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Finals > CDIS 2223 Final > Flashcards

CDIS 2223 Final Flashcards

1
Q

what is then function of the CN V mixed CN nerve?

A

facial and jaw movements

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2
Q

what is the function of the CN VII facial nerve?

A

facial movements including facial expressions, come of the tongue movements, facial muscle movements

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3
Q

what is the function of the CN VIII (acoustic/vestibulocochlear) sensory nerve?

A

hearing and balance functions

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4
Q

what is the function of the CN IX (glossopharyngeal) mixed CN nerve?

A

tongue and palatal sensations

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5
Q

what is the function of the CN X (vagus) mixed CN nerve?

A

palatal, pharyngeal, and laryngeal movements

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6
Q

CN XI (accessory) (motor) function?

A

head and shoulder movements (breathing and postural tasks)

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7
Q

CN XII (hypoglossal) (motor CN) function?

A

tongue movements

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8
Q

according to this model, the brain areas work together for higher level functions including language

A

connectionist model

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9
Q

layer consisting of myelinated axons

A

white matter (outside)

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10
Q

layer consisting of non-myelinated axons

A

gray matter (inside)

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11
Q

cushioning structure for the brain

A

cerebrospinal fluid

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12
Q

outer most membrane of cerebrum

A

durameter

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13
Q

located in-between duramater and piameter

A

arachnoid

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14
Q

convolutions or elevations observed within the brain surface

A

gyri (gyrus)

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15
Q

innermost layer of cerebrum

A

piameter

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16
Q

grooves or valleys observed within the brain surface

A

sulci (sulcus)

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17
Q

blood supply or information sent to the same side of the brain

A

ipsilateral innervation

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18
Q

blood supply or information is sent to the opposite side of the brain

A

contralateral innervation

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19
Q

divides brain into right and left hemispheres

A

longitudinal fissure

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20
Q

connects the right and left hemisphere

A

corpus callosum

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21
Q

divides the brain into anterior and posterior halves

A

central sulcus

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22
Q

important for speech, language and hearing

A

lateral cerebral fissure a.k.a Sylvian fissure

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23
Q

cerebellum has ____ cerebellar hemispheres

A

two

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24
Q

each cerebellar hemisphere has _____ lobes

A

three

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25
Q

what are the three cerebellar hemisphere lobes?

A

anterior, posterior, flocculondular

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26
Q

lexical knowledge

A

semantics

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27
Q

which area is typically important for forming grammatically correct sentences?

A

brocas area

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28
Q

the flexibility of the central nervous system to generate new synaptic connections and/or develop alternate connections to execute life functions

A

neural plasticity

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29
Q

this type of plasticity happens during early childhood

A

experience-expectant plasticity

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30
Q

this type of plasticity continues throughout life

A

experience-dependent plasticity

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31
Q

______ research focuses on generation and refinement of existing knowledge base

A

basic

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32
Q

_______ research focuses on addressing specific problems related to different concepts

A

applied

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33
Q

these theories are based on the fact that humans are born with language skills

A

nature inspired theories

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34
Q

Language is innate to humans and there are specific areas of the brain that control specific language functions

A

fodor’s modularity theory

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35
Q

Children do not have any innate knowledge about language. They learn language through environmental stimulation and reinforcement of vocalizations by adults.

A

behaviorist theory (skinner)

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36
Q

_______ conditioning is when behaviors become stronger when they are reinforced and they become suppressed when they are punished.

A

operant

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37
Q

humans learn language through both a combination of nature and nurture-related factors

A

interactionist theories

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38
Q

Language is unique to humans. Language typically emerges from social interactions with peers and adults.

A

Vygotsky’s social-interactionist theory

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39
Q

The zone of ________ ________focuses on this possible potential level where a child may be able to learn or demonstrate new skills by some more assistance or scaffolding.

A

proximal development

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40
Q

Language is learned due to cognitive and social skills. Children’s cognitive development occurs before language development.

A

piaget’s cognitive theory

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41
Q

A stage in language development where children are very self-centered and they usually talk about the things related to them.

A

egocentric speech

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42
Q

These are ideas that govern language processing and the role of tangible rewards that the speaker gains through language use.

A

cognitive principles

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43
Q

These are related to an individual’s confidence in language learning and one’s inclination to take risks with respect to language.

A

affection principles

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44
Q

These are principles that suggest that knowledge of other languages may either facilitate or interfere in learning new languages.

A

linguistic princples

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45
Q

intonation is the _________ placed on certain syllables at phrase and sentence level

A

prominence

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46
Q

length of the sounds at word level

A

duration

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47
Q

prominence placed on certain syllables of multisyllabic words

A

stress

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48
Q

strong-week stress pattern

A

TEACHer, CHIna

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49
Q

weak-strong stress patter

A

aBOVE, jaPAN

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50
Q

Process by which infants begin to focus more on perceptual differences that are of significance to them.

A

perceptual narrowing

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51
Q

During the first year of life, infants are able to process phonetic information for both native and non-native languages

A

phonetic processing

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52
Q

These are rules for use of speech sounds in a language

A

phonotactic regularities

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53
Q

variations of a speech sound which may or may not indicate a change in meaning

A

allophones

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54
Q

voice ______ time: time in-between the release of a stop consonant and the onset of vocal fold vibration

A

onset

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55
Q

superordinate level

A

most general concepts in a particular category. examples: people, animal, food

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56
Q

basic level

A

general words within a category. examples: mama, dada, water

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57
Q

subordinate level

A

specific examples of basic level words. examples: types of apples, gala, granny smith, red delivious

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58
Q

by what age do infants begin to differentiate between living and non-living things?

A

4 months

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59
Q

these categories include concepts arranged on the basis how and what the objects are used for

A

conceptual categories (examples: cup is for drinking, spoon is for eating)

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60
Q

reflexive vocalizations

A

by 2 months, sounds of discomfort or contentness

61
Q

control of phonation (1-4 months)

A

cooing and gooing

62
Q

expansion (3-8 months)

A

they start saying sounds on purpose, usually consonants like “d” or “b”

63
Q

language _____ includes morphology, phonology, and syntax

A

form

64
Q

______ reduction: this child may simplify the words and say one of the two consonants. example” kool for school

A

cluster

65
Q

Production of a nonnansal consonant as a nasal consonant (nanny for candy, mom for mop)

A

nasal assimilation

66
Q

when a consonant begins to sound similar to another sound of the word

A

assimilation

67
Q

consonant _______: when an earlier sound influences a later one (doddie for doggie) or a later sound may influence the earlier sound (lellow for yellow)

A

harmony

68
Q

production of a nonvelar consonant as a velar consonant (gog for dog, kuk for cup)

A

velar assimilation

69
Q

replacing a sound produced farther back in the mouth with a sound produced relatively in the front of the mouth (tub for cub)

A

fronting

70
Q

replacing a sound produced in the front of the mouth with a sound produced in the back (cap for tap)

A

backing

71
Q

replacing a fricative or affricate with a stop sound (tip for ship)

A

stopping

72
Q

replacing a liquid (r,l) with a glide (w). example: wainbow for rainbow

A

gliding

73
Q

learning of new words that are phonologically different from already learned words (cat, juice, book)

A

novel nonneighbors

74
Q

learning new words that are phonologically similar to already learned words (mat, sat, pat)

A

novel neighbors

75
Q

_______ overextension: extended use of a word for other words that belong to the same category (saying cat for any four-legged animal or saying mommy for any woman)

A

categorical

76
Q

_______ overextension: extended use of a word for words that are perceptually similar (saying cup for anything with a handle or saying ball for anything that is round)

A

analogical

77
Q

________ overextension: extended use of a word for words that are semantically or thematically related (saying flower for the act of watering the plants)

A

relational

78
Q

use of words only to refer to specific objects, people or events (saying bottle for only their bottle)

A

underextension

79
Q

principle of _______: words symbolize objects, actions, events, and concepts (mommy represents someone’s mother)

A

reference

80
Q

principle of _______: words label categories and not just the original example (round - ball - may be used to define toys that you play with)

A

extendibility

81
Q

principle of _______ _______: when toddlers hear a new word, they associate the new word to the entire object rather than parts of the object (elephant would refer to the entire animal not just its body parts)

A

object scope

82
Q

if the toddler knows that dog is a four-legged animal, it refers to the principle of ________

A

reference

83
Q

principle of ________: Toddlers begin to recognize that some terms used during infancy are not used in a
similar way by adults. (saying nigh-nigh for goodnight)

A

conventionality

84
Q

princple of _____ _____: toddlers are able to use words in more different subcategories (using ball in different ways to refer to ping pong ball, basketball, football)

A

categorical scope

85
Q

first borns have more ______ and ______ development while later born siblings have more advanced ______ skills

A

lexical; gramamtical; conversational

86
Q

What are some interindividual differences?

A

effects of gender, effects of birth order, effects of socioeconomic status.

87
Q

Elicited ________ tasks: Clinician or the researcher produces a target
stimulus and the client repeats it back as he or she heard it

A

imitation

88
Q

Elicited __________ tasks: The clinician produces a target word with a prompt but the child does not repeat but rather asks questions or makes statements based on the given prompt

A

production

89
Q

comprehension tasks

A

picture selection task, the act-out task, judegement tasks

90
Q

fast method of assessing a child and determining whether or not they need a detailed evaluation

A

screening

91
Q

macarthur bates comm. development inventory is good for what age?

A

8-36 months

92
Q

receptive-expressive emergent language test is good for what age?

A

birth-3 years

93
Q

CELF preschool 2 is good for what age?

A

3-6 years

94
Q

_______ literacy: refers to the beginning period of reading and writing

A

emergent

95
Q

______________ ability: refers to the ability to view language as an object of attention

A

metalinguistic

96
Q

______ awareness: refers to children’s understanding of the forms and functions of written language

A

print

97
Q

_____________ awareness: refers to the ability to identify sounds and segment words and multisyllabic words into syllables

A

phonological

98
Q

______ terms: words that change their meaning and use with location of a speaker and listener

A

deictic

99
Q

this, that, those, these are examples of what kind of terms?

A

deictic

100
Q

who where which what why are examples of what kind of terms?

A

interrogative

101
Q

before, after, until, since, while, during are examples of what kind of terms?

A

temporal

102
Q

hot-cold, up-down, high-low, tall-short, yes-no are examples of what kind of terms?

A

opposites

103
Q

on, in, above, under, behind are examples of what kind of terms?

A

locational prepositions

104
Q

mom, dad, brother, sister, grandparents, cousins, aunt, uncle are examples of what kind of terms?

A

kinship

105
Q

______ narrative: refers to an individual sharing an actual event

A

personal

106
Q

_______ narrative: refers to an individual sharing a fictional event

A

fictional

107
Q

____________ variation: each preschooler has his/her own strengths. no two preschoolers of the same age are on the exact same timeline for language milestones

A

intraindividual

108
Q

___________ differences: children of different ages may have differences in terms of when and how they acquire the language milestones

A

interindividual

109
Q

_-unites: how many partial or complete sentences does a child use in a written sample

A

T

110
Q

_-unites: how many partial or complete sentences does a child use during a conversation

A

C

111
Q

______ phase: Children make substitution errors and these errors are semantically and syntactically probable (the food is delicious/tasty, the dog is scowling/barking)

A

First

112
Q

______ phase: Children make substitution errors but these errors have similar graphic representations (similar spellings) to the target word. (there are cooked carrots on the table/ there are cold carrots on the table)

A

Second

113
Q

_____ phase: children make substitution errors where the errored word has a graphical resemblance to the target word and the words are grammatically and semantically acceptable. (the dress looks gorgeous/ the dress looks great)

A

Third

114
Q

confirmation, fluency, and ungluing from print (ages 7-8 years)

A

stage 2

115
Q

reading to learn the new (between grade 4 through 8)

A

stage 3

116
Q

multiple viewpoints ages 14-18 years

A

stage 4

117
Q

construction and reconstruction ages 18 years and above

A

stage 5

118
Q

language use consists of what three things?

A

functional flexibility, conversational abilities, narrative development

119
Q

_______ refers to retelling of a personal story or experience

A

recount

120
Q

_______ refers to spontaneous personal narratives

A

account

121
Q

_____ ____ describes current events as they are happening

A

event cast

122
Q

test of pragmatic language - second edition (TOPL-2) is good for what ages?

A

6-18 years and 11 months

123
Q

speech pathologist adopt three approaches, what are they?

A

child-centered therapy, clinician-directed therapy, combination

124
Q

This approach focuses on the fact that the child will accommodate to activities and people based on situations.

A

highly situation centered.

125
Q

what states in smoky mountain region have southern dialect?

A

tennesee and kentucky

126
Q

what are the other southern dialects?

A

appalachian english, smoky mountain dialect, new orleans dialect, texan dialect, oklahoman dialect

127
Q

Norther dialect areas:

A

boston, philadelphia, new york, pittsburg

128
Q

ommision of r sound like saying cah for car is what dialect?

A

northern

129
Q

saying totally like teutally is what dialect?

A

western

130
Q

simplified language developed among speakers who do not share a common language

A

pidgin

131
Q

pidgins become creoles when speakers pass on their language from one generation to the next

A

creoles

132
Q

_________ bilingualism: children acquiring two or more languages at the same time

A

simultaneous

133
Q

________ blingualism: children acquire one language first. after mastering the first language they learn a new language

A

sequential

134
Q

code switching is used for:

A

different social setting, when forgetting one language, to express how they feel

135
Q

code switching happening between sentences. Example: Guten tag! How are you?

A

intersential code switching

136
Q

code switching is happening within the same sentence or utterance. Example: I love azul, black, and marron

A

intrasential code switching

137
Q

presence of language elements from both the first language and second languages learned

A

Interlanguage

138
Q

language _____________ refers to a more consistent use of second language by speakers.

A

stabilization

139
Q

what is the difference between a language disorder and a language difference?

A

a language disorder is a cognitive issue with expressive or receptive language and a language difference is something that is because of geographical location or ethnic factors.

140
Q

number of individuals with an existing condition at any time

A

prevalence

141
Q

number of newly diagnosed cases each year

A

incidence

142
Q

refers to exclusive problems in language skills

A

primary language impairment

143
Q

refers to language disorders due to other co-existing medical, congenital or physiological factors

A

secondary language impairment

144
Q

children with a lower IQ of below 80 are termed to have an _________ ______

A

intellectual disability

145
Q

what are causes of intellectual disabilities?

A

can be prenatal, during time of birth, or post natal (head trauma)

146
Q

what are symptoms of intellectual disabilities?

A

delays in early communication skills

147
Q

types of hearing loss

A

prelingual and post lingtual

148
Q

characteristics of children with hearing loss

A

language disorders, limited vocabulary, limited comprehension of spoken language, and limited syntactic and pragmatic skills

Finals (13 decks)

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