Language Disorders in Children

Question 1

Morphology

Answer 1

study of word structure. It descreibes how words are formed out of more basic elements of language called morphemes (smallest unit of language)

Question 2

Base, root, or free morphemes

Answer 2

words that have meaning and cannot be broken down into smaller parts and can have other morphemes added to them.

Question 3

Bound or grammatical morphemes

Answer 3

cannot convey meaning by themselves and must be joined with fee morphemes in order to have meaning (ing, s, ed)

Question 4

allomorphs

Answer 4

variations of morphemes that do not alter the orinigal meanin gof the morpheme (plural s)

Question 5

syntax

Answer 5

syntax is the study of SENTENCE structure. The arrangement of words to create meaningful sentences. The order of words in a language, etc)

Question 6

Types of sentences

Answer 6

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!)

Question 7

compound sentence

Answer 7

contains two or more independent clauses joined by a comma and a conjunction or by a semicolon.

Question 8

semantics

Answer 8

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.

Question 9

semantic categories

Answer 9

recurrence: concept of more
rejection: no
causality: cause and effect

Question 10

world knowledge

Answer 10

using words because they have seen them and experienced them personally

Question 11

word knowledge

Answer 11

no world knowledge of word. Child learns the planets in school but has never seen or experienced them.

Question 12

Pragmatics

Answer 12

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)

Question 13

functions of language

Answer 13

labeling
protesting
commenting

Question 14

3 months

Answer 14

“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

Question 15

6 months

Answer 15

“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

Question 16

9 months

Answer 16

“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)

Question 17

12 months

Answer 17

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

Question 18

18 months

Answer 18

18 words (10-20 words)
repeats words hear in convo
follows simple questions/commands
points to pictures/objects in book

Question 19

2 years

Answer 19

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

Question 20

stages of pragmatic skills in infants

Answer 20

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

Question 21

3 years

Answer 21

3 word phrases
understands spatial/time concepts
understands pronouns/plurals
uses telegraphic speech (doggy sit)
asks wh questions

Question 22

4 years

Answer 22

4 or more word sentences
uses 4 or more sentences to tell a story
understands how/why questions
groups objects and identifies color

Question 23

5 years

Answer 23

averages 6 words per sentence
speaks in complete sentences
uses complex sentences
uses comparatives (larger)
begins to tell jokes/riddles

Question 24

6 years

Answer 24

uses a language form that approximates the adult model. tells long storys

Question 25

emergent literacy or preliteracy skills

Answer 25

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

Question 26

phonological awareness

Answer 26

childs ability to detect and manipulate sounds and syllables in words.

Question 27

print knowledge

Answer 27

emergent knowledge about functions and forms of written language.

Question 28

morphological awareness

Answer 28

recognition, understanding, and use of word parts that carry significance (prefixes, suffixes, etc)

Question 29

behavioral theory

Answer 29

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.

Question 30

nativist theory

Answer 30

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.

Question 31

cognitive theory

Answer 31

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.

Question 32

information processing theory

Answer 32

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.

Question 33

social interactionism theory

Answer 33

emphasize language funcion, not structure. Language develops because people are motivated to interact socially.