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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
Phonetics is the study of speech sounds and how the rules of language organize and change sounds in different contexts.13, 14 The consonant and vowel articulation described in the previous section is theoretically accurate but, in reality, can be modified and varied on an almost infinite level. Any speech sound (or phoneme) may be articulated slightly differently according to the other sounds around it. These variations of the same phoneme are called ‘allophones’. For example, the sound ‘t’ in the words ‘tea’ and ‘tree’ are, in fact, articulated with a slightly different tongue position. This is one reason why simulated (computerized) speech does not sound natural. In more extreme cases, speech sounds may change altogether depending on their phonetic environment or even be omitted altogether. For example, consider how ‘handbag’ is regularly pronounced ‘hambag’ and ‘nightmare’ is pronounced ‘nigh’mare’. Phonology is the sound patterns of a particular language. The way children develop the phonology of the language is well understood15 and the differentiation between development phonological deviance as opposed to phonological delay is an important clinical consideration.15 Clearly, different languages have different phonological sets and therefore will include some consonants and vowels that may not feature in English speaking at all.
Speech and its perception
Published in Stanley A. Gelfand, Hearing, 2017
By a phoneme we mean a group of sounds that are classified as being the same by native speakers of a given language. Let us see what the “sameness” refers to. Consider the phoneme /pi/ as it appears at the beginning and end of the word “pipe.” There are actually several differences between the two productions of /p/ in this word. For example, the initial /p/ is accompanied by a release of a puff of air (aspiration) whereas the final /p/ is not. In other words, the actual sounds are different or distinct phonetic elements. (By convention, phonemes are enclosed between slashes and phonetic elements between brackets.) In spite of this, native speakers of English will classify both as belonging to the family designated as the /p/ phoneme. Such phonetically dissimilar members of the same phonemic class are called allophones of that phoneme. Consider a second example. The words “beet” and “bit” (/bit/ and /bIt/, respectively) sound different to speakers of English but the same to speakers of French. This happens because the phonetic elements [i] and [I] are different phonemes in English, but are allophones of the same phoneme in French. Since the French person classifies [i] and [I] as members of the same phonemic family, he hears them as being the same, just as English speakers hear the aspirated and unaspirated productions of /p/ to be the same.
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).
Specificity of phonological representations in school-age high-functioning ASD children
Published in International Journal of Speech-Language Pathology, 2023
Vasiliki Zarokanellou, Aggeliki Kotsopoulos, Dionysios Tafiadis, Alexandra Prentza, Gerasimos Kolaitis, Katerina Papanikolaou
Phonological and phonetic development in high-functioning children in the autism spectrum disorder (henceforth HF-ASD) is an area that has not yet received much attention and the few studies that exist target mainly the English language (Broome et al., 2017). Phonology refers to a speaker's ability to discriminate the sounds of a language and to organise them so as to encode meaning. Phonology interfaces with phonetics, which examines the articulation and production of speech sounds, as well as their distinctive features (Bernthal et al., 2017; Eigsti et al., 2011). Phonological and phonetic development is assumed to be a relatively unproblematic area in children with HF-ASD, but research results vary considerably (Eigsti et al., 2011). Previous studies in ASD populations used different assessment protocols, which compromise generalisations on the phonological skills of HF-ASD children (Broome et al., 2017; Cleland et al., 2010). Most studies report that phonological and phonetic development is delayed or impaired in HF-ASD children (Cleland et al., 2010; Kjellmer et al., 2018; Paul et al., 2011; Schoen et al., 2011; Shriberg et al., 2001), while some others claim that articulation is unproblematic in this population (Kjelgaard & Tager-Flusberg, 2001; McCann et al., 2007).
Benefits of a professional development course on transcription for practising speech-language pathologists
Published in International Journal of Speech-Language Pathology, 2023
Emma Squires, Kyriaki Ttofari Eecen, Sharon Crosbie, Stephanie Corso, Melissa Prinsloo
Transcription of speech sounds is the written representation of speech sounds using symbols from the International Phonetic Alphabet (IPA) and Extensions to the International Phonetic Alphabet (extIPA) for disordered speech (Cox & Fletcher, 2017; International Phonetic Association, 2015; Müller & Ball, 2012). Transcription is a core skill for speech-language pathologists (SLPs) working with children with speech sound disorders (SSD) because it allows the SLPs to record how these children speak. Accurate transcription is essential to assess, analyse, and differentially diagnose the type of SSD; identify appropriate intervention; and track intervention progress (Child Speech Disorder Research Network, 2017; McLeod & Baker, 2017; Olswang & Bain, 1994). Transcription is used by 74.9% of SLPs in the UK (Knight et al., 2018) and 95.2% of Australian SLPs who work with children with SSD (Nelson et al., 2020). This paper will focus on transcription in an Australian English context.
Factors affecting phoneme discrimination in children with sequential bilateral cochlear implants
Published in International Journal of Audiology, 2022
Erva Degirmenci Uzun, Merve Ozbal Batuk, Gonca Sennaroglu, Levent Sennaroglu
Speech perception ability relies on variables associated with underlying perceptual abilities, one of which is the ability to determine which language’s inventory of phonemes has been uttered. Speech perception requires the perceptual mapping of acoustic signals and decomposition into linguistic representations, such as phonemes, syllables, and words (Bouton et al. 2015). Moreover, speech perception skills may affect PD skills and there is a causal relationship between these abilities (Hurford 1990; Hurford 1991). The listener must decode the phonological features and distinguish one phoneme from another. Furthermore, phoneme perception involves perceptual processes, as children interpret acoustic–phonetic information in the form of phonemes (Aslin and Smith 1988; Lim and Holt 2011; Phan et al. 2016). The development of phonemic categories based on features of encountered phonemes occurs in the first year of life; however, children with CIs often lack hearing experiences before implantation, leading to less phoneme exposure (Ortmann et al. 2013). Therefore, speech perception difficulties in children with CIs for profound congenital hearing loss may be related to the period of auditory deprivation from birth to implantation (Kral et al. 2006; Hoonhorst et al. 2009). Children with a shorter period of auditory deprivation can achieve better auditory performance than those with a longer one (Kral et al. 2006; Hoonhorst et al. 2009).