Anatomy & Physiology for Speech,

Language, and Hearing, 7th Edition J.

Anthony Seikel
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 Anatomy &

Hudock
Drumright
Seikel
With many exciting enhancements and robust online resources, the seventh edition of Anatomy & Physiology for Speech,
Language, and Hearing provides a solid foundation in anatomical and physiological principles relevant to the fields of speech-
language pathology and audiology. The text is supported by an innovative study software program called ANAQUEST that
includes interactive lessons, animations, and videos to further help students master the complex material.

This bestselling text is organized around the five “classic” systems of speech, language and hearing: the respiratory,

Physiology
phonatory, articulatory/resonatory, nervous, and auditory systems. Integrating clinical information with everyday experiences
to reveal how anatomy and physiology relate to the speech, language, and hearing systems, the text introduces all the
essential anatomy and physiology information in a carefully structured way, helping students to steadily build their knowledge
and successfully apply it to clinical practice. Hundreds of dynamic, full-color illustrations and online lessons make the seventh
complex material approachable even for students with little or no background in anatomy and physiology.
edition
Key Features:
• 560+ figures and tables provide visual examples of the anatomy, processes, body systems, and data discussed.

for Speech, Language,

Anatomy & Physiology for Speech, Language, and Hearing

Photographs of human specimens provide a real-life look at the body parts and functions
• Chapter pedagogy includes:
- Learning objectives, call outs to related ANAQUEST lessons, bolded key terms, and chapter summaries
- Clinical notes boxes relate topics directly to clinical experience to emphasize the importance of anatomy in
clinical practice and Hearing
- Margin notes identify important terminology, root words, and definitions, that are highlighted in color throughout each
chapter

seventh edition
- “To summarize” sections provide a succinct listing of the major topics covered in a chapter or chapter section
• Muscle tables describe the origin, course, insertion, innervation, and function of key muscles and muscle groups
• Glossary with 2,000+ terms and definitions
• Comprehensive bibliography in each chapter with 600+ references throughout the text
• Multiple online appendices include an alphabetical listing of anatomical terms, useful combining forms, and listings of
sensors and cranial nerves J. Anthony Seikel
New to the Seventh Edition: David G. Drumright
• Addition of clinical cases related to neurophysiology and hearing
• Revised and updated physiology of swallowing includes discussion of postnatal development and aging effects of the
swallowing mechanism and function
Daniel J. Hudock
• Brief discussion of the basics of genetics and trait transmission
• Overview of prenatal development as it relates to the mechanisms of speech and hearing
• Presentation of prenatal and postnatal development for each of the systems of speech and hearing, as well as the effects
of aging on each system
• Learning objectives have been added to the beginning of each chapter
• Chapter study questions have been moved online so students can take interactive quizzes with scores
• The helpful appendices moved online to reduce the length and weight of the print book
• For instructors, the test questions and slides have been updated and expanded
• The ANAQUEST study software has been updated with new illustrations from the text, and lessons to match the content
newly added to the book

www.pluralpublishing.com
Anatomy &
Physiology
for Speech, Language,
and Hearing
SEVENTH EDITION
Anatomy &
Physiology
for Speech, Language,
and Hearing
SEVENTH EDITION

J. Anthony Seikel, PhD

David G. Drumright, BS
Daniel J. Hudock, PhD, CCC-SLP
9177 Aero Drive, Suite B
San Diego, CA 92123

email: information@pluralpublishing.com
website: https://www.pluralpublishing.com

Copyright ©2025 by Plural Publishing, Inc.

Typeset in 11.5/13 Adobe Garamond by Flanagan’s Publishing Services, Inc.

Printed in China by Regent Publishing Services Ltd.

All rights, including that of translation, reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise,
including photocopying, recording, taping, web distribution, or information storage and retrieval systems
without the prior written consent of the publisher.

For permission to use material from this text, contact us by

Telephone: (866) 758-7251
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Every attempt has been made to contact the copyright holders for material originally printed in another source. If any
have been inadvertently overlooked, the publisher will gladly make the necessary arrangements at the first opportunity.

Library of Congress Cataloging-in-Publication Data

Names: Seikel, John A., author. | Drumright, David G., author. | Hudock,
Daniel J., author.
Title: Anatomy & physiology for speech, language, and hearing / J. Anthony
Seikel, David G. Drumright, Daniel J. Hudock.
Other titles: Anatomy and physiology for speech, language, and hearing
Description: Seventh edition. | San Diego, CA : Plural Publishing, Inc.,
[2025] | Includes bibliographical references and index.
Identifiers: LCCN 2023037109 (print) | LCCN 2023037110 (ebook) | ISBN
9781635506280 (hardcover) | ISBN 163550628X (hardcover) | ISBN
9781635504309 (ebook)
Subjects: MESH: Speech--physiology | Language | Hearing--physiology |
Nervous System--anatomy & histology | Respiratory System--anatomy &
histology | Respiratory Physiological Phenomena
Classification: LCC QP306 (print) | LCC QP306 (ebook) | NLM WV 501 | DDC
612.7/8--dc23/eng/20230824
LC record available at https://lccn.loc.gov/2023037109
LC ebook record available at https://lccn.loc.gov/2023037110
 Contents

Preface xiii
About the Authors xv
Acknowledgments xvii
Introduction to the Learner xix
Using This Textbook and Online Resources xxi

Chapter 1 Basic Elements of Anatomy 1

Anatomy and Physiology 2

Terminology of Anatomy 3
Terms of Orientation 3
Terms of Movement 8
Parts of the Body 8
Building Blocks of Anatomy: Tissues and Systems 10
Tissues 10
Body Systems 26
Prenatal Development 38
Genetic Terminology 38
Stages of Prenatal Development 40
Development of Individual Systems 46
Chapter Summary 49
Bibliography 51

Chapter 2 Anatomy of Respiration 53

The Support Structure of Respiration 56

Overview 56
Vertebral Column 57
Pelvic and Pectoral Girdles 67
Ribs and Rib Cage 71
Soft Tissue of the Thorax and Respiratory Passageway 76
Divisions of the Bronchial Tree 82
Movement of Air Through the Respiratory System 92
Muscles of Inspiration 96
Muscles of Forced Expiration 118
Respiratory Muscle of the Upper Limb:Latissimus Dorsi 128
Chapter Summary 129
Bibliography 129

Chapter 3 Physiology of Respiration 133

The Flow of Respiration 135

Instruments in Respiration 135
v
vi ANATOMY & PHYSIOLOGY FOR SPEECH, LANGUAGE, AND HEARING

Respiration for Life 137

Effects of Turbulence on Respiration 138
Respiratory Cycle 138
Lung Volumes and Capacities 140
Lung Volumes 140
Lung Capacities 143
Pressures of the Respiratory System 145
Pressures Generated by the Tissue 150
Effects of Posture on Speech 153
Pressures and Volumes of Speech 155
Prenatal Development of the Respiratory System 160
Axial Skeleton Development: Vertebral Column and Rib Cage 162
Respiratory System Development 162
Postnatal Development and Aging in Respiration 163
Effect of Age on Volumes and Capacities 163
Effect of Age on Respiratory Rate 164
Muscle Development and Control 166
Physical Bases of Changes in Adulthood 167
Respiratory Pathologies Affecting Communication 169
Acute Conditions 169
Chronic Conditions 169
Chapter Summary 172
Bibliography 174

Chapter 4 Anatomy of Phonation 177

A Tour of the Phonatory Mechanism 180

Framework of the Larynx 180
Cavities of the Larynx 189
Cartilaginous Structure of the Larynx 194
Movement of the Cartilages 199
Laryngeal Musculature 202
Intrinsic Laryngeal Muscles 203
Laryngeal Elevators and Depressors 214
Chapter Summary 227
Bibliography 227

Chapter 5 Physiology of Phonation 229

Nonspeech Laryngeal Function 230

Laryngeal Function for Speech 233
A Brief Discussion of Acoustics 233
Instruments for Voicing 237
The Bernoulli Effect 239
Vocal Attack 244
Termination 246
Sustained Phonation 247
Vocal Register 248
 CONTENTS vii

Frequency, Pitch, and Pitch Change 255

Pitch-Changing Mechanism 256
Intensity and Intensity Change 258
Clinical Considerations 261
Linguistic Aspects of Pitch and Intensity 262
Theories of Phonation 265
Prenatal Development 265
Postnatal Development and Aging of the Phonatory Mechanism 266
Vocal Fold Changes 266
Vocal Fold Tissue Changes 267
Cartilage Changes 268
Hyoid and Laryngeal Descent 269
Fundamental Frequency Changes During Development 269
The Effects of Aging 270
Supportive Tissue 270
Muscle 271
Cartilages 271
Nerves and Sensation 271
Fundamental Frequency Changes With Aging 271
Changes in Other Acoustic Parameters 272
Pathologies That May Affect Phonation 273
Structural Etiologies 274
Degenerative Neurological Diseases 276
Chapter Summary 277
Decibel Practice Activity 279
I. Exponents and Logarithms 279
II. dB SPL Problems 280
III. SPL: More Complex Examples 281
IV. Decibel Increase and Decrease 281
Bibliography 282

Chapter 6 Anatomy of Articulation and Resonation 287

Source-Filter Theory of Vowel Production 288

The Articulators 291
Bones of the Face and Cranial Skeleton 303
Bones of the Face 303
Bones of the Cranial Skeleton 317
Dentition 326
Dental Development 331
Dental Occlusion 332
Cavities of the Articulatory System 338
Muscles of the Face and Mouth 344
Muscles of the Face 344
Muscles of the Mouth 353
Muscles of Mastication: Mandibular Elevators and Depressors 361
Muscles of the Velum 366
Muscles of the Pharynx 370
Chapter Summary 375
Bibliography 376
viii ANATOMY & PHYSIOLOGY FOR SPEECH, LANGUAGE, AND HEARING

Chapter 7 Physiology of Articulation and Resonation 379

Instrumentation in Articulation 380

Speech Function 381
Lips 382
Mandible 383
Tongue 384
Velum 387
Coordinated Articulation 388
Central Control Theory 389
Dynamic or Action Theory Models 390
The DIVA Model of Speech Production 392
Prenatal Articulatory/Resonatory System Development: Pharynx, Face, 396
and Neck
Development of the Skull 396
Oral Cavity and Pharynx Development 399
Facial Development 401
Postnatal Development and Aging in Articulation and Resonation 405
General Craniofacial Growth 405
Development of Articulatory Ability 414
Effects of Aging on Structure and Function 416
Pathologies That May Affect Articulation 419
Problems Affecting Dentition 419
Problems Affecting the Tongue 419
Mandibular and Maxillary Problems 420
Problems Affecting Lips and Palate 420
Neurogenic Conditions Affecting Speech 422
Chapter Summary 424
Bibliography 425

Chapter 8 Physiology of Mastication and Deglutition 429

Mastication and Deglutition 429

Instrumentation in Swallowing Function 430
Organizational Patterns of Mastication and Deglutition 431
Oral Stage: Oral Preparation 432
Oral Stage: Transport 435
Pharyngeal Stage 436
Esophageal Stage 442
Process Model of Mastication and Deglutition 443
Neurophysiological Underpinnings of Mastication and Deglutition 444
Sensation Associated With Mastication and Deglutition 445
Salivation Response 457
Anatomical and Physiological Changes in Development and Aging 459
Development 459
Changes in Swallowing With Aging 463
Reflexive Circuits of Mastication and Deglutition 465
Chewing Reflex 466
Orienting, Rooting, and Suckling/Sucking Reflexes 468
Uvular (Palatal) Reflex 468
 CONTENTS ix

Gag (Pharyngeal) Reflex 468

Retch and Vomit Reflex 469
Cough Reflex 469
Pain Withdrawal Reflex 469
Apneic Reflex 470
Respiration Reflexes 470
Swallowing Reflex 470
Reexamination of the Patterns for Mastication and Deglutition:   472
A Complex Integration of Reflexes and Voluntary Action
Pathologies Affecting Swallowing Function 474
Chapter Summary 477
Bibliography 479

Chapter 9 Anatomy of Hearing 485

The Structures of Hearing 485

Outer Ear 485
Middle Ear 490
Landmarks of the Middle Ear 497
Inner Ear 498
Osseous Vestibule 500
Osseous Semicircular Canals 501
Osseous Cochlear Labyrinth 502
Membranous Labyrinth 503
Innervation Pattern of the Organ of Corti 507
Chapter Summary 510
Bibliography 510

Chapter 10 Auditory Physiology 513

Instrumentation in Hearing Research 514

Outer Ear 515
Middle Ear Function 516
Inner Ear Function 517
Vestibular Mechanism 517
Auditory Mechanism: Mechanical Events 519
Electrical Events 523
Neural Responses 527
Poststimulus Time Histograms 527
Interspike Interval and Period Histograms 531
Frequency Selectivity 532
Auditory Pathway Responses 535
Auditory Development and Auditory Aging 549
Prenatal Development 549
Postnatal Development of the Peripheral Auditory System 553
Aging and the Auditory Mechanism 555
Pathologies That May Affect Audition 559
Inflammatory Conditions 559
Congenital Problems 560
x ANATOMY & PHYSIOLOGY FOR SPEECH, LANGUAGE, AND HEARING

Traumatic Lesions 560

Neoplastic Changes 563
Bone Changes 563
Chapter Summary 564
Bibliography 566

Chapter 11 Neuroanatomy 571

Overview 571
Sense, Sensor, and Stimulation 574
Divisions of the Nervous System 577
Central Nervous System and Peripheral Nervous System 577
Autonomic and Somatic Nervous Systems 578
Development Divisions 579
Anatomy of the Central Nervous System and Peripheral Nervous System 580
Neurons 581
Anatomy of the Cerebrum 589
Medial Surface of Cerebral Cortex 617
Inferior Surface of Cerebral Cortex 617
Myelinated Fibers 617
Anatomy of the Subcortex 620
Cerebrovascular System 628
Cerebellum 631
Anatomy of the Brainstem 636
Cranial Nerves 648
Specific Cranial Nerves 651
Anatomy of the Spinal Cord 670
Pathways of the Spinal Cord 681
Chapter Summary 689
Bibliography 690

Chapter 12 Neurophysiology 693

Instrumentation in Neurophysiology 694

The Neuron 696
Neuron Function 696
Muscle Function 705
Higher Functioning 714
Motor System Lesions 719
Afferent Inputs 722
Association Regions 723
Hemispheric Specialization 726
Lesion Studies 727
Motor Control for Speech 734
Development and Aging of the Brain 736
Prenatal Development of the Nervous System 737
Postnatal Development of the Brain 740
The Aging Brain 747
 CONTENTS xi

Neurogenic Conditions That May Affect Communication 750

Acquired Conditions 750
Chapter Summary 756
Bibliography 758

Glossary 763
Index 815
 Preface

A
natomy & Physiology for Speech, Language, and Hearing, Seventh Edition,
provides a sequential tour of the anatomy and physiology associated with
speech, language, and hearing. Those of us studying Speech and Hearing
Sciences are in the enviable position of being at the center of one of the most
important facets of being human: Communication. In this text, our aspiration is
for the content to be both accessible and applicable to your careers in our profes-
sions. Even as you read this material, know that your future clients are counting
on the knowledge that you are gaining. What you study now becomes the heart of
your practice later. We want this material to be relevant to you, the clinician.
This text is designed to serve the upper division undergraduate or graduate
student in the fields of speech-language pathology and audiology, and it is our hope
that it will serve you as a reference for your professional life as well. We aspire for
it to be a learning tool and resource for both the developing and the accomplished
clinician. We, the authors of this text, are first and foremost teachers ourselves.
We are committed to the students within our professions and to the instructors
who have made it their life work to teach them. Every revision of the text has both
student and instructor in mind as we try to meet your needs in the rapidly changing
professions of Audiology and Speech-Language Pathology.
Learning is not a spectator sport. Our goal is to make the text and its ancillary
materials as useful to 21st-century students as possible. This new edition not only
provides students with great interactive study tools in the revised ANAQUEST
study software but also makes available a wealth of student and instructor resources
to facilitate learning. We moved a great deal of the activities online, reflecting the
dominant method for using them by students. We want you to be the best clinician
and scientist you can be and sincerely hope that these materials move you along
the path of your chosen career.

Organization

The text is organized around the five “classic” systems of speech and hearing: the
respiratory, phonatory, articulatory/resonatory, nervous, and auditory systems. The
respiratory system (involving the lungs) provides the “energy source” for speech,
whereas the phonatory system (involving the larynx) provides voicing. The articula-
tory/resonatory system modifies the acoustic source provided by voicing (or other
gestures) to produce the sounds we acknowledge as speech. The articulatory system
is responsible for the mastication (chewing) and deglutition (swallowing) func-
tion, an increasingly important area within the field of speech-language pathology.
The nervous system lets us control musculature, receive information, and make
sense of the information. Finally, the auditory mechanism processes speech and
nonspeech acoustic signals received by the listener who is trying to make sense of
their world. We included information about prenatal and postnatal development
of these systems as well as changes that occur through aging.
There are few areas of study where the potential for overwhelming detail is
greater than in the disciplines of anatomy and physiology. Our desire with this
text and the accompanying software lessons is to provide a stable foundation upon
xiii
xiv ANATOMY & PHYSIOLOGY FOR SPEECH, LANGUAGE, AND HEARING

See the beginning of the which detail may be learned. In the text, we provide you with an introductory
textbook for instructions on section that sets the stage for the detail to follow, and we bring you back to a more
how to access the PluralPlus global picture with summaries. We also provide derivations of words to help you
companion website. remember technical terms.

New to the Seventh Edition

This new edition of Anatomy & Physiology for Speech, Language, and Hearing
includes many exciting enhancements:

• revised and updated physiology of swallowing includes discussion of

postnatal development and aging effects of the swallowing mechanism
and function
• brief discussion of the basics of genetics and trait transmission
• overview of prenatal development as it relates to the mechanisms of speech
and hearing
• presentation of prenatal and postnatal development for each of the systems
of speech and hearing as well as the effects of aging on each system
• content on the effects of pathology on communication, included within
each of the physical systems of communication
• addition of clinical cases in neurophysiology and hearing as well as
additional study and test questions
• updated lessons and images in ANAQUEST

J. Anthony Seikel
David G. Drumright
Daniel J. Hudock
 About the Authors

J. Anthony (Tony) Seikel, PhD, is emeritus faculty at Idaho State University, where
he taught graduate and undergraduate coursework in neuroanatomy and neuropa-
thology over the course of his career in Communication Sciences and Disorders.
He is coauthor of numerous chapters, books, and research publications in the fields
of speech-language pathology and audiology. His current research is examining
the relationship between orofacial myofunctional disorders and oropharyngeal
dysphagia. Dr. Seikel is also coauthor of Neuroanatomy & Neurophysiology for
Speech and Hearing Sciences, also published by Plural Publishing.

David G. Drumright, BS, grew up in Oklahoma and Kansas, taught electronics at

DeVry for several years, then spent 20 years as a technician in acoustics and speech
research. He developed many programs and devices for analysis and instruction
in acoustics and speech/hearing. He has been semiretired since 2002, working on
graphics and programming for courseware. He is also coauthor of Neuroanatomy
& Neurophysiology for Speech and Hearing Sciences, published by Plural Publishing.

Daniel J. Hudock, PhD, CCC-SLP, is an associate professor of Communication

Sciences and Disorders at Idaho State University who has taught courses on anatomy
and physiology of the speech and hearing mechanisms and speech and hearing
science for over a decade. He has published more than 30 articles and has given
over 100 presentations. In his TEDx Talk (https://bit.ly/2oAYeKC) titled “Please
Let Me Finish My Sentence,” he presents his experience living with a stutter. Dr.
Hudock is also the founding director of the Northwest Center for Fluency Disor-
ders that offers an intensive interprofessional stuttering clinic with speech-language
pathologists collaborating with counselors and clinical psychologists through an
Acceptance and Commitment Therapy (ACT) informed framework in the treat-
ment of adolescent and adult stuttering, which is his main area of research.

xv
 Acknowledgments

W
e are deeply indebted to our friends at Plural Publishing who have worked
so hard to make this seventh edition happen. Angie Singh, Valerie Johns,
and Elisa Andersen have tremendous energy and a wonderful calming
effect on authors, even as our deadlines loom. We are indebted to them and appre-
ciate their continued support in this revision process.
We would like to acknowledge the effort that reviewers put into their exami-
nation of our material and hope we have done justice to their work. Reviewers are
the unsung heroes of textbook preparation. They put in long and often tedious
hours, examining our work with an unflinching eye, providing us with the criti-
cally important view of the instructor. The deadlines that they faced in reviewing
the material for this seventh edition were daunting, and yet they persevered. We
are very deeply indebted to them for their careful review and willingness to call
our attention to areas that needed correction, refinement, and improvement. We
also are grateful for their keen insight and discernment and hope that we have in
some measure answered their suggestions. This textbook is written, quite literally,
on their shoulders.
We also wish to acknowledge all those who, over the course of the past few
years, have given us corrections and suggestions for improving this edition of the
text. Samantha Smith provided us with keen insight into the changing face of
animal research ethics, and Megan-Brette Hamilton and her colleagues at the
American Speech-Language-Hearing Association’s Office for Multicultural Affairs
were a wonderful resource for updating the language of text relative to sex and
gender. We appreciate the keen eyes of Meghan Wendelken, Jenny Iwarsson, and
Katie Huang, all of whom found text errors, some of which dated to the first
edition. Dianna Evers gave me great insight into oromyofunctional disorders, and
our friend and colleague Kostas Konstantopoulos provided us with inspiration and
additional cases for the text. There were many other sharp-eyed professors and
students who led us to text corrections for this edition, and we are grateful for all
of that input. We are extremely grateful for the talented artwork of Tatiana Gandlin
whose art now graces this book.
To you, our students, please realize that your future clients support your
present intentions and also will serve as your inspiration as you move through
life. As speech-language pathologists and audiologists, we must acknowledge the
tremendous debt we owe to the great researchers and teachers who have formed
the profession, our colleagues with whom we consult and work, and, always, our
clients, who have taught us more than any book could.
As authors, we must also acknowledge the source of our inspiration. We have
been actively involved in teaching students in speech-language pathology and
audiology for some time, and not a semester goes by that we do not realize how
very dedicated our students are. There is something special about our field that
attracts not just the brightest but the most compassionate. You, students, keep us
as teachers alive and vital. Thank you.

xvii
 Introduction to the Learner

W
e continue to be impressed with the complexity and beauty of the systems
of human communication. Humans use an extremely complex system
for communication, requiring extraordinary coordination and control of
an intensely interconnected sensorimotor system. It is our heartfelt desire that the
study of the physical system will lead you to an appreciation of the importance of
your future work as a speech-language pathologist or audiologist.
We also know that the intensity of your study will work to the benefit of your
future clients and that the knowledge you gain through your effort will be applied
throughout your career. We appreciate the fact that the study of anatomy is chal-
lenging, but we also recognize that the effort you put forth now will provide you
with the background for work with the medical community.
A deep understanding of the structure and function of the human body is
critical to the individual who is charged with the diagnosis and treatment of speech,
language, and hearing disorders. As beginning clinicians, you are already aware of
the awesome responsibility you bear in clinical management. It is our firm belief
that knowledge of the human body and how it works will provide you with the
background you need to make informed and wise decisions. We welcome you on
your journey into the world of anatomy.

xix
 Using This Textbook and
Online Resources

Textbook

The text offers the following features to enhance your learning and compre-
hension:
Anatomy of
Phonation
4
LEAR NER OUT
COM ES
The learner will
be able to:
1. Expressively 7. Describe the

•
define and recep location of struct

Learning Outcomes provide a guide on how to navigate the depth

graphic image the tively identify on the larynx. ures and spaces
glottis, subglottal of
phonation, vallec 8. Describe the
ulae, aryepiglott region, and movement and
articulation of the
ligament, conus ic cartilages, includ
elasticus, and pyrifofolds, vocal ing the functional
2. Discuss the rm sinus. movement. result of

and breadth of the chapter content.

biological funct
3. Discuss the ions of the larynx 9. Define the intrin
relationship amon . sic laryngeal muscu
and bone of the g the insertion, cours lature origin,
larynx, and their cartilages well as identify
e, function, and
inner
relative to other
cartilages.
location on a graphic image vation, as
4. Identify each 10. Receptively .
of the identify
landmarks of those laryngeal cartilages and state the function from an image and
cartilages, as well of the aryepiglott
hyoid bone and thyro epiglo icus and
its landmarks from as the tticus muscles.
image. graphic 11. Identify the
origin, insertion,
5. Receptively and innervation course, function,
identify the level of
specialization of and structural suprahyoid musc the infrahyoid and
the layers of the les,
muscles on graph and receptively identify the

• Margin Notes identify important terminology, root words, and

based on descri vocal folds ic images.
ption.
6. Identify the
cavities, There is a great
of the larynx throu landmarks, and structures deal of detail
gh description the phonatory in
image. or visual mechanism, and the anatomy of
the guidance of you should follow

definitions that are highlighted in color throughout each chapter.

your instructor
content. when studying
this

S poken communica
chapter is conce tion uses both voiceless and

Other important terms are boldfaced in text to indicate that the

rned with that voiced sounds,
your phonetics critical distinction. and
Voiceless phon course, the term As you remember this
emes are produ phoneme refers from
phonemes /s/ or ced without the to the sounds
/f/. use of the vocal of speech.
as in /z/ and /v/. Voiced phonemes are produced folds, such as the
by the action of

definition can be found in the Glossary at the end of the book. Use
Phonation, or
and this occurs voicing, is the the vocal folds,
within the larynx product of vibrat
respiration as the . Remember from ing vocal folds,
source of energy Chapter 3 that
speech. Respiration for speech. Phon we
ation is the sourc referred to
respiration there is the energy source that perm
would its phonation to e of voice for

these terms to study and prepare for tests and quizzes. Additionally,
The vocal folds be no voicing. occur; without
being muscle. The are made up of five layers
space between of tissue, with
the deepest layer
glottidis), and
the area below the the vocal folds is termed the ANAQUEST LESS
are located withi vocal folds is the glottis (or rima ON
n the subgl

callouts in the margin indicate corresponding ANAQUEST lessons

the airstream passes course of the airstream at the ottal region. The vocal folds
between the vocal superior end of rima glottidis:
flag flaps in the folds, they may the trachea. As L., slit of the glottis
wind. Try this: be made to vibrat
You should feel Place your hand e, much as a
a tickling vibrat on the side of your
you hear. If you ion. neck,
alternately produ This is the mechanical correlate and hum.

and video labs.

start vibrating and ce /a/ and /h/, of the sound
stop, because /a/ you should feel
is a voiced sound your vocal folds
, and /h/ is voicel
ess sound.

, AND HEARING
GY FOR SPEECH, LANGUAGE 177
62 ANATOMY & PHYSIOLO

Odontoid Malformations are cases of wrestlers

on odontoid malformations

•
those in which the ture

Clinical Notes relate a topic directly to clinical experience to

(significant reduction
dontoid malformations are
O
such as these, the atlas (C1)
to develop. In cases who
is free to
suffer repeated syncope
odontoid process of C2 fails rotate on the axis in blood pressure that results
transient limb weakness, and even
in light-headedness),
seizure disorder.
for significan t spinal ation is the os odontoideum
(C2), providing the potential - A more serious malform

emphasize the importance of anatomy in your clinical practice. Gain

a injury during hyperrota tip of the
cord and medulla oblongat ation, in which the anterior
the medulla oblongata malform is separated. In this condition, the tip typi-
tion or hyperextension. Because vertebra often
brainstem, these malfor- receive vascular supply and
is a vital component of the cally continue s to
ng. The individual with . The result is that
mations can be life threateni ation may complain grows into the foramen magnum cord and lower

insight into your chosen profession by using the topics discussed

the spinal
undiagnosed odontoid malform neck but otherwise the tip places pressure on , pain, and
of joint pain or stiffness
in the , resulting in muscular weakness depending
atic. It is not until a radiograph of brainstem coordina tion (ataxia),
may be asymptom reduction in motor
d for other purposes that If the tip compresses
the neck region is performe on the location of the injury. complications due to

for research papers, to facilitate in-class discussion, and to complete

. Often the individual
the absent process is identified an artery, there can be further
such as a fall, that has
undergoes a minor trauma, reduction in vascular supply.
expected. In the litera-
a result that is greater than

homework assignments.
which rests atop the
by a superior articular facet,
The superior surface is marked articular facet. In the articu-
pedicle. The inferior
surface contains an inferior e foramina shown
pedicle: L., pedalis, foot facets mate. The pair of transvers be absent in C7.
lated vertebral column, these may even
in the cervical vertebrae and
in Figure 2–5 is found only through this foramen. You can
vertebral artery passes
Figure 2–7 shows that the

• Illustrations and Graphs provide visual examples of the anatomy,

processes, and body systems discussed. Refer to the figures as you Basilar artery

read the text to enhance your understanding of the specific idea or

anatomical component being discussed. When reviewing for quizzes
External carotid artery
Internal carotid artery
Common carotid artery

Right vertebral artery

and tests, refer back to the figures for an important visual recap of the
vertebral
Figure 2–7. Course of Subclavian artery
artery through the transverse
foramina of cervical vertebrae. Aorta from heart
mright/
Source: From Seikel/Dru

topics discussed.
for
King. Anatomy & Physiology
Hearing,
Speech, Language, and
Inc. Repro-
302© Cengage,
5th ed.
ANATO
duced by permission. MY & PHYSIOLOGY FOR SPEECH,
LANGUAGE,
AND HEARI NG

• Photographs provide a real-life look at the body parts and functions

you are studying. Use these images as reference for accuracy in
describing body systems, parts, and processes. Allow yourself to be
amazed by the intricacies of human anatomy.

• Tables highlight the various components, functions, structures,

and pathologies of anatomical concepts related to what you might B

encounter in actual practice. Use these tables for quick reference to

Figure 6–9.
continued B.
Photo of inferio
r view of the skull.

study and learn to relate your new anatomical knowledge to clinical

Table 6–1. Bones
of the Face and Crania
Bones of the l Skeleton
Face
Mandible Bones of the
Cranial Skele
ton

experience. Muscle Tables describe the origin, course, insertion,

Maxillae Ethmoid bone
Nasal bones Sphenoid bone
Palatine bones Frontal bone
and nasal conch
ae

innervation, and function of key muscles and muscle groups. Use

Vomer Parietal bone
Zygomatic bone Occipital bone
Lacrimal bones Temporal bone

these tables to stay organized and keep track of the numerous

Hyoid bone

muscles studied in the chapters.

xxi
xxii ANATOMY & PHYSIOLOGY FOR SPEECH, LANGUAGE, AND HEARING

CHAPTER 2
• ANATOMY OF RESPIR
• “To Summarize” Sections provide a succinct listing of the major
topics covered in a chapter or chapter section. These summaries
ATION
129
, AND HEAR ING
Muscle: Quadra SPEE CH, LANGUAGE
GY FORtus lumbo rum
& :PHYSIOLO
Origin
ANATOMY Iliac crest
194

provide a helpful recap of the general areas where you should focus
Course: Fan up and inward
Insertion: Transve mar ize:
sum
✔ Toprocesses of the lumbar vertebr
rse e.
layers of tissu made up of two cle
Innervation: Thoraci
c nerve T12 consist of fiveae and inferior na prop
L1 through L4 lumbar is the lamiborder
l folds of ria,
The vocaand rib 12 id mus
Function: Bilateral •contraction elial layernerves thyroaryteno

your time while reviewing for examinations.

thin epith gen fibers. The
• Deep to the
fixes abdom inal walllayer of colla
one in suppor t of abdominal compre
in and
Muscle: Latissimus dorsilayers of elast the layers. is
ssion
the entryway
of the
deep est of adit us
Origin: is the in. The
Lumbar, sacral, and lowerligam ent
thoracic is made of elast bule.
Course: Up fanlike • The voca l vertebr aeto the vesti l ventricle.
ing the entry separated by
the laryngea
Insertion: larynx, mark
Humerus
Innervation: Brachia ricu lar and vocal folds are voca l folds .
• The vent een the
l plexus, posterior branch; variable space betw
Function: For respiration, The glott is is thefibers from the regions C6 through
• stabilize s posterior abdom
inal wall for expirati
C8 form the long
subscapular nerve
the Lar onynx
re of it is flexible
but

•
ous Structu
Chapter Summaries provide precise reviews of content. The summary
Car tilagin larynx in that tive pressures.
• Forced expiration reverse needed for the tive and posi
ise qualities it
and by forcing the s this proces
ilage has the
s by pulling the ed to withstand negacollapse as pressure within .
prec
Cartagm
diaphr structure needthorax down and
higherthe the thorax s wouinld bend the neck
also provides intotube
• Chapter 3 provides insigh hagu
such as. the esop allow a person to flex and

is offset from the running text to make it easily identifiable for quick
t into
le epith elial
the details ld not
respiration for speech A simp of inspira wou
. a bony structuretion, expiration, and
dropped, and
lage
tracheal carti
CHAPTER SUM MARY Cricoid Cartilage as an expanded

review.
cartilage
can be viewed the larynx, the cricoid
cricoid cartilage lage of
R espiration is the proces The unpaired As the most inferior carti
an organism and its s (Fig of gas 4–6).ge betwee
ureexchan
made up of the spinal environment. The rib cage, pressu
n pleurae linked
through surface
column and ribs, re. When lungs expand tension and negative
lungs, which are the houses the the lungs , the
primary machinery for
Facetof becomes negative with air pressure within
By means of the cartila respiration. atmos
noid respect to the outsid
ginous trachearyte
a and phere, and Boyle’s e
tree, air enters the law dictates that air
lungs for gas exchan bronchial from the region of higher flows
minute alveolar sacs. ge within the Access pressu
Oxygen enters the ory muscles also provid re to fill the lungs.
carbon dioxide is remov blood, and of the e for added expans

• A Bibliography with a comprehensive list of references at the end of

ed by expiration. rib cage for further ion
Air enters the lungs inspira tion.
through muscu Expiration may occur Facet for
The diaphragm,
placed between the lar effort. forces of elasticity and gravit passively through the
Arch
arytenoid
abdomen, contracts thorax and rib cage. y acting on the ribs
during inspiration. Expiration may also and
expand when the The lungs VIEW
of the be forced, using muscle

each chapter offers great sources to start your research for a paper or
diaphragm contra ANTERIOR
cts, drawn by evacuaabdomen and those that depress the rib s
te the lungs. cage to
Facet for
arytenoid
Bibliography
Araujo, J. A., Barajas
J., Gong, K. W., .
, B., Kleinman, M.,
. . Nel,
Lamina

Facet for
Wang, X., Bennet
d t, B. Baranowska-Wójcik,
Arch

class project.
pollutants in the ultrafin A. E. (2008). Ambient thyroi particulate E., Szwajgier, D.,
e range promote early Winiarska-Mieczan, Oleszczuk, P., &
rosis and systemic A. (2020). Effects
oxidative stress. Circula atheroscle- LATEnanopa RAL VIEW
rticles exposure on of titanium dioxide Facet for
102(5), 589–596. tion Research,
https://doi.org/10.116 ical Trace Element Research human health — A review. Biolog- arytenoid
.107.164970 1/CIRCRESAH , 193(1), 118–129.
Facet for A Bly, L. (1994). Motor
Aviv, J. E., Liu, H., skills acquisition in the first Lamina
Kaplan, S. T., Parides arytenoid Skill Builders.
(2000). Laryngophary . A. Crico id cartil, age
M., & Close,
year. Therapy
Facet for
Figure 4–6ngeal sensory L. G. Budinger,

• A Glossary lists all key terms found throughout the text.

From G. S., Kohanski, thyroid
laryngopharyngeal
and landm arks. Source: deficits in patients with
reflux Amaral, L. A., Arman R. A., Gan, W., Kobor,
and dysphaAnatomy M. S.,
Rhinology & Laryngo
Seikel/Dru mright/King. gia. Annals of Otology,
logy, The
ios, M., . . . Thanni
ckal,
109(11 intersec V. J. (2017).
y for Spee),ch,1000–1006. tion of aging biology
& Physiolog ing, 5th ed. lung diseases: a joint and the pathobiology
of
Hear NHLBI/NIA worksh
Language, and oduced op. Journals of
age, Inc. Repr
© Ceng h B
. B. Photograp
by permission and POSTERIO
R VIEW
age, superior
of cricoid cartil A
lateral views.

Online Resources

The text is supported by a suite of supplementary resources on a PluralPlus

companion website. The site is divided into two areas: one housing materials
for the instructor and the other just for students.

ANAQUEST
The innovative software program, ANAQUEST, is available in two different
versions: one for instructors to import into their Learning Management
Systems (LMS) for exams, and another web-based version for student study.
ANAQUEST features interactive lessons, images, animations, and videos.

For the Instructor

The instructor area of the PluralPlus companion website contains a variety
of tools to help instructors successfully prepare lectures and teach within
this subject area. This comprehensive package provides something for all
instructors, from those teaching anatomy and physiology for the first time
to seasoned instructors who want something new. The resources include the
following:

• PowerPoint slides for each chapter

• a test bank with over 1,000 questions and answers
• class activities and labs
• a sample syllabus
• videos
• a version of ANAQUEST importable to the leading LMSs
• access to the student section of the companion website

See the inside front cover of the book on how to gain instructor access
to the website.
 USING THIS TEXTBOOK AND ONLINE RESOURCES xxiii

For the Student

To further help students master complex material, the student area of the Plural-
Plus companion website includes the following:

• interactive study quizzes for each chapter

• videos
• downloadable appendices
• a student web-version of the ANAQUEST study software

The ANAQUEST software is keyed to the text, reinforcing identification of the

structures presented during lecture and, more importantly, illustrating the function
of those structures. The lessons and videos are self-paced, with frequent quizzes.
Spending two or three half-hour sessions per week will be a great refresher while
preparing for exams.

See the inside front cover of the book for the website URL and your access
code.
 The authors dedicate this text to the researchers in speech and hearing science and in
allied fields who continue to examine how we, as humans, function. We continue to be
amazed at both the ingenuity and diligence with which researchers in our field approach
their task. Their work forms the basis for all we do as authors. We also dedicate this text
to the clients we have known and interacted with who give us so much inspiration. Their
courage, commitment, and humor has sustained us for many years. Finally, we dedicate
this text to the students who are taking our place in the clinical world and to the teachers
who are helping them do that. We have spoken with numerous people outside of our
fields who say that our students are, indeed, special. You have tremendous compassion
and strength of will, and it is wonderful to see you become the clinicians of the future.
Students-in-training will get to know clients we have known over our years of
practice who have inspired us with their courage and wisdom. We also dedicate this text
to the students and faculty in speech and hearing who do the work of helping people with
communication and swallowing difficulties. We have been blessed with our associations
with you for many decades, and we know that audiologists and speech-language pathologists
are compassionate and generous people who dedicate their lives to improving the well-
being of others in what we, the authors, consider the most important aspect of life:
communication. We thank you, the faculty and students of our fields, for your dedication.
— JAS, DGD, and DJH

I also dedicate this text to my sweetie for life, Paula, who has lived with my angst
over textbook creations and revisions since the first edition of this text. Revisions are
fraught with deadline pressures that strain every other aspect of a person’s life, but she
has never complained about my need to plow forward on a task that seems to have no
end. She is a wonderful sounding-board for problems, and an irreplaceable resource
for editing. We have a very “yin and yang” relationship: My writing is wordy and often
imprecise, and hers is precise, pithy, and lean. Blessedly, we come to some middle-way
when we work together, and I quite literally could not go forward without her.
— Tony Seikel

I also dedicate the accompanying software to Professor Merle Phillips,

who taught me something about audiology and a lot about life.
— David Drumright

I wish to dedicate my contributions to the text to the first author, “Tony,” who
has been a beloved colleague, mentor, and dear friend over the past several years.
Tony’s passion for the field, colleagues, teaching, and students knows no bounds as he
has tirelessly and compassionately given of himself for the betterment of others.
I would also like to acknowledge the many speech-language pathologists,
teachers, professors, students, friends, and family who have supported me
along the way. There are no words that can fully express my gratitude and
appreciation for the kindness and support shown to me. Thank you.
— Dan Hudock
 Basic Elements of Anatomy
LEARNING OBJECTIVES
The learner will be able to:
1. Define and demonstrate an understanding of
the terminology of anatomy and physiology as
it relates to the body, its position in space, and
movement of its parts.
2. Demonstrate receptive knowledge of the
subspecializations of anatomy and physiology.
3. Identify the four basic tissue types, and define
their general function in the body.
4. Receptively differentiate the derivatives, and
functions of those derivatives, of epithelial
tissue, connective tissue, muscular tissue, and
nervous tissue.
5. Receptively identify joint types of the skeleton.
6. Discuss muscle function as it relates to exertion
of force on the skeletal structures.
7. Differentiate fascia, ligaments, and tendons.
8. Define the systems of the body and how they
relate to the systems of communication.
1
9. Describe the basic function of the central and
peripheral nervous systems.
10. Relate the name, number, and general function
of each cranial nerve, the name and general
function of lobes of the cerebellum, lobes of the
cerebral cortex, and structures of the brainstem.
11. Relate the difference among autosomal dominant,
autosomal recessive, and sex-linked inheritance,
and between genotype and phenotype.
12. Define the times that indicate the embryonic
and fetal stages of development.
13. Receptively differentiate general structures that
arise from endoderm, ectoderm, and mesoderm
in development.
14. Receptively differentiate the structures of
the face, head, and neck that arise from each
pharyngeal arch.
There is a great deal of detail in this introductory
information, and you should follow the guidance of
your instructor when studying this content.

Y
ou are entering into a study of the human body that has a long and rich
tradition. We are fortunate to have myriad instruments and techniques at our
avail for this study, but it has not always been so. You will likely struggle with
arcane terminology that seems confusing and strange, and yet if you look closely,
you will see what the early anatomists first saw. The amygdala of the brain is a small
almond-shaped structure, and amygdala means “almond.” Lentiform literally means
“lens-shaped,” and the lentiform nucleus is just that. The fact that the terminology
remains in our lexicon indicates the accuracy with which our academic ancestors
studied their field, despite extraordinarily limited resources.
This chapter provides you with some basic elements to prepare you for your ANAQUEST LESSON
study of the anatomy and physiology of speech, language, and hearing. We provide
a broad picture of the field of anatomy and then introduce you to the basic tissues
that make up the human body. Tissues combine to form structures, and those
structures combine to form systems. This chapter sets the stage for your under-
standing of the new and foreign anatomical terminologies.

1
2 ANATOMY & PHYSIOLOGY FOR SPEECH, LANGUAGE, AND HEARING
anatomy dissection: Gr,
anatome
dissection: L., dissecare, the
process of cutting up
physiology: Gr., physis, nature;
logos, study; function of an
organism
applied anatomy or clinical
anatomy: application of
anatomical study for the
diagnosis and treatment of
disease, particularly as it relates
to surgical procedures
descriptive anatomy or
systemic anatomy: anatomical
specialty involving the description
of individual parts of the body
without reference to disease
conditions
gross anatomy: study of the
body and its parts as visible
without the aid of microscopy
microscopic anatomy: study
of the structure of the body by
means of microscopy
surface anatomy or
superficial anatomy: study of
the body and its surface markings
as related to underlying structures
developmental anatomy:
study of anatomy with reference
to growth and development from
conception to adulthood
pathological anatomy: study
of parts of the body with respect
to the pathological entity
comparative anatomy: study
of homologous structures of
different animals
electrophysiological
techniques: those techniques
that measure the electrical activity
of single cells or groups of cells,
including muscle and nervous
system tissues
evoked auditory potential:
electrical activity of the brain that
is directly associated with hearing
an auditory stimulus, an example
of this is an auditory brainstem
response
Anatomy and Physiology
Anatomy refers to the study of the structure of an organism. Physiology is the
study of the function of the living organism and its parts, as well as the chemical
processes involved. Applied anatomy (also known as clinical anatomy) involves
the application of anatomical study for the diagnosis and treatment of disease and
surgical procedures. Descriptive anatomy (also known as systemic anatomy) is a
description of individual parts of the body without reference to disease conditions,
viewing the body as a composite of systems that function together. Gross anatomy
studies structures that are visible without a microscope, while microscopic anatomy
examines structures not visible to the unaided eye. Surface anatomy (also known
as superficial anatomy) studies the form and structure of the surface of the body,
especially with reference to the organs beneath the surface (Gilroy et al., 2012; Gray
& Standring, 2008; Rohen et al., 2011; Tank & Grant, 2012). Developmental
anatomy deals with the development of the organism from conception (Moore
et al., 2020).
When your study examines disease conditions or structural abnormalities, you
have entered the domain of pathological anatomy. When we make comparisons
across species boundaries, we are engaged in comparative anatomy. Examination
of physiological processes may entail the use of a range of methods, from simply
measuring forces exerted by muscles to highly refined electrophysiological tech-
niques that measure electrical activity of single cells or groups of cells, including
muscle and nervous system tissues. For example, audiologists are particularly
interested in procedures that measure the electrical activity of the brain caused
by auditory stimuli (evoked auditory potentials). We rely heavily on descriptive
anatomy to guide our understanding of the physical mechanisms of speech and
to aid our discussion of its physiology (e.g., Duffy, 2019). Study of pathological
anatomy occurs naturally as you enter your clinical process because many of the
Teratogen
A teratogen or teratogenic agent is anything causing teratogenesis, the
development of a severely malformed fetus. For an agent to be teratogenic,
its effect must occur during prenatal development. Because the development
of the fetus involves the proliferation and differentiation of tissues, the timing
of the teratogen is particularly critical. The heart undergoes its most critical
period of development from the third week to the eighth, while the critical
period for the palate begins around the fifth week and ends around the 12th
week. The critical period for neural development stretches from the third
week until birth. These critical periods for development mark the points at
which the developing human is most susceptible to insult. An agent destined
to have an effect on the development of an organ or system will have its
greatest impact during that critical period.
Many teratogens have been identified, including organic mercury (which
causes cerebral palsy, cognitive impairment, blindness, cerebral atrophy, and
seizures), heroin and morphine (causing neonatal convulsions, tremors, and
death), alcohol (fetal alcohol syndrome, cognitive impairment, microcephaly,
joint anomalies, and maxillary anomalies), and tobacco (growth restriction),
to name just a few.
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Far enough to
touch
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Far enough to touch

Author: Stephen Bartholomew

Illustrator: George Schelling

Release date: December 4, 2023 [eBook #72312]

Language: English

Original publication: New York, NY: Ziff-Davis Publishing Company,

1962

Credits: Greg Weeks, Mary Meehan and the Online Distributed

Proofreading Team at http://www.pgdp.net

*** START OF THE PROJECT GUTENBERG EBOOK FAR

ENOUGH TO TOUCH ***
 far enough to touch

By STEPHEN BARTHOLOMEW

Illustrated by SCHELLING

Rene Duport was the quiet member of the moonship's

crew. So quiet that it took several minutes before
anyone noticed that he jumped overboard—into space.

[Transcriber's Note: This etext was produced from

Amazing Stories December 1962.
Extensive research did not uncover any evidence that
the U.S. copyright on this publication was renewed.]
The ship had a crew of six, and Rene Duport was the youngest. The
pilot, who held the rank of lieutenant colonel in the U.S. Air Force
and Master Pilot in the United Nations Space Corps, was one of the
two Americans aboard. The co-pilot was Russian, the navigator a
Finn, the engineer an African, and the research observer was the
other American. Rene Duport was a Belgian, and he was the
radioman, and the youngest ever to go to the Moon.
It had been a routine flight since the ship had lifted from the lunar
surface. In a little less than six hours they were due to enter parking
orbit. Twelve hours later, with a minimum of luck, the ferry ship would
dive to its landing area near the Marianas, and the six crew
members would be once again on Ground. Rather, they would be
floating in the middle of the Pacific Ocean, but that was far more
solid than space. All the Earth was sacred Ground to them, including
the sea. Each of them anticipated the moment when they would
scoop salt water up in their hands and fling their oxygen masks into
the depths and raise their faces to the burning ocean sun, yet they
tried not to think of the moment, they kept it in the backs of their
minds, as if thinking of it consciously could bring bad luck.
All except Rene Duport, who was nineteen years old, and the
youngest ever to enter space. He had loved it out there, on the
Moon, and he loved being here in the ship. He wanted to go back out
again, and he was the only one of the six who was reluctant to return
to Ground. Perhaps if the spacemedics had known of this unnatural
—almost inhuman—state of Rene Duport's mind, they would never
have let him go out. Then again, perhaps he was one of a new breed
of men, born under new signs in the Zodiac, the signs of Gagarin
and Glenn, equipped with a kind of mind and soul never known
before. He was the only one of the six who did not want to go Home.
The American pilot turned to mutter something to his Russian co-
pilot, seated next to him at the front of the ship. The Russian nodded
and adjusted a dial. By formal agreement the crew spoke in French
between themselves. But the pilot's accent was bad, and Duport
would have preferred to talk to him in English. He could not help
smiling to himself whenever the American said something. Frowning,
Duport moved his headphone slightly and changed the frequency of
his receiver. The Azores tracking station had begun to fade with the
rotation of the Earth, but he had no trouble picking up Hawaii. He
wrote down the latest fix and passed the slip of paper forward to the
navigator. He switched on his transmitter to give Hawaii an
acknowledgement.
Forward, the American pilot heard Duport speaking to Hawaii. This is
the moonship Prospero acknowledging transmission.... The
American pilot did not like using French either. He would have
preferred speaking English or Russian. There was something poetic
about French. The phrase bateau du lune, moonship, always gave
him a quiver. It made him think of some kind of ghost ship, with a
moss-covered hull and gossamer sails, floating silently in a midnight
sky. There was something—fragile about the language, especially as
Duport spoke it in his smooth, pure accents.
The American glanced into a mirror that gave him a view of the cabin
behind him. Duport sat by himself at the extreme rear of the cabin,
the radio console hiding most of his body. The headphones and mike
covered most of his face, so that only his nose and eyes were
visible. His eyes were light blue and seemed to glisten, unnaturally
bright, as if the boy had been taking some kind of drug. He was only
nineteen years old. The pilot had had misgivings about Duport from
the beginning when the crew was first formed. It wasn't only his
youth, he didn't quite know what it was. There was something about
Duport, something deep in his personality that he did not trust. But
he did not know how to name it.
Still, Duport had functioned all right so far. And the Selection Board
should know its business. The crew had been chosen, as usual, by
competitive examination, and if there was any flaw in Duport's
character it would have turned up sometime during the six-month
training period. Probably Duport was as good as any of them. He
had been a child prodigy, he'd taken his Master's in physics at the
age of seventeen. He knew as much as any of them, and he had
made no mistakes so far.
Still, the American remembered the first time he had seen Duport. It
had been right after the Selection Board published the crew list. Out
of the two hundred who finished the training program, the Board had
given Duport highest rating. He was not only the youngest ever to
enter space, he was the only crew-member of the Prospero who had
never been in space before, except of course for the ballistic shoots
which were part of training. The American himself had been aboard
the Quixote on the first moonshot directed by the U.N. Space Corps.
Then they had built the Prospero, and he had piloted it on its
shakedown cruise in orbit. And the Board had chosen him to fly the
ship on its first trip to the Moon. Altogether, it was the fourth shot of
the U.N. Space Corps, and the second time he had been on the
Moon. He, the American, was the veteran, he had spent more hours
in space than any other human being alive.

And he remembered the first time he had seen Duport. The veteran
and the kid. He had met him in the briefing room at the launching site
at Christmas Island. The veteran had been studying a thrust table,
and the kid had come into the room, half an hour early for the first
briefing. The American did not hear him come in. He looked up from
his desk, and there he was, Duport, standing at attention in his blue
Corps uniform with the silver sunburst in his lapel, indicating active
commission.
"Christ!" the American had burst out, forgetting himself and speaking
in English. "Are you Duport? They told me you were young...." He
already knew each of the other crewmen.
"Yes sir," Duport answered in English. "I'm afraid I am rather young.
Corpsman Duport reports for briefing, sir. I just arrived on the island
an hour ago."
The American recovered himself. He leaned back in his chair to
study the boy. He was blond and had light blue eyes that glittered,
and he looked like a high school kid.
"Eh bien, parlons francais," the American said at last. "Sorry, Duport,
I didn't mean to offend you. It's just that it was a shock.... Why are
you smiling like that?"
"Nothing, sir." Duport's mouth straightened itself out.
"What do you mean rien? No, tell me, Duport. You should know by
now that the Corpsman's first law is that we tell each other what's on
our minds. If we're going to be sealed up together in a tin can for two
weeks...."
"I'm sorry sir, it was your accent. I found it amusing."
"Oh, that. You're not the first one. Eh bien. Have you been assigned
quarters yet, Duport?"
"No, sir."
"I'll see to it myself after the briefing. You'll find conditions are rather
primitive on the island, but you won't be here long. The ferryboat
leaves in six days."
"Yes, sir."
The American was fascinated by Duport's eyes, their unnatural,
bright glaze. The boy never seemed to blink. He yet stood at
attention, looking down at the older man with unshifting eyes.
"Stand at ease, Duport. As long as you're early, we might as well
start the briefing now." On an impulse, he went to the projection
screen and touched a switch which flashed on a photomap of the
lunar landing area. He pointed to a particular object which was
visible only because of the long shadow it cast.
"As you are well aware, Duport, the research station is here, near
the center of the Crater of Copernicus. The three trips so far by the
Quixote have been sufficient to set up the dome and to land enough
equipment to keep the colony independent for several months if
necessary. So far, there aren't any men there. That's our job, the
Prospero's. We're going to have five passengers with us, research
scientists, I haven't met them yet. All I know about them is that one is
American and one Russian. Our job is to get them into the station,
alive, and then bring back the ship. What they do up there afterward
is none of our business."
"Yes, sir," Duport answered, still at attention. "I have already been
told this."
"Yes, I haven't told you anything that you don't already know. And of
course you also know that the bottom of Copernicus Crater, like all
other flat areas on the Moon, is a kilometer deep with nearly
molecular dust, micrometorite residue. You know that before the first
landing by the Quixote, it was necessary to explode a hydrogen
bomb in order to fuse the surface of the dust into a thick crust of
glass, in order to get a stable landing stage." The American paused,
turned away from the photomap, and looked at Duport again.
"Yes sir."

"But something you don't know is that certain automatic instruments

left at the station by the Quixote have given an indication that this
landing crust was weakened by the last lift-off. The instruments may
be wrong, or they may be right. We're going to find out."
"I—see."
"Yes." The veteran leaned against the wall and looked at the boy's
eyes. "The Quixote is a heavy ship, and the Prospero is heavier.
We're going to have to set her down easy. Very easy. That crust is
hard, but thin. You know what will happen if the ship breaks through.
The rocket nozzles will clog with dust, and the ship will sink to the
cabin bubble. We'll be stuck on the Moon."
"Yes sir," was all that Duport said.
"Yes sir! The point is, Duport, that every member of the crew is going
to have to function as part of the machine, the radioman included.
The slightest error could be crucial on this one. You're going to have
to leave your nerves behind. Once we set her down, we should be all
right. But I hope to God your training program has really got you
ready for this."
"I know it has, sir." Duport stood there, silent, at attention, perhaps
waiting for something else. But the American did not know what else
to tell him. He was trying to figure Duport out. Even then he had a
feeling that there was something about the boy that was wrong.
Something he could not understand. He stared at his cold blue eyes.
At last Duport said, "Once the research station really gets going, the
results should be magnificent, sir."
The American moved away. "Yes, but don't be naive, Duport. Don't
believe what you read in the papers. The real reason for the station
—the reason for the U.N. Space Corps—is practical politics. If the
Corps didn't exist, the U.S. and Russia would go to the Moon
separately. And neither side would tell the other what they were
doing there. A joint effort is the only way to make sure that nobody
plants missiles up there. Science is secondary. We're like two
gunmen afraid to turn our backs on each other."
"Yes sir, of course you are right," Duport said. And as the American
moved toward the desk he glanced back at Duport and saw the boy
staring at the lunar photomap, his eyes coldly reflecting light. The
muscles of his jaw were working visibly, slowly tightening and then
relaxing again. It was as if he were trying to memorize every detail of
the map.

And thinking back on that day, the American pilot wondered if he

were any closer to understanding Duport. Suddenly he thought he
was. For the first time he thought about the way the muscles of
Duport's jaw moved. He had never really considered that before. The
brightness of the boy's eyes had always distracted his attention. He
looked into the mirror again, at Duport seated by himself at the rear
of the cabin, bowed over his console and listening to his
headphones. The pilot could see only part of Duport's left lower jaw.
But yes, the muscles were working. Slowly they contracted until they
stood out like knots, then slowly relaxed again.
Nerves, that was the word. Now the pilot knew what name to give it.
Why hadn't he seen it before? Duport seemed cold, efficient, the pilot
thought, always he seemed to function like part of the machine, part
of the ship. But always the muscles of his jaw were working, and the
shine of his eyes kept you from looking at his mouth, kept you from
noticing the one sign that Duport had a nervous system. The pilot
saw that under Duport's cool, steady surface, the boy was wound to
nearly the snapping point, to the uttermost limit of his nervous
system's tensile strength. It was his nerves that gave Duport his
machinelike efficiency, his quick response time, his endurance. As
long as he kept them under control. It was his nerves, too, that made
his eyes glitter, like the eyes of a madman masquerading as sane.
Why hadn't the medics ever seen it? The pilot wondered what would
happen if Duport ever, for a moment, were to forget himself and lose
control of his nerves.
Well, the boy had lasted this far. During the tense moments of the
lunar touchdown he hadn't cracked. He had responded to orders as
if he were an electric relay. He had done his job. It had turned out
that the landing crust was not weakened after all, but none of them
had known that then. Duport had passed that test. Perhaps, the pilot
thought, he was wrong about Duport, perhaps he was really what he
seemed to be, cool and nerveless. At any rate, he would tell his
suspicions to the medics, back on Ground. Time enough, he thought,
time enough.

The research observer, the other American in the crew, had been
busy taking pictures for several hours. He straightened from his
camera sight, rubbed at his eyes, and stretched.
"When we hit that ocean," he said in English, "I'm going to break out
the raft, strip naked, and go for a swim, sharks or no...."
"Ta geule," someone said, "shut up."
The observer looked around, embarrassed at what he'd said. It was
as if they were all superstitious, as if talking about Ground, even
thinking about it, would bring bad luck. Each of them would have
denied this hotly. But for a moment the observer looked as if he
would have knocked on wood, had there been a piece of wood in the
ship. After a minute the observer pulled out some processed film
plates and began examining them through a lens.
Rene Duport had looked up from his radio console. There was
nothing for him to do at the moment. He thought that he would have
liked to be in the observer's place, or the navigator's, able to look
through one of the periscopes directly into deep space. He had loved
the Moon, he had loved to suit up and walk out onto the lunar dust
and look upward at the sky, at the stars that did not flicker, at the
Magellanic Clouds, close enough to touch. But even there, on the
surface of the Moon, he had always been standing on something. He
thought of the vacuum that was all around the ship, on every side,
just beyond the hull, just beyond the escape hatch behind his back.
He wondered what it would be like to look directly into space,
standing on nothing, to see not merely a dome of stars, but an entire
sphere of them, bright and unblinking. All his life he had wanted to
go into space, and all his life he had known that he would. Now he
did not want to go back, he wished that he could leave the Earth
forever.
The research observer leaned toward the African engineer and
began discussing one of the film plates with him. Rene Duport
listened to them, only half interested. He thought that the African and
the Russian were the only crewmen besides himself who could
speak French without sounding ridiculous.
He saw the pilot abruptly bend over the control panel and make an
adjustment. He said something to the Russian that Duport did not
catch, the Russian co-pilot nodded and began turning a knob slowly,
his eyes on a vernier dial. For several minutes the American and the
Russian worked steadily at the controls, frequently glancing at each
other. Once the Russian rose to open an access plate in the
overhead and inspect some wiring, then he strapped himself in again
and continued working his controls. The engineer left his seat and
pulled himself forward to begin talking to the pilot in low tone. After a
minute the engineer opened a technical manual and began reading
off a series of numbers.
The research observer was watching a dial on the cabin wall.
"She's heating up," he said.
Then Rene Duport noticed it. The cabin temperature had risen
during the last few minutes, already he was beginning to sweat
profusely.
"C'est trop," the Russian said. It's too much.
The pilot turned to look back at his crew. "Pile's overheating," he
said. "I'm going to blow the cabin pressure so we won't roast. Suit
up."

Everyone sealed their helmets and plugged into their air supplies. In
a few seconds they had each pressurized and tested their suits. The
pilot reached for a red lever, and then there was a quick hissing
sound that lasted only for a moment.
Rene Duport waited, wondering what was going to happen. Nothing
like this had ever happened to the Quixote. And the Prospero
followed the other ship's general design, so that it shouldn't be
happening to her either. Both ships used water as a reaction mass,
superheated by a nuclear pile, which was separated from the cabin
bubble and attached to it only by steel girders. Duport knew what
would happen if the overheating didn't stop. Either the pile would
blow like a bomb, or those girders would continue conducting heat
into the cabin until the cabin walls turned red hot and then melted.
Blowing the cabin pressure could only keep the crew from roasting
for a few minutes. Perhaps some damping rods had blown out;
whatever it was, Duport knew the pile was heating fast.
Over the intercom, Duport could hear the co-pilot muttering, "Trop
vite! Trop vite!" Too fast, too fast.
"She's going to blow," someone else said.
There was a silence that lasted several seconds. Everyone waited.
Then the pilot said, "No good. I'll have to eject."
But Duport did not hear that.
When the temperature was down to normal, the pilot reached for a
valve to begin pressurizing. But a safety device prevented the valve
from operating, and he looked around to see why. "Christ!" his voice
came over the intercom. "He jumped!"
The rest of the crew turned their heads to look toward the rear of the
cabin. The escape hatch behind Duport's seat was open, and Duport
was gone.

"But why did he do it?" The research observer lounged against the
aft bulkhead, he had been watching a chess game between the
Russian and the Finn. The Prospero was in orbit, there was little to
do now but wait for the ferry ship to lift off from Christmas Island and
make rendezvous. After the pilot had ejected the nuclear fuel, the
ship had of course simply coasted into orbit. With no power left for
course correction, it was not a good orbit, but it was close enough for
the ferry to reach. There was nothing to do now but wait, and play
chess. The research observer shook his head. "It was stupid, there
was no reason. Why did he go out the hatch like that?"
The pilot was tired. He rubbed his face with both hands. He did not
want to have to think about it. He looked at the other American's
face.
"Nerves. He lost his nerve, that's all."
The research observer watched the Finn capture one of the
Russian's rooks with a knight.
"He jumped out of the ship." It was as if he were trying to convince
himself that it had really happened. "Why did he do it? I can't figure it
out."
The pilot covered his eyes. "Call it cowardice if you like. Or panic.
The kid chickened out."

Then they were in the ferry ship, waiting for the engineers to finish
inspecting the Prospero before casting off and going into a re-entry
spiral, towards the Pacific landing area. Meanwhile, the medic had
finished his preliminary physical of each of the crew. Most of the men
rested quietly, reading newspapers and waiting. The American pilot
had strapped himself to one of the crash couches and taken a short
nap. Then he got up to look through a periscope at the three
engineers working near the Prospero's power tank.
The ferry ship's radioman, a young Englishman, tapped him on the
shoulder. The pilot turned away from the eyepiece, and his face was
drawn and white.
"They've picked up his track," the radioman said.
"What?"
The radioman handed the pilot a piece of paper. "Just got the news.
His suit transmitter, the beacon's working. The station at Leningrad
picked up the signal, they're going to compute his orbit."
It was a few seconds before the American understood what he was
talking about.
"Duport, you mean? They're tracking him?" He hesitated. "But why?
Why are they computing his orbit?"
The Englishman grinned. "They're going to try to pick him up.
Rescue him, you know."
The American stared.
"Be a few hours before they have an exact plot," the radioman went
on. "The rough estimate is that they'll be ready to launch within forty-
six hours. They're going to send up the Wabash Cannonball. If his
beacon keeps operating, there's a fifty-fifty chance they'll catch him.
Just thought you'd want to know, sir. You may not have lost a
Corpsman after all." The Englishman turned to go back to his post,
and the American stared at his back as he moved away.
"Why?" he whispered. "Why?" The pilot did some rough calculations
in his head. He remembered the ship's approximate position and
velocity at the time that Duport had jumped. Duport's body would of
course have about the same orbital velocity as that of the ship,
though the impetus of his leap would have been enough to carry him
into some completely different direction. Somewhere out there
Duport was swinging around the Earth in a wide, elliptical orbit. For
some reason it had not occurred to the pilot that he might still be
alive. Since the moment that he had turned and seen the open hatch
he had been thinking of Duport as a casualty, already dead. But in
fact, the American realized, Duport was probably still alive. His suit
was equipped for just this kind of emergency; it had an oxygen
regenerating system that could supply him with air to breathe as long
as the photocells kept his battery charged. The catch was that no
one had ever lived in a suit before for more than twelve hours at a
stretch. Six hours was considered the normal safety limit. In theory
the suit would keep Duport alive until he died of thirst or starvation.
In theory.
But why were they going to try to rescue him? It made no sense. The
Wabash Cannonball was the smallest ship in the Space Corps' fleet.
It carried a crew of two, and was used for ferrying small cargoes into
orbit. If she left behind her reserve oxygen tanks and emergency
equipment, it should be possible to reduce her weight load
sufficiently to get her into an orbit as high as Duport was. Then there
was perhaps one chance in ten of getting him down alive. No doubt
the Corps Center had decided to send the Cannonball up because it
would involve the least possible fuel expenditure. But the operation
would still cost close to half a million dollars, to say nothing of the
risk to the ship and crew. Nothing of the kind had ever been done, or
attempted, before. Why had the Corps decided to gamble two lives
on a long chance of saving one?
Suddenly the American felt an intense, irrational hatred of Duport. If
his suit beacon was operating, it could only be because he had
turned it on. Why hadn't he left it off, rather than risk the lives of
others to save his own hide? He had jumped ship. They ought to
leave him there, the pilot thought.

The ferry ship broke atmosphere, her heat shield and fins glowing
red. She fell to an altitude of ten thousand feet before her velocity fell
to a little less than two thousand miles per hour. Then the collapsible
wing unfolded like the wing of a moth, it was half wing, half
parachute. The ship glided toward the sea.
It struck the water with an explosion of spray, dived under, bobbed to
the surface again, rolling like a porpoise. Someone opened a hatch
and climbed out onto the hull. Ten minutes later, the helicopter
appeared.
Back at Christmas Island, the American pilot was still asking why. He
asked it of Dr. Valdez, a grey-haired man, chief of the spacemedic
team.
"You're right," Dr. Valdez said. He was sitting in a chair on the
veranda of the infirmary, hands folded behind his head, looking out
to sea. "The Center did ask my advice on this matter. I told them
what I thought the odds were against a successful rescue operation.
I also told them that, for scientific reasons alone, I thought it was
worth attempting."
"But why?" The American looked down at him.
Dr. Valdez looked at the sea. "It is now just about twenty-four hours
since Duport jumped into space. His beacon is still operating, and
the orbital plot has been completed. The rescue ship will launch in
about thirty hours from now. Estimating six hours between lift-off and
rendezvous, this means that Duport will have been alone in space
for a total of about sixty hours. Two and a half days."
The American said nothing, waiting for him to go on.
"Think of him up there." Dr. Valdez closed his eyes. "Completely
alone. Total silence except for the sound of his own breathing. He
sees nothing but stars, intensely bright, above him, beneath his feet,
on all sides, the silver smear of the Milky Way, the Clouds of
Magellan, the nebulae. The Earth is a great, swollen balloon that
swings past his field of vision now and then, the Moon a smaller
bubble. Without a reference point there is no sense of depth, no
perspective. He can reach out and touch the stars. He swings in
space, beyond time and distance, completely alone."
"So what?" the pilot said at last.
Dr. Valdez straightened in his chair and leaned his elbows on his
knees.
"So there are some things we—I—would like to know. I'd like to know
what is happening to him, out there. What he has seen, perhaps
heard. The effects on his body, if any. Above all, the effect on his
mind. No human being has ever experienced anything like it before.
There's something else I'd like to know. We worked with him for
nearly a year. He finished with the highest rating in his class. We
never would have sent him out if we hadn't been sure about him. But