Definition matching for highlighted words in Chapter 6
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| speech disorder | A disorder where the person has difficulty producing sounds as well as disorders of voice quality (for example, a hoarse voice) or fluency of speech, often referred to as stuttering.
🗑
|
||||
| language disorder | A disorder where the person has difficulty receiving, understanding, or formulating ideas and information.
🗑
|
||||
| receptive language disorder | A disorder where the person has difficulty receiving or understanding information.
🗑
|
||||
| expressive language disorder | A disorder where the person has difficulty formulating ideas and information.
🗑
|
||||
| cleft palate or lip | A condition in which a person has a split in the upper part of the oral cavity or the upper lip.
🗑
|
||||
| dialect | A language variation that a group of individuals uses and that reflects shared regional, social, or cultural/ethnic factors.
🗑
|
||||
| speech | The oral expression of language.
🗑
|
||||
| language | A structured, shared, rule-governed, symbolic system for communicating.
🗑
|
||||
| phonology | The use of sounds to make meaningful syllables and words.
🗑
|
||||
| morphology | The system that governs the structure of words.
🗑
|
||||
| morpheme | The smallest meaningful unit of speech.
🗑
|
||||
| syntax | Rules for putting together a series of words to form sentences.
🗑
|
||||
| Semantics | The meaning of what is expressed.
🗑
|
||||
| pragmatics | The use of communication in contexts.
🗑
|
||||
| social interaction theories | Theories that emphasize that communication skills are learned through social interactions.
🗑
|
||||
| articulation | A speaker's production of individual or sequenced sounds.
🗑
|
||||
| substitutions | A method of articulation where a child exchanges one sound for another.
🗑
|
||||
| omissions | A method of articulation when a child leaves a phoneme out of a word.
🗑
|
||||
| additions | A method of articulation when students place a vowel between two consonants.
🗑
|
||||
| distortions | Modifications of the production of a phoneme in a word.
🗑
|
||||
| apraxia | A motor speech disorder that affects the way in which a student plans to produce speech.
🗑
|
||||
| pitch | The rate of vibration in the vocal folds, affected by the tension and size of the vocal folds, the health of the larynx, and the location of the larynx.
🗑
|
||||
| duration | The length of time any speech sound requires.
🗑
|
||||
| intensity | The loudness or softness of voices, determined by the air pressure coming from the lungs through the vocal folds.
🗑
|
||||
| resonance | The perceived quality of someone's voice, is determined by the way in which the tone coming from the vocal folds is modified by the spaces of the throat, mouth, and nose.
🗑
|
||||
| hypernasality | A resonance trait in which air is allowed to pass through the nasal cavity on sounds other than /m/, /n/, and /ng/.
🗑
|
||||
| hyponasality | A resonance trait in which air cannot pass through the nose and comes through the mouth instead.
🗑
|
||||
| fluency | The rate and rhythm of speaking.
🗑
|
||||
| specific language impairment | A language impairment that is associated with another disability.
🗑
|
||||
| organic disorders | Disorders that are caused by an identifiable problem in the neuromuscular mechanism of the person.
🗑
|
||||
| functional disorders | Disorders with no identifiable organic or neurological cause.
🗑
|
||||
| congenital disorder | A disorder that occurs at or before birth.
🗑
|
||||
| acquired disorder | A disorder that occurs well after birth.
🗑
|
||||
| oral motor exam | The examination of the appearance, strength, and range of motion of the lips, tongue, palate, teeth, and jaw.
🗑
|
||||
| bilingual | A person who uses two languages equally well.
🗑
|
||||
| bidialectal | A person who uses two variations of a language.
🗑
|
||||
| System for Augmenting Language | A system that focuses on augmented input of language.
🗑
|
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:
tylergraves
Popular Miscellaneous sets