Articulation class, terms and easy first exam stuff
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Allophone | variant production of a phoneme
🗑
|
||||
| Articulation | modification of the airstream by the speech organs in production of spoken language
🗑
|
||||
| Coarticulation | an articulatory process whereby individual phonemes overlap one another due to timing constraints and ease of production
🗑
|
||||
| Cognates | phonemes that differ only in voicing
🗑
|
||||
| Comorbidity | multiple communication problems
🗑
|
||||
| Cononical babbling | reduplicated babbling
🗑
|
||||
| Consonants | produced by vocal tract constrictions that modify the breath stream coming from the larynx (place, voice, and manner)
🗑
|
||||
| Distinctive features | a set of binary features designed to describe the phonemes in all languages of the world
🗑
|
||||
| intelligibility | the single most practical measurement of oral communication
🗑
|
||||
| Manner | the way in which the airstream is modified as is passes through the vocal tract in production of consonants
🗑
|
||||
| marked | sounds that are difficult to pronounce or perceive
🗑
|
||||
| morpheme | the smallest unit of language capable of carrying meaning
🗑
|
||||
| obstruents | a class of sounds including the stops, fricatives, and affricates; also referred to as non-resonant consonants; produced with a constriction in the oral cavity that results in turbulence in the airstream coming from the larynx
🗑
|
||||
| phoneme | a speech sound capable of differentiating morphemes
🗑
|
||||
| phonetics | the study of the speech sounds, their acoustic and perceptual characteristics and how they are produce by the speech organs
🗑
|
||||
| phonological awareness | the ability to reflect on and manipulate the structure of an utterance as distinct from its meaning and is essential for the development of reading and spelling
🗑
|
||||
| phonological process | simplifications used by children not capable of producing adult speech patterns
🗑
|
||||
| phonology | the systematic organization of speech sounds in the production of language; the study of the linguistic rules that specify the manner in which phonemes are organized and combined into syllables, words, and sentences
🗑
|
||||
| Place | refers the the specific articulators employed in the production of a particular phoneme; the location of the constriction in the vocal tract in production of a consonant
🗑
|
||||
| sonorants | a class of sounds produced with resonance throughout the entire vocal tract (not as much airstream coming from the larynx)
🗑
|
||||
| suprasegmentals | a feature of speech production, such as stress, intonation, and timing, which transcends the phonemic level
🗑
|
||||
| unmarked | sounds that are easier and more natural
🗑
|
||||
| vowels | a phoneme produced without any appreciable blockage of airflow in the vocal tract (tongue advancement, height, and lip rounding)
🗑
|
||||
| diary studies | go day to day recording first words of child, problem is that it is usually parents, so they learn the child's speech from being around the child
🗑
|
||||
| large-group cross-sectional studies | milestones came from these studies, structure. (problem is sound imitation)
🗑
|
||||
| longitudinal studies | started to study children that weren't typical along with typical children
🗑
|
||||
| Natural Phonology | Theory brought about phonological processes
🗑
|
||||
| Behaviorist Model | Theory brought about reinforcements
🗑
|
||||
| Generative Phonology | Theory brought about a set of phonological rules
🗑
|
||||
| Nonlinear Phonology | Theory brought about using established sounds in new syllable shapes
🗑
|
||||
| Optimality Theory | Theory used to understand typical development of speech
🗑
|
||||
| Sonority Hypothesis | Theory use to analyze phonemic awareness
🗑
|
||||
| Phase 1 of SS Acquisition | foundation of speech
🗑
|
||||
| foundation of speech age level | (0-1)
🗑
|
||||
| Phase 2 of SS Acquisition | moving from words to speech
🗑
|
||||
| moving from words to speech age level | (1-2)
🗑
|
||||
| Phase 3 of SS Acquisition | growth of inventory
🗑
|
||||
| growth of inventory age level | (2-5)
🗑
|
||||
| Phase 4 of SS Acquisition | mastery of speech and literacy
🗑
|
||||
| mastery of speech and literacy age level | (5+)
🗑
|
||||
| factors that influence SS development | gender, socioeconomic status, concomitant lang. development
🗑
|
||||
| Organically Based SS disorders | obvious etiology
🗑
|
||||
| Speech Sound Disorders of Unknown Origin classification systems | possible etiology, psycholinguistic deficit, symptomology
🗑
|
||||
| psycholinguistic deficit | how things are processed in the brain
🗑
|
||||
| symptomology | groups by error patterns
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
Karlynn
Popular Speech Therapy sets