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SLHS 3247 Final
Lectures 10-14
| Term | Definition |
|---|---|
| Glottalic Egressive Airstream | Air pressure increased in vocal tract Release produces popping sound "ejectives" |
| Glottalic Ingressive Airstream | Air pressure lowered in vocal tract Air outside rushed in "implosives" |
| Velaric Ingressive Airstream | Air b/w velum & another anterior structure "clicks" |
| Pulmonic Ingressive Airstream | Expanding lungs & sucking air in sounds like gasping |
| Breathy Phonation | Vocal folds vibrated while remaining apart "murmur" |
| Creaky Phonation | Posterior vocal folds held tightly together while anterior vibrates slow "vocal fry" |
| Broad Transcription | Captures enough to show how a word differs from others Uses // |
| Narrow Transcription | Captures as much of the specific pronunciation as possible Uses [] |
| Diacritics | Small signs added to phonetic symbols to transcribe sounds related to symbol alone |
| Citation Form | When a word is pronounced carefully as a single item |
| Connected Speech | Results from joining 2+ words together in the creation of an utterance |
| Segmental Information | Info of phonemes on their own Can be written exactly |
| Suprasegmental Information | Info beyond individual speech sound segment Prosodic & paralinguistic info |
| Prosody | Melody of speech |
| Intonation | Modification of voice pitch |
| Stress | Relative prominence of syllables, words, or phrases |
| Rhythm | Patterns of strong/weak syllables |
| Timing | Rate of speech Including pauses, slowing, etc. |
| Declarative Sentences | Sentence that makes statement or expresses opinion |
| Interrogative Sentences | Sentence asks a question |
| Pitch Accent | Syllable is emphasized by changing pitch "console" vs "console" |
| Function Words | Less important words in a sentence Pronouns, articles, preposition, & conjunctions |
| Content Words | Provide important info in a sentence Nouns, verbs, adjectives, adverbs Tend to receive stress |
| Contrastive Stress | Use of stress to indicate speaker’s intent |
| Lexical Stress | Emphasis in form of loudness/duration that changes meaning |
| Primary Stress | Loudest syllable in a word |
| Secondary Stress | Not unstressed, but not as loud as primary |
| Speech Perception | Process of listener’s auditory system recovering & analyzing acoustic info from a speaker |
| Vowel Perception | More accurate than consonant perception Voiced, louder, longer |
| Consonant Perception | Less accurate than vowel perception Shorter, more complex |
| Frequency | Number of cycles completed in 1 second (Hz) Perceived as pitch |
| Intensity | Amplitude of energy associated w/ particular sound (dB) Perceived in terms of loudness |
| Duration | Length/time of any sound (ms) |
| Vowel Characteristics | Always voiced Usually longer, louder, & stressed |
| Consonant Characteristics | Can be voiced Usually shorter, quieter, & unstressed |
| Spectrogram | Graphic representation of all 3 major physical parameters Time on x-axis Frequency on y-axis Intensity is shading Voicing is vertical striations |
| Formants | Dark horizontal bars on spectrograms Each vowel has unique set |
| Aspiration | Burst of breath that accompanies the release of certain consonants |
| Release Bursts | Short, high-amplitude acoustic event that occurs when vocal tract releases during the production of a plosive |
| Voice Onset Time | Acoustic cue for voicing Voiceless consonants are longer than voiced |
| Vowel Length | Always longer when before voiced plosives that end a word |
| Stop Gap | Silent interval before release of plosive Longer = voiceless |
| Voice Bar | Low-frequency energy band that occurs during the stop gap when producing voiced plosives |
| Sibilants | More intense, appear darker, louder /s, z, ʃ, ʒ/ |
| Non-Sibilants | Less intense, appear lighter, quieter /θ, ð, f, v, h/ |
| Nasals & Approximants | Can somewhat look like vowel formants |
| Clinical Applications | Evaluate/analyze speech production for hearing-impaired children, those w/ neurological diseases, transgender patients, individuals w/ hypernasality, etc. |
| Static-Palatography | Charcoal & vegetable oil mixture painted on tongue Oral mirror takes photo showing blackened area where tongue made contact w/ palate |
| Electro-Palatography | Palatal insert w/ electrodes Contact points b/w tongue & electrodes are recorded |
| Ultrasounds | Generates 2D images of tissues/organs Gives insight into articulatory nature of incorrect productions |
| Experimental & Imaging Techniques | Most articulatory gestures are not visible Technological advancements give tools to “see” articulatory movements |
| Phonological Processes & Simplification | Children not capable of producing adult speech patterns Some speech errors are normal for an age group of children |
| Syllable Deletion | Surprise > “prize” /pɹaɪz/ |
| Final Consonant Deletion | Look < “loo” /lʊ/ |
| Reduplication | Baby > “beebee” /bibi/ |
| Stopping | Sand > “tand” /tænd/ |
| Fronting | Kite > “tite” /taɪt/ |
| Deaffrication | Jump > “zhump” /ʒʌmp/ |
| Pulmonic Egressive Airstream | Air moving outward, initiated by lungs |
| Unstressed | Syllables w/o any stress at all |
| Syllable | A unit containing a vowel-like center called the nucleus |
| Onset | Consonant that precedes the nucleus |
| Coda | Consonant that follows the nucleus |
| Rhyme | Nucleus & coda together |
| Vowel F1 | Inversely related to tongue height Higher tongue = lower |
| Vowel F2 | Directly related to tongue advancement More front tongue = higher |
Created by:
jamiesz
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