introduction: perspectives in articulation and phonology (chapter 2)
DESCRIPTION
INTRODUCTION: PERSPECTIVES IN ARTICULATION AND PHONOLOGY (chapter 2). This semester, some info is taken from:. Roseberry-McKibbin, C., & Hegde, M.N. (2011). An advanced review of speech-language pathology: Preparation for PRAXIS and comprehensive examination (3 rd ed.). Austin, TX: Pro-Ed. - PowerPoint PPT PresentationTRANSCRIPT
• INTRODUCTION:
• PERSPECTIVES IN SPEECH SOUND DISORDERS
• (chapter 3)
Welcome to SPHP 126! We’re going to have a great semester.
In this class…• I will be building bridges
between SPHP 112 (Language Science), SPHP 126 (Speech Sound Development and Disorders), Phonetics/Speech Science (SPHP 110), and SPHP 125 (Child Language Disorders)
We will take all those floating puzzle pieces of knowledge
• And begin to fit them together!
We’ll do a fair amount of phonetic transcription in class…• But it will not be graded
My new favorite website for phonetic symbols:
• The Sounds of English and the International Phonetic Alphabet
• http://www.antimoon.com/how/pronunc-soundsipa.htm
Remember that attendance and notetaking are very important
I. WHAT IS A SPEECH SOUND DISODER? (from ch. 1 — not required reading)
Speech sound disorder
Phonological disorder
Articulation disorder
Back in the old days….
• Our field used the terms phonological disorder and articulation disorder
Articulation Disorder
Phonological Disorder
A youtube example of a speech sound disorder
• “Articulation disorder connected speech sample”
• Even though she is only 3, she should be more intelligible than this
II. IMPORTANCE OF INTELLIGIBILITY
Even a mild disorder can have an impact….
Often…
New research article October 2014:**
• Macrae, T., & Tyler, A.A. (2014). Speech abilities in preschool children with speech sound disorder with and without co-occurring language impairment. Language, Speech, and Hearing Services in Schools, 45, 302-313.
Macrae & Tyler 2014:**
• Compared preschool children with co-occurring SSD and language impairment (LI) to children with SSD only
• Looked at numbers and types of errors in both groups
Macrae and Tyler 2014 found:
III. BRIEF REVIEW OF ANATOMY
• This is from my visible body app on my iPad
• Just listen and let the information wash over you—this is a review from the fall—I won’t test you on it
IV. PHONETICS: BASIC DEFINITIONS**
• A. Definition of Phonetics
Study of physical, physiological, and acoustic variables associated with speech sound production
• B. Clinical/Applied phonetics (other types of phonetics on p. 80 are not on test 1)
• Branch dedicated to practical application of knowledge
• C. Phoneme**
• Family of sounds that the listener perceives
as belonging to the same category-- /t/
• D. Allophone
• Not a distinct phoneme; allophone is a member of a particular phoneme family
• tea butter let character
• E. Morphemes
Please underline the free morpheme and circle/highlight the bound morphemes:
• Magically
• Estimated
• Uncool
• Supercalifragilisticexpialidocious
• Dreaming
• Unconventionally
• Predisposition
F. Minimal pairs
G. Morphophonemics**
• Morphophonemic rules specify how sounds are combined to form morphemes
• Morphophonemics: sound alterations that result from the modification of free morphemes
Examples of morphophonemic rules:**
• If a noun ends in a voiced sound, use plural allomorph /z/ (tails, bags, pins)
• If a noun ends in a voiceless sound, use plural allomorph /s/ (tarts, cops, lakes)
• If a word ends in a voiceless sound, the past tense is pronounced /t/; if a word ends in a voiced sound, the past tense is pronounced /d/
• cooked buzzed
V. Suprasegmental Aspects of Speech
• A. Juncture
• B. Rate of Speech
We often tell adult accent clients to MOOSE:
• C. Intonation
VI. PHONEME CLASSIFICATION• A. Consonants
B. Vowels**• Produced with an open vocal tract
• 1. Pure vowels (e.g., /a/, /i/, /ɪ/)
• 2. Diphthongs (e.g., /oʊ/, /aɪ/, /aʊ/)
Phonemic diphthongs —if you reduce them to pure vowels, the meaning changes ( e.g., /aɪ/, /ɔɪ/)Pipe Pop Boil Bowl
Nonphonemic diphthongs —if you reduce them to pure vowels, the meaning doesn’t change ( e.g., /eɪ/, /oʊ/ )
VII. CONSONANT** PRODUCTION
•A. Distinctive Features•Is a feature absent or present?
•/b/ = -vocalic, +anterior, -nasal, -strident, +voice
•B. Place-Voice-Manner (review from 110)
•Voicing—voiced or voiceless•Manner—how sound is produced•Place—where sound is produced
1. Place
Place (continued)
2. Manner (how)
Manner (continued)
VIII. VOWEL PRODUCTION**
• A. Tongue Position
– 1. Tongue height– 2. Tongue advancement
• B. Lip Rounding
– 1. Rounded– 2. Unrounded
IX. PHONETIC TRANSCRIPTION**• A. Introduction
– IPA helps with allographs (E.g. /f/ allographs in tough, physical, taffy)
• B. Broad Transcription
• Virgules—slashes /b/ /n/ /t/ for phonemic transcription (abstract)
• Brackets for phonetic transcription [m] (actual production of the sound by the speaker)
C. Narrow Transcription**
• This uses diacritic markers
• Gives us more detail
• Especially helpful for accent clients, clients with hearing loss, cleft palate
X. SYLLABLES**
• Open syllable word ends in a vowel (free, my, hello)
• Closed syllable word ends in a consonant or consonant cluster (box, zipper, bed)
XI. PHONOLOGICAL PROCESSES/PATTERNS**
• A. Definition and Background• Stampe first described phonological
processes, or simplifications of adult sound productions that affect entire classes of sounds
• When my niece Jennifer was 2: “Aunt Nes” for “Aunt Celeste.” She was using weak syllable deletion, final consonant deletion, and an n/l substitution.
Today: (p. 90)**• The term phonological pattern is
preferred
• Stampe’s phonol. processes are normal in typically-developing children, but are a disorder when they persist beyond a certain age level
• After a normal age of disappearance, we use the term phonological pattern
For example:
Many people today….**
• Use the terms phonological process and phonological pattern interchangeably
B. Substitution Patterns
• .
•
Substitution patterns (continued)
Substitution patterns (continued)
Substitution patterns (continued)
C. Assimilation Patterns**• Definition: One sound changes to resemble another sound,
particularly a neighboring sound
• On the exam, I have not emphasized assimilation—too easily confused with other patterns. But I’ve seen it on the Praxis, so let’s do it.
• Regressive assimilation: Sound that changes precedes the sound that caused the change
• E.g., instead of saying “lack,” child would say /kæk/; instead of saying “yum!” the child would say /mʌm/
•
Progressive assimilation:**
• The sound that changes follows the sound that influences the change
• E.g., instead of saying “might,” the child says /maɪm/; instead of saying “ghost,” the child says /goʊg/
Kinds of Assimilation**• 1. Alveolar tom tot lɪp ɪd
• 2. Nasal noʊz noʊn map mam
• 3. Velar kʌp kʌk dag gog
• 4. Labial boʊt boʊp maʊθ maʊm
• 5. Prevocalic voicing taɪt daɪt
• 6. Postvocalic devoicing fliz flis
D. Syllable Structure Patterns (modify the syllabic structure of words)**
• 1. Weak/unstressed syllable deletion
– Celeste Lest tomato meɪdo
• 2. Epenthesis —insertion of schwa between 2 consonants (Mark: Stepuhney/Stepney)
• 3. Reduplication (partial or complete)• Repetition of a syllable•
• Complete = baba/bottle****
Syllable structure patterns continued
Syllable structure patterns continued:**• 7. Cluster reduction: deletion or substitution of
some or all members of a cluster
• Cluster deletion: deletion of one or all members of a cluster.
• Total cluster reduction: all members of the cluster deleted (-æp/flæp)
• Partial cluster reduction: some members of a cluster are deleted (fæp/flæp)
Usually…**• The marked (more difficult) sound is deleted
• Underline the marked sound
• Spoon Post just• Squirrel black bowl• Pretty glad trip
Again, marked is harder; unmarked is easier;transcribe Dr. R’s production phonetically:**
Squirrel
Truck
Spit
Stone
Brain
Pray
Syllable structure patterns continued:**• Cluster substitution: another sound
replaces one or all members of the cluster
• Examples: twi/tri, pwiz/pliz, bun/spun
Pwiz take me to the twi!