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Psychology 465- Language Development > Chapter 11: Language Disorders Part 1 > Flashcards

Chapter 11: Language Disorders Part 1 Flashcards

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1
Q

Why is it important to study special populations

A
  • they can help answer fundamental questions about the underlying abilities that contribute to language acquisition in general
  • can lead to improved programs for facilitating language development in those populations
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2
Q

What question does studying deaf children help us answer

A
  • Does language depend on the auditory-vocal channel
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3
Q

What question does studying blind children help us answer

A
  • How do differences in input influence language development
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4
Q

What question does studying children with Intellectual Disabilities help us answer

A
  • to what extent does language depend on general cognitive abilities
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5
Q

What are the problems with language development

A
  • language development doesn’t always look like a straightforward line
  • various conditions may impact language acquisition
  • sometimes we don’t know the reason for a chid’s language difficulties
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6
Q

What is a language delay

A
  • suggests that the problem is that the child’s language development lags behind that of other children
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7
Q

What does a language disorder imply about a child

A
  • implies that the problem is a condition that the person has
  • it is qualitatively different
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8
Q

What is a language impairment

A
  • results that the problem impairs/ interferes with the person’s ability to communicate and function
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9
Q

What are the signs of a language delay/impairment from the American Speech-Language-Hearing Association (ASHA)

A
  • doesn’t smile or interact with others (birth-3 months)
  • Doesn’t babble (4-7 months)
  • makes few sounds (7-12 months)
  • does not use gestures (7-12 months)
  • doesn’t understand what others say (7- 2 years, example, understanding directions)
  • says only a few words (12-18 months)
  • does not put words together to make sentences (1 1/2 - 3 years)
  • has trouble playing and talking with other children (2-3 years)
  • has trouble with early reading and writing skills ex: may not show interest in books or drawing (2 1/2- 3 years)
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10
Q

What is a language disorder/ impairment

A
  • an impairment in comprehension and/or the use of spoken, written and or other symbol systems
  • the disorder may involve language form, content and use
  • the problem can be spoken, written or other symbol system
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11
Q

What is ‘Form’ in language

A
  • essentially phonology, morphology and syntax (grammar of language)
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12
Q

What is the ‘content’ of language

A
  • essentially semantics and world knowledge (vocab)
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13
Q

What is Use

A
  • the employment of form and content, as well as knowledge of the rules of cooperative verbal interactions (turn taking) to fulfill communicative goals (pragmatics)
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14
Q

How do we determine impairment

A

TWO CRITERIA MUST BE MET

  1. the child must have a problem that affects functioning , there must be an adaptive dysfunction
  2. the child must have a problem relative to a comparison group, must score lower on a standardized norm -referenced test
    - a child must have a disorder by both criteria in order to be considered to have a language disorder or impairment
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15
Q

What is Expressive language impairments

A

(understand language, cant express language aka thoughts into words is hard)

  • able to acquire knowledge of language receptively but has difficulty with expression
  • recognition is generally easier than recall
  • when listening the child must simply recognize language
  • when speaking they must recall words and produce the sounds and utterances
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16
Q

What are Receptive Language impairments

A
  • the child can express themselves when in control of the topic but has difficulty understanding others
  • they learn language but still have difficulty understanding language
  • most cases: language abilities are not really that good if you look at them in depth
    (less common)
17
Q

What does it look like when a child has both expressive and receptive language impairments

A
  • if a child does not understand language they will usually also have difficulty in producing language
  • if they cant understand language that wont learn it and wont be able to use it
18
Q

What other disorders can a language impairment co-occur with

A
  • intellectual disabilities
  • autism spectrum
  • hearing impairment
  • ADHD
19
Q

What are specific language impairments (SLI)

A
  • a language impairment thats occurs without any other diagnosed disorders
  • applies to children who do not have impairments related to hearing, oral structure or function, or general intelligence (only language disorder)
20
Q

How many children have an SLI

A
  • about 7%
21
Q

How should we treat SLI children in academic settings

A
  • treat them as normal children who happen t have low language levels
22
Q

What are Late Talkers

A
  • children who have age-appropriate cognitive and social development but do not have 50 words in their vocab and not combining words by age 2
23
Q

What is the difference between children with SLI and late talkers

A
  • at age 2 it is not yet possible to tell
  • ## late talking is generally the first indication the child may have a SLI
24
Q

Statistics of Late talking children and language impairments

A
  • 45-60% of late talkers turnout to develop normally, typically outgrow by 4
  • children who continue to have problems are very likely to have had early language delays in comprehension and expression
25
Q

Children with SLI symptoms

A
  • more likely to make speech production errors or omit words in longer more grammatically complex sentences
  • omit more morphemes and use less complex syntax at beginning of sentences
  • poor at learning new words when presented at a fast rate
26
Q

What is the connection between Processing and Working Memory

A
  • working memory seems to be part of the problem in processing
  • WM allows you to keep something in memory while u process it
  • working memory seems to be limited in children with SLI
27
Q

Can SLI be cured? How can we help SLI children

A
  • language therapy can help but doesnt fix
  • can improve but will face new problems
  • school challenges increase, they will have more problems
  • in many parts of canada sli children do not directly receive services after early grades

Psychology 465- Language Development (12 decks)

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