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SPAUD 101 Exam #1
| Question | Answer |
|---|---|
| Types of communication disorders | Speech, Language, Hearing |
| Disorder vs. Difference | Disorder - Impairment that adversely affects communication Difference - Communication abilities that differ from those usually encountered in the mainstream culture |
| Impairment/disorder | Any loss or abnormality of psychological, physiological, or anatomical structure or function |
| Disability | A reduced competence in meeting daily living needs. |
| Handicap | A social, educational, or occupational disadvantage that results from an impairment or disability. |
| Person -first language | “Child with language disorder” vs “language-disordered child” |
| Communication disorders | Congenital Acquired Organic Functional |
| Congenital | Present at birth |
| Acquired | Occur after communication abilities are developed |
| Organic | Physical cause for disorder |
| Functional | Organic cause cannot be established |
| Incidence | During lifetime percentage of people |
| Prevelence | Percentage with disorder at a certain time |
| Fluency disorder | Unusual interruption in the flow of speaking |
| Classification of hearing loss - mild | (15-30 dB) loss Can hear all vowels and most consonants spoken at conversational loudness levels |
| Classification of hearing loss - moderate | (30-50 dB) - Difficult to hear unstressed words and word endings |
| Classification of hearing loss - severe | (50-70 dB) - Can hear environmental noises (car horns) but not speech |
| Classification of hearing loss - Profound | (>70 dB) - Can hear extremely loud noises (jet planes landing) |
| Classification of hearing loss - Anacusis | State of complete deafness; cannot hear maximum amount of sound given as stimulation |
| American Speech-Language-Hearing Association (ASHA) | audiologists, SLPs, and speech/language/hearing scientists were represented Source of information for professionals Publications |
| ASHA's certificate of Clinical competence (CCC) | Requires MA degree or AuD, supervised clinical experience, and continuing education SLPs and audiologists |
| American Board of Audiology (ABA) Certification | Only for audiologists |
| Communication | Any exchange of meaning between a sender and a receiver |
| Language | Standardized set of symbols and the knowledge about how to combine those symbols into words/sentences to convey ideas and feelings Concerned with production and comprehension |
| Speech | Form of human language that is vocalized |
| Communication process (sender) | Thoughts and feelings - Encoded into words and sentences - Programmed into sequences of speech sounds - Produced as sequences of speech sounds - Acoustic energy - Converted into electrical impulses - Recognized as sequences of speech sounds |
| Communication process (reciever) | - Converted into electrical impulses - Recognized as sequences of speech sounds - Decoded into words and sentences - interpreted as thoughts and feelings |
| Phonemes | Minimal pairs Place, manner, and voicing |
| syllables | |
| Prosody | Pitch Loudness Duration |
| Bilabial consonants | "p" "b" "w" "m" |
| Labiodental consonants | "f" "v" |
| Dental consonants | "th" (thumb) "th" (them) |
| Alveolar consonants | "t" "d" "s" "z" "r" "l" "n" |
| Palatal consonants | "sh" "g" (garage) "ch" "j" "y" |
| Velar consonants | "k" "g" (gap) "ing" |
| Glottal consonants | "h" |
| front vowels | "i" (key) "i" (lip) "a" (made) "e" (been) "a" (mad) "o" (hot) |
| Central vowels | "u" (mud) "u" (curd) |
| Back vowels | "oo" (loot) "oo" (look) "o" (boat) "o" (bought) |
| Language form: Phonology | speech sounds and phonemes used to create words in a language combining phonemes |
| Language form: Morphology | Internal organization of words Free morpheme: (jump, free) Bound morpheme: (ed, ing) |
| Morpheme | Smallest grammatical unit that conveys meaning |
| Language form: syntax | Internal organization of sentences; rules governing word order subject-verb-object (general english) |
| Content: semantics | Word meaning |
| Lexicon | Mental dictionary |
| Use: Pragmatics | Goals behind our language use; how we use language in different social situations (social rules of language) |
| Language development: Infancy | 6-8 months: babbling 10-14 months: jargon and first words 16-24 months: 2-word utterances |
| Language development: preschool years | 2-5 years Lexical semantics - vocab growth Relational semantics - express multiple relationships with sentences Narration |
| School-Age years | 5-21 years learn as many as 3,000 words annually metaphors and idioms Complex sentences persuasion and negotiation |
| Adulthood | 21+ Lexical semantics - vocation-specific words late in life, vocab declines |
| Culture | A set of beliefs and assumptions shared by a group of people. |
| Socialization | Process of learning how to interact with others within your culture. |
| Acculturation | Process of learning or adapting to a different culture. |
| Dialect | a variation of a language that is understood by most speakers of a language. |
| Accents | Variations of intonation, prosody, and phonology |
| bilingual | individual who speaks and understand two languages |
| Elective Bilingualism | Choose to study the language and possibly to live where that language is primarily spoken |
| Circumstantial Bilingualism | After immigration to another location, must learn the second language in order to function |
| Simultaneous Bilingualism | Learning two languages at the same time (children in bilingual household) |
| Sequential Bilingualism | Learn first language and then learn the second language in school or as an adult |
| Code Switching | Response to the situation or to their listeners by changing language |
| Efferent | Motor (bringing information from the brain to the body) |
| Afferent | Sensory (bringing info to the brain) → senses |
| Interneurons | tissue of brain and spinal cord → think see and perceive |
| Neurotransmitters | chemical messengers that go between neurons |
| Glial cells | Speed of transmission (myelin) Blood brain barrier Removal of dead cells |
| Cerebrum | 4 lobes and 2 hemispheres |
| Basal Ganglia | Motor control |
| thalamus | Sensory processing |
| Frontal | Right hemisphere is for planning/organization Left hemisphere for motor planing/speech |
| Parietal | Left: language processing, math, sensation Right: spatial process, visual recognition, navigation |
| Temporal | auditory processing |
| occipital | vision |
| Cerebellum | Balance and motor movement coordination |
| Left Hemisphere | Sequential functioning Dominant role in speech/language |
| Right Hemisphere | Holistic processing Face recognition, comprehending and expressing emotion Despite functional asymmetry, work together in communication |
| Broca’s area | Posterior part of the inferior frontal gyrus Programming movements for speech |
| Wernicke’s area | Posterior first temporal gyrus Understanding auditory info |
| Primary Motor Strip | Precentral gyrus |
| Respiration | Process of moving air in and out of the lungs |
| Inspiration | Breathing in with diaphragm and intercostals |
| Exhalation | Breathing out by compressing the lungs which increases air pressure and forces the air out |
| Speech Breathing | Longer expiration phase and maintaining constant subglottal pressure |
| Phonation | Voice with larynx Aerodynamic myoelastic theory of vocal fold vibration Adduction Air pressure from the lungs Bernoulli effect - Reduction of air pressure with increases in air flow |
| Larynx | Made of cartilages, membranes, muscles, connective tissue Three functions Protection of the airway Phonation - conversion of respiratory energy into sound energy Permits us to perform intensive muscular actions |
| Part of larynx: Cricoid | Base of all these structures and the way they move Relatively stationary |
| Part of larynx: Thyroid | Rocks up and down Glides forward and backward |
| Part of larynx: Arytenoids | Move in different ways |
| Oral Cavity | Lips to back of throat |
| Nasal cavity | Nares opening to the velopharynx |
| Velopharynx | Opening between the nose and mouth where the oral and nasal cavities join |
| Pharynx | from the nasal cavity down to the VFs |
| Delay vs. disorder | Delay: Children with speech production patterns that are typical for children who are younger Disorder: Children whose speech is unlike children at any age who are developing normally |
| Phonological Disorder | Cluster reduction (“try” à “tie”) Weak syllable deletion (“banana à “nana”) Final consonant deletion (“dog” à “dah”) |
| Articulation disorder | Ommission and Substitution |
| Mild Severity | Few errors in sounds - especially "late 8" sounds Generally intelligible to most speakers |
| Moderate Severity | Difficulty with production of all sounds within a single class Final consonant deletion Cluster reduction Unintelligible to unknown listeners |
| Severe | Unintelligible to most listeners Do not sequence sounds consistently |
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