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SLP 422 Quiz 2
| Term | Definition |
|---|---|
| Frequency selectivity | the auditory system’s ability to respond differentially to different frequencies/bands of frequencies. |
| Temporal Resolution | the auditory system’s ability to perceive or discriminate sound segments occurring closely in time as separate events. time separation |
| Auditory training | Listening practice that improves speech and sound recognition, retrains the brain to interpret new or amplified sounds, promotes neuroplasticity, and helps hearing aid or cochlear implant users. |
| Lip reading | Understanding speech using only visual cues (mouth movements, face, gestures). |
| Speechreading | Understanding speech using visual cues AND any available hearing. |
| Homophene | words that look identical on the mouth. |
| Viseme | groups of speech sounds that appear identical on the lips (e.g., /p, m, b/). |
| Attenuated signal effects (SNHL) | Soft sounds get reduced or lost, so only louder sounds are clear. |
| Impaired frequency selectivity | Hard to tell apart sounds that are close in pitch (e.g., “s” vs. “sh”). |
| Impaired temporal resolution | Hard to notice fast sound changes or short gaps between sounds. |
| Neuroplasticity | the brain’s ability to change as a result of: experience, behavior, environment, sensory deprivation or stimulation |
| McGurk Effect | when what you see and what you hear don’t match, your brain mixes them and makes you think you heard a different sound. |
| Clear Speech | A way of speaking clearly, unexaggerated, slow to enhance one’s intelligibility. Entails speaking with a slowed rate and good but not exaggerated. |
| Guidelines for Talkers and Listeners | Watch the mouth and facial cues, know the topic, attend to context, reduce noise, ensure lighting, use hearing, manage stress, and maintain a positive attitude. |
| Communication strategy | a course of action taken to enhance communication. |
| Conversational style | refers to the set of behaviors and methods that a person implements to relay and receive information during communication activities |
| Emblematic, Iconic, Metaphoric, Deictic, Beat, Regulatory | 6 categories of gestures |
| Instructional Strategies | Listener identifies partner behaviors that hinder understanding and politely teaches them how to communicate more clearly. |
| Message Tailoring Strategies | Adjust communication to improve clarity |
| Constructive Strategies | Improve the environment (by reducing noise, improving lighting, or moving closer to the speaker to aid comprehension) |
| Adaptive Strategies | Manage emotional and physical responses, stay calm, relax, focus, and watch lip movements to reduce stress when communicating. |
| Anticipatory Strategies | Prepare for communication challenges (by reviewing topics, questions, vocabulary, or planning for difficult listening environments) |
| Maladaptive Strategies | Ineffective coping behaviors like bluffing, avoiding, dominating, or feeling frustrated, which can lead to isolation or depression. |
| Repair Strategies | Techniques used during conversation to fix misunderstandings, clarifying or restating messages to improve communication. |
| Specific Repair Strategies | Clear requests for clarification or repetition to repair communication effectively. (e.g., “Can you repeat that?” or “You said Tuesday?”) |
| Non-Specific Repair Strategies | Vague requests that don’t indicate what was missed, making repair less efficient. (e.g., “What?” or “Huh?”) |
| Bluffing | Pretending to understand an utterance and behaving in a way that suggests that understanding has occurred, even if little or none of the message was recognized. |
| Mean length of speaking turn (MLT) | average words spoken during turn |
| Mean length turn ratio (MLT ratio) | ratio of MLTs of two speakers (1.0 = equal share) |
| Implicit Rules of Conversation | Unspoken social rules that help conversations flow, like sharing interest, taking turns, staying on topic, avoiding domination, and giving clear but concise information. |
| Passive Conversational Style | The person avoids communication difficulties by bluffing, speaking softly, or withdrawing. They may nod or smile instead of asking for clarification, often leading to misunderstandings. |
| Aggressive Conversational Style | The person tries to control the conversation in a demanding or hostile way. They may blame others or speak harshly (e.g., “Quit mumbling and try to help me out!”). |
| Passive-Aggressive Conversational Style | The person appears passive but expresses anger or frustration indirectly, often through sarcasm, stubbornness, or negative talk after the fact. |
| Assertive Conversational Style | The person communicates openly and respectfully, taking responsibility for managing hearing difficulties. They express needs clearly while considering their communication partner (e.g., suggesting to move away from noise). |
| Interactive, noninteractive, and dominating | 3 types of communication behaviors |
| Interactive behavior | use cooperative tactics, share responsibility for advancing the conversation |
| Noninteractive behavior | features a passive conversational style, little contribution |
| Dominating behavior | aggressive behavior, takes extended speaking turns, interrupts |
| Emblematic gestures | culturally specific (thumbs-up to show approval) |
| Iconic gestures | depict an item, action, or feature of something being described (moving your hand like you’re drinking from a cup) |
| Metaphoric gestures | depict a metaphor (spreading your hands apart to show a 'big idea') |
| Deictic gestures | locate items, places, or people in space (pointing at a person or object) |
| Beat gestures | hand movements that correspond with the rhythm and pace of speech, often used to emphasize or highlight particular points. (small hand flicks to emphasize key words while speaking) |
| Regulatory gestures | guide the flow of conversation (raising your hand slightly to signal “your turn to talk”) |
| instructional, message tailoring, constructive, adaptive | Facilitative strategies include: |
Created by:
brimariie