9/30-Links Ch. 4 (27-end)

Question 1

What are the four guiding principles in theory that Dr. G focuses on?

Answer 1

1. linguistic innateness theory
2. lock’s theory of neurolinguistic development
3. Humans as pattern seekers and goodness of fit
4. implicit/explicit teaching

Question 2

In terms of the linguistic innateness theory, what did chomsky believe?

Answer 2

that language is an innate faculty that we’re born with

born with a set of linguistic rules

a universal grammar

language builds on this language acquisition device LAD

Question 3

What is LASS?

Answer 3

Language acquisition support system

Question 4

Who makes up the LASS?

Answer 4

family and surrounding social networks of the child

some families of LI children are not great talkers

Question 5

How is the brain a pattern seeker?

Answer 5

brain searches for similarities/differences

wants to make sense of complexities

wants to simplify things as well as discover how the simplifications fits into bigger picture

Question 6

What does miller say about the brain being a pattern seeker?

Just read this

Answer 6

we look for relatedness, for connections.

we have a neurological system limited in processing capacity and therefore search for ways to clump what we know into manageable chunks. These polymorphous chunks organize the knowledge structures that form the basis for the strategies we develop to incorporate new information.

What we know is a summary or abstraction of our actual experiences

the way we organize our experiences serves as the basis of our knowledge

knowledge structures=schema; provides regularities for what we know and for what we learn

language is one example of information that is organized in an orderly, systematic whole

Question 7

What are the five strands of literacy and language?

Answer 7

1. listening skills
2. oral language
3. reading
4. Writing

**Play & pragmatics–these are the strands of language learning, and they can go anywhere in here (Dr. G didn’t talk about Pragmatics)

Question 8

What is goodness of fit?

Answer 8

a primary way in which kids attempt to move toward connections in their developing language system is by GOODNESS OF FIT

Question 9

How do children develop goodness of fit?

Answer 9

they make best guess: imitate what they hear and make closer approximations as they practice

Question 10

What demonstrates goodness-of-fit principle?

Answer 10

auditory perceptual errors

e.g.,: “give us this day our jellybread” “I pledge a legion to the flag A to the Republic for Richard Stands”

Question 11

As learners, what do we establish?

Answer 11

a preferred goodness of fit analyzer

Question 12

When top down learning, what kind of thinking do we use? (think goodness of fit)

Answer 12

-identify a general outline (gestalt) and fill in details that validate hunch”–DEDUCTIVE THINKING: one formulates general hypothesis inferring specific outcomes

Question 13

When Bottom up learning, what kind of thinking do we use? (think goodness of fit)

Answer 13

data/details work toward bigger picture: INDUCTIVE THINKING: gathering examples until goodness of fit analyzer can draw a general conclusion

Question 14

Examples of Top Down and Bottum up processing w/ goodness of fit…

Answer 14

TOP-DOWN PROCESSING: oral language learning trying goodness of fit about what the adult is saying

BOTTOM-UP PROCESSING: printed language learning trying to sound out printed graphemes leading to a matchup with what one has in his/her brain…e.g. c….a…t ……/k/ /ae/ /t/ the animal that meows

Question 15

What is implicit teaching?

Answer 15

Submerge a child in materials/activities where s/he can begin to DISCOVER PATTERNS to make a best fit

THIS IS VERY DIFFERENT THAN THINKING WE NEED TO TEACH a child everything

Question 16

What is explicit teaching?

Answer 16

EL: active and intentional

Brown: explicit teaching is teacher-centered, involves modeling thinking patterns; teacher thinks out loud while working through a problem
Students memorize rules

Question 17

Example of goal. is it good/broad enough or too narrow/a bandaid?

Addie will demonstrate increased play skills through engaging in increasingly complex play in response to verbal prompts in the therapy room with 80% accuracy

Answer 17

I think he said this one is pretty good. broad enough anyway…

Question 18

Example of goal. is it good/broad enough or too narrow/a bandaid?

Jake will increase receptive language skills by demonstrating understanding of prepositional concepts in response to verbal prompts given by the clinician in the therapy room with 80% accuracy

Answer 18

This one could’ve been better. more generalized outside the tx room.

Question 19

Example of goal. is it good/broad enough or too narrow/a bandaid?

Robbie will increase expressive language through combining noun + verb phrases (boy is walking) in response to visual cues and verbal prompts by the clinician in the therapy room with 80% accuracy

Answer 19

(This is too narrow! It’s a band-aid—his problem is producing Language- you could write it to MLU) “Robbie will increase to 6 word utterances using correct grammar & syntactical structures)

Question 20

On Exam–Just star the cards that are associated with what’s on here…

Answer 20

1. How to write specific goals, but then take those and make them more general. This will be on exam. Make them less of a band aid…
   • **Write across strands, and write across systems of language/parts of speech
2. Wants an example of learning something and developing it across strands… think: learning to play an instrument or playing golf (kitty’s ex)
3. 1st part of the test:
   -fill in the blank.. executive dysfunctions and know what they are
   -threats to language acquisition
   • 3 categories or specifics
   -Goodness of fit.. things that we’ve developed in our life and then
   • what is goodness of fit. How do we use it
   •how does strands fit in there

T/F—potpourri of things

Locke’s model

Draw Information Processing model—

Do locke’s model and then given a case scenario and be expected to go deeper with a case study. Tie it back to locke and information processing!

Write a bandaid goal—and then make that goal better (less specific)

Remember every goal has three parts: condition (what you do to get client to perform), criteria (accuracy), and performance (measurable). The client will do ‘what behavior to what extent and for how long’

Throwing in auditory processing from links 3 as an original diangnoses..