Dr.S.SUNDARABALU M.A;M.A;Ph.D
Assistant Professor
Department of Linguistics
Bharathiar University
Coimbatore-46 TamilNadu, India
sunder_balu@yahoo.co.in
Sound is created by pressure disturbances traveling through an elastic medium like air. These pressure disturbances propagate as waves, which can be periodic or aperiodic. Periodic waves have regular, repeating patterns of vibration and are associated with the perception of pitch. They can be analyzed into combinations of sinusoidal components called harmonics. In contrast, aperiodic waves do not have a regular repeating pattern and are generally not associated with a clear pitch. Both periodic and aperiodic waves are important in speech communication.
Voice therapy to treat voice disorders, basics , different techniques, methods advantages and disadvantages, where and what method to choose? otorhinolaryngology ent
The document discusses vocal resonance and the cavities involved in vocal resonance production. It describes the mouth, pharyngeal, and nasal cavities as the main resonators. The mouth cavity can be modified through positions of the lips, tongue, jaw, and soft palate. The pharyngeal cavity extends from the larynx to the soft palate and can change shape through movements of the tongue, soft palate, and larynx. The nasal cavity is also an important resonator that can be included or excluded through lowering or raising of the soft palate.
The document discusses language and the brain. It covers what language is, how it is processed in the brain through sensory and motor systems, and the localization of language functions in different brain areas like Broca's area and Wernicke's area. Studies of patients with aphasia from brain damage helped uncover that distinct types of aphasia suggest language is processed in multiple stages across different brain regions.
This document discusses various techniques and approaches used in voice therapy, including relaxation, respiration training, elimination of vocal abuses, and vocal function exercises. It emphasizes that successful therapy requires a holistic approach combining behavioral, cognitive, and counseling techniques tailored to the individual client. Progress is measured through pre- and post-therapy voice recordings, instrumentation, and tracking improvement across specific criteria.
This document discusses the anatomy and physiology of speech production. It explains that speech requires respiration to provide air flow from the lungs, phonation in the larynx where the vocal cords vibrate, and articulation using the tongue, lips and palate to form specific sounds. The four main components covered are respiration, phonation, articulation, and resonance. Respiration provides the air flow, phonation vibrates the vocal cords to produce sound, articulation shapes the sounds, and resonance is influenced by the size of the vocal tract.
Language disorders involve problems processing linguistic information and can affect grammar, semantics, comprehension, production, or a combination. Receptive language disorders impair comprehension while expressive disorders affect language production. Symptoms vary but can include not listening, lack of interest in stories, inability to understand complex sentences, and language skills below age level. Communication disorders also impact ability to communicate through speech, writing, or sign language. Specific disorders discussed include dyslexia, dysgraphia, stuttering, Down syndrome, autism, and ADHD.
The document discusses the relationship between language and the brain. It describes four key language areas in the brain: Wernicke's area, which is involved in understanding speech; Broca's area, which is involved in producing speech; the motor cortex, which controls muscle movement; and the arcuate fasciculus, which connects Wernicke's and Broca's areas. It also discusses language disorders like aphasia, which can result from damage to parts of the brain responsible for language abilities.
Sound is created by pressure disturbances traveling through an elastic medium like air. These pressure disturbances propagate as waves, which can be periodic or aperiodic. Periodic waves have regular, repeating patterns of vibration and are associated with the perception of pitch. They can be analyzed into combinations of sinusoidal components called harmonics. In contrast, aperiodic waves do not have a regular repeating pattern and are generally not associated with a clear pitch. Both periodic and aperiodic waves are important in speech communication.
Voice therapy to treat voice disorders, basics , different techniques, methods advantages and disadvantages, where and what method to choose? otorhinolaryngology ent
The document discusses vocal resonance and the cavities involved in vocal resonance production. It describes the mouth, pharyngeal, and nasal cavities as the main resonators. The mouth cavity can be modified through positions of the lips, tongue, jaw, and soft palate. The pharyngeal cavity extends from the larynx to the soft palate and can change shape through movements of the tongue, soft palate, and larynx. The nasal cavity is also an important resonator that can be included or excluded through lowering or raising of the soft palate.
The document discusses language and the brain. It covers what language is, how it is processed in the brain through sensory and motor systems, and the localization of language functions in different brain areas like Broca's area and Wernicke's area. Studies of patients with aphasia from brain damage helped uncover that distinct types of aphasia suggest language is processed in multiple stages across different brain regions.
This document discusses various techniques and approaches used in voice therapy, including relaxation, respiration training, elimination of vocal abuses, and vocal function exercises. It emphasizes that successful therapy requires a holistic approach combining behavioral, cognitive, and counseling techniques tailored to the individual client. Progress is measured through pre- and post-therapy voice recordings, instrumentation, and tracking improvement across specific criteria.
This document discusses the anatomy and physiology of speech production. It explains that speech requires respiration to provide air flow from the lungs, phonation in the larynx where the vocal cords vibrate, and articulation using the tongue, lips and palate to form specific sounds. The four main components covered are respiration, phonation, articulation, and resonance. Respiration provides the air flow, phonation vibrates the vocal cords to produce sound, articulation shapes the sounds, and resonance is influenced by the size of the vocal tract.
Language disorders involve problems processing linguistic information and can affect grammar, semantics, comprehension, production, or a combination. Receptive language disorders impair comprehension while expressive disorders affect language production. Symptoms vary but can include not listening, lack of interest in stories, inability to understand complex sentences, and language skills below age level. Communication disorders also impact ability to communicate through speech, writing, or sign language. Specific disorders discussed include dyslexia, dysgraphia, stuttering, Down syndrome, autism, and ADHD.
The document discusses the relationship between language and the brain. It describes four key language areas in the brain: Wernicke's area, which is involved in understanding speech; Broca's area, which is involved in producing speech; the motor cortex, which controls muscle movement; and the arcuate fasciculus, which connects Wernicke's and Broca's areas. It also discusses language disorders like aphasia, which can result from damage to parts of the brain responsible for language abilities.
The document traces the history and development of modern phonology from the early 20th century to present day. It discusses early structuralist approaches from the Prague School that established phonology as a scientific field. It then covers the emergence of generative phonology in the 1950s-60s with Chomsky and Halle, which used rules and features as the basic units. Subsequent post-generative frameworks such as autosegmental phonology, metrical phonology, lexical phonology, and optimality theory extended or reacted to aspects of generative phonology.
This document discusses various considerations and guidelines for selecting target sounds, phonological processes, and therapy approaches for phonological intervention. It provides principles for selecting early developing sounds, sounds in the child's inventory that are stimulable, and sounds that impact intelligibility. Guidelines are presented for choosing phonological processes that are easy to remediate or crucial to the child's speech. Different cycles, instructional sequences, and therapy approaches like minimal pairs are summarized that focus on developing contrasts.
This document discusses considerations for speech therapy, including target selection, goals, and treatment approaches. It describes how therapists should select initial therapy targets by reviewing diagnostic findings and client characteristics. Baseline measures are used to determine if a behavior should be a target, with most seeing 75% accuracy or below as a potential target. Therapists must also consider developmental norms or client-specific factors when choosing. Goals include long-term goals to achieve in a year and shorter-term goals to reach the long-term goals. Various treatment approaches are mentioned, including traditional, motor-kinesthetic, and distinctive features approaches.
The presentation focuses on cerebral asymmetries in structural, functional and molecular levels regarding production and comprehension of language faculty. It also briefs about the role of different language areas and sex differences in language.
The central nervous system contains the brain and spinal cord. The brain weighs about 3 pounds and contains over 100 billion neurons that transmit sensory information to be processed. The brain is divided into four lobes - frontal, temporal, parietal, and occipital. The temporal lobe processes auditory information. The brain and auditory structures are protected by the skull. Key terms include afferent (ascending sensory pathways), efferent (descending motor pathways), ipsilateral (same side), and contralateral (opposite side). Sound is transmitted from the cochlea along the afferent auditory pathway through the brainstem and to the auditory cortex.
This document discusses voice therapy for the management of benign voice disorders. It summarizes a study of 30 patients who underwent voice therapy with or without surgical procedures for conditions like vocal nodules, polyps, muscle tension dysphonia, sulcus vocalis, and others. Pre-therapy and post-therapy comparisons found improvements in voice quality ratings, patient quality of life measures, and laryngeal images. Voice therapy techniques discussed include vocal hygiene, exercises, massage, and various approaches. The study found voice therapy to be an effective non-surgical treatment for many benign voice disorders and helps prevent recurrence when used with surgery.
Phonology is the study of how sounds are organized and used in languages. A phonological system includes an inventory of sounds and their features, and rules for how sounds interact. Phonology studies syllable structure, stress, accent, and intonation. It analyzes the sound patterns of a particular language by determining significant sounds and how native speakers interpret them. Phonemes are the smallest units that can change meaning, like in minimal pairs. Phonology differs from phonetics in that phonology analyzes a language's sound patterns while phonetics analyzes all human sounds regardless of language.
This document discusses four types of articulation errors:
1. Substitution - Replacing one sound with another sound.
2. Omission - Leaving out a sound that is difficult to pronounce.
3. Distortion - Attempting a sound but misarticulating it.
4. Addition - Adding an extra sound to a word. Examples and definitions are provided for each type of articulation error.
Childhood Apraxia of Speech (CAS) is a neurological disorder where children have difficulty planning and coordinating the movements needed to speak, despite knowing what they want to say. Children with CAS may exhibit inconsistent sounds, groping movements of the mouth, and great effort to produce speech. Treatment focuses on consistent practice of sounds and signs to supplement communication. While progress varies, mild cases may achieve typical speech, while more severe cases may benefit from devices to communicate.
This document provides an overview of physical sounds and speech sounds. It discusses the basics of sounds including acoustics, sound waves, frequency, amplitude, pure tones, and harmonics. It also examines speech sounds and the articulators involved in shaping sounds, including the lungs, vocal tract, larynx, pharynx, oral cavity and nasal cavity. Places of articulation are identified. The document also discusses Korean phonology and provides examples of Korean consonants and vowels. Different approaches for grouping sounds are introduced.
This document provides an overview of phonology, discussing its key concepts and units of analysis. It defines phonology as the study of sound patterns in language and identifies its three major units as segments, syllables, and features. It examines topics such as minimal pairs, contrastive sounds, allophones, and phonotactics. It also discusses language-specific variations and how sounds that contrast in one language may not in another. Overall, the document provides a concise introduction to fundamental concepts in phonological analysis.
The document provides information about a workshop on speech sound disorders presented by Fouzia Saleemi. It discusses various types of speech sound disorders including articulation disorders, phonological disorders, childhood apraxia of speech, and dysarthria. It outlines the stages of the speaking process and various classification systems and intervention approaches for treating speech sound disorders in children, including core vocabulary therapy, cycles therapy, dynamic temporal and tactile cueing, and minimal pair therapies.
The document discusses the relationship between language and the brain. It describes how neurolinguistics studies how the brain understands and produces language by combining neurology and linguistic theory. It identifies key language areas in the brain like Broca's area, Wernicke's area, the motor cortex, and the arcuate fasciculus. It then discusses aphasia, a language disorder caused by brain damage, and its various forms like Broca's aphasia and Wernicke's aphasia. The critical period hypothesis is mentioned, which proposes there is a fixed period in childhood for acquiring a native language.
1) Aphasia is a language disorder caused by damage to the central nervous system, most commonly from stroke, tumor, trauma, or disease.
2) Symptoms of childhood aphasia include difficulties with word-finding, vocabulary, comprehension, pronunciation, grammar, and reading/writing.
3) Recovery is generally faster and more complete in children than adults, though the right hemisphere can take over language functions if damage occurs early enough in the left hemisphere.
This document discusses psycholinguistics, which is the study of how humans acquire, comprehend, and produce language. It covers key areas of study like phonetics, morphology, syntax, semantics, and pragmatics. The document also examines theories of language comprehension, production, and acquisition. Some theories discussed are behaviorism, which views language as a process of habit formation through trial and error. The innate/nativist theory proposes humans have an innate, universal grammar. The cognitive theory, developed by Jean Piaget, outlines stages of language development from birth to adulthood.
The document discusses language and the brain. It provides information on:
- How language is acquired through Chomsky's theory of Universal Grammar and located in the brain.
- The parts of the human brain involved in language processing, including the frontal lobes, temporal lobes, parietal lobes, and Broca's and Wernicke's areas.
- Different types of aphasia (language disorders) caused by damage to language areas of the brain, including Broca's, Wernicke's, conduction, and transcortical aphasias.
Neurolinguistics is the study of the neural mechanisms in the human brain that are involved in language comprehension, production, and acquisition. It is an interdisciplinary field that uses techniques such as neuroimaging, electrophysiology, and lesion studies to investigate topics such as the localization of language processes in the brain, the time course of language processing, and experimental paradigms involving language tasks. Some important early figures in the field were Broca, who linked expressive language ability to the left inferior frontal gyrus, and Wernicke, who discovered a link between understanding language and the left temporal lobe.
The document summarizes key aspects of the cerebral cortex, its functions, and memory. It discusses that the cerebral cortex is the largest part of the nervous system but our understanding is limited. It has over 100 billion neurons organized into six layers that perform different functions like receiving sensory input and sending output signals. Specific cortical areas support motor control, sensory processing, and higher cognitive functions through association areas. Memory formation involves changing synaptic transmission through sensitization that strengthens pathways for positive memories and habituation that weakens pathways for unimportant information.
This document discusses speech physiology and the centers involved in speech production and comprehension. It covers the following key points:
- The dominant hemisphere is left hemisphere for most right-handed individuals and controls speech production and comprehension. Lesions can cause speech disorders or depression.
- Speech production involves understanding words in Wernicke's area and coordinating vocalization in Broca's area, which projects to motor cortex. Comprehension involves visual/auditory areas projecting to Wernicke's area.
- Aphasia types like Broca's or Wernicke's aphasia result from lesions in specific speech centers impairing expression or comprehension respectively.
The document traces the history and development of modern phonology from the early 20th century to present day. It discusses early structuralist approaches from the Prague School that established phonology as a scientific field. It then covers the emergence of generative phonology in the 1950s-60s with Chomsky and Halle, which used rules and features as the basic units. Subsequent post-generative frameworks such as autosegmental phonology, metrical phonology, lexical phonology, and optimality theory extended or reacted to aspects of generative phonology.
This document discusses various considerations and guidelines for selecting target sounds, phonological processes, and therapy approaches for phonological intervention. It provides principles for selecting early developing sounds, sounds in the child's inventory that are stimulable, and sounds that impact intelligibility. Guidelines are presented for choosing phonological processes that are easy to remediate or crucial to the child's speech. Different cycles, instructional sequences, and therapy approaches like minimal pairs are summarized that focus on developing contrasts.
This document discusses considerations for speech therapy, including target selection, goals, and treatment approaches. It describes how therapists should select initial therapy targets by reviewing diagnostic findings and client characteristics. Baseline measures are used to determine if a behavior should be a target, with most seeing 75% accuracy or below as a potential target. Therapists must also consider developmental norms or client-specific factors when choosing. Goals include long-term goals to achieve in a year and shorter-term goals to reach the long-term goals. Various treatment approaches are mentioned, including traditional, motor-kinesthetic, and distinctive features approaches.
The presentation focuses on cerebral asymmetries in structural, functional and molecular levels regarding production and comprehension of language faculty. It also briefs about the role of different language areas and sex differences in language.
The central nervous system contains the brain and spinal cord. The brain weighs about 3 pounds and contains over 100 billion neurons that transmit sensory information to be processed. The brain is divided into four lobes - frontal, temporal, parietal, and occipital. The temporal lobe processes auditory information. The brain and auditory structures are protected by the skull. Key terms include afferent (ascending sensory pathways), efferent (descending motor pathways), ipsilateral (same side), and contralateral (opposite side). Sound is transmitted from the cochlea along the afferent auditory pathway through the brainstem and to the auditory cortex.
This document discusses voice therapy for the management of benign voice disorders. It summarizes a study of 30 patients who underwent voice therapy with or without surgical procedures for conditions like vocal nodules, polyps, muscle tension dysphonia, sulcus vocalis, and others. Pre-therapy and post-therapy comparisons found improvements in voice quality ratings, patient quality of life measures, and laryngeal images. Voice therapy techniques discussed include vocal hygiene, exercises, massage, and various approaches. The study found voice therapy to be an effective non-surgical treatment for many benign voice disorders and helps prevent recurrence when used with surgery.
Phonology is the study of how sounds are organized and used in languages. A phonological system includes an inventory of sounds and their features, and rules for how sounds interact. Phonology studies syllable structure, stress, accent, and intonation. It analyzes the sound patterns of a particular language by determining significant sounds and how native speakers interpret them. Phonemes are the smallest units that can change meaning, like in minimal pairs. Phonology differs from phonetics in that phonology analyzes a language's sound patterns while phonetics analyzes all human sounds regardless of language.
This document discusses four types of articulation errors:
1. Substitution - Replacing one sound with another sound.
2. Omission - Leaving out a sound that is difficult to pronounce.
3. Distortion - Attempting a sound but misarticulating it.
4. Addition - Adding an extra sound to a word. Examples and definitions are provided for each type of articulation error.
Childhood Apraxia of Speech (CAS) is a neurological disorder where children have difficulty planning and coordinating the movements needed to speak, despite knowing what they want to say. Children with CAS may exhibit inconsistent sounds, groping movements of the mouth, and great effort to produce speech. Treatment focuses on consistent practice of sounds and signs to supplement communication. While progress varies, mild cases may achieve typical speech, while more severe cases may benefit from devices to communicate.
This document provides an overview of physical sounds and speech sounds. It discusses the basics of sounds including acoustics, sound waves, frequency, amplitude, pure tones, and harmonics. It also examines speech sounds and the articulators involved in shaping sounds, including the lungs, vocal tract, larynx, pharynx, oral cavity and nasal cavity. Places of articulation are identified. The document also discusses Korean phonology and provides examples of Korean consonants and vowels. Different approaches for grouping sounds are introduced.
This document provides an overview of phonology, discussing its key concepts and units of analysis. It defines phonology as the study of sound patterns in language and identifies its three major units as segments, syllables, and features. It examines topics such as minimal pairs, contrastive sounds, allophones, and phonotactics. It also discusses language-specific variations and how sounds that contrast in one language may not in another. Overall, the document provides a concise introduction to fundamental concepts in phonological analysis.
The document provides information about a workshop on speech sound disorders presented by Fouzia Saleemi. It discusses various types of speech sound disorders including articulation disorders, phonological disorders, childhood apraxia of speech, and dysarthria. It outlines the stages of the speaking process and various classification systems and intervention approaches for treating speech sound disorders in children, including core vocabulary therapy, cycles therapy, dynamic temporal and tactile cueing, and minimal pair therapies.
The document discusses the relationship between language and the brain. It describes how neurolinguistics studies how the brain understands and produces language by combining neurology and linguistic theory. It identifies key language areas in the brain like Broca's area, Wernicke's area, the motor cortex, and the arcuate fasciculus. It then discusses aphasia, a language disorder caused by brain damage, and its various forms like Broca's aphasia and Wernicke's aphasia. The critical period hypothesis is mentioned, which proposes there is a fixed period in childhood for acquiring a native language.
1) Aphasia is a language disorder caused by damage to the central nervous system, most commonly from stroke, tumor, trauma, or disease.
2) Symptoms of childhood aphasia include difficulties with word-finding, vocabulary, comprehension, pronunciation, grammar, and reading/writing.
3) Recovery is generally faster and more complete in children than adults, though the right hemisphere can take over language functions if damage occurs early enough in the left hemisphere.
This document discusses psycholinguistics, which is the study of how humans acquire, comprehend, and produce language. It covers key areas of study like phonetics, morphology, syntax, semantics, and pragmatics. The document also examines theories of language comprehension, production, and acquisition. Some theories discussed are behaviorism, which views language as a process of habit formation through trial and error. The innate/nativist theory proposes humans have an innate, universal grammar. The cognitive theory, developed by Jean Piaget, outlines stages of language development from birth to adulthood.
The document discusses language and the brain. It provides information on:
- How language is acquired through Chomsky's theory of Universal Grammar and located in the brain.
- The parts of the human brain involved in language processing, including the frontal lobes, temporal lobes, parietal lobes, and Broca's and Wernicke's areas.
- Different types of aphasia (language disorders) caused by damage to language areas of the brain, including Broca's, Wernicke's, conduction, and transcortical aphasias.
Neurolinguistics is the study of the neural mechanisms in the human brain that are involved in language comprehension, production, and acquisition. It is an interdisciplinary field that uses techniques such as neuroimaging, electrophysiology, and lesion studies to investigate topics such as the localization of language processes in the brain, the time course of language processing, and experimental paradigms involving language tasks. Some important early figures in the field were Broca, who linked expressive language ability to the left inferior frontal gyrus, and Wernicke, who discovered a link between understanding language and the left temporal lobe.
The document summarizes key aspects of the cerebral cortex, its functions, and memory. It discusses that the cerebral cortex is the largest part of the nervous system but our understanding is limited. It has over 100 billion neurons organized into six layers that perform different functions like receiving sensory input and sending output signals. Specific cortical areas support motor control, sensory processing, and higher cognitive functions through association areas. Memory formation involves changing synaptic transmission through sensitization that strengthens pathways for positive memories and habituation that weakens pathways for unimportant information.
This document discusses speech physiology and the centers involved in speech production and comprehension. It covers the following key points:
- The dominant hemisphere is left hemisphere for most right-handed individuals and controls speech production and comprehension. Lesions can cause speech disorders or depression.
- Speech production involves understanding words in Wernicke's area and coordinating vocalization in Broca's area, which projects to motor cortex. Comprehension involves visual/auditory areas projecting to Wernicke's area.
- Aphasia types like Broca's or Wernicke's aphasia result from lesions in specific speech centers impairing expression or comprehension respectively.
This document discusses speech physiology and the centers involved in speech production and comprehension. It covers topics like:
- The dominant and non-dominant hemispheres and their roles
- Brain areas involved in speech like Wernicke's area, Broca's area, and their functions
- Types of aphasia that can result from lesions to different speech areas
- The mechanism of speech production and comprehension involving various brain areas
- Other topics on neglect, dysarthria, and the lateralization of brain functions are also summarized.
This document provides an overview of pitch and loudness perception. It discusses how pitch perception relates to vocal cord vibration rate and frequency, while loudness perception correlates with intensity or air pressure vibration. The document also examines theories of speech perception, including analysis-by-synthesis and the motor theory. It describes the complex process of how the brain analyzes acoustic cues to identify linguistic units from continuous speech signals.
The document discusses evaluation of voice disorders. It begins by outlining the functions of the larynx, including protection of the tracheobronchial tree, respiration, phonation, increasing intrathoracic pressure, swallowing, and coughing. It then explains why voice is important as it conveys subtle messages about a person. The document proceeds to describe how phonation occurs, including the vibratory cycle of the vocal folds and the cover/body theory. It concludes by outlining various components of a comprehensive voice evaluation, including patient scales, perceptual evaluation using auditory, visual and tactile assessments, and objective measures of elements like pitch, loudness and quality.
This document provides an overview of the anatomy and physiology involved in speech production. It discusses the key systems and organs required for phonation, including the nervous system, respiratory system, larynx, pharynx, velum, nasal cavity, tongue, and lips. Specifically, it describes the motor and sensory neurons that control speech muscles, the lungs and trachea that provide air flow, the larynx which houses the vocal folds, and how the positions of the pharynx, velum, tongue and lips shape speech sounds by modifying the air stream. It also explains the four main types of phonation: voiceless, whisper, voiced, and creak.
The document provides an overview of speech perception and the acoustic and neural coding of speech sounds. It discusses:
- The basics of speech perception including acoustic cues, linearity/segmentation problems, and lack of invariance due to contextual variation.
- How speech is coded in the auditory nerve based on place and temporal theories, including frequency, intensity, temporal coding and representation of vowels and consonants.
- Speech coding in higher levels of the auditory pathway including the cochlear nucleus, superior olivary complex, lateral lemniscus, inferior colliculus, medial geniculate body and auditory cortex.
- Previous exam questions on describing and explaining the coding of speech in the
This document provides an overview of the anatomy and physiology of speech. It begins with the basic anatomy of the larynx and vocal cords. It then discusses the anatomy of the larynx in more detail, including its location, size, constituent cartilages and cavities. It describes the intrinsic and extrinsic laryngeal muscles. It explains the movements of the vocal folds and their role in voice production. It discusses the stages of voice production including compression, vibration, amplification and modification. It covers respiration, phonation and resonance. It also discusses the role of the palate, teeth and tongue in voice production and defines what a speech prosthesis is.
Mechanism and control of speech involves coordinated activity between central and peripheral speech apparatuses. The central apparatus includes cortical and subcortical centers that control motor impulses to the peripheral apparatus, which includes the larynx, pharynx, mouth, nasal cavities, tongue, and lips. Development of speech involves associating words with sensations and establishing neuronal pathways between auditory and motor areas. Speech is controlled by key motor and sensory cortical areas including Broca's area for speech synthesis, Wernicke's area for speech understanding, and motor areas for activating peripheral structures.
The document discusses digital speech processing. It covers the fundamentals of speech processing including the anatomy and physiology of speech production, acoustic theory of speech, and digital models of speech signals. It then discusses applications of speech processing such as speech recognition, speech understanding, speech synthesis, word processing, text prediction, and automatic summarization. Finally, it provides more details on speech production, recognition, classification of sounds, and an overview of signal processing aspects involved in digital speech processing.
The document discusses the effects of noise pollution on humans and the environment. It explains how noise travels through the ear mechanism to the brain and can cause hearing damage, sleep disruption, and other health issues in humans. Excessive noise also negatively impacts communication, work performance, and quality of life. In the environment, noise pollution interferes with animal communication and behaviors. It can harm marine life and increase carbon emissions that contribute to climate change. The document examines the reduction of property values near noise sources and how factors like road type and vehicle speed influence noise pollution levels.
The document discusses the effects of noise pollution on humans and the environment. It explains how noise travels through the ear mechanism to the brain and can cause hearing damage, sleep disruption, and other health issues in humans. Excessive noise also negatively impacts communication, work performance, and quality of life. In the environment, noise pollution interferes with animal communication and behaviors. It can harm marine life and increase stress levels. Noise from vehicles and other sources contributes to air and land pollution as well.
Csd 210 anatomy & physiology of the speech mechanism iiJake Probst
1. Speech is produced when air is exhaled through the vocal folds in the larynx, causing them to vibrate and transform the air into sound. 2. The vocal tract, including the oral and nasal cavities, then modifies and shapes the sound into specific speech sounds. 3. The brain controls speech and language through structures like the cerebral cortex, Broca's area, Wernicke's area, and neural pathways between neurons.
An Introduction To Speech Sciences (Acoustic Analysis Of Speech)Jeff Nelson
1) Speech science is the study of speech production, transmission, perception, and comprehension through various disciplines including acoustics, anatomy, physiology, and neurology.
2) Acoustic analysis of speech involves studying the physical characteristics of speech sounds using methods like waveform analysis, measurements of voice onset time, and formant frequency analysis.
3) Characteristics of disordered speech differ from normal speech and may include shorter and lower amplitude vowels in stuttered speech compared to fluent speech.
The document discusses the neurobiology behind the remarkable skill of high school debaters who can speak at over 250 words per minute, which is nearly double the normal speech rate. It explores the complex neural regions and processes involved in speech production, including Broca's area, Wernicke's area, motor neurons, and right hemisphere involvement. It suggests debaters have highly familiar materials allowing pre-packaged motor sequences, faster processing speeds to rapidly transition between thinking and speaking, and possibly thicker myelin sheaths to facilitate faster neural processing. Their speech also exhibits little prosody or emotion, likely due to minimal right hemisphere involvement or control over its typical contributions to speech.
The nose is responsible for smell and plays an important role in the brain's formation of memories and navigation. Smells are detected by receptors in the nose which send signals to the olfactory bulb. The olfactory bulb then synchronizes neural networks through brain waves to link smells to memories. New research traces the connections between the nose, olfactory bulb, and other limbic system structures involved in emotions, motivation, and memory formation. The limbic system translates sensory data from smells into behavioral responses.
The document provides information about the course EC6007 SPEECH PROCESSING. It outlines the course objectives which include enabling students to learn fundamentals of speech sounds, analyze speech parameters using various methods, equip students with speech modelling techniques, and gain knowledge of speech recognition and synthesis systems. The course outcomes expect students to be able to explain speech fundamentals, analyze speech parameters, apply speech models, explain speech recognition systems, and apply speech synthesis techniques. It also provides details about the various units and topics covered in the course.
The document discusses the five basic human senses - sight, hearing, smell, taste, and touch. It provides details on the anatomy and physiology of how each sense works, including the sensory receptors involved and pathways in the brain. The key points made are that touch is not considered a special sense, while sight, hearing, smell and taste are the four special senses. Somatic senses include the various aspects of touch like pressure, temperature, and pain.
பரம்பொருள்லிருந்து மாயை - மாயையிலிருந்து - அறியாமை - அறியாமை யிலிருந்து அகங்காரமும் அந்த அகங்காரத்திலிருந்து சுவை, ஒளி, ஊறு, ஓசை, நாற்றம் எனப்படும் ஐந்து நுண்பொருள்கள்ளும் அவற்றிலிருந்து நிலம், நீர், நெருப்பு , காற்று , ஆகாயம் என்பதும் - பருப்பொருள்களான ஐம் பூதங்களும் இந்த பஞ்சப் பூதங்களிருந்து உயிரினங்களும் உட்டாயின. மாயையினால் உண்டான பிரபஞ்சமும் மாய சரீரமும் தோன்றி மறைந்து தோன்றி மறைந்து உயிர்கள் மீண்டும் மீண்டும் பிறப்பு இறப்புகளுக்கு ஆளாகிக் வருகிறது. முடிவில் எல்லாம் அழிவுறும். (பரப் பிரம்மத்தில் ஒன்றாகக் கலந்து ஐக்கியமாகிவிடும் ) திரும்பவும் முதலிலிருந்து தொடங்கும்.
இலக்கண உருவாக்கம் என்கிற ஒன்று மனதில் நிலைபேறு நிகழும்போது அகக்காரணங்கள் பொருள் புரிதலில் உள்ள அகப் புரிதல், தர்க்க வாதங்கள் பொருள் இணை, பொருள் விரி, ஏற்றுக்கொள்ளுதல், தவிர்த்தல் , இணைதல், உள்வாங்கல், சூழ்நிலை நிகழ்வு, எதிர்நிலைக் கட்டமைப்பு, ஒன்றிற்கும் மற்றவற்றிற்கும் உள்ள தொடர்பு, ஒருங்கிணைப்பு, மாற்றம், அடுக்குமுறை, பொது அறிவு, தர்க்க அறிவு போன்றவை மேலெழும்ப, இலக்கண உருவாக்கத்தின் செயல்பாடு இவற்றிலிருந்து பிரதிபலிக்கும்
This document provides an overview of semantics and the different types and components of meaning. It discusses the following:
- The major branches of linguistics including semantics, which is concerned with the study of meanings.
- Components of lexical meaning including designation (basic meaning), connotation (additional information or attributes), and range of application (restrictions on a word's use).
- Ogden and Richards' meaning triangle which shows the relationship between words, concepts, and referents.
- Geoffrey Leech's seven types of meaning: conceptual, connotative, social, affective, reflected, collocative, and thematic.
- Examples are provided to illustrate designation, connotation, range
1) The document discusses Tamil verbs and their meanings based on a list of Tamil verb roots provided.
2) It analyzes the verb roots based on their single or compound forms, transitive/intransitive nature, relation to Sanskrit verbs, usage in different contexts, and changes in meaning.
3) The summary provides examples to illustrate the analysis and explanations of certain verb roots from the list.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Spade: maṇveṭṭi n. hoe with a short handle: spade . a long-handled gardening tool with a thin metal blade, used mainly for weeding.This article focused on functional structure of spade (maṇveṭṭi) in Tamil and its naming , meaning , dialect forms,ideology of spade etc.,
Folk occupation is most essential for our country. It has existed since ancient
time forming the economic back bone our nation. It is necessary to protect
and preserve the data.
2. The Researcher observed that due to globalisation the ancient occupational
work, implements, and technical terms are gradually disappearing.
Implications of Technological developments mainly affect classical technical terms,
folk implements and their vocabulary.
4.Having this in mind, the researcher aims to concentrate on research in the field
of dialectology and lexicography
சொட்டு Drop- from top to bottom and also advanced or later at the stage of ooze, but the quantity of some liquid is very less. It flows down drop by drop
பொருண்மையியல்#ஒரு மனித வாழ்க்கையின் மதிப்பீடு என்பது அவனுடைய மொழியின் பொருண்மையலின் புரிதலை வைத்தே மதிப்பீடப்படுகின்றது. மொழியின் பொருள் நிறைவே மனித மனத்தின் நிறைவு.
ஒரு சொல் பல நிலைகளிலும் பெற்ற உணர்வு கூறுகளையும் அதன் பண்பு கூறுகளையும் அறிவியல் முறைப்படி விளக்குபவர் பொருண்மையியலாளர் எனப்படுகிறார்.
பொருள் உணர்வும் - புலன் உணர்வும் human sense and lexical sense
மொழி என்பது பேசுபவருக்குப் பொருள் தெளிவும் கேட்பவருக்குப் பொருள் புரிதலும் ஏற்பட வேண்டும். அப்போதுதான் மொழி பயணத்தின் வெற்றி.#சொல்லின் ‘பொருள்’ என்பது அல்லது பொருளின் புரிதல் என்பது அனுபவத்தின் அளவைப் பொருத்தது.#Neuro linguistic programming
Neuro linguistic programming I # ஒருவரால் ஒன்றை வெற்றிகரமாகச் செய்வது. அந்த செய்கை நமக்கு ஒரு வெற்றி பாதையைக் காட்டும். இதில்தான் உலகமே இயங்குகின்றது. எப்போதுமே மாதிரி – நம்மை 50% வழி நடத்துகின்றது.
The document discusses Geoffrey Leech's classification of meaning into 7 types:
1. Conceptual meaning refers to logical or denotative meaning.
2. Connotative meaning refers to aspects of meaning beyond conceptual content.
3. Social meaning refers to information conveyed about social context of language use.
4. Affective meaning refers to feelings and attitudes conveyed by speaker/writer.
5. Reflected meaning arises from association between multiple senses of a word.
6. Collocative meaning refers to associations from words occurring in similar contexts.
7. Thematic meaning refers to how organization, ordering, focus and emphasis convey meaning.
Lexical sense – it is the collection of all the semantic features of the linguistic form, by the society.According to the theory of semantic fields the whole vocabulary of a language is structured into a number of semantic or conceptual fields. The semantic fields are “closely-knit sectors of the vocabulary, in which a particular sphere is divided up, classified and organized in such a way that each element helps to delimit its neighbors and is delimited by them, in each field.
Theory of semantic semantic fields heavily influenced by de Saussure’s structuralism and German idealism
Origins: ideas of Wilhelm von Humboldt and Johann Gottfried Herder in the mid 19th first proposed by German and Swiss linguist.
Dr.S.SUNDARABALU M.A;M.A;Ph.D
Assistant Professor
Department of Linguistics
Bharathiar University
Coimbatore-46 TamilNadu, India
sunder_balu@yahoo.co.in
Dr.S.Sundarabalu
Assistant Professor
Department of Linguistics
Bharathiar University,Coimbatore-46
Visiting Professor ,ICCR’s Tamil Chair
Institute of Oriental Studies, Dept. of Indology
Jagiellonian University, Krakow-Poland
sunder_balu@yahoo.co.in
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The Phases of Speech
1. • THE PHASES OF SPEECH
By Catford
Dr.Sundarabalu
Dept.of Linguistics
Bharathiar University
sunder_balu@yahoo.co.in
This is how people communicate: This is how neurons communicate:
Transmitter Receptor Neurotransmitter Neuroreceptor
2. THE PHASES OF SPEECH
• When someone speaks to someone, the sequence
of events is, In response to the need to
communicate about some event the speaker
conceptualizes the event in a particular way and
then encodes that conceptualization in a form
placed down by the grammar of his language.
3. • The linguistically encoded utterance is
externalized and apprehended by the hearer
through the agency of a series of events that we
term the phases of speech. Hearing is two –
• internal and external
4. • These phases start in the speaker, and culminate (To reach
the highest point or degree; climax) in the hearer decoding the utterance and
arriving at a conceptualization which, assuming he
is familiar with the speaker’s language, closely
matches the speaker’s conceptualization, which was
the start of the process. (Zapraszamy,)
5. • The processes of conceptualization and
coding/decoding are outside the domain of
phonetics.
• The purely phonetic part of the speech process
begins, we assume, with the implementation of a
short term neural programme in the central
nervous system, which is produced by the lexico-
grammatical structure of the utterance and
determines the nature and the sequencing of
everything that follows. We may call this the
neurolinguistic programming phase of the
utterance.
• Programming- already fixed /or written in gene-DNA
6. Alternative approach and methods-9
1. Nero-linguistics Programming
The period from the 1970s through the
1980s viewed a major paradigm shift in
language teaching
7. • NLP is a powerful, practical and specific approach in
the direction of allowing you to achieve your goals
and make your life
• gathering information about their internal external view
of the world,(walk)
• NLP is collection of techniques, pattern, and strategies
for supporting effective communication, personal growth
and change, and learning. It is based on a series of
underlying assumptions about how the mind works and
how people act and interact (Narman 1997:14)
• The assumptions of NLP refer to attitudes to life ,to
people and to self discovery and awareness
• However , in NLP neuro refers to beliefs about the brain
and how it function :
• Programming refers to observable patterns (referred to as
‘programs’) of thought and behavior.
8. • Rapport is an essential basis for successful communication -
if there is no rapport there is no (real) communication.
• (It is mind process/ sound Process. If you have good sound
in your body people like you otherwise ? )
• Sensory perception : noticing what another
person is communication, consciously and
nonverbally. This can be expressed as “Use your
senses .Look at , listen to, and feel what is
actually happening”.
9. Goals of Neurolinguistics
• To find where the language is represented
in brain.
• To find how language is represented in
brain.
• To find how the nervous system function
in the act of expression and
comprehension.(language processing studies).
10. The network of connections whereby signals can be
transmitted from one part of the body to another is known as the
nervous system. This system is subdivided into the Central
Nervous System (CNS) and Peripheral Nervous System (PNS).
It contains billions of nerve cells, some of which relay
information to and from connections with the peripheral nervous
system, others of which transfer information within the central
nervous system.
The CNS consists of the brain, the spinal cord which consists
to it, and their associated membranes and fluids. The system is
immensely complex, and its potential for processing information
needs to be appreciated.
The PNS consist of the cranial nerves and the spinal nerves.
The Nervous System
11. CN I
CN III
CN VII
CN IX
CN XI
CN II
CN IV
CN VI
CN VIII
CN X
CN XII
CN V
Parts of Cranial Nerves
12. Names and Functions of Cranial Nerves
Name and Number Functions of Sensory Component Functions of Motor Component
I. Olfactory Smell (no motor nerve)
II. Optic Vision (no motor nerve)
III. Oculomotor Sensations from eye muscles Eye movements, pupil construction
IV. Trochlear Sensations from eye muscles Eye movements
V. Trigemial Sensations from skin of face, nose, and
mouth
Chewing, Swallowing
VI. Abucens Sensations from eye muscles Eye movements
VII. Facial Taste from the anterior two-thirds of the
tongue, visceral sensations from the head
Facial expressions, crying, salivation, and
dilation of blood vessels in the head
VIII. Statoacoustic Hearing, equilibrium (no motor nerve)
IX.Glossopharyngeal Taste and other sensations from throat and
posterior third of tongue
Swallowing, salivation, dilation of blood
vessel
X. Vagus Taste and sensations from neck, thorax, and
abdomen
Swallowing, control of larynx,
parasympathetic nerves to heart and
viscera
XI. Accessory (no sensory nerve) Movements of shoulders and head;
parasympathetic to viscera
XII. Hypoglossal Sensation from tongue muscles Movements of tongue
13.
14.
15. COMMON PROBLEMS OF DYSLEXIA
The most commonly encountered problems are as follows:
1. Number and letter recognition
2. Letter reversals
3. Word recognition
4. Number, letter and word recollection
5. Spelling problems
6. Punctuation recognition
7. Fixation problems
8. Word additions and omissions
9. Poor comprehension
16. COMMON PROBLEMS OF DYSLEXIA
The most commonly encountered problems are as follows:
1. Number and letter recognition
2. Letter reversals
3. Word recognition
4. Number, letter and word recollection
5. Spelling problems
6. Punctuation recognition
7. Fixation problems
8. Word additions and omissions
9. Poor comprehension
17. • Thereafter, in a sequence no doubt determined
during the stage of neurolinguistics
programming, specific motor commands flow
out through motor nerves to muscles in the
chest, throat, mouth, etc. As a result, these
muscles contract-in whole or in part,
successively or simultaneously, more or less
strongly. We call this whole process of motor
commands (the outflow of neural impulses from the central nervous system), together
with the Permanently related muscle
contractions, the neuromuscular phase.
19. • As a result of the muscular contractions occurring
in this neuromuscular phase, the organs to which
these muscles are attached adopt particular
postures or make particular movements the
ribcage (set of curved bones in chest.) may contract, the vocal folds
in the larynx may be brought close together, the
tongue adopt a particular configuration, and so
on.
• In short, the follow-up to the neuromuscular
phase is a posturing or movement of whole
organs in the vocal tract. We therefore call this
the organic phase.
20. • The movements of organs during the
organic phase act upon the air contained
within the vocal tract. They compress the
air, or dilate it, and they set it moving in
various ways-in rapid puffs, in sudden
bursts, in a smooth flow, in a rough,
eddying, turbulent stream, and so on. All of
this constitutes the aerodynamic phase of
speech.
21. Vocal Sound Production
Diaphragm action pushes air from the lungs
through the vocal folds, producing a periodic
train of air pulses. This pulse train is shaped by
the resonances of the vocal tract. The basic
resonances, called vocal formants, can be
changed by the action of the articulators to
produce distinguishable voice sounds, like the
vowel sounds.
22. Although our one-mass model is a
closer representation of actual vocal
fold oscillation than the myoelastic-
aerodynamic model, some
refinements will make the model
even more like human phonation.
http://www.ncvs.org/ncvs/tutorials/voiceprod
/tutorial/model.html
23. • As the air flows through the vocal tract during
the aerodynamic phase the things that
happen to it set the air molecules oscillating
in ways that can be perceived by our sense of
hearing. In other words, the aerodynamic
events generate sound-waves, and these
constitute the acoustic phase of speech.
25. Definition of sense
Sense refers to the inherent(natural)
meaning of the linguistic form; it is
concerned only with intra-linguistic
relations. It is the collection of all the
semantic features of the linguistic
form; it is abstract and de-
contextualized(In general)
Sense / feeling: The firm/strong /doubt-
free/clear awareness of something
26. • In the acoustic phase, an airborne sound-wave
radiates from the speaker's mouth and reaches the
ear of anyone within hearing distance, including
the speaker himself. The sound-wave, interrupting
on the hearer's ear-drum, sets it vibrating in step
with the wave-form, and these vibrations are
transmitted, by the little bones of the middle ear,
to the inner ear, or cochlea, where they stimulate
sensory endings of the auditory nerve.
27.
28. basilar membrane: analysis of sound frequencies
Ref:The analysis of sound frequencies by the basilar membrane. (A) The fibres of the basilar membrane become progressively wider and more
flexible from the base of the cochlea to the apex. As a result, each area of the basilar membrane vibrates preferentially to a particular sound
frequency. (B) High-frequency sound waves cause maximum vibration of the area of the basilar membrane nearest to the base of the cochlea; (C)
medium-frequency waves affect the centre of the membrane; (D) and low-frequency waves preferentially stimulate the apex of the basilar
membrane. (The locations of cochlear frequencies along the basilar membrane shown are a composite drawn from different sources.)
Credit: Encyclopædia Britannica, Inc.
29. (Ref:The mechanism of hearing. Sound waves enter the outer ear and travel through the external auditory canal until they
reach the tympanic membrane, causing the membrane and the attached chain of auditory ossicles to vibrate. The motion of
the stapes against the oval window sets up waves in the fluids of the cochlea, causing the basilar membrane to vibrate. This
stimulates the sensory cells of the organ of Corti, atop the basilar membrane, to send nerve impulses to the brain.)
Credit: Encyclopædia Britannica, Inc. http://www.britannica.com/EBchecked/media/536/The-mechanism-of-hearing?topicId=175622
ear: hearing mechanism
30.
31.
32. Sound Map
These many words and sounds signalling warnings, friendship, and daily routine are a natural
part of the day for people who hear
http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/hearing_loss_information/hearing_loss_for_older_children.html
33. SOUND AND THE EAR
Each part of the ear has a special role to play in the hearing process. It's a process that
begins only when sound reaches the ear.
Variations in Air Pressure and Corresponding Waveform
34. Sound is defined as vibrations transmitted through a solid, liquid or gas capable
of being detected by the ear
When we hear a sound, it’s usually the result of air molecules being set in motion around a
vibrating object (the sound source). We usually call the invisible vibration of these air
molecules “sound waves.” Sound waves are detected by our eardrums, which are connected to
nerves within our brains.
35. The cochlea divided into three regions called: the scala vestibuli, scala media, and scala
tympani.
36.
37. The sound from a tuning fork is pure and has a smooth, regular sound-wave pattern.
A hammer's sound has an irregular, ''spiky'' wave, which is typical of a noise.
http://theemster.com/sound.htm
Pure sound -noise
38.
39.
40. • Neural impulses from the nerve-endings travel up
the auditory nerve to the brain, where they give
rise to sensations of sound. We call this whole
process of peripheral stimulation and afferent
neural transmission the neuroreceptive phase.
41. • Finally, an interpretative process occurs in which the
coming neuroreceptive signals are identified as this
or that particular vocal sound or sound-sequence.
This is the phase of neuroolinguistic identification,
which we can regard as more or less the verse of the
neurolinguistic programming phase with which the
phonetic event began.
42. • Though there may always be some awareness of sound in
this phase, the identification as particular speech-sounds is
usually below the threshold of consciousness. In the actual
exchange of conversation, attention is directed more to the
meaning of what is said than to the sounds by which that
meaning is manifest.
• The final steps in the process-the hearer's decoding and
ultimate conceptualization-are outside the domain of
phonetics, just as were the matching conceptualization and
encoding in the speaker.
43. summarize the phases of speech :
(l) Neurolinguistics programming: the selection,
sequencing, and timing of what follows.
(sequencing-Biochemistry) the procedure of determining the order of amino
acids in the polypeptide chain of a protein (protein sequencing) or of
nucleotides in a DNA section comprising a gene (gene sequencing)
The firm/strong /doubt-
free/clear awareness of
something
44. 1. Neuromuscular phase: transmission of outbound
(motor) neural impulses and the contraction of
individual muscles.
(impulses-Physiology The electrochemical transmission of a signal along a nerve fiber
that produces an excitatory or inhibitory response at a target tissue, such as a
muscle or another nerve.)
• A neurotransmitter is a chemical released by a neuron to
communicate with other cells
ax·on-that process of a neuron by which
impulses travel away from the cell body;
synapse / the site of functional apposition
between neurons, where an impulse
is transmitted from one to another,
usually by a chemical
neurotransmitter released by the
axon terminal of the presynaptic
neuron.
45. • (3) Organic phase: postures and movements of
whole organs.
• postures -A position of the body or of body parts
46. • (4) Aerodynamic phase: dilation,
compression, and flow of air in and through
the vocal tract.
• Dilation- The act of expanding
47. (5) Acoustic phase: propagation of sound-waves
from speaker's vocal tract.
Propagation of sound waves through air
Ref: wave motion is the propagation of sound from one place to
another. When a person speaks, the molecules of air near the mouth of
the speaker are disturbed resulting in vibration of these molecules
about their mean positions. These vibrating molecules in turn push the
nearby molecules and the process continues until the molecules of the
air near the listener's ear start vibrating. These disturbances vibrate the
eardrum and these vibrations of the eardrum in turn sends the message
to the brain through nerve connections. In this case also, it is the
disturbance, which moves forward and not the particles of air.
propagation :sound waves, is transmitted
through a medium such as air or water.
48. (6) Neuroreceptive phase: peripheral auditory
stimulation and transmission of inbound neural
impulses.
This is how people communicate: This is how neurons communicate:
Transmitter Receptor Neurotransmitter Neuroreceptor
How does the brain communicate?
The brain is a communications
center of the body, consisting of
billions of neurons, or nerve cells.
Networks of neurons pass messages
back and forth to different structures
within the brain, the spinal column,
and the peripheral nervous system.
These nerve networks coordinate and
regulate everything we feel, think,
and do. Each nerve cell in the brain
sends and receives messages in the
form of electrical impulses. Once a
cell receives and processes a
message, it sends it on to other
neurons. The messages are carried
between neurons by chemicals called
neurotransmitters.
50. • (7) Neurolinguistic identification: potential or
actual identification of incoming signals as specific
speech-sounds.
51.
52. • In addition to all this we must take note of two other
phases, aspects, of the speech process. These are the
two kinds of feedback: kinesthetic feedback and
auditory feedback.
• As the organs of speech posture and move about in the
performance of speech, sensory nerve-endings within
the muscle and on the surfaces of the organs are
stimulated by music contraction and by contact and
pressure.
• We may be, but often are not, conscious of this
feedback as proprioceptive sensations (feelings of
muscular contraction and tension) and tactile sensations. As a
general name for these proprioceptive and tactile
sensations we use the term 'kinaesthesis', hence
kinaesthetic feedback.
53. • The second type of feedback consists of the
stimulation of the speaker's peripheral hearing
organs by the sound-wave issuing from his own
mouth which reaches his ears both externally, by
air conduction, and internally, by bone
conduction. This is auditory feedback.
54. • These feedback systems monitor and control
speech by inserting into the motor system
information concerning the continuing muscular,
organic, aerodynamic, and acoustic events. Much
of phonetic training involves making these
feedbacks, especially kinaesthetic or proprioceptive
feedback, conscious.
• Analysis, and conscious control, of the activities of
speech must be based upon awareness of what the
vocal organs are doing and this awareness is
derived from the feedback systems.
55. • Of the seven phases of speech described above
only three lend themselves conveniently to
categorization for general phonetic purposes:
these are the organic phase, the aerodynamic
phase, and the acoustic phase. Traditionally,
phonetic classification has been based on the
organic phase.
• This was the basis of classification of the earliest
phoneticians-the Indian grammarians of 2,500
years ago-and also of the ancient Greek and
Roman grammarians, the medieval Arab
grammarians, and the English phoneticians from
Elizabethan times onwards.
56. • The acoustic phase has only been fully accessible
since the development in the twentieth century
of electronic devices for acoustic analysis, such as
the cathode-ray oscilloscope and the sound
spectrograph in the 1930s and 1940s.
Nevertheless, since such instruments became
available an enormous amount has been learned
about the acoustic phase, and the study of this
phase of speech is known as acoustic phonetics.
57. • The aerodynamic phase is also accessible to
instrumental investigation and aerodynamic data
have been used since the nineteenth century,
chiefly as a means of acquiring information about
the preceding, organic, phase: by looking at
variations in the rate of airflow out of the mouth,
measuring intra-oral pressure, and so on, one can
make many useful inferences about the organic
activities that give rise to these aerodynamic
effects.
• It is only recently that the suggestion has been
made that there should be a more or less
independent aerodynamic phonetics, parallel to
acoustic phonetics.
58. • General phonetic taxonomy, however-that is, the
general or basic classification of speech sounds-is
still based on the organic phase, with some
contributions from aerodynamic and acoustic
phonetics where helpful.
• This type of phonetics is often called articulatory
phonetics, a term which is somewhat inaccurate,
since, as we shall see, articulation is only one
(though a very important one) of the
components of speech sound production.
59. Summarize the phases of speech :
1. Neurolinguistics programming: the selection, sequencing,
and timing of what follows.
2. Neuromuscular phase: transmission of outbound (motor)
neural impulses and the contraction of individual muscles.
3. Organic phase: postures and movements of whole organs.
4. Aerodynamic phase: dilation, compression, and flow of air
in and through the vocal tract.
5. Acoustic phase: propagation of sound-waves from speaker's
vocal tract.
6. Neuroreceptive phase: peripheral auditory stimulation and
transmission of inbound neural impulses.
7. Neurolinguistic identification: potential or actual
identification of incoming signals as specific speech-sounds.
Sources-Catford