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lang dev > exam 1 > Flashcards

exam 1 Flashcards

1
Q

form

A

phonology, morphology, syntax

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2
Q

phonology

A

rules governing the structure distribution, and sequencing of speech-sound patterns
- help us know what sounds we can put together to make words

form

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3
Q

morphology

A

rule system that governs the structure of words and word forms
- can change the meaning of words (derivational and inflectional morphemes)

form

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4
Q

syntax

A

rules that dictate the sequence, function, and combinations of words in a sentence
- grammar, agreement

form

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5
Q

use

A

pragmatics: how language is used in social contexts: rules of social discourse (social communication)
- intonation, conversational rules, communication
- intersubjectivity
- joint attention
- theory of mind

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6
Q

content

A

semantics: the aspect of language that concerns the meanings of words, phrases, and sentences and the relationships between word meanings
- how do words relate to each other, some words have multiples meanings, others only have one

vocabulary: - word learning and retention, building of schema for relationships between objects and ideas
- schema: your idea of what a word means, what image it puts in your head→ mental representation

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7
Q

a child’s first 50 words are mainly made up of…?

lexical development

A
  • general nominals (51)
  • specific nominals (14)
  • action words (13)
  • modifiers (9)
  • personal-social words (8)
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8
Q

theory of mind

A

the ability to take another persons perspective
- false belief tests: the participant must infer that another person does not possess knowledge they possess (sally anne test)

pragmatics

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9
Q

false belief test examples

A
  • false belief content test:
    • a chocolate bag had cars in it and he was surprised, WHAT WOULD SOMEONE ELSE THINK (even though he knows it is cars, grandma won’t because it is a chocolate bag)
  • sally-anne: false belief location
    • expected to pass at 5 years old
    • anne has a basket and sally has a box and one has a marble, anne steals the marble and puts it in her box, the child comprehends where it was, but if the child fails they will think that sally will look in the box first even tho that’s not where she put it
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10
Q

language vs speech disorders

A
  • language:
    • improper use of words or meanings
    • inability to follow directions
    • grammatical or syntactical errors beyond they typical age
    • -like the perceptual representation in their head
  • speech
    • inability to pronounce certain phonemes
    • need someone to translate for the
    • can understand directions or question, just have a hard time communicating it
    • -having to do with their mouth, can understand, just can’t produce
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11
Q

what makes an utterance generative?

early utterances are generative if they…

A
  1. are not random (used because of need)
  2. have never been heard before (the tiger is blue)
  3. are used in new contexts (can request a snack at different locations/contexts)
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12
Q

broca’s aphasia

A
  • telegraphic speech
  • damage to the left hemisphere
  • damage to the frontal lobe
  • afftects language production

(think of jan video)

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13
Q

wernicke’s aphasia

A
  • fluent, intelligilbe speech that may not make sense
  • damage to the left hemisphere
  • damage to the temporal lobe
  • affects language comprehension

(think of old man on cruise ship video)

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14
Q

left hemisphere functions

A
  • language is left-lateralized for the majority of the population (portions of inferior frontal lobe and almost the entire temporal lobe)
  • grammatical understanding
  • semantic knowledge
  • logical reasoning
  • analytical skills
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15
Q

right hemisphere function

A
  • abstract thought and reasoning
  • figurative language
  • creativity
  • problem-solving
  • attention
  • comprehension of sarcasm, body language, etc
  • creative problem solving
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16
Q

frontal lobe

brain functions

A
  • judgement and foresight
  • executive function
  • behavior
  • humor
  • regulates emotions
    **- theory of mind
  • word knowledge
  • broca’s area**
  • voluntary motor (primary motor cortex)
  • reasoning, problem-solving, planning, hypothesizing, social awareness
  • goal-directed behaviors
  • willful attention
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17
Q

parietal lobe

brain functions

A
  • primary sensory cortex
  • the remainder is somatosensory association
  • –processes the sensations so you can do something about it
  • visual spatial processing
  • reading, writing, math ability
  • immediate sight memory
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18
Q

primary motor vs somatosensory cortex

A
  • primary motor cortex is in the frontal lobe
  • primary somatosensory cortex is in the parietal lobe

they function well together

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19
Q

occipital lobe

brain functions

A
  • primary visual cortex
  • color perception
    **- recognition of familiar faces
  • recognition of writing**
  • visual associations cortex (put words to objects)
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20
Q

temporal lobe

brain functions

A

- primary auditory cortex (heschl’s gyrus)
- memory
- auditory processing
- processing smell
- visual association cortex
- receptive language (wernicke’s area)
- word storage (long-term memory)
- semantic memories and categories

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21
Q

wernicke’s area

A
  • usually in the left hemisphere
  • primarily important for language comprehension
  • meaning and understanding lives here
  • also some involvement in production (ex. choosing the right word to name an object)
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22
Q

cerebral cortex

A
  • covered with gyri and sulci
    • gyrus: bump
      • also called a convolution
    • sulcus: groove
      • also called a fissure
    • creates larger surface area and efficiency
  • responsible for reasoning, problem solving, planning, hypothesizing, and other cognitive functions
  • the “thinking” part of the brain
  • language processing lives here too
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23
Q

corpus callosum

A
  • mass of white matter that connects the right and left hemispheres
    • allows the two sides to communicate with each other
24
Q

motor strip

A
  • ********frontal lobe: the homunculus********
  • the upside down man
  • organization of the primary motor cortex
25
Q

heschl’s gyrus

A
  • aka the primary auditory cortex
  • the connection between the temporal lobe and frontal lobe that helps with auditory processing
  • how the brain interprets auditory signals and speech signals
  • specific neurons respond to specific frequencies
26
Q

cerebellum

A
  • means “little brain”
  • important for:
    • coordination and control of voluntary movement
    • skilled, smooth movement
    • balance
27
Q

brainstem

A
  • can only be seen by removing hemispheres or looking at brain from underneath
  • upward extension of spinal cord
  • important for:
    • involuntary motor function
    • sensory processing
    • breathing/heart rate
    • alertness/sensory attention
28
Q

what are the 5 different theories that fall under interactionism

A
  • social interactoinsm
  • constructivism
  • emergentism
  • usage-based
  • connectionism
29
Q

social interactionism

A

emphasizes the need to be social and be connected in your environment

includes ZPD

30
Q

constructivism

A

boot strapping: semantic, syntactic, and prosodic
- innate learning mechanisms +input from environment

31
Q

emergentism

A

biological mechanisms + environmental input unlocks skills

32
Q

usage based

A

intenionality-> children learn language by interacting with their evironment and imitating

33
Q

connectionism

A

semantic networks, nodes in brain that are synaptic channels, connecting words wo other similar words

34
Q

zone of proximal development (ZPD)

short answer question

know an example

A
  • the distance between what a learner can do without help and what they can do with support from someone with more knowledge or expertise
  • example: couldn’t produce rhyming words but then they get an exmaple and then they can produce one
35
Q

5 stages of speech production

(short answer question)

A
  1. reflexive [0-2]
  2. control of phonation [1-4]
  3. expansion stage [3-8]
  4. basic canonical syllables [5-10]
  5. advanced forms [9-18]
36
Q

reflexive stage

of speech production

A

reflexive, responding to internal state
- crying, burping, sneezing
- 0-2 months

37
Q

control of phonation

stage of speech production

A

beginning of non-reflexive sounds
- includes cooing
- vowel-quality to sounds
- may be some consonants but not CVs (ba ba)
- 1-4 months

38
Q

expansion stage

of speech production

A

playing with sounds, some turn-taking interactions; more control over articulators
- vocal play (squeals, raspberries)
- repeating sounds (a a a)
- marginal babbling: not quite speech, but getting closer; figuring out articualtors
- 3-8 months

39
Q

basic cannonical syllables

stage of speech production

A
  • beginning of babbling consonant-vowel syllables (ba, goo)
  • parent can readily identify syllable
  • reduplicated babbling develops FIRST (repeated syllables, then non repeated syllables)
  • babbling may be due to mandibular oscillations (movement of jaw rather than tongue articulation)
  • 5-10 months
39
Q

advanced forms

stage of speech production

A

sometimes called jargon
- mixing sounds across intonation contours, some real words
- baby says first word around 12 months
- 9-18 months

40
Q

when does a baby say their first word?

A

12 months

41
Q

differences between developmental milestones

A
  • hearing is fully developed when infants are born while vision is not
42
Q

routines vs scripts

A
  • routines: established verbal and nonverbal exchanges (repeated events, local, daily)
  • scripts: knowledge of regularities in environmental events; understanding of the way an event if organized
43
Q

define routines

and what are the different types

A

established verbal and non verbal exchanges- children participate in repeated events
- ACTION ROUTINES: speech/gesture games; specific actions on objects
- -patty cake, peek a boo, etc

  • DAILY ROUTINES: predictable events that occur every day
  • -meal time, getting dressed, brushing teeth, going to bed, cleaning the house

-much more set in stone- they do it everyday, done almost exactly the same

44
Q

define scripts

A

knowledge of regularities in environmental events; understanding of the way an event is organized
- eg. going to burger king, grocery shopping
- some event, while not done the same way every time, become relatively familiar
- begins to develop at about 12 months
- knowledge of regulations in events that don’t occur the same way each time

45
Q

types of intentional pointing

A

imperative (comes earlier)
- requests to adult to retrieve object
- appears around 10 months

declarative (comes later)
- social process used to comment on objects
- develops with a better understanding of the intention of others

46
Q

habituation

A

when infants become used to a stimulus they recognize it as a familiar pattern and do not pay as much attention to it allowing them to attend to new stimuli (like language yay)

47
Q

characteristics of infant directed speech

A

PARALINGUISTIC (how it sounds)
- higher pitch
- exaggerated intonation contours
- elongated vowels
- pauses
SYNTAX & INPUT
- shorter MLU
- more content words
- repetitious
- more questions

48
Q

3 stages of joint attention

A
  • phase 1: attend to social partners (0-6)
  • phase 2: coordinate joint attention (6-12)
  • phase 3: transition to expressive language (12-18)
49
Q

joint attention phase 1

A

attend to social partners (0-6 months)
- show interest at looking at peoples faces-> especially parents

50
Q

joint attention phase 2

A

coordinate joint attention (6-12 months)
- adult efforts (maintaining infants attention)
- intersubjectivity
- intentionality
- intentional pointing (imperative vs declarative)

51
Q

intersubjectivity

A

sharing of experiences and emotions with others, awareness of others
- when infants have intersubjective awareness, they begin to interpret others actions as intentional
- they know that it is another person and they are doing something on purpose
- comes before intentionality

52
Q

intentionality

(intentional communication)

A

when children see actions as intentional, they…
- use actions (gestures) to refer to objects and events
- use actions to draw someone’s attention to an entity
- comes after intersubjectivity

53
Q

joint attention phase 3

A

transition to expressive language (12-18 months)
- infants begin expressing intents with words rather than through preverbal means (gestures, eye contact, facial expressions)
- – starts with a mixture

54
Q

paralinguistic aspects of infant directed speech

A
  • high pitch
  • exaggerated pitch contours
  • slower tempos
  • pauses as rhythm mark phrase boundaries
55
Q

syntax and input characteristics of infant directed speech

A
  • smaller mean length utterance
  • fewer subordinate clauses
  • more content words
  • greater use of repetition and questions (adults answer their own)

lang dev (4 decks)

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