mandible causing movement in every direction and innervates part of the soft palate to open the breathing tube
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CN VII
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facial nerve, controls the muscles that lower the mandible and controls the muscles of the lips
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CN X
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vagus nerve, controls the movement of the soft palate (velum) and pharynx
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CN XI
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spinal accessory nerve, controls the movement of the soft palate (velum) and pharynx
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CN XII
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hypoglossal nerve, assists in lowering the mandible and controls all movements of the tongue
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The brain stem is made up of...
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the midbrain (mesencephalon), pons (metencephalon), and medulla (myelencephalon).
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Brain Stem
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The brain stem is made up of the midbrain (mesencephalon), pons (metencephalon), and medulla (myelencephalon). Cranial nerves V (trigeminal) and VII (facial) arise from the pons thus controlling soft palate, mandible, and lip movements. Cranial nerves X (vagus), XI (accessory), and XII (hypoglossal) arise from the medulla thus controlling soft palate, pharynx, mandible, and tongue movements. The brain stem also integrates with other brain structures to control respiration and alertness. The ability to produce coordinated respiration and levels of consciousness can effect speech production.
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reticular activating system
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sits at the core of the brain stem and assists in translating sensory input into motor output; it is also vital in maintaining alertness and consciousness
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basal ganglion
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- lies deep within the brain and serves as a connection between the frontal lobe of the brain with more complex centers of the brain
- responsible for adapting and directing the mechanical movements of speech that have been initiated in the brain cortex |
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cerebellum
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located behind the brain stem and is responsible for the rate of speech
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Frontal lobe
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- the front portion of the cerebrum
- the major areas of speech are located here - the primary motor cortex controls the voluntary movements of the muscles of speech. The supplemental motor cortex controls speech planning. - Broca’s area is found only on the left side of the cerebrum and is important in the production of the fine-motor muscle activities involved in speech |
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Parietal lobe
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- the upper side portions of the cerebrum.
- contains two important areas for speech: The supramarginal gyrus and angular gyrus |
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supramarginal gyrus
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parietal lobe; integrates sensory inputs allowing oral reading and writing comprehension
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angular gyrus
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parietal lobe; integrates sensory inputs providing reading, writing, and object naming comprehension
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Temporal lobe
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the lower sides of the cerebrum; two major areas: primary auditory cortex and Wernicke's area
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primary auditory cortex
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temporal lobe; (left side for most) takes verbal communication and processes the sounds into recognized words
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Wernicke’s area
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temporal lobe; responsible for verbal and written language comprehension
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The International Phonetic Alphabet (IPA)
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- was developed by linguists to provide a way to standardize the representation of the sounds of spoken language
- Through a system of symbols, speech sounds are standardized according to the manner in which they are pronounced. This allows a uniform method for speech and language professionals around the world to assess and describe spoken words with the use of phonetic transcriptions. Phonetic transcriptions are represented by placing phonemes (the smallest units of sound) between slash marks / /. Allophones (spoken variations of phonemes) are placed between brackets [ ]. Diacritical markers are symbols or marks used over a letter to distinguish its sound in different words. |
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Distinctive feature approach
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a vowel or consonant is characterized according to the presence (+) or absence (–) of a particular feature
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Place-voice-manner approach
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applies to the classification of consonants based on three phonetic features: Place, Manner, Voicing
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Place of articulation
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the anatomical location, velum, lips, or tongue, where sounds are initiated. For example, placing the tongue against the back of the upper teeth produces /l/
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Voicing
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refers to the presence or absences of sounds that are produced via the vibration of the vocal folds. Linguists refer to voiced vs. voiceless sounds; for example, /b/ is a voiced sound while /p/ is voiceless
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Manner of articulation
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the method of which the vocal cord moves in the production of sounds. For example, the /n/ is produced by air passing from the vocal folds through the nasal cavity
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Phonetic adaptation
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refers to the alteration in the movement of the physiologic vocal structures in the pronunciation of a phoneme due to the preceding phoneme
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Assimilation
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refers to the alteration of a speech sound because of an adjacent sound
- For example, in the phrase paint zone the /z/ is now voiceless because of the preceding voiceless /t/. |
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Coarticulation
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refers to both the process of adaptation and assimilation whereby speech sounds vary due to the influence of adjacent sounds
- Two different articulators move at the same time to produced two different sounds. For example, examine the variations between the /k/ sounds in the words keep and cool. |
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Suprasegmentals
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(properties of prosody) are features of speech that give speech added meaning and context; can be influenced by gender, emotion, or culture
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there are several suprasegmentals that are most important in the impact of speech production:
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• Length of vowels and consonants
• Syllable stress • Rate of speech • Pitch or tonal change of words or sounds • Volume or loudness of speech • Juncture, pauses between words; sometimes called vocal punctuation |
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Sound
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is a result of vibrations of molecules through air, liquid, gas, or solids
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Frequency
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- one of two important features of vibrations of sound
- This is the measurement of the number of cycles of vibratory motion per second (Hz). The properties of the vibrating object affects the frequency; however, the medium (air, liquid, gas, or solid) through which sounds are transmitted does not affect its frequency. However, solids with a higher density, such as metal, will transmit sounds faster than more elastic materials. |
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Pitch
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is the change in perceived sound. High frequency sounds are perceived as higher pitch. The human ear can perceive frequencies of 20 Hz to 20,000 Hz but is more responsive to frequencies below 1,000 Hz.
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Amplitude
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- important feature of vibratory motion of sound
- refers to strength of sound; sound pressure |
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Loudness
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- refers to the perception of sound amplitude; higher amplitudes are perceived as louder sounds
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Decibels
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the units of sound loudness
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loudness of normal conversation speech is typically...
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between 50-70 dB
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Phonology
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the physical production of voiced sounds
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Morphology
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the study of the structure of words
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Syntax
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the manner in which words are brought together to form a meaningful sentence
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Semantics
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the meaning that is expressed in a word, phrase, or sentence
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Pragmatics
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the use of words, phrases, or sentences in the correct social context
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Morpheme
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the smallest grammatical unit of language; distinctive from phonemes in that it had meaning
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Bound Morpheme
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a grammatical unit that attaches to other words but cannot form a word alone
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Free Morpheme
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morpheme that forms a word or stands alone
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Derivational Morphemes
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morphemes that produce additional word meanings when placed in front or at the end of words
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Mean Length Utterance
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an important tool in describing children's speech; MLU is calculated by dividing the number of morphemes by the number of utterances
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Vocabulary development
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- important aspects include the number of words used and understood; also familiarity with opposites, synonyms, homonyms, humor, and symbolic language
- development depends on child's exposure |
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Fast Mapping
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refers to the child's ability to gain knowledge of new words and concepts with little exposure to them
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Word Relationships
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during the early years, children may use overextensions ( mama for all women) or underextensions (only the favorite train can be a toy)
- the ability to categorize words is important in language development |
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Language Function
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Children should be able to expand the ability to label and describe objects. They must develop conversational skills such as taking turns while speaking, maintaining topical conversation and being logical. Language context should be coherent and intelligible as they grow older.
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Pragmatic Skills
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- ability to understand and use indirect speech and the ability and the ability to maintain effective discussion (discourse)
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booger head
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Kennedy Therese Perkins
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Distinctive Features Concept
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- phonemes have unique characteristics that distinguish them
- these unique sounds are characterized using a binary system to indicate the presence (+) or absence (-) of the particular sound feature |
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Two major classes of sounds (distinctive features concept)
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Consonantal and Sonorant
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Consonantal
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sounds made by the constriction of the vocal tract
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Sonorant
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sounds made without turbulent airflow in the mouth and can be produced continuously at the same pitch
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List the 5 Manner Articulation Features (Distinctive Features Concept)
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Nasal
Voiced Strident Continuant Lateral |
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Nasal
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MANNER - distinctive features
sounds produced with the production of air through the nasal tract (as in the sounds /n/ and /m/ |
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Voiced
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MANNER - distinctive features
sounds made by vibrating the vocal tract |
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Strident
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MANNER - distinctive features
nonsonorant sounds made with turbulent airflow and are produced using high mouth friction (Example: strident (+) /f/ in the word face and nonstrident (-) /s/ in the word sat |
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Continuant
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MANNER - distinctive features
sounds produced with a continuous stream of air through the vocal tract |
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Lateral
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MANNER - distinctive features
sounds produced by the elevation of the center of the tongue to the roof of the mouth |
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List the Place of Articulation (distinctive features concept)
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Coronal, Dorsal, Labial
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Coronal
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PLACE - distinctive features
sounds produced by using the tip of the tongue in the mouth anteriorly, as in the cou |
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Dorsal
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PLACE - distinctive features
sounds produced with the midportion of the tongue in the mouth in the high position, as in the sound /g/, in the low position as in the sound /h/ in the word hang, or back position as in the /k/ as in the word kite. An example of a nondorsal sound is /w/ in the word wind. |
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Labial
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PLACE - distinctive features
sounds produced using the lips. Example: labial (+) /b/ in the word ball and nonlabial /h/ in the word hat. |
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Manner of Articulation concepts of the place-manner approach to word sounds (6)
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Stops
Nasals Fricatives Affricatives Glides Liquids |
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Stops (plosives)
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MANNER
produced by stopping the airflow through the oral and nasal cavities = /b/, /d/, /g/, /k/, /p/, /t/ |
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Nasals
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MANNER
produced by passing air from the vocal tract through the nose = /m/, /n/, /h/ |
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Fricatives
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MANNER
produced by creating friction and forceful air through the vocal tract = /f/, /h/, /s/, /v/, /z/, /t/, /d/, /ʃ/, / ʒ/ |
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Affricatives
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MANNER
phonemes that begin their sound like a stop and releases like a fricative = /tʃ/, /dʒ / |
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Glides
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MANNER
produced without creating major friction or major obstruction of the vocal tract; they are pronounced by changing the movement of the vocal tract during pronunciation = /w/, /j/ |
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Liquids
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MANNER
produced with the least amount of friction or obstruction of the vocal tract; also called a lateral due to release of air on the sides of the tongue = /l/, /r/ |
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Place of Articulation concepts of the place-manner approach to word sounds (7)
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Bilabials
Labiodentals Linguadentals Lingua-Alveolars Linguapalatals Linguavelars Glottal |
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Bilabials
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PLACE
produced by placing the lips together = /b/, /m/, /p/ |
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Labiodentals
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PLACE
produced by placing the bottom lip against the upper teeth = /f/, /v/ |
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Linguadentals
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PLACE
produced by the tongue contacting the upper teeth = /t/, /d/ |
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Lingua-alveolars
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PLACE
produced by the tip of the tongue contacting the alveolar ridge = /d/, /l/, /n/, /t/, /s/, /z/ |
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Linguapalatals
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PLACE
produced by the tongue contacting the roof of the mouth = /j/, /r/, / tʃ /, /dʒ /, /ʃ / |
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Linguavelars
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PLACE
produced by the back of the tongue contacting the velum = /k/, /g/, /h/ |
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Glottal
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PLACE
produced by passing air through the larynx (vocal folds) = /h/ |
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African-American English (AAE)
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- thought to have its origins in West African tribal languages
- During the slave trade, many Africans developed a language of communication among each other and with Americans already living here. This language was further refined in the southern United States. The prevalence of AAE used among African Americans is highly dependent on socialization. Most users can switch between Standard American English and AAE. The ability to speak AAE has no bearing on intellectual ability. |
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Factors that influence African-American English
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• Age: Younger persons use AAE more frequently than older persons do.
• Location: There is more AAE spoken in rural locations than in urban ones. AAE is more prevalent in southern states than in the west. • Socioeconomic status: AAE is spoken more frequently in those of lower income areas compared to higher income areas. • Social and peer group: Those persons who have more associations with Standard American English speakers are less likely to use AAE. |
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Phonemic patterns of African-American English
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• Diphthongs are reduced to monophthongs. For example, fly /flaI/ is pronounced fla.
• Consonant clusters at the end of words are reduced. For example, the word past is pronounced pas. • •The /th/ sound /ð/ in the beginning of some words is rep laced with /d/, and the / θ / sound at the end of some words is replaced with /f/, /d/, /t/, or /v/. For example, the word this becomes dis; the word booth becomes boof. • When /r/ sounds are at the end of words, they are dropped unless followed by a vowel. For example, the word pour becomes po. • The terminal /l/ sound is often deleted. For example, the word fool becomes foo. • When a nasal /n/ or /m/ sound follows a vowel, the nasal consonant is sometimes deleted and the vowel is nasalized. For example, the word man becomes mã. • When the vowels i and e come before a nasal sound, they are both pronounced /I/. For example, the words thin and then are pronounced the same. |
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Grammatical patterns of African-AMerican English
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• The verb to be is either omitted in sentences or used differently to mark aspect in verb phrases (deletion of copulas). For example, She cookin’ = She is cooking. She be cookin’ = She is always cooking.
• The reversal in order of phonemes containing s-clusters. For example, the word ask becomes aks, and the word grasp becomes graps. • The words ain’t and can’t are use to produce negative sentences. For example, She ain’t had no books = She had no books. Can’t nobody tell him nothin’ = No one can tell him anything. • Contractions are dropped and the simple pronoun is used. For example, Where your hat? = Where’s your hat? • There is a lack of subject verb agreement. For example, Mary walk to the store. = Mary walks to the store. |
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Phonemic patterns of Spanish-influenced English
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• The substitution of /ch/ for /sh/; for example, the word ship is pronounced chip.
• The substitution of /b/ for /v/; for example, the word vote is pronounced bote. • The sound /th/ becames /d/, /t/, or /z/; for example. the word thing becomes ting. • The sound /j/ becomes /y/; for example, the word jump becomes yump. • The sound/I/ is pronounced /i/; for example, the word fit becomes feet. • The omission of /h/ at the beginning of words; for example, huge becomes uge. • The substitution of /θ / for /s/; for example, estranged becomes ethranged. This is exclusively found in speakers from Spain. • The terminal /s/ is deleted in many words in the Caribbean Spanish accent. |
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Accent modification
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Although an accent is NOT considered a speech disorder, there are important aspects of training standard English. There is typically no reimbursement on state or private health plans for this service. Accent modification is not a part of any school service. Therefore it is usually private pay therapy. Accent modification begins with a full assessment of pronunciation patterns. Training is directed toward mouth position, intonation, and speech rhythm training.
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Accent
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the particular pronunciation of English words based on the country of origin or particular region of the United States
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Individuals with Disabilities Education Act (IDEA)
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- mandates educational services and provides rights to children with a range of physical, cognitive, and emotional disabilities
Among those protected are children with speech, communication, or learning disabilities. Individual states may also allow for certain circumstances in which children need special education. Certain children who are culturally and linguistically diverse and in need of speech therapy come under the protection of the IDEA. |
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Individuals with Disabilities Education Act (IDEA) mandates the following: (4 main ideas)
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• Materials used in evaluations must be selected and delivered in a way that is not racially discriminatory or culturally biased.
• Evaluations must be made available in the language most efficiently used by the client. • English deficiency is not a sole determining factor of a child’s qualification for the term disabled. Therefore, testing must be directed at evaluating the specific disability rather than for English proficiency. • Multicultural education should be available as needed for those clients with speech disorders. |
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Give the important aspects in the assessment of culturally and linguistically diverse clients.
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- Use caution with standardized tests, make sure they do not hold bias and inhibit an adequate assessment
- Dynamic assessment using classroom and natural environment is an alternative - use of an interpreter is acceptable, choose wisely - therapy in the client's native language is acceptable practice when appropriate. Therapy should be directed at the speech therapeutic objectives rather than correcting grammatical errors. |
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Explain the important features of the ASHA guidelines regarding assessment and treatment of multicultural clients.
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Speech pathologists must be mindful of multicultural differences that may affect the delivery of treatment in certain populations. Many aspects of speech that are found in a particular culture may affect the evaluation and treatment process. Care must be taken not to misinterpret these deficits. Furthermore, some standardized tests may be appropriate in the assessment of some clients due to cultural differences. Therefore, it is important that speech pathologists be aware of differences in communication styles that are culturally based. Any multicultural or multilingual information that affects communication should incorporated in the assessment and treatment plan. Treatment should not be directed toward changing culturally specific speech, but to treat any specific speech or reading disorders that do exist. Culturally sensitive testing materials should be used when appropriate.
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Explain the importance of the International Phonetic Alphabet (IPA).
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The International Phonetic Alphabet was developed by linguists to provide a way to standardize the representation of the sounds of spoken language. Through a system of symbols, speech sounds are standardized according to the manner in which they are pronounced. This allows for a uniform method for speech and language professionals around the world to assess and describe spoken words with the use of phonetic transcriptions. Phonetic transcriptions are represented by placing phonemes (the smallest units of sound) between slash marks / /. Allophones (spoken variations of phonemes) are placed between brackets [ ]. Diacritical markers are symbols or marks used over alter to distinguish its sound in different words.
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Describe three ways that sounds can change one another when used together in speech.
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Phonetic adaption, assimilation, coarticulation
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Phonetic Adaption
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refers to the alteration in the movement of the physiologic vocal structures in the pronunciation of a phoneme due to the preceding phoneme.
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Assimilation
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refers to the alteration of a speech sound because of an adjacent sound. For example, in the phrase "paint zone" the /z/ is now voiceless because of the preceding voiceless /t/.
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Coarticulation
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refers to both the process of adaptation and assimilation whereby speech sounds vary due to the influence of adjacent sounds. Two different articulators move at the same time to produce two different sounds. For example, examine the variations between the /k/ sounds in the words "cool" and "keep."
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Recognize and pronounce the symbols of the phonetic alphabet...
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