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SPCH7821 > Consider Qs 7821 > Flashcards

Consider Qs 7821 Flashcards

0
Q

Can I briefly explain how the Behaviourist Theory relates to language development?

A

Learning occurs when an environmental stimulus triggers a response or behaviour.

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1
Q

Can I list and briefly describe Halliday’s (1975) 7 functions of language for young children?

A
  1. Instrumental - get what we want to satisfy needs or desires “want,” “can I have?”
  2. Regulatory - get others to do what we want “stop/go,” “give me”
  3. Interactional - connect with others and form relationships “play,” “my friend”
  4. Personal - express individuality and personality “me,” “don’t like it”
    ~ functions 1-4 help children to satisfy physical, emotional, and social needs.
  5. Heuristic - explore and gain knowledge about the environment “what”
  6. Imaginative - create a world of one’s own to express imaginary environment “play”
  7. Informative/Representational - convey facts/information “I’m dirty”
    ~ functions 5-7 the children come to terms with their environment
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2
Q

Can I briefly explain how the Cognitive Theory related to language development?

A

Motor abilities are an indicator of learning abilities

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3
Q

Can I briefly explain how the Social Interactionist theory relates to language development?

A

Social communication assists in language devlopment

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4
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Antecedent Events

A

Definition: A stimulus that precedes a behaviour.
Language Development: Behaviourist Theory. Learning occurs when an environmental stimulus triggers a response or behaviour.
Speech Pathology Practice: Use as motivating factor. Place toy in sight out of reach, prompt “want car” language.

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5
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Shaping

A

Definition: A behavioural concept that describes the production of closer approximation to the behavioural target prior to reinforcement.
Language Development: Behaviourist theory. Language is produced because caregiver selectively reinforces words.
Speech Pathology Practice: Shape child’s utterance (eg from “ka-ka” to “cookie”) so it becomes a recognisable word in the child’s lexicon.

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6
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Operant Conditioning

A

Definition: Involves learning to make a response because it provides a reinforcing effect and learning not to make a response due to a punishing effect.
Language Development: Behaviourist Theory. Type of effect shown to child will indicate if the behaviour should be repeated or suppressed.
Speech Pathology Practice: The type of effect (reinforcing or punishing) directs affects the child’s learning.

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7
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Consequent events (4 types)

A
  1. Positive reinforcement: presenting a motivating item. (eg praise)
  2. Negative reinforcement: withdrawal of a negative stimuli (eg move distracting object out of child’s sight)
    ~ 1-2 about increasing a behaviour
  3. Punishment: negative response follows undesired/inappropriate behaviour (eg angry face, saying “no”)
  4. Extinction: based on behavioural principle that when a response is not reinforced it will go away (eg ignoring undesired behaviour)

Behaviourist theory.

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8
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Behavioural Chaining

A

Definition: A complex behavioural sequence is broken down into smaller units (stages) so that child can be trained to complete a multi-step (stage) task.
Language Development: Behaviourist theory. Occurs when an activity requires a number of linked steps.
Speech Pathology Practice: Good for setting long- and short-term goals with child.

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9
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Representational Play

A

Definition: Pretend play which emerges when a child begins to use familiar objects in appropriate ways to represent their world.
Language Development: Cognitive theory. Considered a pre-requisite for language development.
Speech Pathology Practice: Words represent objects - Language is symbolic.

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10
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Symbolic Play

A

Definition: Pretend play in which a child uses one object to represent another.
Language Development: Cognitive theory. Considered pre-requisite for language development.
Speech Pathology Practice: Words represent objects - Language is symbolic.

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11
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Object Permanence

A

Definition: Child realises an object exists even when it cannot be seen.
Language Development: Cognitive theory. Birth to 2 years. Sensorimotor stage.
Speech Pathology Practice: Required if objects not present are going to be spoken about.

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12
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Means-end behaviour (Causality)

A

Definition: Child identifies a problem and makes a plan to solve the problem - Demonstrates intentionality.
Language Development: Cognitive theory. Birth to 2 years. Sensorimotor stage.
Speech Pathology Practice: Child anticipates outcome - When they communicate they wait for a response.

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13
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Infant-Directed talk

A

Definition: Short utterance length. Use content words in isolation (nouns, verbs). Placement of content words at the end of sentences. Increased pitch on content words. Heightened use of facial expression and gesture. Frequent questioning. Talking about objects and events in the here-and-now. Treating of infant behaviours as meaningful. Parent awaits infant’s turn.
Language Development: Social interaction theory. Baby-talk/Motherese/Parentese
Speech Pathology Practice: Use content words in isolation (nouns, verbs)

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14
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Scripts

A

Definition: Scaffolding or predictable structure of an event that provides ‘slots’ for participation and aids comprehension.
Language Development: Social Interaction Theory. Parent-child routines. Builds pragmatic communication skills.
Speech Pathology Practice: Familiar interactions allows the child to anticipate his/her role in the interaction

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15
Q

Can I define the following term and explain their relevance to langugae development and speech pathology practise?
- Zone of Proximal Development

A

Definition: Distance between the child’s current level of independent functioning and potential level of performance.
Language Development: Social Interaction theory.
Speech Pathology Practice: What the child is ready to learn with the help of a competent adult. Assist with goal setting, knwo where child is at. Assisted level does not show competency level of alone learning.

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16
Q

Can I describe the 3 stages in the Development of Intentionality?

A
  1. Periocutionary: 0-8mths: intention is inferred by adults (eg. looks at adult’s face, reaches for objects, smiles during interactions)
  2. illocutionary: 8-11mths: emergence of intentional communication (still primarily non-verbal). -Conventional gestures: requesting, pointing, giving, showing. -Unconventional gestures: Tantruming, showing off. -Functional gestures
  3. Locutionary: 12mths +: words accompany/replace gestures.
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17
Q

Can I describe 4 behaviours which may signal Communication Intent?

A

Young infants children makes sounds, movements, and give visual attention, without communication intent.

  1. Producing gestures, vocalisations and/or eye contact to direct attention or actions of communication partners,
  2. Exhibiting joint visual attention,
  3. Waiting are a communication attempt (ie expecting the partner to respond), and/or
  4. Persisting in a communication attempt that is not understood
18
Q

Why is knowledge of Communication Intent relevant for speech pathologists who work with young children with delayed/disordered communication?

A

SLP can work out which area of communication is delayed/disordered.

19
Q

What are the stages of pre-linguistic communication development and why is it important for SLPs to have a knowledge of these?

A
  1. Phonation stage: birth to 2 months: reflexive crying and vegetative sounds.
  2. Primitive articulation stage: 2-4 months: cooing and sustained laughter.
  3. Expansion stage: 4-6 months: vocal play, extreme changes in pitch/volume.
  4. Canonical stage: 6mths and older: canonical babbling (reduplicated and non-reduplicated babbling)
  5. Jargon stage: 10mths and older: babbling stage overlaps with first meaningful words.

SLP: Important to know what stage client is at to determine typical development/delay or atypical. These stages are a good indicator of expressive vocabularies.

20
Q

Why is Secure Attachment important for language development?

A

Helps the child feel secure and protected.
Parents interpret child’s sounds
Words emerge at 12 months.
Respond to what they are doing at the time.
Talk back, respond in cue.
Help organise feelings.
Responding to needs will signal less needs.
Observer of child - watch for cues and be responsive.

21
Q

Can I define the following terms?

- Joint Attention

A

Following the direction of a communication partner’s a) gaze, b) or their pointing, c) or their showing an object; with the intent of drawing the communication partner’s attention to the object or event.

Red Flag ~ Failure to develop joint attention by 18 months.

22
Q

Can I define the following terms?

- Communication Intent

A

Young children make sounds, movements, and give visual attention, without communication intent.

  1. Producing gestures, vocalisations and/or eye contact to direct attention or actions of communication partners,
  2. Exhibiting joint visual attention,
  3. Waiting after a communication attempt (i.e. expecting the partner to respond), and/or
  4. Persisting in a communication attempt that is not understood.
23
Q

Can I define the following terms?

- Protoconversations

A

Vocal interactions between caregiver and infants that resemble the verbal exchanges of more mature conversations.

  • Identifiable phases - turn taking (both adult and child active participants.
  • Initiation and disengagement
24
Q

Can I describe key Social communication and language milestones that typically develop by 12 months of age?

A
  • Joint attention
  • Communication Intent
  • Communication with reciprocity (eg reciprocal smiling)
25
Q

Can I describe key Receptive communication and language milestones that typically develop by 12 months of age?

A
  • Recognises name
  • Understands simple commands such as “no”
  • Understands names of some familiar objects/people
  • Identifies one body part
  • Understands up to 10 words
26
Q

Can I describe key Expressive communication and language milestones that typically develop by 12 months of age?

A
  • Use of gestures (pointing, waving bye-bye)
  • Complex babbling
  • Approximately 25% intelligible
27
Q

How do the communication skills of a typically developing 9 month, 12 month and 24 month child differ?

A

9 months:

  • Gives toy in hand on request
  • Follows simple verbal directions when accompanied by a gesture (“get ball”, “open door”)
  • Uses gestures in response to a verbal bye-bye stimulus

12 months:

  • Responds to simple commands
  • Identifies one body part
  • Understands up to 10 words

24 months:

  • Responds to simple question forms (“what-doing?”, “where-object?”)
  • Points to at least four body parts
  • Follows simple commands
  • Understands prepositions in and on
28
Q

Can I describe the typical Receptive skills of a child aged 12 months?

A
  • Recognises name
  • Understands simple commands such as “no”
  • Understands names of some familiar objects/people
  • Identifies one body part
  • Understands up to 10 words
29
Q

Can I describe the typical Expressive skills of a child aged 12 months?

A
  • Use of gestures (pointing, waving bye-bye)
  • Complex babbling
  • Approximately 25% intelligible
30
Q

Can I describe the typical Receptive skills of a child aged 24 months?

A
  • Responds to some questions (eg “What doing?” “Where x?”)
  • Follows simple commands (eg “Give me the car and the spoon.”)
  • Identifies four body parts
  • Understands prepositions in, on
31
Q

Can I describe the typical Expressive skills of a child aged 24 months?

A
  • Uses 50-200 words
  • Uses two word semantic roles (2 words)
  • Uses some pronouns
  • Says “no”
  • Approximately 50% Intelligible
32
Q

How is gesture use linked to language development?

A

Gestures serve as a signal to the child’s communication partner that the child is read for a particular kind of verbal input.
At a lexical level, items found initially in children’s gestural repertoires subsequently appeared in their verbal lexicons.
At a sentence level, onset of gesture-plus-word combinations predicted onset of two-word combinations.

Gesturing while speaking has been found to save speakers cognitive effort.
Gestures provide a way for new meanings to enter children’s communicative repertoires.
Act of gesturing can promote learning.

33
Q

Which class of words (i.e. nouns, verbs, adjectives etc) typically dominate in children’s early lexicons and why?

A

Between 12-18 months children typically acquire 50 words in their spoken lexicon. Many of the earliest words spoken by children in this period are nouns.

Nouns (concrete nouns) predominate because:

  1. Real, tangible entities that are important to a child’s life (eg food, toys)
  2. Real, tangible entities that a child can determine referent more easily when labelled
  3. Parentese - nouns at the end of phrases/sentences, nouns emphasised
  4. Limited morphological adaptations to nouns (i.e. only addition of plurals’) therefore child hears root word more
34
Q

Can I define the following terms? - Fast or Initial Mapping

A

Quick, sketchy, and tentative formation of a link between a referent and a new name that enables a child to have access to and use the word in an immediate although somewhat limited way. Gradually the meaning of the referent widens as the word is freed from aspects of the initial context.

35
Q

Can I define the following terms? - Under-extension

A

Process in which a child applies a word meaning to fewer exemplars than an adult would. The child’s definition is too restrictive and more limited than in adult usage.

36
Q

Can I define the following terms? - Over-extension

A

Process in which a child applies a word meaning to more exemplars than an adult would. The child’s definition is too broad and thus beyond acceptable adult usage.

37
Q

Can I define the following terms? - Ellipsis

A

Conversation device of omitting redundant information

Example: Dad- “What did you have for breakfast yesterday?” Child- “Cereal”
Breakfast and yesterday are redundant information. Don’t need to say “Yesterday for breakfast I had cereal.”

38
Q

Can I define the following terms? - Presupposition

A

Process of assuming which information a listener possesses or may need .

Develops in kindergarden years.

39
Q

Can I define the following terms? - Over-extension

A

Process in which a child applies a word meaning to more exemplars than an adult would. The child’s definition is too broad and thus beyond acceptable adult usage.

40
Q

Can I describe the typical language skills of a child aged 3 years?

A
  • Creates three-four word sentences
  • Uses sentences with a subject and verb - simple sentences
  • Follows simple two-step commands
  • Talk about the present
41
Q

Can I describe the typical language skills of a child aged 4 years?

A
  • Asks many, many questions
  • Uses increasingly more complex sentences
  • Recounts stories and past events
  • Has some difficulty answering how and why questions
  • Relies on word order
42
Q

Can I describe the typical language skills of a child aged 5 years?

A
  • Discusses feelings
  • Understands before and after (regardless or word order)
  • Follows three step commands

SPCH7821 (16 decks)

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