Speech Perception

Question 1

Many children with SSD also have difficulties with __________.

Answer 1

Speech perception; the problem is not with the ear (hearing mechanism is intact; they can here the sounds) but they may have difficulty perceiving or making sense of what they hear.

Question 2

_______ input and speech __________ may also affect speech ________.

Answer 2

• Visual input and speech production may also affect speech perception.
• McGurk effect: listen to /ba/, see the articulating movements of the mouth for syllable /ga/, and then you perceive the syllable /da/.
• SSD children perform similarly to controls

Question 3

Motor theory of speech perception: speech __________ also influences speech __________.

Answer 3

• production; perception.
• no clear/consistent acoustic cues (what you hear) for perceiving speech–we perceive speech based on intended motor gestures of the vocal tract.
• 3 m.o. babies activate auditory and motor areas when listening to speech (mirror neurons)

Question 4

Phonological Planning: Phoneme Selection & Sequencing

Answer 4

• Selecting & sequencing the right combination of phonemes for words in keeping with the phonotactic constraints of the language
• children with inconsistent speech disorder find that challenging (no robust plan).

Question 5

Speech production is…

Answer 5

when we say the word “cat”, we retrieve our phonological representations for that word from our memory & compile a phonological plan which will be transformed into a motor plan which will be programmed and executed.

Question 6

Motor planning of speech perception is… Forming a ________ of _________ to say a word by outlining _________ _________.

Answer 6

Motor planning of speech perception is… Forming a strategy of actions to say a word by outlining motor goals.

Question 7

Motor plan is __________ not motor-specific.

Answer 7

articulator-specific

Question 8

Motor plans have also been described as gesture scores:

Answer 8

instructions about what and when specific articulators are to be used

Question 9

Children with _______ have difficulty with _____ _________.

Answer 9

CAS; motor planning

Question 10

motor programming

Answer 10

specifies what muscles will be needed to move, when, and how, with respect to Spatio-temporal and force parameters (muscle tone, speed, direction, range of motion, etc.)
-Children with CAS/Children with Dysarthria

Question 11

motor execution

Answer 11

• physical production/execution of the programmed movements.

- children with dysarthria

Question 12

Psycholinguistic features

Answer 12

perception (input) —> storage —> production (output)

-suggests a single representation —> lexical representation (phonological, semantic, motor)

Question 13

Levelt’s model for speech production

Answer 13

-Each component receives a certain kind of input & produces a certain kind of output; the output of one component may be the input for another

Question 14

Basic stages of speech production (Levelt’s model)

Answer 14

conceptualization —> formulation —> phonetic encoding —> articulation —> monitoring

Question 15

Basic stages of speech production (Levelt’s model–Formulation)

Answer 15

lemma selection, grammatical encoding, phonological encoding after accessing phonological forms

Question 16

Phone

Answer 16

A single speech sound (not in a language context)

Question 17

Phoneme

Answer 17

A speech sound that contrasts meaning between minimal pair words in a language (if swapped with another phoneme can change the meaning)

Question 18

Allophone

Answer 18

language-specific phonetic realizations of a phoneme (do not alter the meaning) /k/ in key, book, and ski

Question 19

Minimal Pair

Answer 19

Word pairs that differ by a single phoneme (change in meaning) key vs. tea

Question 20

Phonotactics

Answer 20

language-specific rules or constraints about how speech sounds are allowed to combine to form words in a phonological system

1. Inventory (which phonemes are allowed in language)
2. Positional (where phonemes allowed in word)
3. Sequential (syllables/words, how many are allowed in a syllable & how they combine to form a syllable)

Question 21

1: m, n, p, b, d, w, j, h
2: ch, d3, f, v, t, eng, k, g
3: sh, 3, r, l, th, th, s, z

Answer 21

early 8: h, b, p, w, m, n, j, d
middle 8: f, v, k, g, t, eng, ch, d3,
late 8: th, th, r, l, s, z, sh, 3