Articulation and Phonology Chapter 5 & 6

all vocalizations prior to first words

acquisition of speech sound form and function within the  language

gradual articulatory mastery of speech sounds within a given language (measurable)

is the tendency to hear speech sounds 'merely' as members of a phonemic category - the category of 'z' sounds, or the category of 'p' sounds, etc

ability to identify same sound with different speakers and in changing environments

Knowing the differences between phonemes that signal word meaning differences.

Association of minimal pairs to signal word meaning differences found to occur at different times

Prelinguistic stages:

Sounds of discomfort (cries, coughs, grunts, and burps reflecting physical state of the infant)

Sounds of discomfort

Associated with feeding

Sounds of comfort

manipulating pitch (to produce "squeals" and "growls"), loudness (producing "yells"), and also manipulating tract closures to produce friction noises, nasal murmurs, "raspberries" and "snorts"

similar strings of sounds (same consonant, different vowel

(nonreduplicated babbling) - consonants and vowels

extended sounds that are chopped up rhythmically by oral articulations into syllable-like sequences, opening and closing their jaws, lips and tongue. The range of sounds produced are heard as stop-like and glide-like. Fricatives, affricates and liquids are more rarely heard, and clusters are even rarer. Vowels tend to be low and open, at least in the beginning

Prosody begins to appear

strings of babbled utterances

elements that occur across segments that are used to influence what we say
–is the rhythm, stress, and intonation
–may reflect various features of the speaker or the utterance: the emotional state of the speaker; the form of the utterance (statement, question, or command); the presence of irony or sarcasm; emphasis, contrast, and focus; or other elements of language that may not be encoded by grammar or choice of vocabulary (this is through adulthood)

occurs around the end of the first year beginning with the first meaningful word.

vocalizations used consistently by child in a certain context without an recognizable adult model

invented words

Contrastive words (not phonemes) are acquired. In other words, children are not just learning sounds, which are then used to make up words, but rather, they seem to learn word units that happen to contain particular sets of sounds.

acquiring word forms in unanalyzed units as whole words

acquiring the phonological principals of the system

the child uses one word to indicate a whole idea

The pattern of leaving out most grammatical/functional morphemes

unstable pronunciation of the child’s first words

usually CV, VC, CVC, but there can be other combinations as well

children will acquire words that contain sounds within their phonological inventories

children will avoid words that contain sounds not in their inventory

is the most important aspect of communication during this stage because it indicates

insertion of sound segment into the word (paleez for please) which simplifies the more difficult construction  (note-sometimes seen with stuttering before a “feared” word)

Name the 3 phonological processes classifications

replacement of stops for fricatives and affricates

replace palatals and velars with alveolar consonants (/sh→s/ /tsh→ts/  palatal fronting) and / k→t/ velar fronting

changes in which a sound becomes similar to, or is influenced by, a neighboring sound of an utterance

Name the subdivisions for Syllable structure process

Name the subdivisions for Substitution Process

Name the subdivisions for Assimilation Process

/bawp for stop/ /babu for table/ includes sounds other than velars

one syllable within the 2 word phrase becomes more prominent or stressed

without the pause between 2 words and with one intonational contour) where the pause between words, one is louder and conveys meaning

what is often called a sense group, is an organizational unit imposed on prosodic data

alternating from L1 and L2

L2 develops higher skills with L1 not being taught/learned at higher level

the child’s conscious awareness of the sounds within a language, including how the sounds are combined in the language to form words

awareness of the sound structure of phonological structure of a spoken word in contrast to written words

is different than phonological awareness—it refers only to the phoneme level      and requires the understanding that words are made up of individual sounds

the use of sounds of language to process verbal information in oral or written form that requires working and long-term memory

involves memory skills where they must determine which sound in stored memory is to be used with a new word.

occurs in working memory

occurs in stored memory and it involves a 3 step process

Requires understanding that a word can be divided into syllables

Ability to manipulate sounds

life support of breathing and eating (infants)

include articulation of speech sounds in addition to life support (with maturity)

are terms that indicate nonphonemic speech sound productions

Nonphonemeic vowel-like sound production

Nonphonemic consonantlike sound production

an entity of relatively stable phonetic form that is produced consistently by the child in a particular context and is recognizably related to the adultlike word form of a particular language

Refers to accurate sound productions that are later replaced by inaccurate ones

from their first language to English

refers to the study of the different allomorphs of the morpheme and the rules governing their use.

This awareness involves recognition of the onset of the syllable and the rime, or the rest of the syllable, which includes the syllable peak and coda.

Why test language?

What are the pros for using articulation tests?

What are the cons for using an articulation tests?

What to consider when selecting an Articulation Assessment?

What are the Assessment Procedures to Supplement Articulation Tests?

What are the 3 error scoring system?

What do we examine in a oral peripheral evaluation?

the clinical evaluation of a client's disorder, can be divided into two phases: appraisal and diagnosis

the collection of data

represents the end result of studying and interpreting the data

consists of activities or tests that identify individuals who merit further evaluation.

is a series of activities and tests that allows a more detailed and complete collection of data.

refers to testing the client's ability to produce a misarticulated sound in an appropriate manner when "stimulated" by the clinician to do so.

repeating with normal pronounciation what the client has just said for easier identification later.

have been often been used to test the speed of movement of the articulators. /pataka/

is the time span during childhood in which conventional words begin to appear as a means of communication

the ability to identify and distinguish between different sounds

is the ability to store and recall information which was given verbally.

is the ability to remember or reconstruct the order of items in a list or the order of sounds in a word or syllable.

is the process of putting together phonemes to form words.