SLHS 261 1st Edition Lecture 8 Outline of Last Lecture I. Forces that can cause movement, Lung Capacity, Chest wall ShapeOutline of Current Lecture II. Breathing Muscles used in Upright Conversational SpeakingA. Inspirationi. The diaphragm and the abdominal wall work together during inspirationii. The abdominal wall provides a base against which the diaphragm can contract safelyB. Expirationi. Abdominal wall muscles and rib cage muscles (expiratory) both squeeze to drive expiration III. Perceptual Correlates A. Alveoli Pressure: There is a strong correlation between alveoli pressure and human perception of loudnessi. Loudness is useful in identifying whether or not alveoli pressure is adequate (in a clinical setting)B. Lung Volume: The auditory perception of lung volume is a breath group (theamount of syllables in an exhalation) i. Conversational speaking is produced in the midrange of thevital capacity (the volume of air that you can use)ii. We use about 20 % of our vital capacity when we speakiii. Lung volume change (flow) is much faster for inspiration iv. It is much easier to produce speech with alveoli pressure that is closer to theatmospheric pressure. Speech production Is best when you have passive forces that area little positive but not too much so. C. Chest Wall shape i. The inverted pear shape allows for quick pressure changesii. The perceptual correlate is inspiratory duration andlinguistic complexity IV. Variables that affect speech breathing A. Body Position These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.i. Supine (on your back): theabdominal wall is pulled inward (in the expiratory direction), which means that the abdominalmuscles do not need to be activated as much as they do in the upright positionii. The resting volume of the lungs is also smaller in the supine position iii. body position and mechanical contributionsSupine UprightInspiration -DI (+AB) -DIExpiration +RC<+AB +RCB. Cognitive Load Greater: i. cognitive load is associated with more breath-holding pauses and expiratory pauses ii. Being asked to count to 100 vs speakingabout different theories of speech perception. The first activity is easy and route. The secondone forces you to think and formulate sentences- greater cognitive load. The kind of task yougive a person in therapy has an effect on how they perform breathing wise. C. Emotions and Breathingi. Anxiety can be reflected in speech breathing by a greater numbers of pauses than usual.Also anxiety is associated with dyspnea (the perception of breathing discomfort) D. Conversational Interchangei. We tend to take on a rhythmic pattern of speaking and listening (and associated rhythmicchanges in ventilation) that reflect those of our conversation partnerii. When listening, our breathing looks a little more like speech breathing…. Cool! E. Size (not Sex)i. Bigger people use bigger volumesii. (Pressure and shape are generally the same between genderse) F. Developmenti. Babies are much more variable in how they breath ii. Older adults start speaking at larger lung volumes and expend more air per breath group(perhaps because of a “leaky larynx” G. Body Typei. Ectomorphs (lank) = “rib cage” speech breathersii. Mesomorphs (muscle) = “abdominal speech breathersiii. Endomorphs (Fat) =