Phonetics For Communication Disorders 1st Edition Martin J. Ball, Nicole Muller - Solutions

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A hallmark of the discipline of communication sciences and disorders is that it is based on sound scientific principles and research findings. What term do we use today to describe how decisions professionals make about clinical service delivery are guided?
How does a discipline differ from a profession?
Using the samples on the CD compare the acoustic characteristics of linguolabial fricatives with dental fricatives, and dentolabial with labiodental fricatives. Produce broad band spectrograms of the sounds, and look in detail at the noise spectra.
Record a natural conversation of about 6 minutes between some of your friends, and transcribe the middle 4 minutes of speech using normal orthography. Then add to the transcription details on pausing, loudness, tempo, and voice quality using the symbols described in this chapter. Comment on the
How can the transcription of prosodic information be integrated with segmental transcription? Illustrate your answer.
How can we show in a transcription of disordered speech how certain (or uncertain) we are of the appropriateness of our choice of symbols?
What are the main atypical places and manners of articulation?
What is the difference between “disordered speech” and “atypical speech”?
What transcriptions (using either GA or RP norms) would you expect of the following target items if you were told the speaker exhibited cluster reduction and final consonant deletion?
What transcriptions (using either GA or RP norms) would you expect of the following target items if you were told the speaker exhibits velar fronting and a lateral lisp for alveolar fricatives?
Make a recording (after first getting permission from the caregivers) of a young child between the ages of 2;6 and 4;0 interacting with family and/or friends. Try to get at least 10 minutes on video or good quality audio tape. Then go through the recording and note as many examples as you can of
Do library research on the topic of typical phonological processes encountered in normal phonological development and in delayed phonology. Compare and contrast the process names and process groupings of at least three different authors. Which classification seems to you the best justified?
What are typical prosodic disorders of speech?
What are typical phonological-level disorders of speech?
What are typical phonetic-level disorders of speech?
What is the difference between broad and narrow transcription? Why is broad transcription often insufficient in the clinic?
How should the terms phonetic and phonological be applied to the analysis of disordered speech?
Research the phonetics and phonology of any language other than English, or the languages described in this chapter. Draw up a list of as many systemic, structural, and realization differences as you can find between that language and your variety of English.
Research and make a list of all the countries you can find that have English as one of their official languages.
List any three features of Spanish-influenced English.
What characteristics of African American English are linked to an optimal syllable shape?
What is the “northern cities vowel shift"?
What are “breaking,” “shading,” and “umlaut” in southern accents?
What features are shared by Southern Hemisphere English?
Which British accents are rhotic?
What is “Canadian raising"?
What are systemic, realizational, and distributional differences between accents or lan-guages?
Research the phonetics and phonology of any language other than English, or the languages described in this chapter. Draw up a list of as many systemic, structural, and realization differences as you can find between that language and your variety of English.
Research and make a list of all the countries you can find that have English as one of their official languages.
Stress assignment. Add the primary (and if you can, secondary) stress marks to the following words (not all words will have secondary stress).(a) grasshopper (b) bachelor(c) personification (d) indistinguishable(e) internationalization (f) relation(g) photography (h) program(i) incapacitate (j)
Stress pairs. Some of the following words have stress pairs (one noun/adjective the other verb) with stress on different syllables. Transcribe all the words that have stress pairs (remember, vowel qualities may differ as well as the stress assignment) and show the correct stress with each
Transcribe the strong and weak forms of the following function words.(a) would (b) am(c) have (d) had(e) is (f) must(g) to (h) should(i) has (j) some (unspecified quantity)
Connected speech. The following sentences could all contain examples of assimilations, weak forms, and possibly also elisions in casual speech. Transcribe each sentence using either G A or RP norms showing all possible such features.• Joan and Cathy wouldn't be walking in this weather.• She put
Record 10 minutes of natural connected speech (either from friends or from the radio or television). Briefly describe the sample and the speakers involved. Ignore the first 5 minutes; then take any 3-minute section and listen to this numerous times. Make a list of the weak forms, assimilations, and
Describe the variety of possible assimilation types, and note which ones occur in English. Give examples of all possible English juxtapositional assimilation types, using phonemic transcription. What might be an explanation for assimilation?
Explain how junctural ambiguities in connected speech may be resolved.
Use examples different from those given in the chapter, and put all examples into phonemic symbols with stress marks for primary and secondary stress.
Illustrate all the possible word stress patterns for four-syllable words.
Describe elision in English, giving examples from the various categories of elidable combinations. Use phonemic transcription for all your examples.
What does the term weak forms refer to? Illustrate your answer with examples in transcription.
What phonetic features are used to distinguish the approximants of English from one another?
In what ways does the allophonic variation of/n/ remind you of other alveolar consonants?
What are the main differences between sonorant and obstruent consonants?
What distinguishes the consonants /m, n, η/ from all other English consonant sounds?
What are syllabic nasals and laterals? Describe how they are made (include diagrams) and exemplify their use with typical examples.Research information on normal patterns of acquisition of these sounds in English and discuss possible errors with syllabic consonants.
Undertake a survey among family or friends (at least 15 people) on the use of apical-r and bunched-r. Explain the different types of /ɹ/, and ask them to tell you their use of these variants in word-initial, -medial, and -final position and in initial and final clusters. Also ask about how they
Draw up a list of words ending with potential /ʓ/ (e.g., "rouge" and "sabotage"). Choose at least 10 words. Record yourself and at least four other people saying these words in a carrier phrase (e.g., "say X again"). Note whether your speakers use /ʓ/ or /dʓ/. Also note whether they are
Draw up a list of words with initial "w" and "wh" (e.g., "witch" and "which"). Choose at least five words of each type. Record yourself and at least nine other people saying these words in a carrier phrase (e.g., "say X again"). Note whether your speakers use /hw/ for the "wh" words. Also note
What pattern of distribution generally helps to distinguish the fortis and lenis dental fricatives in word-initial position?
What are the acoustic differences between the different places of articulation for fricatives?
What air channel differences hold between dental, alveolar, and postalveolar fricatives in English?
How are fortis and lenis fricative pairs distinguished by listeners?
Research the aerodynamic reasons that there is vowel shortening before fortis plosives, and that there is initial and final devoicing with lenis plosives.
Draw up a list of words with medial /t/ and medial /d/ (e.g., "matter" and "madder"). Choose at least five words of each type. Record yourself and at least nine other people saying these words in a carrier phrase (e.g., "say X again"). Note whether your speakers flap both /t/ and /d/, and whether
What is “flapping” in American English, and what are the rules for its use?
What place of articulation allophones are found with /t/ and /d/, and what contexts prompt these variants?
Describe the patterns of devoicing in English lenis fricatives and affricates.
What are the rules for the use of aspiration with English plosives?
Record yourself speaking all the vowels described in this chapter, and analyze the first three formants of each vowel using speech analysis software. How do your values compare to those listed in the chapter?
Record yourself and your friends speaking words with initial schwa (but not before velars) and final schwa (e.g., "annoy," "obtain," versus "China," "sofa"). Find at least 10 different words (5 each) and at least 6 speakers. Then check to see whether your speakers use a lower schwa in final
When do we use /ʌ/ and when /ə/ Give examples.
(RP) When do we use /ə/ and when /ɜ/? Give examples.
(GA) When do we use /ɚ/ and when /ɝ/? Give examples.
What is the definition of a diphthong?
What are rhotic vowels and how are they made?
Record yourself speaking all the vowels described in this chapter, and analyze the first three formants of each vowel using speech analysis software. How do your values compare to those listed in the chapter?
Either:(GA) Record yourself and your friends speaking words with "-aw," " augh," and "-all" (e.g., "law," "caught," and "hall"). Find at least 10 different words and at least 6 speakers. Then check to see whether your speakers use /ɔ/ or /ɑ/ in these words. Are they consistent, or do some
List at least three spellings of vowels (either single letters or combinations of two letters) that can represent two or more different vowel phonemes.
What context produces vowel centralization, and why does this happen?
What is the difference between tense and lax vowels? Which vowels described in this chapter are tense and which are lax?
What is vowel shortening, and where does it occur?
Convert the following GA transcriptions back into ordinary writing. (They all have more than one possible spelling—try to list all these.)(a) /nɑt/ (b) /sin/(c) /lɛd/ (d) /flu/(e) /nent/ (f) /wʊd/(g) /nɪt/ (h) /sɔɹ/
Transcribe the following using either GA or RP norms, employing allophonic symbols to mark vowel length differences, nasalization, and centralizing before /l/, where appropriate.(a) feed (b) feat(c) queen (d) boot(e) fool (f) bell(g) bat (h) bad(i) booed (j) tin(k) spoon (l) awl(m) send (n)
Transcribe the following into phonemic symbols using either G A or RP norms. These words use the vowels from this chapter, and some simple consonants. Note: We transcribe as /ɹ/; RP does not use postvocalic-r.(a) need (b) writ(c) door (d) cool(e) foot (f) kept(g) bat (h) stop(i) tune (j) meat(k)
Using a speech sample from a child below the age of 3;6 (= 3 years, 6 months), analyze the syllable structures you find. How do they differ from those you would expect in adult language?
In a published source or from your instructor, find a data sample of transcribed child speech, or speech from someone with a phonological disorder. It should contain at least fifty utterances. Attempt to work out the contrastive segments contained in the sample. How does the person's contrastive
Using any language you know other than English, list four differences between the systems, and four between the structures.
What are some advantages and disadvantages of a process approach to clinical phonology?
What are distinctive features?
Find as many examples as you can of consonant clusters in English (make sure you don't get misled by spellings!), and describe the patterns you find.
What are allophones, and how can we determine whether two sounds are allophones, or two different phonemes?
What are minimal pairs, and how are they used in phonological analysis?
What are the two main concerns of phonological description, and why does phonology always deal with a specific language, or specific languages?
Using library and Internet resources, find descriptions of the intonation systems of at least two languages other than English. What is the meaning potential of the intonation systems?
Using library and Internet resources, find descriptions of at least four tone languages, two from Asia and two from Africa. How many different tones do these languages use, and what are they?
What are coarticulations? Give examples.
What are the main types of word boundary phenomena? Give examples.
What does intonation contribute to utterance meaning?
What are register and contour tones?
What is the difference between tone and intonation?
What is the difference between stress-timed and syllable-timed?
What is stress, what is its domain, and how is stress achieved?
What are segmental and suprasegmental aspects of speech?
Draw up a list of five words with potential nasal release of stops in English, and five with potential lateral release. Record yourself and at least three other of your colleagues saying these words. Use a good quality tape recorder with an external microphone. Input the tokens into the speech
Using library and Internet resources, find as many languages that you can that have double articulated plosives. List the languages, where they are spoken, and what language families they belong to. For each language, list the double articulated stops used and, if possible, a sample word plus
What three basic principles govern the arrangement of the IPA consonant chart?
What is the difference between an affricate and an affricated stop?
What is the difference between a nasal stop and a nasally released stop? Use diagrams to explain the differences in timing of articulatory gestures.
Briefly describe the acoustic differences between palatalization, pharyngealization, and a neutral articulatory setting.
How do secondary articulation relate to voice quality?

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Phonetics For Communication Disorders 1st Edition Martin J. Ball, Nicole Muller - Solutions

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