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Voice and Speech Production
Published in John C Watkinson, Raymond W Clarke, Terry M Jones, Vinidh Paleri, Nicholas White, Tim Woolford, Head & Neck Surgery Plastic Surgery, 2018
Paul Carding, Lesley Mathieson
Speech consonants are defined by their much clearer articulation (and often obstruction of the airflow) within the oral tract. Distinction between consonants can be made using three main elements: the place of articulation (i.e. lips, alveolar); the manner of articulation (i.e. plosive, fricative); and the state of the larynx (voiced or voiceless). All of these elements require further explanation.
Speech and its perception
Published in Stanley A. Gelfand, Hearing, 2017
The consonants are produced by either a partial or complete obstruction somewhere along the vocal tract. The ensuing turbulence causes the sound to be quasiperiodic or aperiodic and noise-like. The consonants are differentiated on the basis of manner of articulation, place of articulation, and voicing; that is, on how and where the obstruction of the vocal tract occurs and on whether there is vocal cord vibration. Table 14.1 shows the English consonants, arranged horizontally according to place of articulation and vertically by manner of articulation and voicing. Examples are given where the phonetic and orthographic symbols differ.
Vocal Motor Disorders *
Published in Rolland S. Parker, Concussive Brain Trauma, 2016
Phonetic units are the smallest elements to alter the meaning of a word. One may differentiate between phonetic and phonological characteristics of speech (Ladefoged, 1975, pp. 1, 24; Stoel-Gammon & Dunn, 1985, p. 52). Phonetics refers to the description of speech sounds, how they fall into patterns, and how they change. It has various components: articulation, or how speech is produced by the vocal apparatus (i.e., the place of articulation [structures such as bilabial, labiodental, etc.] and the manner of articulation [fricative or forcing air between two narrow surfaces to produce sounds such as /f or /s; nasal; voiced or accompanied by vibration of the vocal cords, such as /b/ /d/ /c/ /sh/ etc.]; acoustic, or the physical properties of sounds; and psychoacoustics, or the way in which speech sounds are perceived. Plosive refers to consonants produced by closing off the oral cavity and then being released with a burst of air (e.g., /p/ in stop).
A preliminary validation of a dynamic speech motor assessment for Swedish-speaking children with childhood apraxia of speech
Published in Logopedics Phoniatrics Vocology, 2022
Susanne Rex, Anders Sand, Edythe Strand, Kristina Hansson, Anita McAllister
The Swedish language has 18 consonants distributed over four places of articulation (labial, dental/alveolar, palatal/velar, and glottal), five manners of articulation (stops /p, b, t, d, k, g/, nasals /m, n, ŋ/, fricatives /f, v, s, ʃ, ɕ, h/, liquids /l, r/, approximant /j/) and the distinction between voiced-voiceless stops, i.e. /b, d, g/ versus /p, t, k/. All consonants are established by the age of five, with the exception of /r/ that is acquired at six and regarding /s/ an interdental lisp may be evident in some 6-year-old children. The vowel inventory displays an interplay between spectral dimensions (tongue height [F1], front-back tongue position [F2], and lip rounding or lip spreading) and temporal dimensions (vowel length in relation to consonant length) resulting in 18 vowels in most dialects [19]. In a previous study on typically developing Swedish children, we found vowels to be acquired by the age of three [8]. Only the high, over-rounded vowel /y:/ was developed somewhat later in a few children.
Development of singleton consonants in French-speaking children with typical versus protracted phonological development: The influence of word length, word shape and stress
Published in International Journal of Speech-Language Pathology, 2020
Daniel Bérubé, Barbara May Bernhardt, Joseph P. Stemberger, Valter Ciocca
More reports discuss acquisition of consonants. In general, consonants with more complex manners of articulation, i.e. fricatives (especially coronal fricatives), liquids and velars, tend to be acquired later than those with less complex manner (stops, nasals), although the alveolar (light) /l/ is earlier than some fricatives and the rhotic (MacLeod et al., 2011, 156 children, Quebec, ages 1;8–4;5; Morgenstern et al., 2010, case study, 2-year-old). The age of acquisition for the rhotic has been reported variably as age 4;0 (MacLeod et al., 2011) or 5;0 (Brosseau-Lapré et al., 2018). The voicing contrast for coronal fricatives may not be mastered before age 7 years. For place of articulation, the few available studies suggest that labials and coronals tend to develop earlier than dorsals in children with TD (Brosseau-Lapré et al., 2018; MacLeod et al., 2011; Morgenstern et al., 2010; Rose, 2000) and PPD (Brosseau-Lapré & Rvachew, 2014). The [Dorsal] /k, g/ tend to be acquired later (by 3;11) than the [Labial] and [Coronal] /p, b, t, d/ (by 2;0); and the palatal and uvular [Dorsal] /j, R/ may not be mastered even by age 5 (Brosseau-Lapré et al., 2018).
Speech outcome in young children born with unilateral cleft lip and palate treated with one- or two-stage palatal repair and the impact of early intervention
Published in Logopedics Phoniatrics Vocology, 2019
Liisi Raud Westberg, Lena Höglund Santamarta, Jenny Karlsson, Jill Nyberg, Erik Neovius, Anette Lohmander
The audio-video recordings of the three-year-olds were edited and each test word production was saved in a separate file in mpeg.format. The editing was performed by an independent person using the Correl Video Studio Pro X4. In most cases, each file included, as a reference, the sequence where the word coupled with the target sound was either used by the SLP for elicitation or repeated by the SLP as reinforcement and as a reference (22). A computer with Windows Media Player and Denon AH D1001 or Sennheiser HD 218 headphones were used for the assessments, which were performed by two observers who are SLPs with more than 10 years experience of cleft palate speech. One of the SLPs was from another centre in Sweden and both were blinded to the surgical method of the children. Every target sequence could be watched and listened to repeatedly. Narrow phonetic transcription of each (whole) single word was performed blinded and independently. The IPA and ExtIPA for disordered speech were applied and the target consonants were categorized regarding place and manner of articulation as well as presence or absence of voicing (Table 2).