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SHS 565 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

ASHA definition of language

A

complex and dynamic system of conventional symbols that are used in various modes for thought and communication

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2
Q

What are the characteristics of language?

A

symbolic, dynamic, complex, conventional

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3
Q

What do the characteristics of language do?

A

work together for the purpose of communication and thinking

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4
Q

What is speech?

A

Voluntary neuromotor behavior that allows humans to express language
The physical act that we do

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5
Q

What four systems are involved in speech?

A

respiratory, phonation (vocal folds), resonance (oral and nasal tract), articulation (tongue and lips)

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6
Q

What is communication? What is its purpose?

A

Process by which meaning is conveyed to others

Request, reject, comment, etc.

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7
Q

What are examples of non spoken language?

A

ASL, morse code, braille, written language, binary code

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8
Q

What are the 5 remarkable features of language?

A

Language is …. symbolic, productive, not stimulus bound, universal, acquisition rate

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9
Q

Bonus remarkable feature of language

A

Language is species specific

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10
Q

Language is symbolic refers to …

A

A word is a symbol that stands for something else

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11
Q

Language is productive refers to …

A

It can be segmented into parts and recombined to create new meanings

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12
Q

Language is not stimulus bound refers to

A

Language can be used in a variety of contexts, applied in contexts different than the environment where it was learned

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13
Q

Animal language is (stimulus bound or non stimulus bound)

A

stimulus bound

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14
Q

What makes human language unique from animal communication?

A

We use language productively and create new utterances
We are able to use language symbolically spontaneously
Animals are not able to extend language beyond the context in which they learned it
Spoken language is unique to humans

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15
Q

What are the 5 components of language?

A

Phonology, Morphology, Semantics, Syntax, Pragmatics

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16
Q

What are phonemes?

A

Smallest unit of sound that can distinguish between morphemes
Signals a difference in meaning

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17
Q

What is phonology?

A

Set of rules that govern the occurrence and distribution of phonemes
Specific to each language

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18
Q

Phonology determines….

A

Which phonemes occur in a language

Phonotactics of language: sequences of phonemes that are allowed to occur

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19
Q

What are phonological rules?

A

Rules that determines the change between the phonemic (mental representation) and phonetic (what is said) level
Rules apply in a certain context

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20
Q

What is an example of a phonological rule?

A

Stops are unreleased when they occur in word final position

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21
Q

What is a morpheme?

A

smallest unit of meaning

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22
Q

What are the two types of morphemes?

A

Free: stand alone
Bound: must be joined to another morpheme

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23
Q

What are the two types of bound morphemes?

A

Inflectional and derivational

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24
Q

Bound morphemes: derivational (details)

A

Creates new word using prefixes, suffixes, or compound word

Creates new meaning

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25
Q

Bound morphemes: inflectional (details)

A

Creates new forms of the same word using suffixes
Also called grammatical
Change number, gender, person, case, tense, voice, aspect, mood

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26
Q

Definition of semantics

A

Study of meaning, often lexical (word) meaning

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27
Q

What are the semantic categories?

A

Basic level: words that children learn first (apple)
Superordinate: categories (fruit)
Subordinate: examples of the categories (granny smith)

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28
Q

What occurs with children during semantic development?

A

They overextend the meaning of words during acquisition

Start to learn through context and examples and even acquire non prototypical examples (nonliteral)

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29
Q

What does referent vs sense mean?

A

What the word stands for vs internal concept of the word

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30
Q

Referent vs sense: anomalous

A

There is a sense but no referent due to contradictory information among the referents
Example: King of America

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31
Q

Referent vs. sense: Ambiguous (homonym)

A

There is more than one possible meaning

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32
Q

Referent vs sense: synonymous

A

Slightly different but similar meaning

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33
Q

What is syntax?

A

Rules that govern how words are organized into sentences (grammar)
Word order is language specific

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34
Q

Syntax: variation between languages

A

Some languages allow for variation in syntax
Languages differ in how much they rely on morphology and syntax to convey meaning
Example: English relies heavily on syntax

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35
Q

What are pragmatics?

A

Rules that govern how language is used in a social context

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36
Q

Why are pragmatics important?

A

Need knowledge of language as it relates to social roles, cultural backgrounds, ethnic identities
Need to develop the ability to adjust communication-based on the context and the listeners

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37
Q

Pragmatics involves

A

Requesting, answering, gaining attention, protesting/rejecting, greeting/leave-taking, commenting, describing

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38
Q

Characteristics of nature (nativist) theories

A

Child is born with language acquisition device, LAD, internal intrinsic ability to extract linguistic information from the environment
Universal grammar: universal principles of language that are innate humans and apply to all systems of language

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39
Q

Characteristics of nurture (behaviorist) theories

A

Sees language like any other behavior
Baby is born like a blank slate
Driven by child’s ability to make connections between language and its consequences
Reinforcement sustains and shapes learning

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40
Q

Nurture (behaviorist) theories: language is learned through

A

Receptive language: classical conditioning

Expressive language: operant conditioning

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41
Q

Interactionist theories characteristics

A

States that biological and social factors must interact to learn language
Recognizes that the other approaches do not fully account for acquisition

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42
Q

Interactionist theories: infants bring

A

Brings biology, cognition and instinct for social interaction
Cognition + social interaction with environment = mechanism for language acquisition

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43
Q

Interactionist theories: use linguistic input that

A

Is within the child’s zone of proximal development

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44
Q

Two types of interactionist theories

A

Cognitive and social

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45
Q

Cognitive interactionist theories characteristics and researcher

A

Piaget
• Cognitive prereqs for early word learning, especially in first 2 years
• Object permanence is required for assignment of verbal label to an object
• Language begins as egocentric

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46
Q

Social interactionist theory characteristics and researcher

A 
Vygostky
•	Language emerges through social interaction with peers and adults 
•	Development of joint attention 
•	Zone of proximal development 
o	Happy place where most learning occurs
•	Development of theory of mind
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47
Q

Who developed nature, nurture and interactionist theories?

A

Nature: Chomsky
Nurture: Skinner
Interactionist: Piaget (cognitive), Vygotsky (social)

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48
Q

What is the critical period for language learning?

A

L1: birth to about 5 years of age
L2: around age of puberty
Grammer relatively easy until 17-18
Accent pronunciation to native-like accuracy until about age 10

49
Q

What is prevention?

A

Using a biological indication that indicates need to intervene before there is an issue

50
Q

What is intervention?

A

Support of those that are struggling

51
Q

What is enrichment?

A

Providing an enhanced language learning environment

52
Q

What are the 3 components of evidence-based practice?

A

Clinical experience
Patient preference
Research evidence

53
Q

Why should we care about theories?

A

Linked to evidence-based practice
Links theory, science and practice
Intersection between clinical experience, patient preference, and research evidence

54
Q

Goals of Diary Studies

A

Capture rich information to describe child’s language development over time

55
Q

Methods of Diary Studies

A

Parent/care taker are often the observer
Observation in naturalistic environment
Longitudinal: observations occur over time

56
Q

Goals of Large Sample Studies

A

Find out what is typical about speech and language

57
Q

Methods of Large Sample Studies

A

Large number of subjects
Collect cross-sectional data
Quantitative analysis

58
Q

Goals of Longitudinal and Experimental Studies

A

Study a representative sample of the child across time

59
Q

Methods of Longitudinal and Experimental Studies

A
  • 3 children (minimum)
  • Regular, longitudinal visits that are recorded
  • Children’s language is transcribed
60
Q

Important example of Longitudinal Study

A

Brown (1973)

61
Q

Details of Brown’s 1973 Study

A

o Adam, Eve, Sarah
o Brown’s stages of acquisition
o Analyzed mean length of utterance (MLU)

62
Q

Diary Studies Strengths

A
  • Rich data

* Parent/caregiver insights

63
Q

Diary Studies Weaknesses

A
  • Unsystematic
  • Observer qualification
  • Biased
64
Q

Large Sample Studies Strengths

A
  • Systematic
  • Provides normative data
  • Measurement of variables is possible
65
Q

Large Sample Studies Weaknesses

A
  • Group data only
  • Criticized as superficial
  • May or may not be driven by theoretical hypotheses
66
Q

Longitudinal and Experimental Studies Strengths

A

• Incorporates positive aspects of both diary study and large sample studies

67
Q

Longitudinal and Experimental Studies Weaknesses

A

• Experimental studies
May examine only an isolated aspect of language acquisition
• Longitudinal studies
Sample size may decrease due to attrition (patients drop out)
• Transcription required

68
Q

What is the purpose of having stages of language development?

A

Description: To identify something that is changing
Explanation: Provide a reason for the change

69
Q

Stages of speech-language development

A

Prelinguistic stage, one word stage, two word stage, short sentence stage, complete sentence stage, school age stage

70
Q

Milestones of the prelinguistic stage, age range

A

Cooing, babbling, prepared to understand and acquire words

0 to 1 year

71
Q

Milestones of the one word stage, age range

A

Holophrastic stage: one word represents a complex idea
Acquire first 50 words, mostly objects
1 to 1.6 year

72
Q

Milestones of the two word stage, age range

A

Word spurt after first 50 words
Onset of 2 word sentences, start to combine words
Telegraphic speech
1.6 to 2 years

73
Q

Milestones of the short sentence stage, age range

A

Appearance of grammar and inflections

2 to 2.6 years

74
Q

Milestones of the complete sentence stage, age range

A

Advances in grammar and clause structure

2.6 to 6 years

75
Q

Milestones of the school age stage, age range

A

Mastery of rare complex grammar, literacy and reformulation (repair meaning)
Master irregular language, tie language to literacy
6 years and on

76
Q

Brown’s contribution of MLU-m

A

Describes stages of language development in terms of mean length of utterance (MLU or MLU-m)
Measured in morphemes
Allowed for more information about how rich the meaning is when counting in morphemes, reflects complexity

77
Q

Brown’s stages of language development

A

Early I, Late I, II, III, IV, V

78
Q

Brown’s Stages: Early I

A

Single words

19 to 26 months

79
Q

Brown’s Stages: Late I

A

Semantic relations, use words functionally

23 to 31 months

80
Q

Brown’s stages: II

A

Start to acquire grammatical morphemes

27 to 35 months

81
Q

Brown’s Stages: III

A

Start to form simple sentences, wh- questions, negatives, imperatives (how to give a command)
31 to 41 months

82
Q

Brown’s Stages: IV

A

Embedding sentences

35 to 45 months

83
Q

Brown’s Stages: V

A

Coordination of sentences (and, but, etc) clause structure

42 to 52 months

84
Q

What are environmental foundations of the linguistic environment?

A

Infant directed speech
Caregiver responsiveness
Daily routine
Joint reference and joint attention

85
Q

What is another term for infant directed speech?

A

Motherese
Parentese
Child Directed Speech

86
Q

Paralinguistic features of Infant Directed Speech

A

High overall pitch
Exaggerated pitch contours
Slower tempo

87
Q

Syntactic Features of Infant Directed Speech

A

Shorter MLU
Fewer clauses
More content words and lexical items that are specific to infants

88
Q

Discourse Features of Infant Directed Speech

A

More repetitions and redundancy

More questions

89
Q

What are the two types of parental conversational style? (part of caregiver responsiveness)

A

Expressive style

Referential style

90
Q

Expressive style characteristics (parent conversational style)

A

More prescriptive (Telling the child what to say)
Fewer utterances overall
Focus on personal-social words

91
Q

Referential style characteristics (parental conversational style)

A

More descriptive
Sports commentator for life, describing everything
More utterances
Focus on labeling

92
Q

What tools do caretakers use to stimulate conversation?

A 
o	Waiting and listening 
o	Following the child’s lead 
o	Join in and play with the child 
o	Be face to face 
o	Use a variety of questions and labels 
o	Encourage turn-taking 
o	Expand and extends the child’s attempts
93
Q

What is joint attention?

A

two or more individuals sharing common focus on a single thing

94
Q

Development of joint attention

A

 0 to 6 months
• Development of attending to social partners
• Face to face
 0;6 to 1;0
• Emergence of coordination of joint attention
 1;0+
• Joint reference established with language to communicate intentionally with others

95
Q

What is critical for language learning?

A

Language input

96
Q

Language learning can be enhanced or impeded by variables such as

A

 Frequency and rate
 Differential parental speech styles
 Level of complexity
 Style of interaction

97
Q

Relevance of Dr. Kuhl’s research study to language development

A

o Looked at social interaction vs screen interaction with infants learning language
o Based on this and other studies, author suggests that learning language requires social interaction
o Can infer that language learning in infants does not benefit from screen time

98
Q

Studies of speech perception are based on

A

The habituation paradigm
Property of the central nervous system
Repetition leads to habituation
Introduction of new stimuli leads to dishabituation

99
Q

Methods used to study speech perception

A

6 months and under: nonnutritive sucking rate, heart rate

6 months plus: head turn

100
Q

Using language from their environment babies ….

A

Recognize patterns and form hypotheses about them
Test those hypotheses for confirmation
Organize what they’ve learned for future use

101
Q

What is the universal theory?

A

Infants babble all sounds that can be created by the human vocal tract, then non-native phonemes are eventually lost as distinctions are made and categories are solidified for their native language

102
Q

What is perceptual narrowing?

A

Infants begin to focus on the sound distinctions of their native language
Begins around 8 to 10 months of age
Needed for quick and efficient speech processing

103
Q

Revisiting the critical period based on categorical perception and universal theory

A

Categorical perception starts to solidify around 10 months meaning the critical period starts to solidify around 10 months

After this period, it takes more active engagement for infants to learn how to discriminate between phonemes

104
Q

What are the elements that facilitate the development of speech perception

A

Cognitive skills
Prosodic characteristics
Categorical perception

105
Q

Dev. Speech Perception: Cognitive Skills details

A

 Determining and attending to perceptually relevant stimuli
 Discriminating between stimuli
 Remembering stimuli (working memory)
 Classifying and organizing stimuli

106
Q

Dev. of Speech Perception: Prosodic characteristics details

A

 Frequency (pitch), duration (length), intensity (loudness)
Form perceptual concepts of stress and intonation
• Start to understand difference in meaning with intonation
 Infants starts to learn prosodic elements of L1 in utero
 By 9 months, infants show preference for stress patterns, melody and phonotactics of their L1
• Helps them extract words from connected speech

107
Q

Dev. of Speech Perception: Prosodic characteristics details

A

 Frequency (pitch), duration (length), intensity (loudness)
Form perceptual concepts of stress and intonation
Start to understand difference in meaning with intonation
 Infants starts to learn prosodic elements of L1 in utero
 By 9 months, infants show preference for stress patterns, melody and phonotactics of their L1
Helps them extract words from connected speech

108
Q

Dev. Speech Perception: Categorical Perception details

A

 Take spectrum of sounds they are encountering and create categories
 Classify sounds into groups
 28 to 32 weeks gestation, language areas in the brains of preemies are active during phoneme discrimination tasks
 Infants start to learn which sound distinctions are meaningful and which they can ignore
 Start hearing fine distinctions then solidify categories

109
Q

Timeline for speech perception development

A 
	Birth 
	      Prefer native language and mother’s voice 
	4 months 
	      Prefer own name 
	Less than 10 months 
	      Can discriminate sounds in non-native languages 
	8 months 
	      Prefer frequent phonotactics 
	8-10 months 
	      Perceptual narrowing
110
Q

General anatomic differences between vocal tract of infants and adults

A

o Infant’s vocal tract is
Smaller than the adult’s
Wider in relation to its length
Flatter than the adult’s because there is no erupted dentition
Pharyngeal tract in infants is shorter as well
o Transition to oral breathing is important for production of oral sounds

111
Q

Oller & Stark’s stages of vocalization: Reflexive

A 
	0-2 months 
	What you hear 
	      Reflexive sounds: crying, fussing
	      Vegetative sounds: coughing, sneezing, burping 
	Protophones
	      Mostly vowel like 
	      Low front vowels 
	      Velar or glottal consonant like
112
Q

Oller & Stark’s stages of vocalization: cooing, control of phonation

A 
	1-4 months 
	What you hear 
	     Less crying, laughter begins 
	     Lots of coo and goo
	Anatomy 
	     Greater variety of sounds due to anatomical growth 
	Protophones 
	      Back consonants 
	      Back vowels emerge
113
Q

Oller & Stark’s stages of vocalization: vocal play, expansion

A

 3-8 months
 What you hear
Experimenting with their voices
Vary pitch and volume, raspberries
 Protophones
CV syllables (marginal babbling)
 Anatomy
Greater control over articulators

114
Q

Oller & Stark’s stages of vocalization: canonical babbling, canonical syllables

A

 5-10 months
 What you hear
-Reduplicated babble
-Babababa, same string of CVs
-Variegated babble
-Dabiduga, different string of CVs
Protophones
o CV syllable sequences
o Shift from back sounds to front sounds /m, b, d/

115
Q

Oller & Stark’s stages of vocalization: Jargon, advanced form

A

 9-18 months
 What you hear
Conversation babble with adult-like stress and intonation
Vocalization paired with communicative intent (eye contact, gestures)
Can be produced as imitative play
 95% of consonants were
Stops /p, b, t, d, k, g/
Nasals /m,n,/
Fricatives /s,h/
Glides /w,j/

116
Q

Perlocutionary communication

A

An utterance that gives the effect of doing something

Partner perceived

117
Q

Illocutionary communication

A

Intentional
An utterance that produces the literal meaning
About 8 months

118
Q

Locutionary Communication

A

Symbolic
An utterance with social function in mind
About 12 months

119
Q

What is a protophone?

A

Speech like sound produced by infants during the development of speech production

SHS 565 (3 decks)

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