CSD 115 1st EditionExam # 2 Study Guide Lectures: 9-15Chapter 3- Speech Sounds and Disorders- Newborns: produce vegetative soundso Sounds include: crying, sucking, breathing, and swallowingo Reflexive activities because the child is not doing this voluntarily- 2-3 months: producing some velar-like and vowel-like sounds at the back of the moutho Cooing stage- 4-6 months: sounds begin to move from the back to the front of the moutho Stage referred to as vocal playo Close approximations to adult speech sounds- 7-12 months: produce babbling soundso Reduplication: combining 2 sounds and repeating it (dadadada, mamama, etc)o Variegated babbling: combining consonants and vowels and producing varied sound combinations (goba, atopa, hapa, etc.)o Jargon: meaningless combos that start to sound like real words- Nasals, stops, and glides are acquired early but fricatives, affricates, and consonant clusters are acquired later onArticulation Disorders- Substitutiono Most common o Child will substitute one sound in for the correct soundo Ex: th for s sound, w for r sound- Omissiono Often occur at the end of a word and in multiple wordso Produces unintelligible speech- Distortionso Child is producing sound that does not normally occuro S is a common letter that is distorted because air is moving over the tongue laterally- Additionso Least common misarticulationo Add an additional sound to the word; most common is adding a sound to the middle of the wordPhonological Disorders - Errors are not random, they are predictable (reflect patterns)- Most processes go away by age 4, if not, child is delayed and speech is impaired- Syllable Structure Processo Final Consonant Deletion: child deletes final consonant of a wordCan occur over many words in a sentenceo Reduplication: repeating of a syllable or part of a syllableo Consonant Cluster Simplification: child will omit consonants to simplify a complexstring of consonants- Segment Change or substitution Processo Stopping: trying to produce fricative but comes out as a stop instead Ex: saying “dis or dey” for this or theyo Fronting: child isn’t able to produce the sounds that are normally produced at the back of the mouth yet, so all sounds are produced at the front of the mouth (saying tare for care)o Gliding of Liquids: will substitute for liquid sounds when they come before vowels Ex: saying wose for roseDisorders- Cleft Lip and Palate: child is born with an opening in their lip or palate because the structures did not close together completelyo Will need therapy to help produce bilabial sounds (if born with a cleft lip)o Will have lots of air traveling through the nose (nasal air emission) and vowels that are produced through the nose (If born with a cleft in the soft palate)o Individuals will have resonation and articulation problems- Dysarthria: speech problems associated with weakness or discoordination in speech muscles because of neurological problemso Associated with CPo Production of consonants is imprecise and sometimes slurredo Can have nasal quality because of soft palate working slowlyo Speech process affected: resonation, articulation, respiration, and phonation- Apraxia of Speech: speech programming problem that can be associated with brain damage to the frontal lobeo Seen following a strokeo Errors are inconsistent, can appear on different words, sounds from sentence to sentence; will persist even with treatmento Unintelligible speech, difficulty sequencing sounds and syllables- Hearing Loss: ability to hear and produce voicing distinctions is difficult (back vs. bag)o Difficulty with sounds that look alike on the mouth (poor, more)Articulation Therapy- Teach correct manner, place of production, and voicing when a child can’t produce sounds correctly; focus on motor aspects of production- Therapy will get more complicated as treatment goes on- Used when there only 1 or 2 articulation errorsPhonological Based Therapy- When child exhibits multiple speech sound errors when speech is unintelligible- Feature Awareness: focus on teaching sound contrasts and use of appropriate phonological patterns- Cycles: cycling from one process to the next over a period of time- Auditory Bombardment: exposed to correct production of sound Chapter 4- Language Development in Children- Modes of Communicationo Gesture: nonverbal communication (preverbal)o Oral Language: spoken language (learned w/o formal instructions)o Written Language: most complex, requires formal instruction- Components of Languageo Phonology: rules associated with soundo Pragmatics: use of language within communicative contexto Semantics: words and their meanings, nothing to do with grammaro Syntax: does not involve knowledge of words, deals with word order and grammaro Morphology: smallest unit of meaningful speecho Oral language is learned effortlessly- Nurturistso Acquire language as a result of direct interaction with caregivero Skinner: Operant Conditioning (Behavioral Theory), behavior is reinforcedo Vgotsky: Social Interaction Theory- children learn language as a byproduct of interactingo Intersubjectivity: Two people working together on a common task with different levels of understanding and competence accommodate the view points and competence of each othero Scaffolding: building on what the child knows to help them reach new levels (like scaffolding on the side of a building to paint, repair, clean windows, etc.)o Piaget: Cognitive theory, language is learned b/c children perceive and organize their experiences into meaningful units; children are born with the tools that allow them to learn languageo Terminology for Cognitive theory Schema: a concept/category, like a file folder in the brain Assimilation: putting new stimulus into existing schema (putting it into a new file) Accommodation: developing new schemata (file folder) for the info that does not already fit in to an existing schema Equilibrium: balance between assimilation and accommodation; balancesout the number of folders and what type of info goes into those folders- Naturistso Chomsky: Linguistic Acquisition Device; allows children to acquire language at a rapid pace and they are prewired with grammatical ruleso Gleitman, Pinker: children have an innate knowledge of word categoriesPeriods of Language DevelopmentPrelinguistic Communication (stage 1)- Birth- 12 months- Cooing, babbling, jargon- Prelinguistic Semantic