Question 1

Of the following options, the correct implicational relationship is:

Accepted Answer

A)  fricatives imply plosives. 
B)  plosives imply affricates. 
C)  fricatives imply affricates. 
D)  singletons imply consonant clusters. 
A)  fricatives imply plosives. 
B)  plosives imply affricates. 
C)  fricatives imply affricates. 
D)  singletons imply consonant clusters. A

Question 2

The three major class features are:

Accepted Answer

A)  [± consonantal], [± vowel], and [± voice]. 
B)  [± consonantal], [± sonorant], and [± obstruent]. 
C)  [± consonantal], [± vowel], and [± nasal]. 
D)  [± consonantal], [± sonorant], and [± approximant]. 
A)  [± consonantal], [± vowel], and [± voice]. 
B)  [± consonantal], [± sonorant], and [± obstruent]. 
C)  [± consonantal], [± vowel], and [± nasal]. 
D)  [± consonantal], [± sonorant], and [± approximant]. D

Question 3

When an English-speaking adult says speak as [ ] and [ ] the realizations of /k/ can be described as:

Accepted Answer

A)  allophones of the phoneme /k/. 
B)  phonemes. 
C)  disordered. 
D)  exaggerated and quiet. 
A)  allophones of the phoneme /k/. 
B)  phonemes. 
C)  disordered. 
D)  exaggerated and quiet. A

Question 4

Why would a child say "no, not tea [ti] I meant sea [ti]"? Consider literature on single versus dual lexicon models of speech processing as part of your response.

Accepted Answer

A child might say "no, not tea [ti] I me

Question 5

Do children with phonological impairment have poor phonological working memory? Why or why not?

Accepted Answer

Children with phonological impairment ma

Question 6

The following phonological process considered atypical for children learning English is:

Accepted Answer

A)  deaffrication. 
B)  epenthesis. 
C)  coalescence. 
D)  backing of velars. 
A)  deaffrication. 
B)  epenthesis. 
C)  coalescence. 
D)  backing of velars.

Question 7

Marked features are thought to be:

Accepted Answer

A)  phonetically less complex, more common across languages, and earlier developing. 
B)  phonetically more complex, less common across languages, and later developing. 
C)  phonetically more complex, more common across languages, and earlier developing. 
D)  phonetically less complex, less common across languages, and later developing. 
A)  phonetically less complex, more common across languages, and earlier developing. 
B)  phonetically more complex, less common across languages, and later developing. 
C)  phonetically more complex, more common across languages, and earlier developing. 
D)  phonetically less complex, less common across languages, and later developing.

Question 8

Using Luke's speech sample in Table 16-6 of McLeod and Baker (2017), explain what is meant by least versus most productive phonological knowledge.

Accepted Answer

Least productive phonological knowledge

Question 9

In the words pea /pi/ and bee /bi/ we know that /p/ and /b/ are phonemes because:

Accepted Answer

A)  one is aspirated and the other is not. 
B)  one is voiced and the other is voiceless. 
C)  they contrast the meaning between two words. 
D)  they are both bilabial. 
A)  one is aspirated and the other is not. 
B)  one is voiced and the other is voiceless. 
C)  they contrast the meaning between two words. 
D)  they are both bilabial.

Question 10

What is the difference between syllable structure processes, substitution processes, and assimilatory processes? Use the word swim to exemplify your answer.

Accepted Answer

Syllable structure processes, substituti

Question 11

Hamish (4;11 years) is monolingual and speaks English. He says shrink / / as [ ]. The phonological processes on this word include:

Accepted Answer

A)  cluster reduction, velar fronting. 
B)  cluster simplification, gliding of / /, palatal fronting, velar fronting. 
C)  cluster reduction, gliding of / /, stopping of fricatives, velar fronting. 
D)  cluster simplification, palatal fronting, backing, and gliding of / /. 
A)  cluster reduction, velar fronting. 
B)  cluster simplification, gliding of / /, palatal fronting, velar fronting. 
C)  cluster reduction, gliding of / /, stopping of fricatives, velar fronting. 
D)  cluster simplification, palatal fronting, backing, and gliding of / /.

Question 12

Discuss the influence that generative phonology and natural phonology has had on SLPs' management of phonological impairment children.

Accepted Answer

Generative phonology and natural phonolo

Question 13

How could a child's phonological processing ability be assessed?

Accepted Answer

A child's phonological processing abilit

Question 14

If you listen to the syllable [ba] but see the mouth produce the syllable [ga], then perceive [da], this is an example of the:

Accepted Answer

A)  phoneme restoration effect. 
B)  Ganong effect. 
C)  statistical learning. 
D)  McGurk effect. 
A)  phoneme restoration effect. 
B)  Ganong effect. 
C)  statistical learning. 
D)  McGurk effect.

Question 15

Children with childhood apraxia of speech, are thought to have a difficulty with:

Accepted Answer

A)  phonological planning. 
B)  motor programming and motor execution. 
C)  motor planning and motor programming. 
D)  motor execution. 
A)  phonological planning. 
B)  motor programming and motor execution. 
C)  motor planning and motor programming. 
D)  motor execution.

Question 16

Continuants [± cont] include:

Accepted Answer

A)  nasals, glides, liquids, and fricatives. 
B)  vowels, glides, liquids, and nasals. 
C)  vowels, glides, liquids, and fricatives. 
D)  vowels, nasals, liquids, and fricatives. 
A)  nasals, glides, liquids, and fricatives. 
B)  vowels, glides, liquids, and nasals. 
C)  vowels, glides, liquids, and fricatives. 
D)  vowels, nasals, liquids, and fricatives.

Question 17

Discuss the clinical implications of the Nijmegen model (Levelt, Roelofs, & Meyer, 1999) with respect to the idea that we have a mental syllabary, and that we constructs plans for words using syllables.

Accepted Answer

The Nijmegen model, proposed by Levelt,

Question 18

How many feet are in the word caterpillar / /?

Accepted Answer

A)  2 
B)  4 
C)  1 
D)  3 
A)  2 
B)  4 
C)  1 
D)  3

Question 19

What are the three types of constraints observed in phonological systems? Provide an example of each one using Luke's speech sample in Table 16-6 of McLeod and Baker (2017).

Accepted Answer

The three types of constraints observed

Question 20

The task that does do not tap into a child's phonological processing ability is:

Accepted Answer

A)  segmenting and blending phonemes in words. 
B)  repeating nonwords. 
C)  rapidly recalling the names of pictured items. 
D)  visually tracking a moving dot on a screen. 
A)  segmenting and blending phonemes in words. 
B)  repeating nonwords. 
C)  rapidly recalling the names of pictured items. 
D)  visually tracking a moving dot on a screen.

Of the following options, the correct implicational relationship is:

The three major class features are:

When an English-speaking adult says speak as [] and [] the realizations of /k/ can be described as:

Why would a child say "no, not tea [ti] I meant sea [ti]"? Consider literature on single versus dual lexicon models of speech processing as part of your response.

Do children with phonological impairment have poor phonological working memory? Why or why not?

The following phonological process considered atypical for children learning English is:

Marked features are thought to be:

Using Luke's speech sample in Table 16-6 of McLeod and Baker (2017), explain what is meant by least versus most productive phonological knowledge.

In the words pea /pi/ and bee /bi/ we know that /p/ and /b/ are phonemes because:

What is the difference between syllable structure processes, substitution processes, and assimilatory processes? Use the word swim to exemplify your answer.

Hamish (4;11 years) is monolingual and speaks English. He says shrink // as []. The phonological processes on this word include:

Discuss the influence that generative phonology and natural phonology has had on SLPs' management of phonological impairment children.

How could a child's phonological processing ability be assessed?

If you listen to the syllable [ba] but see the mouth produce the syllable [ga], then perceive [da], this is an example of the:

Children with childhood apraxia of speech, are thought to have a difficulty with:

Continuants [± cont] include:

Discuss the clinical implications of the Nijmegen model (Levelt, Roelofs, & Meyer, 1999) with respect to the idea that we have a mental syllabary, and that we constructs plans for words using syllables.

How many feet are in the word caterpillar //?

What are the three types of constraints observed in phonological systems? Provide an example of each one using Luke's speech sample in Table 16-6 of McLeod and Baker (2017).

The task that does do not tap into a child's phonological processing ability is:

Children With Speech Sound Disorders

Classification, Causes, and Co-Occurrence

Articulatory Foundations of Speech

Transcription of Speech

Childrens Speech Acquisition

Assessment Preparation, Purpose, and Types

Assessment of Childrens Speech

Analysis of Childrens Speech

Goal Setting

Intervention Principles and Plans

Intervention Procedures and Evaluation

Phonological Intervention Approaches

Articulatory and Motor Speech Intervention Approaches

Evidence-Based Practice in Practice

Individual Children With Speech Sound Disorders: Case Studies

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Exam 5: Theoretical Foundations of Childrens Speech

Of the following options, the correct implicational relationship is:

The three major class features are:

When an English-speaking adult says speak as [] and [] the realizations of /k/ can be described as:

Why would a child say "no, not tea [ti] I meant sea [ti]"? Consider literature on single versus dual lexicon models of speech processing as part of your response.

Do children with phonological impairment have poor phonological working memory? Why or why not?

The following phonological process considered atypical for children learning English is:

Marked features are thought to be:

Using Luke's speech sample in Table 16-6 of McLeod and Baker (2017), explain what is meant by least versus most productive phonological knowledge.

In the words pea /pi/ and bee /bi/ we know that /p/ and /b/ are phonemes because:

What is the difference between syllable structure processes, substitution processes, and assimilatory processes? Use the word swim to exemplify your answer.

Hamish (4;11 years) is monolingual and speaks English. He says shrink // as []. The phonological processes on this word include:

Discuss the influence that generative phonology and natural phonology has had on SLPs' management of phonological impairment children.

How could a child's phonological processing ability be assessed?

If you listen to the syllable [ba] but see the mouth produce the syllable [ga], then perceive [da], this is an example of the:

Children with childhood apraxia of speech, are thought to have a difficulty with:

Continuants [± cont] include:

Discuss the clinical implications of the Nijmegen model (Levelt, Roelofs, & Meyer, 1999) with respect to the idea that we have a mental syllabary, and that we constructs plans for words using syllables.

How many feet are in the word caterpillar //?

What are the three types of constraints observed in phonological systems? Provide an example of each one using Luke's speech sample in Table 16-6 of McLeod and Baker (2017).

The task that does do not tap into a child's phonological processing ability is:

Children With Speech Sound Disorders

Classification, Causes, and Co-Occurrence

Articulatory Foundations of Speech

Transcription of Speech

Childrens Speech Acquisition

Assessment Preparation, Purpose, and Types

Assessment of Childrens Speech

Analysis of Childrens Speech

Goal Setting

Intervention Principles and Plans

Intervention Procedures and Evaluation

Phonological Intervention Approaches

Articulatory and Motor Speech Intervention Approaches

Evidence-Based Practice in Practice

Individual Children With Speech Sound Disorders: Case Studies

Filters