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CDS 3200 EXAM 1 > Ch. 1 > Flashcards

Ch. 1 Flashcards

1
Q

What is communication?

A

sending a message (written, spoken, or gestures)

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2
Q

Acoustic Level

A

sounds that are traveling through the air and entering the auditory system

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3
Q

What are the 3 levels in which info gets processes in the brain?

A
  1. acoustic level
  2. motor level
  3. linguistic level
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4
Q

Language

A

a complex and dynamic system of conventional symbols used for thought and communication

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5
Q

speech

A

the articulation and the rate of speech sounds and quality of individual voice

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6
Q

communication

A

includes symbols and non symbolic info

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7
Q

language disorder

A

impaired comprehension and/or use of spoken, written, and/pr other symbol systems
can represent a deficit in receptive language, expressive language, or a combined expressive-receptive deficit

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8
Q

What percentage of children in schools have speech and language disorders?

A

1.79%

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9
Q

late talker

A

child who develops speech or lang. later than others (typically boys)

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10
Q

language difference

A

not a disorder, an individual that has a dialect, maybe a student that is using English as a second lang.

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11
Q

Descriptive-developmental framework

A

identifying strengths and weakness, looking at what is typical development and comparing it (how a child is different and how can we help them improve)

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12
Q

level 1 of the speech chain model

A

the acoustic level of communicative function

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13
Q

level 2 of the speech chain model

A

the internal physical/motor system required for communication

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14
Q

level 3 of the speech chain model

A

the linguistic component of communication

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15
Q

theory

A

proposed way of how we think language developed

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16
Q

Behaviorism Theory

B.F Skinner

A

learning occurs when an environment stimulus triggers a response or behavior
increasing the frequency of positive behaviors and decreasing or altering negative behaviors

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17
Q

Cognitive theory

Jean Piaget

A

sequence of progressively more sophisticated cognitive skills, from primitive thinking to advanced cognitive ability
proposes specific cognitive achievements are fundamental to linguistic development
-problem solving, understanding and developing concepts
-schema
-assimilated

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18
Q

limitation of cognitive theory

A

distinct stages are not the way a child develops, there is a fair amount of overlap between the different stages

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19
Q

nativist theory (noam chomsky)

A

kids are born with a function in the brain that gives them an innate ability to learn language
takes away emphasis on the environment, focuses on biological influences (the brain is ready to learn language from birth)

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20
Q

neurobiological research and neural maturation

A

relationship between language and brain development in young children
brain development facilities language performance and child’s learning changes the brain

21
Q

brain plasticity (related to neurobiological research)

A

decreases with age- becomes less capable of reorganizing and adapting to new environment input at peoples age
-the ability to make new connections or shift connections around in the brain

22
Q

bidirectional relationship

A

brain development influences language development, has a child’s language develops, it influences the growing of the brain

23
Q

social interaction theory

A

based on principle that communication interaction plays a central role in children’s acquisition of language

24
Q

children’s language is closely tied too:

A

children’s appreciation of others communicative intentions
sensitivity to JVA
desire to imitate others behaviors and speech

25
Q

important concepts of Social interaction

A
  • infant-directed talk (motherese)
  • coordinating attention (pointing)
  • parent-child communication routines (scripts)
26
Q

Vygotsky’s Sociocultural Theory

A

cognitive development is socially mediated

  • a child’s interactions with others influence her or his cognitive understanding
  • child is motivated by interaction and there is also cognitive development with social interaction
27
Q

example of Sociocultural theory

A

routines, or a parent models something for a child–> and then the child imitates and the responsibility shifts to the child

28
Q

Zone of Proximal development

A

tied to sociocultural theory

  • we want to work with the child’s comfort zone so the child does not become overwhelmed, and their ZPD will continue to increase as the child learns more
  • its a moving target
29
Q

information processing theories (connectionism)

A

an individuals cognitive ability to process information is completed by a large number of very simple processing elements similar to those of a computer
-does the child have the cognitive ability to respond to the input with the correct input

30
Q

systems/ecological approach

A

an individuals family, community, and culture shape their functioning throughout the life span

31
Q

microsystem level

A

smallest level. family, caretakers, siblings, peers

32
Q

mesosystem level

A

middle level, school, neighborhood, workplace

33
Q

macrosystem level

A

highest level, cultural differences, legal policies, where and how they live (the bigger picture)

34
Q

Domains for language

A

form
content
use

35
Q

syntax

A

form- sentence structure

36
Q

semantics

A

content- vocab

37
Q

pragmatics

A

use- social piece

38
Q

components of language

A

morphology, syntax, phonology, semantics, pragmatics

39
Q

morphology

A

the structure of words and the construction of word forms

40
Q

syntax

A

the order and combination of words to form sentences

relationships among the elements within a sentence

41
Q

phonology

A

the sound system of language

the rules that govern the sound combinations

42
Q

semantics

A

the system that governs the meanings of words and sentences

43
Q

pragmatics

A

the system that combines the above language components in functional and socially appropriate communication

44
Q

5 communication subdomains

A 
early pragmatics 
vocab 
early word combinations 
morphosyntax
discourse
45
Q

subdomain 1

A 
early pragmatic skills: prelinguistic communication 
JVA- between 10-12 months 
turn taking
imitation  
maintaining topics of conversation 
making conversational repairs
46
Q

subdomain 2

A

vocab development
begins toward the end of the 1st year of life and continues to develop throughout ones life
by 2 years–> 200-500 words are expressive

47
Q

subdomain 3

A

multiple word combinations
once a person produces approx 50 words, word combinations start to emerge
not governed by adult syntax

48
Q

subdomain 4

A

morphosyntax development
children’s utterances begin to demonstrate characteristics of syntax and morphological development
occurs between 24-36 months for typically developing children
-present progressive for words
-plural s

49
Q

subdomain 5

A 
advanced pragmatics and discourse development
between the ages of 3 and 7 children's developing pragmatic/discourse skills:
-reason and reflect on the past 
-predict events and express empathy
-maintain interaction with peers 
-understand and use sarcasm 
-code switching 
-thinking of consequences 
-predicting events 
-uses narrative form to tell a story

CDS 3200 EXAM 1 (3 decks)

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