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introduction to comm
introduction to communication disorders
| Question | Answer |
|---|---|
| What is language performance? | actual make of language |
| What may affect language performance? | fatigue or distraction |
| language competence | innate and perfect knowledge of rules of grammar |
| language competence is already there | at birth |
| if language competence is not there at birth | there will be limited mental capacity to understand language |
| base or root morphemes | words not broken into smaller units but where other morphemes may be added |
| expressive | language made |
| an example of expressive language | speaking |
| receptive | language understood |
| an example of receptive language | listening |
| phonetics | production perception and classification of speech sounds |
| phonology | study of speech sounds and sound patterns to make words |
| phonology | broader rules and ways that govern sound patterns, acquisition and use, and knowledge about sounds |
| resonance | when structures of throat, mouth, and nose change sound the larynx makes |
| language | social tool, shared code for representing ideas through use of arbitrary symbols and rule-goverened combinations of symbols |
| sensorineural hearing loss | inner ear, auditory nerve sending sound impaired |
| sensorineural hearing loss may be | congenital and hereditary |
| anoxia | delivery of speech sound draw out due to lack of oxygen |
| anoxia may be from | measles, mumps, and chicken pox |
| the effect on communication of sensorineural hearing loss depends on | degree from mild to profound |
| what do seventeen percent of the United States population have | communication disorder |
| communication is more than just | spoken words |
| communication | way of social behavior affecting actions of each person |
| most important speech structure | larynx |
| where is the larynx located | in the neck |
| larynx | has vocal fords that vibrate when air from lungs goes through |
| articulate | when various structures such as the tongue and lips make modified laryngeal sound into speech sounds |
| phone | single speech sound |
| phoneme | many production of single speech sound |
| phoneme is important for | meaning |
| the phoneme is the | building blocks of speech |
| linguistics | study of language, its structure and rules which govern structure |
| morphology | study of structures |
| morphology | how words are made out of basic language elements |
| morpheme | smallest important unit of language |
| each morpheme is | different |
| morphemes form | words |
| free morpheme | may still stand alone and have meaning |
| free morphemes are | base or root words |
| bound morpheme | cannot show meaning alone |
| a bound morpheme must | be put with a free morpheme |
| bound morphemes are also called | grammatical morphemes |
| syntax | arrangement of words to make meaningful sentences |
| syntax | collection of rules of the way or set of the sentence |
| syntax is not | random or pointless sentences |
| semantics | study of the meaning of language |
| semantic component | meaning words, phrases, sentences show |
| content theory | structure or form of language has content or meaning |
| problem with content theory | we should know what every word means yet sometimes listener does not know fully |
| cognitive process | meaning whole total of mental images, ideas and thoughts that language moves in listeners and readers |
| what is wrong with the cognitive process? | it is hard to study private thoughts |
| instrumental | get what we want, verbal ask |
| regulatory | try to get others to do what we want them to do, commands |
| interactional | get others in social interaction |
| verbal behavior | way of social behavior kept by actions of verbal community |
| consequence | what listener or listeners say or do |
| conductive hearing loss | sound transmission from outer or middle ear to the inner ear is impaired |
| conductive hearing loss may be due to | middle ear infection of cold or allergy |
| oostosclerosis | low bones don't vibrate normally because of growth |
| stuttering | large amounts of large long times of dysfluency due to tension or strugge |
| in stuttering you could | repeat parts of words or whole word |
| stuttering mainly begins | in the early years, passed down from family |
| if untreated stuttering may | continue into the adult years |
| people with stuttering | leave social events, ignore hard words, select jobs where they mainly don't talk |
| cluttering | impaired fluency and fast but disordered articulation due to troubled ideas |
| in cluttering the speech is | unclear |
| dementia | general word describing progressive diseases in nervous system |
| one form of dementia is | Alzheimer's |
| aphasia | language loss |
| the degree of aphasia | varies among people |
| people with aphasia have | trouble talking, knowing spoken language, and writing |
| stroke | interrupts ove of blood to different parts of brain |
| language disorders | difficulty in language acquisition |
| language disorder in child | child may fail to get any oral language (rare) |
| motor speech disorders | move of speech object hurt makes nerve damage |
| motor speech disorder areas | lips, tongue, jaw, and soft palate |
| motor speech disorders mainly affect | adults with neurological problem |
| phonological disorder | error of phonemes from patterns or clusters |
| most frequently treated disorder in school-age children | articulation |
| vocal nodules are seen? | in children |
| vocal nodules | small nodes form on vocal folds, make breathy and hoarse voice |
| dysphonia | may hurt one or more things |
| dysphonia is | all other types of voice disorders |
| dysphonia may affect | pitch and loudness |
| dysphonia is mainly due to | vocally abusive actions including loud talking, shouting, cheering, and screaming |
| aphonia is the | complete loss of voice |
| aphonia is | rare but extreme |
| when you have aphonia how do you communicate? | you whisper |
| aphonia is mainly caused by | emotional trauma |
| descriptive classification | clinician looks at one part of communication disordered and says different types of troubles person goes through |
| acquired | there has been a time of normal communication before loss |
| congenital disorders | seen at time of birth or close after |
| congenital disorders include | genetic birth defects, physical changes, brain damage, intellectual damage |
| functional disorders | idiopathic, no origin known |
| functional disorders have | no demonstrable organic or neurologic cause |
| organic disorders | thought to be made by problem in neurophysiological part of speech |
| etiology | study of causes of diseases and disorders |
| how are communication disorders classified? | known or thought causes ages where mainly happens different part |
| people with speech disorder | may not be able to say what they wish |
| people with speech disorder | may not be able to say all that they want |
| people with speech disorder | may not be able to sat what they want as promptly and smoothly |
| listeners mainly avoid someone with | a speech disorder |
| Van Riper's disordered speech | leaves from other person's speech, puts attention to itself, interferes with communication and makes stress in speaker and listener |
| audiology | study and understanding of normal and disordered hearing |
| audiology | rehab of those with hearing troubles |
| speech-language pathology | job based on study and understanding of human communication and disorders |
| what is normal hearing essential for | typical acquisition of speech and language behavioir |
| normal hearing is essential for | speech perception in children, if it is not perceived the speech will be difficult |
| normal hearing is essential for | monitoring one's speech production |
| hearing is | essential for normally gotten verbal communication |
| prosody | variations in rate, pitch, loudness, stress, intonation, and rhythm of speech |
| prosody is in | both voice and fluency |
| one thing that a speech, language, and hearing scientist does | do research |
| speech language and hearing scientist does | looks at trends |
| speech language and hearing scientist does | makes ideas for widening knowledge |
| speech language and hearing scientist does | looks into biological, physical, physiological processes |
| speech language and hearing scientist does | looks at impact on psychological, social, and other factors |
| speech language and hearing scientist does | works with similar workers to make approaches to diagnose and treat |
| what type of degree does a speech language and hearing scientist have | bachelor's in science, math, linguistics, psycholog, hearing sciences |
| a speech language and hearing scientist may have a | master's degree depending on interest |
| a speech language and hearing scientist may have a | doctoral degree depending on interest |
| audiologists work | long-term care place |
| audiologists work | physician's office |
| audiologists work | public or private school |
| audiologists work | hospital |
| audiologists work | rehab |
| audiologists work | research lab |
| audiologists work | residential health facility |
| audiologists work | community clinics |
| audiologists work | colleges |
| audiologists work | private clinic |
| audiologists work | health department |
| audiologists work | state or federal government agency |
| what do audiologists do | test and diagnose hearing loss |
| audiologists | test balance |
| audiologists | treat loss by giving a hearing aid or rehab |
| audiologists | work with people across the ages |
| what type of degree do audiologists need? | bachelor's in communication sciences and disorders |
| audiologists may need a degree | PHD for research |
| audiologists need | a state licensure |
| speech language pathologists work | home health agency |
| speech language pathologists work | adult day care |
| speech language pathologists work | public or private school |
| speech language pathologists work | hospital |
| speech language pathologists work | rehab |
| speech language pathologists work | research lab |
| speech language pathologists work | short term and long term care |
| speech language pathologists work | community clinic |
| speech language pathologists work | college |
| speech language pathologists work | private practice |
| speech language pathologists work | state and local health department |
| speech language pathologists work | state or federal government agency |
| speech language pathologist | tests and diagnoses speech, language, cognitive-communication and swallowing disorders |
| speech language pathologist | works with people from all ages |
| speech language pathologists need | clinical fellowship year |
| speech language pathologists need | state licensure, ccc |
| what type of degree do speech-langauge pathologists need? | bachelor's in communication sciences and disorders |
| type of degree for speech-language pathologists | master's in communication sciences and disorders |
| speech-language pathologists may get a | doctorate degree |
| turns and looks in direction of sounds | seven months to one year |
| notices toys that make sounds | four to six months |
| recognized words for common items like cup, shoe, book, juice | seven months to one year |
| vocalized excitement and displeasure | four to six months |
| seems to recognize voices and quiets if crying | birth to three months |
| enjoys games like peek-a-boo and pat-a-cake | seven months to one year |
| babbling has both long and short groups of sounds | seven months to one year |
| cries differently for different needs | birth to three months |
| begins to respond to requests such as come here or want more | seven months to one year |
| startles to loud sounds | birth to three months |
| uses gestures to communicate such as waving, holding arms out to be picked up | seven months to one year |
| listens when spoken to | seven months to one year |
| moves eyes in direction of sounds | four to six months |
| has one or two words around first birthday but sounds may not be clear | seven months to one year |
| babbling sounds more speech-like with many different sounds inkling p b and m | four to six months |
| smiles when sees you | birth to three months |
| pays attention to music | four to six months |
| quiets or smiles when spoken to | birth to three months |
| users speech or noncrying sounds to get and keep attention | seven months to one year |
| makes gurgling sounds when left alone and when playing with you | four to six months |
| makes pleasure sounds such as coo and goo | birth to three months |
| imitates different speech sounds | seven months to one year |
| responds to changes in tone of voice | four to six months |
| increases or decreases sucking action in response to sound | birth to three months |
| chuckles and laughs | four to six months |
| seven months to one year | babbling long and short groups of sounds |
| seven months to one year | use speech and no crying sounds to get and keep attention |
| seven months to one year | uses gestures to communicate such as waving or holding arms out |
| seven months to one year | copies direct speech sounds |
| seven months to one year | one or two words around the first birthday but sounds may not be clear |
| seven months to one year | enjoys games such as peek-a-boo and pat-a-cake |
| seven months to one year | turns and looks in direction of sounds |
| seven months to one year | listens when talked to |
| seven months to one year | recognize words for common things such as cup, shoe, book, and juice |
| seven months to on year | starts to respond to requests such as come here and want more |
| four to six months | babbling sounds more speech like with a lot of air sounds with p b and m |
| four to six months | chuckle and laugh |
| four to six months | vocalized excitement and displeasure |
| four to six months | gurgling noises when alone and playing with you |
| four to six months | move eyes in direction of sounds |
| four to six months | responds to tone of voice changes |
| four to six months | notices toys that make sound |
| four to six months | pays attention to music |
| birth to three months | makes happy sounds such as coo and goo |
| birth to three months | cries differently for different wants |
| birth to three months | smiles when sees you |
| birth to three months | startles to loud noise |
| birth to three months | quiets and smiles when talked to |
| birth to three months | recognize voice |
| birth to three months | quiets if crying |
| birth to three months | raises or lowers sucking action in reaction to sounds |
| what does the internal carotid artery do? | gives blood to the brain |
| there are two internal carotid arteries | anterior cerebral artery and the middle cerebral artery |
| external carotid artery | gives blood to muscles of face, neck, and mouth sides of skull and dura mater |
| blood supply main suppliers | carotid and vertebral arteries |
| the brain is well protected by | the skull to lower trauma |
| spaces in the brain | ventricles with cerebrospinal fluid |
| the brain is covered with | layers of membrane |
| the three layers of membrane in the brain are | dura mater arachnoid and pia mater |
| extrapyramidal pathway | fibers go indirect route to final destination |
| pyramidal pathway | bundle of nerve fibers start in motor cortex and travel right to brain steam and spinal cord |
| projection fibers | make pathways to and from brainstem and spinal cord |
| corpus callosum | connects two hemispheres at base |
| commisural fibers | connect corresponding areas of two hemispheres |
| association fibers | connect area within hemisphere |
| occipital | located at lower back area of head |
| occipital | mainly deals with vision |
| Wernicke's aphasia | person speaks fluently and doesn't make sense |
| what is the temporal lobe important for? | speech language and hearing |
| the temporal lobe is | the primary auditory cortex |
| the temporal lobe has | Wernicke's area, understand and make speech |
| primary auditory cortex | gets sound stimuli from acoustic nerve and processes what ear hears |
| what is the main sensory area? | parietal lobe |
| parietal lobe | integrates pain, touch, temperature, and pressure |
| somesthetic | integrates pain, touch, temperature and pressure |
| what are the two areas of the parietal lobe? | supramarginal and angular |
| if there is hurt to the angular | there wil be reading, writing, and word finding problems |
| there are how many hemispheres of the brain? | two |
| there are how many lobes in each hemisphere? | four |
| a lobe is | an area |
| the frontal lobe | is the number one lobe for production |
| the motor lobe is | important for movement |
| the brocai's area | is the upper motor center |
| the cerebrum is also known as the | cerebral cortex |
| cerebrum | most important for speech, language, hearing |
| the cerebrum is the | largest cortex |
| the cerebrum has the | gyrus |
| where is the gyrus located? | ridge on cortex |
| where is the sulcus located? | the shallow valley |
| where is the fissure located? | deeper valley |
| the cerebellum is a major part of | central nervous system and movement |
| where is the cerebellum located? | behind the brainstem, below the cerebrum |
| the cerebellum | regulates balance, posture, the motor |
| the basal ganglia is part of | the extrapyramidal system |
| the basil ganglia | brain to various muscles |
| the basil ganglia | lies deep in brain helping integrate motor impulses |
| where is the midbrain located? | above the pons |
| the midbrain | houses auditory and visual relay stations |
| pons | bridges the two halves of the cerebellum |
| where is the medulla located> | upper part of spinal cord |
| medulla | controls breathing and other important functions |
| the central nervous system consists of | the spinal cord and brain |
| central nervous system is the most important for | speech, language, and hearing |
| the central nervous system has the | brainstem, cerebellum, and cerebrum |
| language problems in a young child | may be clear at an early age |
| language problems in a young child | delay babbling, first for, put words into phrases and make grammar sentences |
| language problems in a young child | once one way of saying a sentence is learned the child will fail to widen content, articles and prepositions |
| language problems in a young child will result in | the child leaving social situations and the child will not use the mastered words |
| a child with language problems is still | healthy and normal |
| a child with language problems has | academic trouble mainly in reading and writing |
| parasympathetic | mobilized body back to relaxation |
| speech in parasympathetic | slow and soft |
| sympathetic | moves body to deal with emergencies |
| speech in sympathetic | fast and loud |
| autonomic nervous system | controls internal environment in body |
| how many pairs of spinal nerves are there? | thirty one pairs |
| spinal nerves | control various bodily activities and automatic functions such as breathing |
| what is the hypoglossal nerve xii concerned with? | the motor functions |
| hypoglossal nerve xii | controls tongue movements |
| what is the accessory nerve xi concerned with? | head and shoulder moves |
| accessory nerve xi | regulates some muscles of pharynx and soft palate |
| what is the recurrent laryngeal nerve important for? | speech |
| the recurrent laryngeal nerve regulates what? | intrinsic muscles in larynx |
| if the recurrent laryngeal nerve is damaged | no voice or hoarse voice |
| vagus nerve x is also known as the | wandering nerve |
| vagus nerve x | through chest, stomach, and cranium |
| glossopharyngeal nerve ix | helps move muscles in pharynx |
| vestibular acoustic nerve xiii | balance and sound |
| what does the facial nerve xii focus on? | sensory and motor |
| facial nerve xiii | controls variety of facial moves and expressions |
| what does the trigeminal nerve v focus on? | sensory and motor |
| trigeminal nerve v | largest cranial |
| trigeminal nerve v | forehead, nose, eyes, upper lip, jaw, tongue, and cheeks |
| how many important cranial nerves are there? | seven |
| cranial nerves | either enter or exit the skull (cranium) |
| cranial nerves are numbered how? | in order by vertical way in which they exit the skull |
| peripheral nervous system | collection of nerves outside skull and spinal column |
| peripheral nervous system | sensory and motor impulses |
| peripheral nervous system | cranial, spinal, peripheral, and autonomic functions |
| efferent | flow of information out of the cell body |
| afferent | flow of information to the cell body |
| axons | send out impulses from cell body to other cells |
| dendrites | get and conduct impulses from cells to cell body |
| neuron | basic unit of the nervous system |
| the cell body is the | nucleus |
| what does the nervous system consist of? | brain, spinal cord, all other nerves and sense organs |
| lips | important in making labial sounds |
| biological function of the tongue | sense taste and move food |
| non-biolgical function of the tongue | helps make speech sounds |
| class 3 malocclusion | upper jaw is back and the lower jaw is out |
| class two malocclusion | upper jaw is out and the lower jaw is back |
| class one malocclusion | normal alignment of arches |
| occlusions | when two dental arches meet |
| teeth | upper arch is maxillary and the lower arch is mandible |
| mandible | lower arch of teeth |
| maxillary | upper arch of teeth |
| the jaw is also known as the | mandible |
| the jaw is hinged where | to the temporal bone, the tempromandibular joint |
| the jaw is located where? | lower teeth and the floor of the mouth |
| the soft palate is also known as the | velum |
| soft palate | soft muscular structure where oropharynx and nasopharynx meet |
| uvula | small, cone shaped tip of the soft palate |
| front part of the maxillary bone is | premaxilla |
| the premaxilla is | the four upper front teeth incisors |
| the palutineprocess is | the mane bone |
| if the mane bone doesn't come together it is | cleft palate |
| hard palate | bony roof of mouth |
| what is the hard palate made up of? | maxille or pair of bones |
| what are the moveable parts in articulation | the soft palate, tongue, and lips |
| the soft palate, tongue, and lips play what? | a large role in articulating and shaping speech sounds |
| what are the three parts of the pharynx | laryngopharynx, oropharynx, nasopharynx |
| laryngopharynx | above the larynx end at tongue bas |
| oropharynx | up to soft palate |
| the laryngopharynx and the oropharynx create | resonance |
| nasopharynx | ends where two nasal cavities start |
| the nasopharynx makes | resonance n sounds |
| where is tone made? | in larynx goes to pharynx which is a tract |
| what makes articulation? | soft palate, tongue, and lips |
| articulation | move of joined anatomic parts to and make of speech sounds by these moves |
| articulation in speech science and pathology | act of saying something clearly |
| articulation in anatomy | connection of movable parts |
| nasality affects | resonance quality |
| nasality | added to sound when sound goes through the nose |
| what may breathiness be due to? | vocal nodules |
| breathiness | folds do not completely close |
| breathiness | when with harshness it makes a hoarse voice |
| harshness | irregular vibration of folds |
| when harshness is combined with breathiness it makes | hoarseness |
| resonance | change of sound by structures where sound passes |
| what is vocal quality affected by? | mass length and tension of folds |
| vocal quality is affected by | subglottal air pressure |
| vocal quality is affected by | physical symmetry |
| vocal quality is affected by | frequency intensity and amplitude of vibrations |
| amplitude | extent of vocal fold movement |
| intensity | force with which folds open or close |
| thinner, shorter fold | higher frequency and higher pitch |
| longer, thicker fold | lower frequency and lower pitch |
| what determines fundamental frequency of vocal fold vibration? | elasticity tension and mass |
| greater frequency of vocal fold means | higher the pitch |
| how is pitch determined? | frequency of vocal fold vibration |
| pitch is measured in | heartz (Hz) |
| thickening vocal folds | lower pitch |
| thinning vocal folds | higher pith |
| cricothyroid muscle | lengthens and tenses folds |
| thin fold | high pitch |
| thick fold | low pitch |
| vocal folds abducted | bring the folds apart |
| vocal folds abducted | posterior cricoarytenoid muscle |
| vocal folds abducted | open when folds abducted glottis |
| vocal folds adducted | bring the folds together |
| vocal folds adducted | lateral cricoarytenoid |
| vocal folds adducted | interarytenoid |
| vocal folds adducted | work together |
| thyroarytenoid muscles | basic structure vibrates and makes sound |
| thyroarytenoid muscles have two muscles masses | external and internal |
| cricoarytenoid joint | where arytenoids connect to cricoid |
| cricoarytenoid joint | allows circular and sliding movements |
| cricoarytenoid joint | vocal cords open and close |
| larynx | part of breathing respiratory, tract with vocal cords making sound |
| larynx is located | between the pharynx and trachea |
| the larynx is | two inch long tube in neck |
| together these movements make particular vowel and consonant sounds | lips, tongue, and jaw |
| these adjust tone of sound through vocal cords | throat, mouth, nasal cavity |
| where is the voice box located? | in the larynx |
| voice box | air goes through the vocal cords |
| voice box | two thin membranes pulled tight to let air pass only small gap |
| air force is | the cords vibrate to make sound |
| the tighter the cords | the higher the pith |
| lungs are in what system | pulmonary |
| lungs are | the essential organ for respiration |
| lungs | push air up through windpipe and voice box out through nose and mouth |
| lungs are the | upper and lower airways |
| trachea | tube-like portion of breathing respiratory tract connecting voice box larynx with bronchial lung parts |
| upper airways | mouth nose and upper throat |
| diaphragm | where the lungs rest |
| diaphragm | floor of chest cavity |
| how many pairs of ribs are there | 12 |
| rib cage | thoracic cage and chest |
| inhalation and exhalation make | rhythmic breathing cycle |
| exhalation is part of the | respiratory system |
| exhalation | breathing out |
| inhalation is part of the | respiratory system |
| inhalation | breathing in |
| fluency | makes communication |
| fluency | the easy,smooth,flowing,mainly effortless speech |
| when is fluency best judged? | when speaker keeps talking |
| what does effective communication require? | fluency |
| child's realization of disorder | may not know at first but will figure it out soon |
| child's realization of disorder | frustrated, humiliated, embarrassed, socially isolated, and less self confidence |
| child with communication disorder is | teased many times |
| what is the stat for speech, voice, language disorder? | six percent |
| what is the hearing loss disorder stat? | eleven percent |
| what is the main cause of language disorder in an adult | damage to brain in the left hemisphere brain tumor |
| intraverbals | set of verbal responses stimulated by speaker's own before verbal responses |
| echoics | copy verbal responses stimuli is the speech of another person |
| tact | group of verbal responses that describe and talk on things and events around the speaker |
| tacts are | socially reinforced with a smile, nod, or an alike statement |
| mand | functional unity made by deprivation or need |
| mand is | physiological need from thirst or hunger |
| audience | in Skinner's analysis it is the relation between the speaker and listener |
| punisher | event after response making response less likely in future |
| reinforcer | event after response making response more likely to happen in future |
| functional unit | class or group of verbal responses made in similar times and get similar endings |
| pragmatics | study of rules that govern language use in social times |
| referent theory of meaning | meaning of word is thing, person, event to which it refers |
| referent theory of meaning is wrong because | there are many words with no clear meaning |
| surface structure | actual arrangement of words through syntactic order |
| surface structure | phrase and sentence printed or heard |
| deep structure | abstract |
| deep structure | rules for making sentences |
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