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The majority of speech errors can be interpreted in different ways and thus fall into more than one category. [9] For this reason, percentage figures for the different kinds of speech errors may be of limited accuracy. [10] Moreover, the study of speech errors gave rise to different terminologies and different ways of classifying speech errors.
Tone is the use of pitch in language to distinguish lexical or grammatical meaning—that is, to distinguish or to inflect words. [1] All oral languages use pitch to express emotional and other para-linguistic information and to convey emphasis, contrast and other such features in what is called intonation, but not all languages use tones to distinguish words or their inflections, analogously ...
All vocal languages use pitch pragmatically in intonation—for instance for emphasis, to convey surprise or irony, or to pose a question. Tonal languages such as Chinese and Hausa use intonation in addition to using pitch for distinguishing words. [1] Many writers have attempted to produce a list of distinct functions of intonation.
A disfluence or nonfluence is a non-pathological hesitance when speaking, the use of fillers (“like” or “uh”), or the repetition of a word or phrase. This needs to be distinguished from a fluency disorder like stuttering with an interruption of fluency of speech, accompanied by "excessive tension, speaking avoidance, struggle behaviors, and secondary mannerism".
Phonetic pitch and phonemic tone may be indicated by either diacritics placed over the nucleus of the syllable – e.g., high-pitch é – or by Chao tone letters placed either before or after the word or syllable. There are three graphic variants of the tone letters: with or without a stave, and facing left or facing right from the stave.
Headings introduce sections and subsections, clarify articles by breaking up text, organize content, and populate the table of contents. Very short sections and subsections clutter an article with headings and inhibit the flow of the prose. Short paragraphs and single sentences generally do not warrant their own subheadings.
Chafe (1994) believes that this reflects the constraints of information processing by the brain during speech production, with chunks of speech (IUs) corresponding to chunks of cognitive output. It is also a possibility that the distribution of information across IUs is designed to maximize language comprehension by the other party.
Speech is the subject of study for linguistics, cognitive science, communication studies, psychology, computer science, speech pathology, otolaryngology, and acoustics. Speech compares with written language, [1] which may differ in its vocabulary, syntax, and phonetics from the spoken language, a situation called diglossia.