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