2. How can we investigate speech
using the Theory of Multiple
Intelligences?
3. Bodily-Kinesthetic
Intelligence
Bodily/kinesthetic intelligence is related to
physical movement and the knowledge of
the body and how it functions. It includes
the ability to use the body to express
emotion(s), to play games, and to interpret
and invoke effective "body" language.
8. This patient was seen because of complaints of
persistent hoarseness. He was found to have a lesion
on the left vocal cord (arrow). This was biopsied, and
found to be cancerous.
Vocal Folds
9. This model
demonstrates how
vocal tract movements
can be measured using
electrodes.
(Haskins Laboratory)
Shape of the vocal
tract for the sound
[s] in the context
VCV 'assa'
(ex. "passa")
[s] Masculine [s] Feminine
The Vocal Tract
14. Associating the IPA symbols with
the sounds of language.
Frustration’s a burst hot water
bottle or loathing every morning
of a holiday you’re paying a
fortune for. It’s using the wrong
side of the Sellotape, forgetting
what you were going to say, or
locking yourself out. Frustration
is other people parking in front
of your garage, or a stranger
reading a riveting letter on the
bus and turning over before you
get to the bottom of the page.
20. Early bilinguals – motor cortex
A view of the motor
cortex during speech
production in early
bilinguals. Yellow is
common activation for
both langauges, while
red and blue designate
specific activation in
each of the two "first"
languages.
21. Late bilinguals – motor cortex
Activation of the cortex
during speech production
in late bilinguals. Yellow
is common activation,
blue is L1 and red is L2.
24. The Development of Language
Speech: The process of producing and coordinating speech sounds;
how we use our teeth, lips, muscles of the tongue and mouth to
articulate speech sounds, such as /p/ and /s/.
Expressive language: The system we use to communicate with
others. Any system containing rules that controls how we
communicate is a form of language. Verbal communication, sign
language and gesturing are all examples of expressive language.
Receptive language: The language we understand. Anything from
understanding the meanings of single words to being able to follow
simple to complex directions and conversations.
Compiled by: Jennifer Wright Ramsay, M.A., CCC-SLP & Gabriela Rendon Castillo, M.A., CCC-SLP C. 2001
References:
Gard, A., Gilman, L., & Gorman, J. (1993). Speech and Language Development Chart – 2nd Edition, Austin, Tx: Pro-Ed.
Rossetti, L.M., (1990). Infant-Toddler Assessment: An Interdisciplinary Approach. Boston: College Press.
Smith, A.B., Hand, L., Freilinger, J.J., Bernthal, J.E., & Bird, A. (1990). "The Iowa Articulation Norms Project and its Nebraska
Replication," Journal of Speech and Hearing Disorders, 55, no. 4. 779-798.
Westby, C. (1980). "Assessment of Cognitive and Language Abilities Through Play," Language, Speech, Hearing Services in
Schools, 11, 154-168.
Westby, C. (1988). "Children’s Play: Reflections of Social Competence," Seminars in Speech and Language, 9, 1-14.
25. Developmental Chart – 1
Age Comprehension
Expressive
Language
Speech Skills Play Skills
0-3
months
• Startle response to a loud
sound
• Shows awareness of a
speaker
• Discriminates between
angry and friendly voices
• Looks at the speaker,
especially the lips and mouth
• Coos, cries, and vocalizes 2
different sounds other than cooing or
crying (vowel-like sounds, such as
"ah" or "e-e")
• Vocalizes to the parents and smiles
• Birth cry which moves to a
differentiated cry (e.g., cry
for attention, cry for
pleasure)
• Coos/Gurgles
• Produces a syllable and
may repeat the syllable while
cooing or crying
• Momentarily looks at
objects
• Attempts to imitate facial
expressions
• Plays with a rattle when
placed in hand, but does not
reach or grasp
3-6
months
• Turns head/searches for
the speaker
• Responds to name by
looking
• Stops crying when spoken
to
• Responds to "no" half the
time
• Anticipates feeding
• Coos, gurgles, laughs
• Plays with sounds when alone or
with others
• Attempts to interact with parent
• Initiates/directs babbling to others
• Babbling begins (e.g., 2
syllables such as "aga," puts
lips together for "m")
• Pitch and intonation
changes while babbling
• Expresses pleasure,
displeasure, eagerness
• Smiles at self in a mirror
• Reaches for objects
• Bangs objects in play
• Puts objects in mouth
• May reach for rattle, but
unable to grasp. Will look
intently at toys and shake a
rattle
6-9
months
• Recognizes family’s names
• Responds to common
gestures (e.g., "up," "bye-
bye)
• Responds to "no" or "stop"
most of the time
• Listens to the speaker w/o
being distracted by other
sounds
• Begins using 2+ syllables
•"Sings" along with music without
using real words
• Plays speech games (e.g., peek-a-
boo) by vocalizing/smiling
• Shouts/vocalizes to get attention
• Uses m, n, t, d, b, p, y
while babbling several
syllables (e.g., bababa,
mamama)
• Imitates the intonation and
speech sounds of others
• Uses a variety of sounds
including some non-English
sounds
• Smiles, laughs, & vocalizes
during games
• Demonstrates anticipation
of game activities
• Searches for hidden objects
• Continues to mouth and
bang objects, but also
bounces, grasps dangling
objects, & fingers toys
26. Developmental Chart - 2
Age Comprehension
Expressive
Language
Speech Skills Play Skills
9-12
months
• Attends to new words
• Gives objects upon request
• Follows simple directions
(e.g., "come here," "put that
down")
• Responds to simple questions
(e.g., "Where is Mommy?)
• Uses first true word
• Tries to imitate the name of
familiar items
• Vocalizes with intent (e.g.,
wants to change activities)
• Uses a "word" to call a
familiar person
• Uses most consonant
and vowel sounds in vocal
play
• Babbles/jabbers loudly
with a wide variety of
sounds and intonation
• Uses different
combinations while
babbling (e.g., bada,
tamu)
• Awareness that objects
exist when not seen
• Means/Ends behavior
(e.g., crawls/walks to
get what he wants)
• Participates in speech
routine games
• Resists a toy being
taken away
12-18
months
• Understands approx. 50
words (15-18 mo)
• Follows simple 1-step
directions (e.g. "Get your
blanket)
• Points to 1-3 body parts on
request
• Identifies 2 or more objects
from a group
• Perceives others’
• Uses 3-20 words
• Uses gestures while
vocalizing
• Says "more," "all gone"
• Answers question "What’s
this?"
• Begins using words more
than gestures (15-18
months)
• Imitates words overheard in
conversation
• Uses sentence-like
intonations (jargon)
• Begins imitating some
words
• Words are produced
with a consonant-vowel
(CV) structure (e.g.
bo/boat)
• Final consonants and
some initial consonants
are absent
• Purposeful exploration
of toys
• Puts objects in & out
of containers
• Imitates activities
(e.g., combing hair,
patting doll)
• Rapid shifts in
attention
• Hands toy to adult for
assistance
18-24
months
• Comprehends approx. 300
words
• Listens to simple stories, esp.
familiar stories
• Points to 5 body parts
• Responds to yes/no
questions w/ a headshake
• Uses approx. 50 words
• Combines 2 words & may
use 3-4 words (24 mo)
• Begins to use some verbs &
descriptors
• Possessives emerging
(Mommy shoe)
• Words are used more
than jargon – By 2, jargon
is almost gone
• Intelligibility is
improving – approx. 60%
intelligible
• CVC structure emerging
(e.g., hot)
• Uses 2 toys together in
pretend play (e.g., feeds
doll w/ a spoon)
• Parallel play – plays
near others but not w/
them
• Stacks & builds
• Attempts to repair
broken toys
28. Audiovisual
Speech
Audiovisual speech imitation and perception
share common motor circuitry. The volume
of motor cortex activation depends on the
visibility of mouth movements. The greater
activation of "speech perception areas"
during observation than imitation suggests a
greater reliance on auditory processing of
speech when the task does not require
explicit engagement of articulation. This has
implications for aphasia recovery as active
engagement by imitation may assist in
redirecting processing demands, providing an
alternative route to speech perception.
29. Speech Perception & Production
This figure shows how "s"
and "sh" sounds are
classified by
misarticulating children, in
comparison to adults and
to children with normal
speech production skills.
Most children who
misarticulate typically
have great difficulty
hearing such distinctions.
33. Acoustic properties of the voice signal
Typical impulse sequence
Variation of the pitch
frequency
34. Source and filter – 1
On the left, the wideband spectrogram shows the formants (darker bands) changing
rapidly. On the right, the narrowband spectrogram indicates that the narrow horizontal
lines, or harmonics--the component simple waves-- are steady, i.e. the pitch
throughout is flat (this is particularly obvious in the lower few harmonics). Because
some harmonics are stronger than others at any given moment, you can see the
formant structure even in the narrowband spectrogram. The filter function (the formant
structure) is superimposed over the source structure.
Figure 1.
Wideband
(left) and
narrowband
(right)
spectrograms
of me saying
"ee ah ee ah"
with level
pitch.
35. Source and filter – 2
The other side of the source-filter coin is that you can vary the pitch (source) while keeping the the
same filter. Figure 2 is wide and narrowband spectrograms of me going "aaaah", but wildly moving
my voice up and down. The formants stay steady (just under 1000, somewhere around 1600-1700 and
up around 2800) in the wideband spectrogram, but the spacing between the harmonics changes as the
pitch does.
37. Changes in word meaning in
Mandarin Chinese
Tone Languages
Scold
Mother
Hemp
Horse
38. Rhythm in different languages
Eu gosto de beber cerveja (Falante nativo)
Eu gosto de beber cerveja (Falante não-nativo)
Approximately a thousand old refrigerators
‘Ritmo e o fenômeno de redução das vogais em inglês’ de Ricardo Schütz
25 de setembro de 2005. Available at: http://www.sk.com.br/sk-reduc.html
39. The Rhythm of Speech
• If the vowel length varies considerably, the language seems to be
‘stress-timed’
• Languages with vowel reduction: English, Dutch, German …
• If the vowel length varies very little, the language seems to be ‘
syllable-timed’
• Languages like French and Spanish do not reduce their vowels
Low and Grabe 1995, Ramus et al 2000, Grabe and Low to appear
40. “Marilyn won nine million dollars.”
Excitement
Disappointment Hot anger
Sad
http://prosodies.org/tutorial2002/section1/emotion7.html
Different melodies communicate different meanings.
43. The Great Vowel Shift
(13th – 17th Centuries)
vowel example
i: → a ɪ
tyme /teem(ə)/
→ time
u: → ɑʊ
cou /koo/ →
cow
e: → i: /fet/ → feet
o: → u:
goos /gohs/ →
goose
ɛ: → i:
deel, dele /del/
→ deal
ɔ: →
oʊ,
əʊ
ston /storn/ →
stone
a: → eɪ
/nam(ə)/ →
name
Think of how we say our five vowels (ay, ee, ai, oh, (y)oo)
and how we pronounce them phonetically (as in bad, bed, bid,
bod, bud). This is an echo of the shift in pronunciation of
vowels from (Old and) Middle English to more or less what
we use now, and it occurred in various stages mainly during
the 13th to the 17th centuries. Linguists refer to this change as
The Great Vowel Shift. Spelling of (Old and) Middle English
was very phonetic, and was effectively standardised with the
advent of printing (William Caxton 1475). But after the shift,
spelling was no longer consonant with pronunciation, a
situation which continues, and exasperates English learners.
46. This map shows the distance between one
standard dialect (London), coloured red, and
those dialects in blue which have
characteristics which are very different from
those of the standard dialect.
