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CETP - SLP > Early development > Flashcards

Early development Flashcards

1
Q

Name and describe the stages of the perlocutionary period

A

Reflexive vocalization (0-2 months)
- The child’s sounds reflects automatic responses of body
- Defined by anatomy of child (ex. burping, crying)
- Nasalized vowel-like sounds with minimal resonance
Cooing (2-4 months)
- Sounds are made in the back of mouth
- Back vowels /u/ /ʊ/, /o/, /ɔ/, /a/ and consonants /k/, /g/ /ng/ /u/
Vocal play (4-6 months)
- Raspberries, growls and squeaks are made
- Beginning to see CV syllables
Babbling (6+ months)
Stage of perlocutionary period where:
- Reduplicated babbling - CVCV syllable chains
- Variegated babbling - CV chains (with variations in Cs and Vs)

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2
Q

what is the illocutionary period? Describe it.

A

Emergence of speech patterns (9+ months)
- Jargon, longer strips of variegated babbling
- Babbling is accompanied by sentence intonation patterns
- Phonetically consistent forms (PCFs)

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3
Q
  1. By how many months do children typically reach 50 words?
  2. By how many months do children typically reach 200-300 words?
  3. By how many months do children typically reach 1000 words in their vocabulary?
A
  1. 18 months
  2. 24 months
  3. 36 months
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4
Q

what is the smallest linguistic unit that signals difference in word meaning?

A

Phoneme

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5
Q

what is MLU? What is its formula?
Describe MLU milestones from 12 - 47 months.

A

Mean length utterance. It is the average number of morphemes per utterance

total # of morphemes
________________________
total # of utterances

27-30 months: 2.0 - 2.5
31-34 months: 2.5-3.0
35-40 months: 3.0-3.75
41-46 months: 3.75-4.5
47+ months: 4.5 +

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6
Q

What are the language domains?

A

Form
- Phonology
- Syntax
- Morphology
Content
-Semantics
- Vocabulary
Use
- Pragmatics

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7
Q

Describe what phonotactic probability is.

At what age does awareness of phonotactic probabilities emerge?

A

The frequency with which certain sound sequences occur in a language

9 months

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8
Q

the early sound repertoire includes what phonemes?

A

/p,b,t,d,g,k,h,m,w,n/

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9
Q

_____ is a pattern of speech production in which a child simplifies the adult form of a production

A

phonological process

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10
Q

True/False: phonological processes have a typical course of use and resolution

A

True

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11
Q

in the preschool years, children emerge with awareness that words can be deconstructed into phonological parts (sounds, syllables): this is referred to as…

A

phonological awareness

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12
Q

how do phonological awareness skills begin? and what do they evolve into?

A

rhyming and evolve to identifying the first sound of words, sound comparison between words and segmentation of words into smaller parts

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13
Q

______ is strongly correlated with reading and writing skill development

A

phonological awareness

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14
Q

what is long term semantic memory referred to as?

A

lexicon

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15
Q

Describe what fast mapping and slow mapping is.

___ happens when the initial association or link between the word label and meaning is made as stored in memory

A

Fast mapping children’s ability to learn a new word on the basis of just a few exposures to it. Typical children use fast mapping to rapidly expand their vocabularies.

Slow mapping refers to the learning that occurs during the protracted period of word learning after fast mapping has occurred

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16
Q

What is the most easily learned word class?

A

Nouns

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17
Q

___ take more exposure to learn than ___ most likely because a more subtle inference needs to be made about ___ from ongoing events

A

verbs, nouns, verbs

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18
Q

Describe what neighbourhood density is and provide examples.

A

Refers to the number of possible words that differ by one phoneme from it
- example “cat”
- sat, pat, can, cute, coat

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19
Q
  1. At what age do children begin to put 2 words together?
  2. At what age do children begin to put 3-4 word responses?
A
  1. 18-24 months
  2. 2 years
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20
Q

At 24 months, how many words does a child use?

A

200-300 words

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21
Q

At what age does a child start using “and” to form a conjoined sentence?

A

24 months

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22
Q

What is the smallest meaningful unit of language?

A

Morpheme

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23
Q

Variations of a morpheme: they do not alter the original meaning of the morpheme.
Ex. boxes (ez), leaves (z), cats (s)

A

Allomorphs

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24
Q

Derivational morphemes

A

Include prefixes and suffixes; they change whole classes of words
Ex. Happy + ily = Happily
(adjective). (der. morpheme) (adverb)

Special           +    ness                      =    Specialness    (adjective)            (der. morpheme)       (noun)
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25
Q

Do syntactic rules differ in different languages?

A

Yes.
Ex. English might use phrase “the new car”, meanwhile in Spanish on might say “el carro nuevo” (the car new).

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26
Q

Overextension vs Underextension

Who uses those?

A

Overextension: Ex. all round items are balls, all tall men with glasses are daddy
Underextension: Only an oreo is a cookie, onlt the family poodle is a dog

Young children tend to use overtension and underextension

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27
Q

3 functions of language

A
  • Labeling (naming something - ex. a child is playing with a puppy and says “tail”)
  • Protesting (objecting to something - ex. “don’t do that!”)
  • Commenting (describing or identifying objects - ex. “That’s a cookie”)
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28
Q

Difference between direct speech, indirect speech and requests

A

Direct speech: “Bring me the ball.”
Indirect speech: “It would be nice if I had the ball.”
Request: “Will you bring me the ball?”.

Indirect speech acts or requests are used to convey politeness. By the time the child is 6 years old, they can respond to many different forms of indirect requests. They can also use indirect requests themselves.

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29
Q

Are pragmatics influenced by culture?

A

Pragmatics are heavily influenced by culture.

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30
Q

What is Child-directed speech, or motherese?

A

Refers to speech that includes several characteristics that helps babies attend and respond to what they are hearing. It also uses slower, simpler utterances with longer pauses between utterances.

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31
Q

T or F? Babies tend to pay more attention to utterances that are higher in pitch and greater pitch fluctuations

A

True.

32
Q

What kind of games teach infants rudimentary turn-taking skills that later serves as the foundation of conversation turn-taking skills?

A

Peek-a-boo, pat-a-cake

33
Q

If a baby cries and the caregiver responds immediately, does it increase the baby’s motivation to communicate?
What does this do?

A

Yes. Motivated babies attempt more varied and frequent interactions. They often develop language at a more rapid pace than babies who are not motivated to communicate.
Even babies who are only 3 months begin to produce more speech-like sounds if an adult responds to their vocalizations.

34
Q

What are the two main factors that are associated with more rapid, rich language development in infants and young children?

A
  1. Amount of talking
  2. Caregiver responsiveness
35
Q

Why do parents have more difficulty relating to children who are blind or have autism?

A

Because eye contact is an important form of communication. Children who are blind/have autism avoid eye contact, which then makes parents have difficulty relating.

36
Q

What’s line of regard? How is it helpful?

A

When the caregiver looks at what the child is looking. It can be helpful for the caregiver to comment about what the infant and the caregiver are observing together.

37
Q

Stages of pragmatic skills:
- Perlocutionary behavior
- Illocutionary behavior
- Locutionary stage
- Joint reference

A

Perlocutionary behavior
- “Signals” have an effect on the listener/observer. but lack communicative intent. Ex. child smiles reflexively, observer may smile back or laugh, even though child didn’t intend to express happiness
Illocutionary behavior
- At 9-10 months, signaling to carry out some socially organized action, such as pointing and laughing; uses intentional communication
Locutionary stage
- Begins to use words (12 months)
Joint reference
- Ability to focus attention on an event or object as directed by another person.

38
Q

Holophrastic single-word phase
Holophrastic speech

A
  1. Holophrastic single-word phase
    - One word represents a complex idea
    - Ex. “up” might mean “please pick me up because I don’t want to sit here playing with the dog anymore”
  2. Holophrastic speech
    - One word is used to communicate a variety of meanings.
39
Q

Discuss the feeding and swallowing related developmental changes a child undergoes from birth to 3 months.

A

Presence of sucking pads
Relatively smaller and retracted mandible
High and anterior position of hyoid and larynx
Close approximation of tongue, cheeks, hard and soft palate
Close approximation of uvula and epiglottis
Rooting, suckling, tongue protrusion (tongue thrust), transverse tongue, phasic bite (open and close jaw when pressure put on gums) and santmyer reflexes (blow air on babys face, elicits reflexive swallow) are present
Gag and swallowing reflex present.

40
Q

Discuss the feeding skills developed from birth to 3 months.

A

Obligatory nose breathers
Suckling liquids by bottle or breast
Pause-burst swallow pattern
Brings hands and toys to the mouth
Generally fed in a semi-reclined position
Begins to recognize food source
BOTTLE VS JAW: **see jaw movement to faciliate tongue movement, Lip seal looks different, bigger lip, less work for bottle, See social piece, looking up at mom when feeding. Lots of research about bonding

41
Q

Discuss the feeding and swallowing related developmental changes a child undergoes from 3 to 6 months.

A

Developmental Changes = increasing distance in oral cavity
Sucking pads are absorbed
Mandible grows downward and forward
Hyoid and larynx shift downward
Increasing distance between uvula and epiglottis
Greater distances between oral and pharyngeal structures
Integration of rooting and tongue protrusion reflexes
Increased muscle control of the mandible
Increased active mobility of the tongue, lips, and cheeks
Improved timing, rhythm, and co-ordination of suckling, swallowing, and breathing

42
Q

Discuss the feeding skills developed from 3 to 6 months.

A

Some exploration of puree consistencies by spoon
No active lip movement to assist with spoon feeding
Suckling used for spoon feeding as well as bottle
Sequences greater than 20 sucks
Some spillage from lips
Places hands on the bottle
Recognizes and anticipates food

43
Q

Discuss the feeding and swallowing related developmental changes a child undergoes from 6 to 12 months.

A

Continued elongation of the aerodigestive tract
Mandibular incisors erupt between 6-8 months
Increase in saliva production
Continued increases in motor control and co-ordination
Integration of the transverse tongue, suckling, and phasic bite reflex
Gag reflex becomes less sensitive

44
Q

Discuss the feeding skills developed from 6 to 12 months.

A

Gradual development of sucking (vs. suckling)
Holds tongue and jaw stable position for spoon
Fed purees more upright position
Active lip movement to remove food from spoon
Phasic bite-release pattern initially but develops into bite and stable hold
Munching used if solids break off in mouth
Tongue moves laterally ONLY if food placed on the side
Child learns to swallow with tongue tip elevation
Finger feeds dissolvable and soft solids
Begins to hold spoon and cup
Fed in upright position - highchair or feeder seat

45
Q

Discuss the feeding and swallowing related developmental changes a child undergoes from 12-24 months

A

Continued elongation of aerodigestive tract
Development of food preferences
Integration of the santmyer reflex

46
Q

Discuss the feeding skills developed from 12-24 months.

A

Diagonal rotary chewing pattern
Less spillage from the lips
Tongue tip can elevate independently of the jaw
Refines independent spoon feeding and cup drinking skills
Food may fall off the spoon as child learns to spoon feed
Begins to use a fork for solid foods

47
Q

What are the typical feeding milestones in infants?

A

Solid food introduction: 6 months
Cup drinking introduction: 6-9 months
Straw drinking: By first birthday (12 months)
Munching: 6-9 months
Self feeds with fingers: 8-10 months
Self feeds with spoon or fork: 33-36 months (fully independent)
Management of combination of textures: 18+ months. By 18-24 able to manage combination

48
Q

Describe the expressive and receptive skills seen in 1 year olds.

A

Expressive: 50% of words are nouns, 2-word combinations, have naming errors (18 months vocabulary explosion)
Receptive: Points to pictures in a book when you name them

49
Q

Describe the expressive and receptive skills seen in 2 year olds.

A

Expressive: Has a word for almost everything, possessive /s/,
Receptive: understands basic WH questions

50
Q

Describe the expressive and receptive skills seen in 3 year olds.

A

Expressive: Uses some plural words like toys, birds, and buses.
Most people understand what your child says
Receptive: Responds when you call from another room, understands words for colours/shapes/family members

51
Q

Describe the expressive and receptive skills seen in 4 year olds.

A

Expressive: Says all speech sounds in words, tells a short story, names letters and numbers
Receptive: Understands sequence of events, follow multi-step instructions, hears and understands what is said at school

52
Q

Describe the expressive and receptive skills seen in 5 year olds.

A

Expressive: Increase in figurative language (jokes), increase in language development because of school
Receptive: Improved language-based conversation and reasoning skills

53
Q

Name the stages of literacy development, their relative grade levels, and some achievements you might see at each.

A

0) Pre-reading (pre-k) - Literacy socialization
1) Decoding (1-2) - phonological analysis, segmentation, and synthesis of single words.
2) Automaticity (2-4) - fluent reading.
3) Reading to learn (4-8) - more complex comprehension, increased rate.
4) Reading for ideas (8-12) - recognition of different view points, use of inferencing.
5) Critical reading (college) - synthesis of new knowledge, critical thinking.

54
Q

Name the stages of narrative development, their relative ages, and some achievements you might see at each.

A

1) heap stories (2-3 years) - labels and descriptions of events with no organized theme.
2) sequence stories (3) - labels of events around a theme but still mostly listed without plot.
3) primitive narratives (4-4.5) - satires with a core or central person, object, or event; 3 story grammar elements; initiating event, attempt, or action, consequence, no real ending.
4) chain narratives (4.5-5) - a plot with some evidence of cause and effect and temporal relationships and some consideration of motivation; 4 story grammar elements; ending does not necessarily follow logically.
5) True narratives (5-7) - all 5 story grammar elements; central theme, character, plot, motivations behind actions, logical and temporal ordered sequences of events.

55
Q

How does normal aging affect cognition?

A

Highly variable changes
Cognitive changes only relate to the nervous system
Anything that does decline is not severe enough to cause significant impairment like a dementing disorder
Individuals keep learning until the end of life
We do slow down psychologically for processing and reacting - reduced inhibition and slow speed due to perceptual deficits and cognitive capacity

56
Q

How does normal aging affect attention?

A

Decline in executive attention/selective attention
Reduced ability to ignore concurrent distraction
Reduced ability to delete information that’s no longer relevant

57
Q

How does normal aging affect learning/memory?

A

Slower learning speed
Not all types of memory are equally vulnerable (episodic > working memory > semantic/lexical > Procedural)
Mild cognitive impairment is common, debate if precursor to Alzheimer type dementia

58
Q

How does normal aging affect language?

A

Syntax and morphology intact, word knowledge still increasing
Word finding may decline, language comprehension might be impacted if presented too quickly, but secondary to slower processing

59
Q

How does normal aging affect motor?

A

The main change is sarcopenia - the loss of skeletal muscle mass
This causes weakness (and thinking speed slows a little)

60
Q

How does normal aging affect respiratory?

A

Smaller lung volumes and speaking with a greater proportion of vital capacity are associated with aging

61
Q

How does normal aging affect nervous?

A

The main changes are cognitive slowing and reduced inhibition
Main theory of cognitive aging is that it represents reduced inhibition and slow speed, with contributions from perceptual deficits, domain-specific cognitive impairments and reduced cognitive capacity
Slower at perceiving, processing and reacting to information (particularly when the situation requires rapid processing of complex information)

62
Q

How does normal aging affect sensory?

A

Presbyopia: loss of visual acuity, seen first at near distances (cause is unknown)
Presbycusis: hair cell degeneration in the cochlea
Presbyosmia, Presbystasis: along with presbycusis, might be caused by interaction of body compression at foramen and loss of nerve fibers
Decreased somatosensory function, including tactile spatial acuity

63
Q

What doesn’t change with aging?

A

IQ - crystallized intelligence, personality (inhibitory control changes are usually just exaggerations of personality)

64
Q

What are the general principles of normal aging?

A

Overall, muscle mass decreases
Thinking speed slows down
Decreased somatosensory function, including tactile spatial acuity

65
Q

Describe the learning theory.

A

Behaviourism: operant conditioning principles, the learner is a blank slate and must be provided experience. New behaviours are acquired through associations of stimuli and responses. Eg: Drill/Rote work, repetitive practice, participation points, verbal reinforcement
Cognitivism: Humans process stimuli they receive rather than just responding to it → they think about what’s happening. Changes in behaviour indicate what is going on in the learners’ head. Learner plays an active role. Eg: Linking concepts, real word examples, mnemonics, analogies, imagery, problem solving
Constructivism: We all construct our own perspective of the world, based on individual experience. Learning based on how we individually interpret the world around us. Learning is unique for each person. Eg: Case studies, research projects, problem based learning, brainstorming

66
Q

Describe the different brown’s stages, providing age range in months, MLUm, MLU range, morphological structure, and a few examples.

A

1) 15-30 months, 1.75, 1.5-2.0, stage 1 sentence types, examples: nomination, negation, recurrence, possession, attribution, locative, agent-action, action-object, agent-object.
2) 28-36 months, 2.25, 2.0-2.5, will see present progressive (-ing), in, on, -s plurals. Examples include it going, in box, on tree, my cars.
3) 36-42 months, 2.75, 2.5-3.0, will see irregular past tense, -s possessives, uncontractible copula, examples include me fell down, doggie’s bone, are they there?
4) 40-46 months, 3.50, 3.0-3.7, includes articles, regular past tense (-ed), third person regular present tense, examples include the/a book, she jumped, he swims.

67
Q

List some possible assessments used at the various stages of language development.

A

Perlocuationary: feeding assessment, hearing assessment, overall development, parent-child communication and relationship, vocal assessment
Illocutionary: intentional communication? play observation, parent report instrument, can initiation be elicited?
Locutionary: play assessment, relationship between use of words as labels and functional play, receptive language, communicative function assessment.

68
Q

Discuss the development of pragmatics from 3-5 years.

A

3-3.5 years: More flexibility in requesting, including the following:

Permission directives (can you…?)
Indirect requests (would you…?)
Direct requests decrease in frequency, as indirect requests increase
Narratives are “primitive”, with theme and some temporal organization
3.5-4 years: New functions emerge, include the following: Reporting on past events, Reasoning, Predicting, Expressing empathy, Creating imaginary roles and props, Maintaining interactions

4-5 years: Hints that do not mention the intention in the request (“those smell good”) emerge
Ability to address specific requests for clarification increases
Narratives are “chains” with some plot, but no high point or resolution

69
Q

Discuss the development of semantics from 3-5 years.

A

3-3.5: Semantic relations between adjacent and conjoined sentences include Additive, Temporal, Causal, and Contrastive
Understanding of basic colour words
Use and understanding of basic kinship terms

3.5-4: Use and understanding of “when” and “how” questions
Understanding of words for basic shapes (circle, square, triangle)
Use and understanding of basic size vocabulary (big, small)
Use of conjunctions and and because to conjoin sentences

4-5: Knowledge of letter names and sounds emerges
Knowledge of numbers and counting emerges
Use of conjunctions when, so, because, and if

70
Q

Discuss the development of syntax from 3-5 years.

A

3-3.5: Brown’s Stage IV: Emergence of Embedded Sentences
First complex sentence forms appear
Auxiliary verbs are placed in questions and negatives
Irregular past tense, articles (a, the), possessive (‘s) acquired

3.5-4: Brown’s Stage IV to Early Stage V
Early emerging complex sentence types, including the following:
Full prepositional clauses
Wh- clauses
Simple infinitive
Conjoined
4-5: Brown’s Stage V
Later developing morphemes acquired, including To be verbs, Regular past tense, Third person /s/
Past-tense auxiliaries used including Relative clauses (right branching), Infinitive clauses with different subjects, Gerund clauses, and Wh- infinitive clauses
Basic sentence forms acquired

71
Q

What might be some red flags in content in children?

A

Poor vocabulary skills

Inflexible word knowledge (challenges with figurative language)

Trouble with verbs

72
Q

What might be some red flags in form in children?

A

Omission of morphosyntactic markers

Difficulty forming wh-questions

Difficulty understanding complex syntax

73
Q

What might be some red flags in use in children?

A

Immature pragmatics

Weak Theory of Mind

Trouble understanding emotion & non-verbal cues

74
Q

What are the requirements to introduce solid foods to babies?

A
  • Child is 5-8 months chronological age
  • Child is at least 3 months corrected age (pre-term babies)
  • Child demonstrates readiness cues for trialing complementary foods (i.e. head control, supported upright sitting, interest in foods, mouthing)
75
Q
A

CETP - SLP (16 decks)

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