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Speech Language & Development > Final Exam Study Cards > Flashcards

Final Exam Study Cards Flashcards

1
Q

Nonspeech means of communication may carry up to __% of the information exchanged

A

60%

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2
Q

_________________ is the act of transferring information between two or more people

A

Communication

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3
Q

3 focuses of nativist theory:

A
  • children are genetically predisposed to talk
  • language is innate to humans
  • language is completely developed by age 5
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4
Q

The theorist who is most influential in sociolinguistics

A

Vygotsky

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5
Q

Those professionals who conduct language treatment according to the principles of the behavioral theory do what?

A

Believe that language can be taught by targeting any observable behavior and manipulating the elements of a stimulus, a response, and reinforcement

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6
Q

3 elements of emergentism:

A
  • middle ground between nature and nurture
  • language emerges from interactions among general cognitive mechanisms in the brain and the environment
  • acknowledges that humans are the only species fully capable of a grammatical language
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7
Q

3 aspects of child directed speech:

A
  • has a simpler than speech directed towards adults
  • supports the interactionist approach
  • is melodic with more inflection in the voice
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8
Q

Theory of the mind is most closely related to what aspect of language processing:

A

pragmatics

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9
Q

The center of the brain that is responsible for executive function is the:

A

prefrontal lobe

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10
Q

3 aspects of working memory:

A
  • is a temporary storage
  • manipulates information
  • focuses attention
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11
Q 
Order the following pre-speech developmental milestones (1=earliest, 4=last to  develop):
\_\_\_\_ variegated babbling
\_\_\_\_ reduplicated babbling
\_\_\_\_ Phonetically consistent forms
\_\_\_\_ quasi-resonant nuclei (QRN)
A

1- quasi-resonant nuclei
2- reduplicated babbling
3- variegated babbling
4- phonetically consistent forms

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12
Q

Newborns are capable of detecting every phoneme contrast found in human languages but this ability is lost by (age):

A

10 months

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13
Q

Representational competence includes (3 things):

A
  • symbolic play
  • object permanence
  • understanding of words
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14
Q

The statement, “during the first year, memory moves from recognition to retrieval” means that:

A

Newborns may recognize certain sounds, words, objects, and people, but not understand them.

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15
Q 
Number the following developments of an infant’s gestures in the correct order in which they develop.  (1 for first, and 4 for the last):
\_\_\_\_ pointing
\_\_\_\_ requesting
\_\_\_\_ giving
\_\_\_\_ showing
A

1- showing
2- giving
3- pointing
4- requesting

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16
Q

Which of the following is an example of an entity + locative?

a. That chair
b. More juice
c. Jump [on] bed
d. Juice [in] glass
e. Doggy bark

A

d. Juice [in] glass

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17
Q

Children generally:

a. Understand 50 words before they produce 10 words
b. Produce 10 words before understanding 50 words
c. Understand 100 words before they produce 10 words
d. Produce 10 words before understanding 100 words

A

a. Understand 50 words before they produce 10 words

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18
Q

A child points to multiple objects in his environment and states, “What’s that?” This is an example of:

A

interrogative utterance

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19
Q

Multi-word utterances (2-word utterances) begin at (age):

A

18 months

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20
Q

A phonological process is a simplification of:

A

sound patterns in words

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21
Q

Receptively, toddlers at 12 to 24 months understand all but one:

a. Words belong in categories (i.e. plates are for holding food)
b. Novel name-nameless assumption – children can link a word to and object after only a few encounters with the object
c. Word endings may indicate differences in sizes along a continuum such as big, bigger, biggest
d. Words consistently mean the same thing or refer to the same object.

A

c. Word endings may indicate differences in sizes along a continuum such as big, bigger, biggest

22
Q

Self-help skills in the second year of life include:

A

dressing, bathing, feeding self, wiping face

23
Q

Children use the following word order in first sentences spoken:

A

Subject-Verb-Object (SVO)

24
Q

An ellipsis is:

A

Shortening of a sentence by omitting understood information

25
Q

In what disorder would theory of the mind not be well-developed?

A

autism

26
Q

A child is able to maintain {a back and forth} a conversation at age:

A

3 years

27
Q

A narrative in child speech and language development is:

A

The child’s first written essay

28
Q

You are working with a 2-year-old boy to offer early intervention. His parents are concerned because they want him to go to preschool next year, but they believe his language skills will be insufficient for him to be successful in interacting in a preschool environment. The boy’s language skills are comparable to those of a 9-month-old; his vocal expressions are limited to variegated babbling. An appropriate therapy goal for this child might include:

A

Use of functional words in one-word utterances

29
Q

What is priming?

A

What someone hears influences what they speak

30
Q

3 aspects of MLU (Mean Length Utterance):

A
  • Positive correlation with age (ex: 4 year old child = MLU of 4.0)
  • Average length of utterance measured by number of morphemes
  • Count number of morphemes and divide by number of utterances
31
Q

All except one are bound morphemes:

a. present progressive /-ing/
b. The words “pasta” and “eat”
c. Plural /–s/
d. suffixes /-er/ (bigger, smaller)

A

b. The words “pasta” and “eat”

32
Q

What is a phrase?

A

A group of related words that does not include both a subject and a predicate and is used as a noun substitute or as a noun or verb modifier

33
Q

During your evaluation, you hear Tommy say things like “My mom is skinny than her mom” and “Our house is the big on the block.” This shows difficulty with:

A

Morphology, specifically difficulty with comparatives and superlatives

34
Q

A later developing phoneme is:

A

/r/

35
Q

One of the most important skills that develops in Kindergarten is:

A

reading

36
Q

Literacy refers to:

A

all aspects of reading and writing

37
Q

What is decoding in reading?

A

Breaking a word into its component sounds and then blending them together to form a recognizable word

38
Q

What are dialects?

A

variations of phonology, semantics, morphology, and syntax within one language

39
Q

2 aspects of socioeconomic status (SES):

A
  • is a ranking of relative position in a society based on class, status, and power
  • may be a better predictor of cognitive-communicative behavior than racial-ethnic background
40
Q

What is cultural competence?

A

The ability to think, feel, act in ways that acknowledge respect and builds upon ethnic, cultural, and linguistic diversity

41
Q

Describe possible social and academic consequences for a child who does not understand figurative language in grade 3:

A
  • Figurative language then they might have difficulty reading an age appropriate book for school
  • Could misunderstand teachers directions
  • Interacting with other children/ may not make friends within their peers
42
Q

3 examples of metalinguistic skill and awareness:

A
  • adjusting speech to different listeners
  • checks whether the listener has understood; if not, improves statement and tries again
  • judges whether or not utterances are correct
43
Q

3 possible causes of cognitive communication impairments:

A
  • Alzheimer’s disease
  • Right-hemisphere stroke
  • Traumatic brain injury
44
Q

Compared with women, men will:

a. Talk more inside the home
b. Talk less inside the home
c. Talk the same to sons and daughters
d. Use a lot of physical touch during conversation

A

b. Talk less inside the home

45
Q

The use of registers is:

a. Common in early childhood
b. May be related to professional use of language
c. Does not vary among different ethnic groups
d. Refers to how high the pitch of the voice is

A

b. May be related to professional use of language

46
Q

How would a SLP use developmental order of morphemes?

A

Pull out Brown’s morphemes and look at next stage and add that on to the therapy session

47
Q

Define articulation disorder

A

speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as “l” or “r”)

48
Q

Define fluency disorder

A

speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns

49
Q

Define voice disorder

A

speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness

50
Q

Define language disorder

A

language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say

Speech Language & Development (1 decks)

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