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Term 5 Psych > Language Development > Flashcards

Language Development Flashcards

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1
Q

Communication

A

Sending and receiving information; requires active participation of sender and receiver

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2
Q

Language

A

Arbitrary symbol system used to communicate thoughts and ideas

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3
Q

Basic principle

A

There are several ways by which we communicate

nonverbal; verbal; graphic

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4
Q

Nonverbal

A

Social smile, eye gaze of infant
Gesture, facial expressions
Sign language (used by hearing impaired)

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5
Q

Articulation

A

Verbal/oral/speech component

Production of speech sounds: interaction/motor movements of lips, tongue, hard and soft palate, teeth

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6
Q

Voice

A

Verbal/oral/speech component

Production of voice quality, pitch, volume, resonance

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7
Q

Fluency

A

Verbal/oral/speech component

Flow or smoothness of speech production

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8
Q

Language

A

Verbal/oral/speech component
Rule-governed, generative
Two divisions/components

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9
Q

Receptive

A

input/understanding

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10
Q

Expressive

A

output/speaking

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11
Q

Within each component of language consider

A
  1. Content
    1. Form
      a. Syntactic
      b. Morphologic
    2. Use/pragmatics
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12
Q

Graphic/Written

A

Drawing, reading, writing

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13
Q

Development of speech and language requires interaction between

A

Intact intrinsic mechanisms and favorable environment

Disruption in any one of these areas can impede normal speech/language development

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14
Q

Intact intrinsic mechanisms

A 
Hearing sensitivity	      
     Motor skills		        
     Structural integrity	        
     Perception		       
     Intelligence
     Memory 
     Attention
     Emotional status
     Ability to relate/interact
     General health
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15
Q

Favorable environment

A

Stimulation/exposure
Reinforcement
Realistic expectations

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16
Q

Disordered Mechanisms

Hearing sensitivity

A

Deafness, conductive hearing loss, otitis media

17
Q

Disordered Mechanisms

Motor skills

A

Needed to manipulate articulators, combine and sequence motor movements

18
Q

Disordered Mechanisms

Structural integrity

A

Cleft palate, vocal fold abnormality; sucking, feeding, swallowing

19
Q

Disordered Mechanisms

Perception

A

Problems interpreting meaning of sounds (auditory or perceptual disorder)

20
Q

Disordered Mechanisms

Intelligence

A

Cognitive limitations interfere with learning and understanding concepts represented by words

21
Q

Disordered Mechanisms

Memory

A

inability to learn sounds, sequences of sounds, vocabulary, grammar, syntax

22
Q

Disordered Mechanisms

Attention

A

Attention deficits interfere with following directions, receptive and expressive vocabulary development, general information

23
Q

Disordered Mechanisms

Emotional status

A

Anxiety, depression interfere with ability to receive, process information

24
Q

Disordered Mechanisms

Ability to relate or interact

A

Autistic spectrum

25
Q

Disordered Mechanisms

General health

A

Chronic illness interferes with response to stimulation

26
Q

Disordered Environment

Stimulation/exposure:

A

Failure to speak with, read to children Failure to expose to rich language and learning experiences
Excessive, inappropriate stimulation (e.g., electronics have become societal problem)
Effect of parents with language disorders
Bilingual environment is NOT a disadvantage, with certain exceptions

27
Q

Disordered Environment

Reinforcement

A

Failure to reinforce sounds made in infancy – cooing and babbling
Expanding language produced by child

28
Q

Disordered Environment

Realistic expectations

A

Should reflect mechanism and age

Inappropriate expectations can result in stuttering, anxiety, selective mutism

29
Q

Speech and Language Milestones

A

Norms help provide approximate general guidelines how skills will develop

30
Q

Articulation

A

production of speech sounds
Speech of 2-3 yr old understandable to parents
Speech of 3-4 yr old understandable to strangers

31
Q

Common articulation problems reduce intelligibility

A 
Consonant substitutions
Consonant omissions
Reduction of consonant clusters: producing 		only one consonant
Sound to mark a cluster
Distortion of sounds: lisp
32
Q

Fluency

A

Children between ages 3 and 5 go through period of “normal dysfluency” when language is rapidly developing and expanding. Characterized by tension-free, whole word repetitions: “I see – I see- I see a bird”

33
Q

Stuttering

A

repetitions of prolongations that are struggled or tense: “Wh-wh-wh-who is it?”; “Shhhhe’s here,” blocks, pitch increases

34
Q

Associated behaviors

A

eye blinking, head or body movement, avoidance

35
Q

Language

A

Language development begins with differentiation of crying, continues throughout life
Language (receptive and expressive) develops concurrently in several areas including semantic, syntactic, morphologic, pragmatic
By 5-6 yrs, conversation may be adult-like, but subtle development continues, and reciprocity between oral and written language development (reading and writing) also occurs

36
Q

Delays in language development can have serious long-term consequences because language

A
  1. contributes to abstract thinking
  2. allows a child to imagine, manipulate, create and share new ideas
  3. becomes a mental tool to create strategies for mastery of memory, feelings, problem solving
37
Q

Children with significant speech/language disorders

A
  1. may have mental health issues

2. are at high risk for learning disabilities and written language disorders

38
Q

Pernicious myths about speech/language development

A

Speech/language development is slow because child is lazy or siblings talk for him

Children outgrow speech/language deficits

Early recognition and therapy are detrimental because they make children self-conscious

Being raised in a bilingual environment has adverse long-term consequences on language development

Seemingly remarkable early language development is a sure sign of superior intelligence and academic success

Term 5 Psych (20 decks)

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