Speech Sound Disorder Exam 1
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| allophone | one of a set of multiple possible spoken sounds (or phones) used to pronounce a single phoneme in a particular language. Ex. k in skit vs kit
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| anterior | articulation production in frontal region; /m/, /n/, /p/, /f/, /v/
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| articulation | formation of speech sounds, surface form of sounds (used interchangeably with phonetic)
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| assimilation | when a sound becomes more like it’s neighbor, the result of co-articulation (harmony process)
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| avoidance | when a child does not produce words that do not contain sounds within a specific child’s inventory
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| canonical babbling | repetitive sound and sound combinations, typically consists of repeating syllables (CVCV)
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| closed syllable | syllable that ends in a consonant
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| co-articulation | modifications to speech productions based on the phonemic construction of a word
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| Code Switching | the practice of alternating between two or more language
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| cognates | words in two languages that share a similar meaning, spelling, and pronunciation (telephone & telefono)
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| continuants | speech sound produced with an incomplete closure of the oral tract (/s/, /z/, /v/, /f/) opposite of a stop
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| contoids | not true consonant productions, a sound made with enough closure of the oral cavity to produce audible friction in the mouth
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| cooing | sound babies make, does not resemble a phoneme (pre-linguistic stage 2; 2-4 months)
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| coronal | articulation position in which blade of tongue is raised from its neutral position
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| deletion | refers to completely taking out a phoneme from a word
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| diacritics | sign which when written above a letter indicates a difference in pronunciation from the same letter when unmarked or marked differently
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| dipthongs | sound formed by the combination of two vowels in one syllable
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| distinctive feature | smallest individual sound property, Ex. voiced vs unvoiced, nasal vs non-nasal, vowel vs consonant
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| distortion | refers to a phoneme that is said incorrectly
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| distributed | long oral-sagittal constriction (/z/, /s/ esh)
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| phonatory skills | primary function = eating, secondary function = talking (lips, jaw, tongue, larynx, etc.)
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| phoneme | theoretical "mental image" of a distinct units of sound in a specific language that distinguish one word from another
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| phonemic | refers to phonemes
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| phonemic contrasts | distinguishing between minimal pairs
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| phonetic | relating to speech sounds
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| phonological development | development of phonology - babbling, cooing, 50-word phase, etc
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| phonology |
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| phonotactics | distinct units of sound in a specified language that distinguish one word from, Ex. what the linguistic functions of /s/ are
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| place |
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| pitch |
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| pre-linguistic Stages |
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| pre-linguistic Vocalizations |
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| prosody |
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| reduplicated babbling |
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| reflexive crying |
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| resonatory skills | determines speech production ability, have primary functions such as crying and secondary function is speech
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| respiratory skills | determines speech production ability, must think about size, shape & composition (changes at infant ages as do production abilities)
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| salience | another word for importance, children’s active selection in early word production of sounds that are important or remarkable to the children
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| shared phonemes | phonemes that are shared between two languages (english & spanish = /t/, /b/, /p/, etc.)
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| ELL |
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| First 50 word stage |
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| Generative phonology | theoretical, underlying form of production (more than what you can just hear/see)
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| grammatical morpheme |
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| intelligibility |
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| interference |
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| jargon |
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| language loss |
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| linguistic development |
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| loudness |
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| manner |
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| markedness | complexity of sound production, lower frequency of occurrence in language
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| mastery | accuracy of speech sound production (typically 80%)
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| minimal pairs | pairs of words or phrases in a particular language that differ in only one phonological element, such as a phoneme
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| natural phonology |
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| naturalness | simplicity of sound production, high frequency of occurrence in language
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| open syllable | syllable that ends in a vowel
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| ordering | errors that initially seem random, but where they become more organized, start to see patterns in errors (t/s & t/z then t/s & d/z) more closely approximating what target sound would be
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| perception skills |
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| perceptual constancy |
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| silent period | First stage of bilingual language learning (time in which child does not speak)
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| speech sound | the articulated sound produced in reality
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| speech sound disorder |
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| substitution |
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| suppression |
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| suprasegmentals |
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| syntactical function |
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| tempo/rate |
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| un-shared phonemes | phonemes that are not shared by two languages (English & Spanish = /v/,
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| variegated babbling |
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| vegetative sounds |
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| vocal play | pre-linguistic stage 3 (4-6 months) in which consonant sounds emerge and babies experiment with pitch
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| vocoids | not true vowel productions (/ɜ/,/^/, /i/), made with open oral cavity (fit the phonetic definition of either a vowel or a consonant but don't function as that in speech)
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| word shape |
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