Language Disorders in Children Flashcards
Morphology
study of word structure. It descreibes how words are formed out of more basic elements of language called morphemes (smallest unit of language)
Base, root, or free morphemes
words that have meaning and cannot be broken down into smaller parts and can have other morphemes added to them.
Bound or grammatical morphemes
cannot convey meaning by themselves and must be joined with fee morphemes in order to have meaning (ing, s, ed)
allomorphs
variations of morphemes that do not alter the orinigal meanin gof the morpheme (plural s)
syntax
syntax is the study of SENTENCE structure. The arrangement of words to create meaningful sentences. The order of words in a language, etc)
Types of sentences
passive (the cat was petted by mark)
active (mark petted the cat)
interrogatives (did you see that gorgeous sunset?)
declaratives (the sunset was gorgeous)
imperatives-commands (shut the door)
exclamatory (I never said that!)
compound sentence
contains two or more independent clauses joined by a comma and a conjunction or by a semicolon.
semantics
the study of the MEANING in language. semantics indludes a person’s vocabulary or lexicon. (antonyms, synonyms, multiple meanings of words (rock, pound), humor (riddles, puns), figurative language.
semantic categories
recurrence: concept of more
rejection: no
causality: cause and effect
world knowledge
using words because they have seen them and experienced them personally
word knowledge
no world knowledge of word. Child learns the planets in school but has never seen or experienced them.
Pragmatics
the study of rules that govern the use of language in solcial situations. language that considers the context (situation) of the utterance and the function of the utterance (purpose or goal)
functions of language
labeling
protesting
commenting
3 months
“coo”
coos and smiles and cries differently for different needs.
Recognizes your voice and may stay quiet or smile when spoken to.
Visually tracks, moves head to voice
vocalizes predominantly vowels
6 months
“babble”
babbles, laughs and giggles more
Vocalizes excitement and displeasure (varies volume, pitch and rate of vocalizations)
responds to name
looks towards family members when named
9 months
“imitation”
imitates speech/non speech sounds and babbles longer strings of sounds
imitates actions and gestures.
Looks at objects when talked about
comprehends no
imitates intonation
uses variegated babbling (mabamaba)
12 months
1-2 words
meaninful use of mama and dada
understands simple phrases
recognizes words for common items (understands up to 10 words)
can understand some simple commands
gestures/vocalizes to communicate wants/needs
18 months
18 words (10-20 words)
repeats words hear in convo
follows simple questions/commands
points to pictures/objects in book
2 years
2 word phrases by 18 months and may use 3-4 word responses as well
vocab of 50 or more words by 18 months and 200-300 words by 2 years old
follows 2 step directions
stages of pragmatic skills in infants
perlocutionary behavior: signals have effect. Child smiles and adult smiles back even though this was not intent of child
illocutionary behavior: pointing/laughing and using intentional communication (9-10 months)
locutionary stage: begin to use words (12 months)
Joint reference: ability to focus attention on event or object as directed by another person
3 years
3 word phrases
understands spatial/time concepts
understands pronouns/plurals
uses telegraphic speech (doggy sit)
asks wh questions
4 years
4 or more word sentences
uses 4 or more sentences to tell a story
understands how/why questions
groups objects and identifies color
5 years
averages 6 words per sentence
speaks in complete sentences
uses complex sentences
uses comparatives (larger)
begins to tell jokes/riddles
6 years
uses a language form that approximates the adult model. tells long storys
emergent literacy or preliteracy skills
during preschool, children have exposure to prereading and writing skills (coloring, being read to) which greatly aids in their foundation to later read and write in school
phonological awareness
childs ability to detect and manipulate sounds and syllables in words.
print knowledge
emergent knowledge about functions and forms of written language.
morphological awareness
recognition, understanding, and use of word parts that carry significance (prefixes, suffixes, etc)
behavioral theory
emphasize language performance. suggests that learning, not innate mechanisms, play a major role in acquisition of verbal behaviors. Events in the child’s environment and social interaction are important and children learn what they are exposed to.
nativist theory
states that children are born with language acquisition device. Children are born with the innate capacity to learn language. Not learned through environmental stimulation or teaching.
cognitive theory
varient of the nativist theory. Language is made possible to cognition and general intellectual processes. thus, a child must acquire concepts before words. View language as emerging as a result of cognitive growth.
information processing theory
more interested in HOW language is learned. information processing system as a mechanism that encodes stimuli from the environment, operates on interpretation of those stimuli, stores the results in memory, and permits retrieval of previously stored information. A strong emphasis of this theory is auditory processing.
social interactionism theory
emphasize language funcion, not structure. Language develops because people are motivated to interact socially.
