final Flashcards
language
system of arbitrary symbols that is rule based, generative, and used as a social tool in communication
expressive vs receptive language
Expressive: ability to share thoughts and meanings through words
Receptive: ability to understand others’ spoken language (auditory comprehension)
components of language
syntax
pragmatics
morphology
phonology
semantics
syntax
how words are used to express meaning in sentence structures
pragmatics
use of language in social interactions, rules for social interaction
semantics
how words correspond to things/events in the world; how language reflects a speakers meaning or intent
morphology
how words and smaller units are combined to form other words
phonology
how sounds are combined to form words
communicative competence
ability to communicate a message and understand concepts being communicated
linguistic competence
use of morphology, phonology, syntax, and semantics
language acquisition device (LAD)
concept that infants have an instinctive mental capacity that enables them to acquire and produce language
Social interaction theory
language acquisition based on social interactions and experiences with language
children desire interactions
zone of proximal development and scaffolding
Speech Acts theory
says language acquisition is based on semantic-pragmatic unit “speech acts” that label meaning and result in an action
stages:
prelinguistic
linguistic
appearance of syntax
Behavioral Theory
language development based on operant conditioning (+ or - rx)
Principles and parameters theory
language acquisition based on LAD
Cognitive theory
language acquisition and cognition are connected
Emergentism theory
language acquisition is based in emergent effect of: cognition, social interaction, pragmatic skills, and attention
scaffolds
conversational reacts that add new info but maintain meaning
extension, expansion, recasts, models
primitive speech acts
communicative intentions before speech
labeling, answering ?, requesting, greeting, protesting, repeating
Broca’s area
important for speech production as it activated articulators
associated with phonology, semantics, syntax, and motor control
Wernike’s area
used in language comprehension and speech reception
neuroplasticity
brain’s ability to grow and change when exposed to new info or experiences
neurons
basic funcțional unit of the nervous system that send/receives info to cells
components of CNS
brain and spinal cord
components of PNS
spinal and cranial nerves outside of spinal cord and brain
rights side of brain vs left side
Right:
attention, memory, reasoning, problem solving
visual perception, understanding and producing face and voice emotion, attention and shifting attention
Left:
language, logical thought, critical thought, reasoning
understanding and producing language, memory for spoken and written language
magical thinking
child falsely believing a certain action will influence the world around them
divergent thinking
thought process allowing children to generate a number of possible solutions
Theory of Mind
allows children to understand how others feel and that it may be different than how they feel
Symbolic play
using objects to represent a different object
speech intelligibility
how clear/easily understood someone’s speech is to the listener
working memory
allows encoding, storing, processing and rehearing os info essential for language development
overextension
using perceptual characteristics of an entity to extend meaning
under-extension
restricted or limited meaning of a word
domain specific vocabulary
vocabulary specific to a specialized domain/subject
mental lexicon
mental dictionary of words a person knows
morpheme
smallest meaningful unit of a word with meaning
4 stages of play and ages
solitary- 0-24 months
parallel- 24-36 months
associative- 3-4 years
cooperative- 4 years
at what age do we expect a response to name being called?
6 months
mirror neurons
mirror the behavior of others as though the observer were acting himself
infants imitating facial expressions before they understand that they have a face
3 major pragmatic communication skills
use of language to greet, inform, and request
changing and adapting language to different people/situations
following rules in conversations
incidental learning
occurs in preschool stage
learning words through conversation and not direct instruction
phonological processes
syllable structure
whole word
substitution
assimilation
open and closed syllables
open syllables end in vowel
closed syllables end in consonant
cultural considerations in play
does the child play alone?
types of toys?
play and watch tv at same time?
phonological knowledge
linking letters to sounds
orthographic knowledge
quickly identifying words to speed up fluency
morphological knowledge
identifying prefixes and suffixes to speed up fluency
phonemic awareness
recognizing words can be put together to form words
phonological awareness
awareness of phonological structure/sound structure of words
6 critical literacy areas
phonological awareness
spelling
reading comprehension
reading fluency
vocabulary
writing
5 ways sound units can be manipulated
blending
segmenting
substituting
deleting
matching
code switching
alternation between two languages within a single discourse
language loss
losing language skills due to not using them
simultaneous vs sequential language acquisition
simultaneous is at the same time
sequential is one then the other
hearing
ability to receive, process, and interpret sounds
conductive hearing loss
hearing loss due to damage of ear canal, eardrum, or middle ear bones
sensorineural hearing loss
hearing loss due to missing/damaged sensory cells in cochlea
outer ear consists of what
ear drums and ear canal
middle ear bones
malleus
incus
stapes
5 signs of hearing loss
asking for repetition
misunderstanding
appears inattentive
watching others actions
speech problems
withdraws form social situations
