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CSAD 112 - Language Science & Development > Exam 1 - Study Guide > Flashcards

Exam 1 - Study Guide Flashcards

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1
Q

Discuss the term pragmatics in detail. What does it mean? When we work with children who have difficulty in this area, what are some specific skills we need to teach them?

A

Pragmatics are the social rules in language, that govern conversation, interactions, and how we use language to achieve communication goals.

We need to teach children with problems in pragmatics to properly communicate their needs, proxemics, morphology, syntax, phonology, linguistic competence.

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2
Q

Speech is…

A

A motor act and a mode of communication, but not the only one.

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3
Q

Language is the code used in…

A

Communication. More specifically it is a set of symbols and the rules for using them.

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4
Q

Communication is the act of…

A

Transferring information between two or more people. Speech and language are two of the tools used to communicate.

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5
Q

Three characteristics of language…

A

A social tool
Rule governed
Generative

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6
Q

what are the five parameters of language?

A

Syntax, morphology, phonology, semantics, pragmatics

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7
Q

Pragmatics is considered by some sociolinguists to be…

A

The organizing principle of language that determines the other four aspects when communicating.

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8
Q

A dialect is…

A

A language rule system spoken by an identifiable group of people that varies from the ideal language standard.

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9
Q

Factors related to dialectal differences…

A

Geography, Socioeconomic level, race and ethnicity, situation or context, peer group influences, and first or second language learning

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10
Q

Children become communicators, because…

A

We treat them that way

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11
Q

Language is required to…

A

Fill the intentions, initially expressed in gestures

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12
Q

Newborns seem to prefer…

A

The human face and voice over other stimuli

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13
Q

Intentions go through stages of development, which are…

A

Pre-intentional, intentional and symbolic

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14
Q

During the intentional stage…

A

Children learn to signal, intent, via gestures, first showing themselves, then showing objects, and finally, with an array of gestures

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15
Q

Mothers, modify their…

A

Behavior to facilitate interactions

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16
Q

Of particular importance for early communication are…

A

Joint or shared reference and joint action

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17
Q

Joint reference (joint attention)

A

Presupposes that two or more individuals share a common focus on one entity

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18
Q

Joint reference is particularly important for language development because…

A

It is within this context, that infants, develop gestural, vocal, and verbal signals

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19
Q

Three aspects of early joint referencing include…

A

Indicating, deixis, and naming

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20
Q

Four phases in the development of joint reference…

A

(1) Joint attention, (2) intention to communicate, (3) gestures and vocalization, (4) naming and topicalization

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21
Q

Joint action

A

Provides a structure within which language can be analyzed. Routine activities, such as game playing, and daily routines, like bathing, let a child encounter rules within a pleasurable experience.

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22
Q

Why is Chomsky’s nativist theory not clinically useful?

A

Chomsky’s theory doesn’t account for children’s environments or interactions with caregivers. It is theoretical, not based on listening to what children do when they learn language.

23
Q

What are some nonlinguistic used in communication?

A

Eye contact, hand/head, gestures, body language, posture, proxemics (personal space), facial expressions.

24
Q

Defined the term language according to Dr. Roseberry’s PowerPoint slide

A

Language is a system of symbols/words used to represent concepts, formed through exposure and experiences

25
Q

Give two examples, each of derivational and inflectional morphemes

A

Derivational: includes prefixes and suffixes, happy to happily, special to specialness
Inflectional: change the state or increases the precision of the free morpheme, things like plural S past tense ED, marry to married

26
Q

What are the four lobes of the brain? Briefly describe the function of each one.

A

Frontal lobe - reasoning, motor skills
Parietal lobe – processing, tactile, sensory info
Occipital lobe – visual stimuli
Temporal lobe - sounds

27
Q

Describe the role of turn-taking between infants and their caregivers. How is this developed? Why is it such an important skill?

A

An infant’s development of the skill is essential for the development of later conversational skills. Developed by mutual gaze, conversation, body games – tickling, bouncing.

28
Q

Mutual gaze

A

Looking at each other may signal intensified attention

29
Q

Explain the differences between temporal auditory processing and phonological processing…

A

Phonological processing is children’s ability to mentally manipulate phonological aspects of language, such as rhyming and syllabication

Temporal auditory processing is a child’s capacity for speed of processing speech sounds

30
Q

Joint _____ is like the umbrella, joint attention and joint activities are two ____ of joint reference.

A
  • Reference
  • Aspects
31
Q

One of the first markers of autism spectrum disorder is…

A

A lack of joint reference

32
Q

Temporal auditory processing

A
  • Child’s ability to perceive, the brief acoustic events that make up speech sounds, and track changes in these events as they happen quickly in the speech of other people
  • Child’s capacity for and speed of processing
  • Children with problems and temporal auditory processing can’t remember and repeat back digit strings, lists of real or nonsense words, etc. especially if it is fast fast-spoken
33
Q

Phonological processing

A
  • concerned with processes involved in a child’s ability to mentally manipulate phonological aspects of language, these aspects include word, rhyming, syllabication, etc.
34
Q

How does Owens define the term metalinguistic skills?

A

Metalinguistic skills help us judge the correctness or appropriateness of the language we produce and receive it

-its the ability to talk about language analyze it, think about it, judge it, and see it as an entity, separate from its context or contact

35
Q

How does Owens define displacement?

A

Displacement is the ability to communicate beyond immediate context

36
Q

How does Owens define a dialect? Why is this important in our country today?

A

Dialect is subcategories of a parent language that uses similar but not identical rules.

Important in our country, because the US is becoming an increasingly pluralistic society, in which cultural and ethnic-racial groups contribute to the whole, but retain their essential character

37
Q

Vernacular variation

A

A casual, informal, or intimate register

38
Q

What does Owens specifically say about parental responsiveness, varying with culture and the impact of how often babies cry?

A

For an infant crying, teaches the value of its behavior as a signal. When parents respond, infants start to understand the cognitive ability of their behavior.

39
Q

Why is appointing such an important milestone for babies?

A

If a baby is not pointing by 12 months, autism could be a factor. 30% of communication happens to pointing it’s how children communicate their needs.

40
Q

List and describe some characteristics of infant directed speech. How does it vary depending upon the culture of the mother?

A

Some characteristics are short utterances, length, simple syntax, and use of a small core vocabulary.

Mothers also paraphrase and repeat themselves. Topics are limited to the hearing now. The mother’s choice of content, type of information, conveyed, and syntax appear to be heavily influenced by the context as well. In addition, the mother uses paralinguistic variations, such as intonation and pause. Frequent facial expressions and gestures and an overall higher pitch.

41
Q

What is the difference between the word and world knowledge?

A

Word knowledge contains word and symbol definitions and it’s primarily verbal. World knowledge refers to your autobiographical and experiential understanding and memory of particular events in your past.

42
Q

Sensory motor milestones (Piaget’s cognitive theory)

A

Birth to two years, object permanence

43
Q

Preoperational stage milestones (Piaget’s cognitive theory)

A

2 to 7 years old, symbolic thought

44
Q

Concrete operational stage milestones (Piaget’s cognitive theory)

A

Ages 7 to 11 years, logical thought

45
Q

Formal operational stage milestones (Piaget’s cognitive theory)

A

adolescence to adulthood, significant reasoning

46
Q

What is the difference between a free and a bound morpheme?

A

Free morphemes are the prefixes and suffixes of the word they change the whole meaning. Found morphemes are the word itself.

47
Q

Describe the symptoms you would probably see in a patient with a left hemisphere stroke in Broca’s area

A

The patient would have difficulty forming complete sentences. Leaving at words like “is “or “the”. Saying something that doesn’t resemble a sentence. Trouble understanding sentences.

48
Q

What is the function of Heschl’s gyrus?

A

Separates incoming information, differentiates significant linguistic information from insignificant noise

49
Q

What does echoics mean?

A

Imitate, verbal responses to stimuli are the speech of another person

50
Q

What are mands?

A

Requests. We motivate children to request things.

51
Q

What are tacts?

A

Socially reinforced by social behaviors, like nods, smiles of approval

52
Q

What should I typically developing baby be doing at 12 months of age?

A

Sing its first word, taking first steps, start walking

53
Q

Summarize VYGOTSKY’S social interactionism theory. What are the practical implications of this theory?

A

Children first learn language in interpersonal interactions and then use this language to structure thought. Language develops because they are motivated to interact, socially with others around them.

Clinical implications are… SLPs up children’s motivation to communicate. SLPs suppliy verbal and nonverbal situations that encourage children to communicate to meet their needs.

54
Q

Summarize the research findings of Fowler and colleagues about language stimulation for infants.

A

The findings were that group a achieved far more than Group B in every area, cognitive, and linguistic skills.

Significant difference between two group scores in all areas

Group A began language stimulation at four months, Group B began language stimulation at 12 months

CSAD 112 - Language Science & Development (5 decks)

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