Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CSD 410 > Final > Flashcards

Final Flashcards

1
Q

Infancy milestones

A
  • Produce their first recognizable word
  • Use prosodic features to distinguish words
  • Undergoes perceptual narrowing
  • Distinguishes ‘speech’ from ‘nonspeech’ sounds
  • Can discriminate purposeful from random actions
  • Engaging in prelinguistic vocalizations
  • Begin shifting attention between people and objects
  • Pointing begins!
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Toddlerhood milestones

A
  • Biggest achievement in this period is the emergence of grammatical morphemes
  • Multiword telegraphic utterances emerge
  • Begin using Wh- questions
  • Begin combing words to express simple functions (semantic relations)
  • Overextend and underextend words as they refine word knowledge
  • Begin to use language to ask for things and control others’ behavior
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Preschool milestones

A
  • Adding decontextualized language to their conversations
  • Emergent literacy skills emerge
  • Alphabet knowledge, phonological knowledge and print awareness emerge
  • By the end of this period, the majority of phonemes have been mastered
  • Verb phonology advances significantly
  • More elaborate sentences patterns (beyond S+V+O) emerge
  • Learning about two words per day
  • Acquire new words via shared storybook reading
  • Learn deictic terms, temporal terms, locational prepositions
  • Understand that questions require answers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

2 major processes that emerge in school years

A

Shifting sources of language input & competence in metalinguistics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Shifting sources of language input

A

Preschool: sole reliance on oral input
School-aged: learning to read
8-10 years: more and more input from text
Reading: highly individualized

Being able to read requires that preschoolers have well established print and phonological awareness prior to entering the school period

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Emergent literacy skills

A
  • print motivation
  • vocab
  • print awareness
  • narrative skill
  • letter knowledge
  • phonologic awareness

Prereading skills or emergent literacy skills are critical to learning to read!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Important research findings for reading and writing

A
  • Oral language provides the foundation for reading and writing
  • vocab knowledge at kindergarten is strongly related to 7th grade reading skills
  • 88% chance that kids behind in literacy in 1st grade will still be behind at 4th grade
  • Reading and writing develop concurrently and interrelatedly in young children
  • Literacy develops from real life situations where reading and writing are used to get things done
  • learn literacy through active engagement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Role of SLP in literacy

A
  • providing services for disorders of language including comprehension and expression
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Role of Aud in literacy

A
  • Reading problems can stem from APDs and the audiologist’s auditory processing evaluation is necessary to make this diagnosis.
  • guide parents in different approaches to teaching reading
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Developmental reading stages by Chall

A
  1. initial reading/decoding
  2. confirm, fluency, unglue from print
  3. reading to learn
  4. multiple viewpoints (HS)
  5. construct & reconstruct world view (college)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Stage 1: Initial reading or decoding

A

Covers period K-1st grade (5-7 years)
Begin to decode words via sound-symbol association
- sub for words they know (barking/growling)
- sub words that look alike (green/growling)
- sub words semantically alike (growing/going)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Stage 2: Confirmation, fluency, & ungluing from print

A

Covers 2nd – 3rd grade (7-8) Polish their decoding skills
- experience confirmation that what they’re reading is right
- gain fluency & speed
- unglue from print (reading more automatic - sight words)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Stage 3: Reading to learn new info

A

2 phases
3A grades 4-6: read to learn about world (not egocentric) & read works of adult length but not level
3B grades 7-8/9: read on general adult level & expand vocab, build world knowledge, reading habits formed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Stage 5: Multiple viewpoints

A

usually age 14-18
- handling more difficult concepts, and text structures
- can consider more viewpoints now, builds on world knowledge from stage 3

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Stage 5: Construction & reconstruction

A

college age
- read selectively
- make judgements about what to read
- use analysis, synthesis, prediction to construct meaning from text
- Is what I just read true?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Metalinguistic competence

A

ability to think about, comment on and manipulate language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Phonological awareness

A

sensitivity to the sound structure of language
Preschool: segmenting words from sentences, segmenting syllables, detecting & producing rhymes
Kindy/1st: blending sounds, segmenting sounds from words, manipulating sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Phonemic awareness

A

level of phonological awareness that focuses on individual sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Phonemic awareness skills (5-6)

A

Blending tasks
- what word is /m/ /a/ /p/
- facilitates decoding skills
Segmentation tasks
- first sound in ‘dog’? last sound?
- what are the 3 sounds in ‘dog’?
- related to spelling ability/spelling patterns

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Phonemic awareness skills (around 7)

A

Sounds manipulation
- most complex PA ability
- say cat without the /k/
- switching sounds
small group activities for teaching PA>

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What skills does reading build?

A
  • lexical knowledge
  • phonological skills
  • pragmatic skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Figurative language

A

not using words in literal way
- metaphor
- simile
- hyperbole
- idioms
- irony & sarcasm
- proverbs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Metaphor

A

similarity between 2 ideas or objects; implied comparison IS another thing; understanding begins in preschool

  • ex: time is money, you are a summer’s day
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Simile

A

type of metaphor that uses ‘like’ or ‘as’

-ex: as big as an elephant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Hyperbole

A

uses exaggeration for effect
- cry me a river, it’s raining men, so lonely I could die

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Idioms

A

describes a situation; they have both a literal & figurative meaning (we’re in the same boat)

(1) Opaque: cost an arm and a leg
(2) Transparent: hit the nail on the head (can infer meaning)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Sarcasm

A

speaker’s intention is dif than the literal mesning
- can ONLY be verbal
- statement is opposite of what is intended
- form of irony
- can be hurtful

  • ex: I’m trying to picture you with a personality
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Irony

A

verbal or written
Situational:
- fire station burns down
- marriage counselor gets divorce
Dramatic:
- Romeo & Juliet
- Darth Vader is Luke’s father

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Proverbs

A

a saying in general use - truth or advice
Encouragement: No matter where you are in life, it’s not too late
Commenting: Clothes do not make the man
Advising: An apple a day keeps the doctor away
Warning: An idle brain is the devil’s workshop
Interpreting: Barking dogs seldom bite

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

What does writing build on?

A
  • Phonological Awareness
  • letter recognition
  • fine motor skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Stages of writing development

A
  • drawing/scribble or “pre-phonemic” (finger painting, play doh)
  • letter-like forms & shapes (rhyming activities, sorting sounds)
  • strings of random letters (message cards, name tracing)
  • invented/transitional spelling (sentence building, word wall)
  • conventional writing & spelling (link words to meaning)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

How do kids demonstrate knowledge of reading & writing?

A
  • making up stories
  • inventing new rhymes
  • writing pretend messages
  • talking about books that have been read to them
  • singing complex songs
  • ‘read’ a memorized book
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

what can we do to support development of reading & writing

A
  • dramatic play supports language development
  • it’s a precursor to oral story telling & writing
  • acting out stories aids the development of narrative skills
  • reading aloud is strongly correlated with successful literacy development
  • repeated reading leads to greater attention to print & story structure
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

School-aged milestones

A
  • specific metalinguistic competence (phonemic awareness & figurative language)
  • reading & writing develop
  • gaining fluency & ungluing from print
  • Using derivational prefixes and suffixes
  • Adding dependent clauses into sentences
  • Using infinitives and gerunds
  • Understanding words can have multiple meanings
  • Understanding lexical ambiguity, phonological ambiguity and sentence ambiguity
  • Developing literate language; talking to learn
  • Elaborates noun phrases
  • Greater use of adverbs and conjunctions
  • Using mental and linguistic verbs
  • Advances in discourse: expository and persuasive
  • Engaging in complex narratives
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Achievements in language form in preschool

A
  1. phonological development
  2. morphological development
  3. complex syntax
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

phonological development

A
  • sound modifications for plurals (hats vs watches) at 5/6 yrs
  • vowel shifting (decide vs decision) mastered by 17
  • use stress to distinguish between a compound word & phrase (green house vs greenhouse) mastery by 12
  • use emphasis to distinguish nouns vs verbs (record vs record)
    goes under phonology & not morphology because just the sound is changing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Morphological development

A

use of derivational prefixes & suffixes
Prefix: changes meaning to word (healthy vs unhealthy)
Suffix: can change word’s meaning and/or class of word (week-noun; weekly-adverb)
- requires explicit instruction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Complex syntax development

A

Advanced grammatical structures
- adding dependent clauses into sentences
- using infinitives & gerunds
- use of reg & irreg past participles (john ate cake, john had eaten the cake)
- passive voice (the cereal was eaten by the boy)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Morphology

A

rules that govern how meaningful units of language are used

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Morphological awareness

A

ability to recognize morphemes in words - powerful literacy intervention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

What are the major achievements in language content during the school years?

A
  • lexical development
  • understanding multiple meanings
  • understanding ambiguity
  • development of literate language
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Lexical development

A

study of changes that occur in vocab knowledge over childhood

43
Q

What are the 3 mechanisms to learn new words during this period? (lexical development)

A
  1. morphological analysis
  2. direct instruction
  3. contextual abstraction
44
Q

Morphological analysis

A

use inflectional & morphological info to learn meaning

45
Q

Direct instruction

A

learn meaning via person or source

46
Q

Contextual abstraction

A

using context clues to determine meaning

47
Q

lexical ambiguity

A

quality of being open to more than 1 interpretation; can be understood in 2+ ways
Includes: homophones, homographs, homonyms

48
Q

HomoGRAPHS

A

2 words that have the same spelling but a dif sound & dif meaning
- close (connected) vs close (shut)
- lead (metal) vs lead (in front)
- wind (not a straight course) vs wind (gust of air)
- bass (low sound) vs bass (fish)

49
Q

HomoPHONES

A

words that sound the same but have dif meaning and may or may not be spelled the same
- dam, damn
- deer, dear
- dye, die
- fair, fare
- flour, flower

50
Q

HomoNYMS

A

words that are both a homograph and homophone (speeled & pronounced alike but dif meaning)
- ring (call someone) vs ring (band on finger)
- spring (coiled metal) vs spring (season)
- right (correct) vs right (direction)

51
Q

What is literate language?

A

Term used to describe language that’s highly decontextualized; talking to learn
- used to reflect on experience, plan, predict
- crucial to school success
- required to engage in discourse

52
Q

Discourse development

A

Development of discourse is a continuum from ‘learning to talk’ to ‘talking to learn
- use lang to communicate & engage in higher order cog functions (reasoning, planning)
- requires highly specific vocab & complex syntax

53
Q

1st feature of literate language

A

Elaborated noun phrases: noun + modifiers to provide additional info
- The big, brown dog chased the cat
- My friend Mary, walks to school with me
- I had some candy after lunch

54
Q

2nd feature of literate langauge

A

Adverbs
- Suddenly, she started crying
- He told the story well
- I barely ate lunch

55
Q

3rd feature of literate language

A

Conjunctions
- we drove and visited my mom
- I would love to, but I can’t
- I’m heading home because it’s late

56
Q

4th feature of literate language

A

Mental/linguistic verbs: acts of thinking (think, know, believe, imagine, feel, etc) and speaking (say, tell, speak, answer, listen)
- I really think we should take a plane
- she feels like we’re talking about her
- he decided to leave school

57
Q

Achievements in language use during school years

A
  • functional flexibility
  • conversational abilities
  • narrative development
58
Q

functional flexibility in pragmatics

A

Ability to use language for a variety of communicative purposes or functions
- ex: ability to compare & contrast, to persuade, hypothesize, explain, classify & predict

59
Q

What are some of the improved conversational abilities of school aged children?

A
  • maintaining topic
  • lengthier dialogues via more conversational turns
  • including factual & relevant comment
  • changing topics easily
  • adjusting content & style to listener
60
Q

4 types of narratives used by school-aged children

A
  1. Recounts: telling or retelling a story; telling an account as prompted
    - tell me about 3 little pigs
  2. Accounts: spontaneous telling
    - tell me about your weekend
  3. Event casts: describe an event or (AWA - looking at pictures)
  4. Functionalized stories: invented narratives
61
Q

What are the components of story grammar?

A
  • introduction
  • initial event
  • character development
  • mental states (who’s thinking what)
  • referencing (pronoun referents)
  • cohesion (order of events)
  • resolution (how did problems get resolved)
  • conclusions
62
Q

Examples of excessive elaboration

A
  • Appendages: cues of intro or ending (“once upon a time”)
  • Orientations (details regarding setting & characters)
  • Evaluations (convey narrators perspective or perspective of characters
63
Q

Men vs women vocab differences

A
  • women use more polite words
  • men swear more often
  • men use more assertive language
  • men/women have dif ways of being friendly in convo
  • context & social status may have bigger role than gender
  • kids adapt their speech style regardless of gender (ex: if partner uses more compliments, they will too)
64
Q

Men vs women pragmatic differences

A
  • women use more eye contact & closer stance
  • men change topics more frequently
  • women indicate they are paying attention more frequently (uh huh, yes)
  • women request clarification more often
65
Q

Formative assessment

A

monitor student learning for ongoing feedback; identify strengths and weaknesses - how is LD process going?
- weekly quizzes
- group work
- clicker questions

66
Q

Summative assessment

A

evaluate student learning by comparing it to a benchmark or standard - final outcome?
- standardized tests
- final projects, essays, presentations

67
Q

development in school age years & beyond

A

Screening: brief assessment to determine who may need assistance
Comprehension Evaluation: in depth examination of student needs
Monitoring progress: rate of improvement - several time points via formative

68
Q

signs of language disorders in elementary grades

A
  • longer reliance on gesture for meeting needs
  • difficulty initiating with peers
  • difficulty sustaining turns in conversation
69
Q

signs of language disorders in adolescence

A
  • poor social language
  • problems providing sufficient info to listeners
  • redundancy
70
Q

language difference

A

normal variability in language develop- ment (e.g., dialectical variations)

71
Q

language disorder

A

variability that reflects an underlying neuro- logical impairment affecting language development

72
Q

Late talker

A
  • less than 50 words
  • Not producing 2-word utterances by 24 months
  • Usually identified around 2 years
  • 1/5 in children
  • More common in boys
  • Slow start in language
73
Q

Primary language impairment or Specific to language- specific language impairments (SLI)

A

Significant language impairment in the absence of any other developmental difficulty
- 7-10% of children over 4
- Many have history of LLE
- Risk factors: preterm birth; family history

74
Q

Secondary language impairment (SLI)

A

Language disorders that occur secondary to other conditions
- Possible etiologies: intellectual deficit, autism, brain injury, cerebral palsy

75
Q

Common traits of specific language disorder

A
  • Areas of strength and weakness
  • Struggle to learn new words so slow vocabulary development
  • Considerable difficulty with grammar = shorter utterances; missing key GMs- pronoun usage; verb development
  • Poor academic adjustment: poor social behavior skills; poor attention; math & literacy, reading development
  • 60% of children with SLI in kindergarten will have problems in adolescence & adulthood
76
Q

Defining characteristics of ASD

A

Severity level is based on 2 primary issues: Severity of social-communication abilities (Mild - engagement but unusual patterns of communication, failure to initiate - to Severe - More severe, lack of engagement with other people) & Severity of restrictive interests and repetitive behaviors (Extreme, restrictive interests, preoccupations)

77
Q

Early indicators of ASD

A
  • no babbling or pointing by 1
  • no single words by age 16 months or 2-word phrases by age 2
  • no response to name
  • loss of language or social skills previously acquired
  • poor eye contact
  • excessive lining up of toys/objects
  • so smiling or social responsiveness
78
Q

Late indicators of ASD

A
  • impaired ability to make friends with peers
  • impaired ability to initiate or sustain conversation with others
  • absence or impairment of imaginative & social play
  • repetitive or unusual use of language
  • abnormally intense or focused interest
  • preoccupation with certain objects/subjects
  • inflexible adherence to specific routines or rituals
79
Q

Characteristics of Intellectual disability

A

Intellectual disability is a condition characterized by significant limitations in bothintellectual functioning (IQ test) and adaptive behavior that originatesbefore the age of 22.

80
Q

Causes & risk factors for ID

A
  • Exposure to toxic substances (alcohol exposure, - - prenatal- postnatal lead exposure)
  • Nutritional deficiencies (prenatal iodine deficiencies)
  • Brain radiation
  • Childhood brain infections
  • Traumatic brain injury
  • Maternal infections (rubella, cytomegalovirus)
  • Pregnancy and perinatal problems: fetal - malnutrition, prematurity, anoxia, viral infections
  • Many cases the cause is unknown
81
Q

Most common genetic cause of ID in US

A

Down Syndrome

82
Q

Most common inherited cause of ID in the US

A

Fragile X

83
Q

Causes and risk factors for TBI

A
  • Falls - most common in adults 65 and older
  • Motor Vehicle Accidents -most common in young adults
  • Impact sports injuries
  • Being struck by an object
  • Child abuse- most common cause for children under 4
  • Blast injuries due to explosions
  • Assaults
84
Q

Closed head injury

A
  • brain matter is not exposed or penetrated
  • car accident, shaken baby syndrome
  • most common
85
Q

Open head injury

A
  • brain matter is exposed or penetrated
  • gun shot wound
  • a more focused injury
86
Q

Cognitive & communication problems resulting from TBI

A
  • Varies person to person
  • Depends on factors such as:
    -Individual’s premorbid personality
    -Preinjury abilities
    -Severity of the injury
    Difficult to predict long-term in first weeks following injury
87
Q

Language problems resulting from TBI

A
  • word-finding difficulty (anomia)
  • poor sentence formation
  • lengthy & often faulty descriptions or explanations
  • difficulty understanding multiple meanings in jokes, sarcasm or figurative expressions
  • unaware of their errors so become frustrated or angry
  • place blame for comm difficulties of the person whom they are speaking
  • reading & writing abilities are often worse than those for speaking & understanding spoken words
  • simple & complex mathematical abilities are often affected
88
Q

Behavioral phenotype of prematurity

A
  • Executive function: inattention, ADHD, hyperactivity
  • Emotional dysreg: emotional lability, difficulty with transitions, low frustration tolerance, poor persistence to task
  • Social: increased anxiety, socially awkward, depression
  • Language: poor processing speed, poor syntax, difficulty with complex language (figurative)
  • Cognitive: low average IQ, mental fatigue
89
Q

Conductive vs Sensorineural HL

A

Conductive: fluid, foreign objects, allergies, ruptured eardrum, impacted wax
Sensorineural: aging, noise damage, drug side effects, auditory tumors, blast/explosion

90
Q

Causes of acquired hearing loss

A
  • Noise exposure
  • Infection
  • Use of ototoxic medications
  • Chronic middle-ear infections
91
Q

Causes of Congenital hearing loss

A

50% occur for unknown reasons
- Genetic transmission
- In utero infections
- Prematurity
- Pregnancy complications
- Trauma during birth

92
Q

Comprehensive language eval - Case history & interview

A
  • documents developmental history
  • general health, medical conditions, allergies
  • family make-up and resources
  • language & communication history
  • child’s current skills, interests, and behaviors
  • parents’ perceptions of suspected problems
93
Q

What are some forms of analyses that can be conducted from a language sample?

A
  • Semantics: total number of words, number of dif words, use of rare words, lexical ties across utterances, naming errors
  • Phonology: % correct consonant prod, sound inventory, consonant use patterns
  • Syntax & morphology: MLU, grammatical morpheme use, % grammatical utterances, variety of sentence types
  • Pragmatics: length of conversation turns, number of initiations, response to breakdowns, number of communicative intentions
94
Q

What are registers of speech?

A

Various styles of communication people use
- social
- occupation (school, work)

95
Q

Changes to the nervous system that occur in aging

A
  • brain decreases in size and connectivity
  • reduced receptors which reduces sensation: reduced sensory input for all the senses
  • reduced muscle mass
  • leads to cognitive changes & slower swallowing associated with healthy aging
96
Q

What are some of the age-related changes that occur in our sensory systems?

A
  • trouble remembering what they did yesterday (hippocampus)
  • delayed response/processing (white matter)
  • difficulty with quick decision-making (prefrontal cortex)
97
Q

What happens to working memory & attention as part of healthy aging?

A
  • selective attention: difficulty ignoring irrelevant stimuli
  • alternating attention
  • working memory: difficulty following along, complex directions answering multiple choice questions presented verbally, more off topic responses
98
Q

What is the ‘tip of the tongue’ phenomenon observed in healthy aging?

A

word finding experience due to phonological retrieval deficit, not semantic

99
Q

Coherence

A

Link elements of a story while maintaining the theme = declines
- ideas tie together & logically flow from one paragraph to another

100
Q

Cohesion

A

Each sentence of the story relates to the previous sentence
- Cara loves to cook dinner for her husband, The dinner she likes cooking most is lasagna. Lasagna is a very popular dish in Italy

101
Q

Resource allocation

A

Humans are able to flexibly allocate resources from a single cognitive pool to various cognitive tasks
- cognitive pool has limited capacity so when more resources are taken up by one task, fewer resources remain to be used for other tasks
- Result: decreased task performance

102
Q

What is dementia?

A

group of symptoms caused by various diseases and conditions that affect the brain which leads to a progressive decline in cognition, language & personality
- Alzheimer’s is a type of dementia

103
Q

What is aphasia?

A
  • an ACQUIRED impairment of the language processes
  • NOT a problem of intellect or confusion
  • it impacts conversational interaction; expressive and/or receptive language
  • it’s caused by damage to certain areas of the brain

CSD 410 (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions