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LING 209 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

Speech Language Pathologists vs Audiologists

A

SLPs diagnose speech language problems, and work with people that may have receptive, expressive, or pragmatic difficulties

Audiologists specialize in issues related to hearing impaired hearing lost, hearing aid assistance, etc.

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2
Q

When are Communication Difficulties developed

A

Can start from birth, or can be developmental or acquired

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3
Q

Receptive Language

A

Understanding and comprehending language

“The Input” I.e. a child’s ability to listen and follow directions

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4
Q

Expressive Language

A

The production of language

(speaking, gesturing, writing, facial expressions, and vocalizations)

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5
Q

Pragmatic Language

A

The social context of language

I.e. it’s hot so you ask someone to open the window

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6
Q

Language Modalities

A

Visual Gestural: signed languages, perceived visually

Tactile-gestural: perceived via touch, gestures are intended to be felt, not seen

Auditory-vocal: spoken

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7
Q

Linguistic Flexibility

A

Language is creative so grammar can be debated

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8
Q

Descriptive Grammar

A

Describes what happens in a spoken language and accepts the pattern differences people use without judgement

I.e. some English speaks use double negatives for negation

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9
Q

The Three Types of Grammar

A

Mental: what is implicitly known about a language’s structure and systematicity

Descriptive: what a linguist observes are a language’s structure and rules, what happens in a spoken language

Prescriptive: socially embedded notion for “correct” ways to use language

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10
Q

Hockett’s design features of language

A

Mode of communication, semanticity, pragmatic function (all communication system needs these)

interchangeability, cultural transmission, arbitrariness, discreetness

Displacement and productivity (unique to human language)

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11
Q

Speech Teachers

A

People who help individuals with problems like stuttering, articulation disorders, language delay, etc.

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12
Q

Semanticity

A

Principle that all the signals/symbols in a communication system convey a meaning or function

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13
Q

Pragmatic Function

A

Language serves a purpose and it doesn’t need to be profound

I.e. chit-chat

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14
Q

Interchangeability

A

Individuals ability to transmit and receive messages

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15
Q

Cultural Transmission

A

Principle that we acquire language through interacting with other users of that system

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16
Q

Arbitrariness

A

Words are not predictable and don‘t dictate meaning

I.e. “Bank” could mean two different things

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17
Q

Discreteness

A

Idea language is comprised of categorical units that can be combined in different ways

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18
Q

Displacement

A

Ability to talk about things, actions, ideas, and people whom we are physically or spatially separated

I.e. talking about Julian to Steph when we’re in Van and he’s in Calgary

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19
Q

The Three Kinds of Language

A

Formal: computer languages and mathematical proofs

Natural: those that evolve naturally in a speech community

Constructed: specifically invented, can become natural if they are learned as a first language and are used by a speech community

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20
Q

Evidence Based Practice (EBP)

A

Central concept that any treatment should be supported by scientifically based evidence in it’s effectiveness

Outcome measures should have the best possible face validity

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21
Q

Efficacy

A

Referring to the effectiveness of a therapy procedure

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22
Q

Three Types of Research

A

Basic: research questions and activities that improve basic knowledge (foundational)

Applied: research questions/activities that have more immediate consequences, applying findings to improve something

Clinical: applied research on clinical populations

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23
Q

Outcome Measures

A

How to determine whether a treatment or invention works and if it has good face validity

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24
Q

Levels of Evidence: VI

A

Weakest level: a well informed expert says something is true

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25
Q

Level of Evidence: V

A

Second weakest: Case reports and or literature reviews

Gives no control or comparison group, small sample size and can’t be generalized

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26
Q

Levels of Evidence: IV

A

Third weakest: Research studies/treatments lacking a control or comparison group

A lack of controls means that any treatment could have improved the person or group, not just the one used

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27
Q

Levels of Evidence: III

A

Third Strongest: experimental study that is not randomized, has a comparison or control group, very common in the field

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28
Q

Levels of Evidence: II

A

Second best: one randomized control trial—a well designed experiment with the random sampling

Hard to in the field and almost never done because individuals come from such diverse backgrounds that it’s hard to match them

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29
Q

Levels of Evidence: I

A

The strongest: meta-analysis or systematic review from many RCTs (Randomized control trial)

Hard to obtain

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30
Q

What is language

A

Socially (shared with others in a community) learned and conventionalized (arbitrary and agreed upon) symbolic system

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31
Q

Language Variation

A

Idea there is nothing inherently correct about one way of speaking—no language is better or worse than another

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32
Q

Accent

A

How a person’s sound of speech and the melody and rhythm of their speech differs

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33
Q

Dialect

A

A language variant typically associated with a geographical region or group of people

May include accent but also may include unique vocab, grammar and rules

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34
Q

Examples of cultural factors that can influence communication

A

Race, ethnicity, social class, education, occupation, geographical region, gender, sexual orientation, situation, context

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35
Q

Age-Normed standardized test

A

Data is used to compare a child’s language performance with the goal of having an accurate estimate of the age when typically developing children master a particular linguistic dimension or element

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36
Q

Cultural Competence

A

Necessary recognition of a difference as a difference and not a delay or impairment

Sometimes cultural biases can cause SLPs to diagnose children with a language delay

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37
Q

Code Switching

A

Essentially switching between languages or dialects, often for the words more common in the respective language

I.e. Broken Chinese

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38
Q

Simultaneous bi/multilinguals

A

Someone who has roughly equal exposure to multiple languages and cultures at age 2 or younger

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39
Q

Sequential Bilinguals

A

Individual who learns one language from birth, and an additional language at an early age (3-4 years old)

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40
Q

Late Learning Bilinguals

A

Individual who learns one language from birth and another at a later age (adolescence or adulthood)

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41
Q

Accent Modification

A

An SLP provided service typically seeking to reduce one’s foreign accent

Controversial because it is presented as homogenizing an individuals identity

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42
Q

Phonetics

A

The small units that comprise words (sounds and signs)

I.e. sip vs zip (Changes meaning)
I.e. Toronto vs torono

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43
Q

Articulatory Phonetics

A

The ways which your articulates move and coordinate actions, studied through ultrasound and palatography

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44
Q

Acoustic Phonetics

A

Physical Manifestation of speech sounds, studied through spectrograms

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45
Q

Auditory Phonetics

A

The human response to stimuli

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46
Q

Phonotactic Constraints

A

Restrictions on possible sound combinations and what sounds can occur together in certain positions

I.e. Nguyen in English doesn’t really have a clear pronunciation

I.e English doesn’t allow two stops or a stop and nasal combination at the beginning of words—gnostic=drop the first consonant

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47
Q

Phonetic Transcription

A

Goal of being able to write down a language such that any one who knows the alphabet can read and produce the appropriate sound

Each symbol represents one phone (sound) and if sounds are different they need different symbols

Also states that if two sounds are within a certain similarity but differed from context, the same symbol should be used

(English often fails this)

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48
Q

Airstream Mechanisms

A

Pulmonic Egressive: Air comes out of the lungs
Pulmonic Ingressive: Air comes into the lungs
Glottalic egressive: air is moved out by the glottis moving
Glottalic ingressive: air is moved in by the glottis moving
Velaric ingressive: air is moved in by tongue action

49
Q

The Glottal States

A

Voiceless: Open vocal folds
Voiced: approximated vocal folds
Whisper: partially closed vocal folds

50
Q

Nasalized sounds

A

Sounds that involve both nasal and oral airflow

I.e. mm and nn sounds in English

51
Q

Suprasegmentals

A

Refers to speech features

Stress: what carries emphasis or prominence (i.e. record noun vs verb)

Length/duration: how long a sound is

Pitch: lexical tone in a word, intonation across a phrase

52
Q

Linguistically Significant Parameters in Articulation (Signed Languages)

A

Place of articulation, movement, hand shape, hand orientation, non-manual markers

53
Q

Location (Signed Language Parameter)

A

Some words may have the same hand shape and movement, but the meaning may changed based on where it occurs

I.e. Cheek vs Chin

54
Q

Movement (Signed Language Parameter)

A

Some words may have the same shape and location, but the movement is different and therefore changes the meaning

55
Q

Hand shape (Signed Language Parameter)

A

Different hand shape changes meaning (can be at the same location with the same or no movement)

56
Q

Orientation (signed Language Parameters)

A

Same place and shape, but the angle at which the movement occurs could change meaning

57
Q

Non-manual markers (signed language parameters)

A

Any gestures not made with the hands

I.e. tongue gestures or head movement

58
Q

Phonology

A

The systemized organization of sounds and primes

59
Q

Morphology

A

The internal structure and organizing principle of words

Where a sound can go in a language and where it can’t

60
Q

Phonotactic Restraints

A

Restrictions on possible combinations and positions of sounds, including syllable types

I.e. in English, the suffix -al is restricted to bases with main stress on the final syllable (arrival, committal, referral, etc.)

I.e. In signed, hand shape is not permitted to change while hands are held at some particular location if there is a movement component to the sign

61
Q

Foreign Accent

A

In part is because you apply the phonotactic and inventory patterns from one language to another

62
Q

Meaningful vs Not Meaningful

A

Meaningful: The meaning of the word is changed if the sound is changed
i.e. Wick vs Wig

Not Meaningful: When a sound is changed but the meaning remains the same

63
Q

Contrastive vs non-contrastive sounds

A

Contrastive: When replacing one sound with another changes meaning

Non-contrastive: When two sounds in a language can be interchanged without changing meaning.

64
Q

Phoneme

A

Speech sounds that are perceived as variants of the same sound

i.e. /k/ is a phoneme occurring in cat, kit, scat, skit

65
Q

Allophone

A

Each member of a particular phoneme; if linguistic meaning doesn’t change then they are members of the same category

i.e. the /k/ in scat and kit are phonemically considered to be the same although they are different in terms of aspiration, voicing, and articulation

66
Q

Natural Class

A

Group of sounds in a language that share distinctive features (it is language specific), they are all affected the same way in the same environments

i.e. /t, d/ are the only alveolar stops in English, so they’re the natural class of alveolar (oral) stops

67
Q

What are the Phonological Rules

A

Assimilation, dissimilation, insertion, deletion, metathesis

68
Q

Assimilation

A

When neighbouring sounds become more similar to each other

i.e. unfamiliar, unbelievable, unstable

69
Q

Dissimilation

A

When sounds become less similar

I.e. the greek word “Epta” will sometimes be pronounced “Efta” so there aren’t two stops beside one another

70
Q

Insertion

A

Adding a sound when it’s not specified

I.e. Hamster, but is often said as Hampster

71
Q

Deletion

A

Taking away a sound

i.e. Library (where most delete the first r)

72
Q

Metathesis

A

Rearranging of a sequence so it better aligns with the phonotactics of a language

i.e. the “tl” sequence is uncommon in English, so for chipotle, some may say chi-po-lt-e because “lt” is a more common sequence

73
Q

Derivational Morphology

A

Affixes that can change the meaning of a word where it often, but not always changes its lexical category

i.e. English prefixes and suffixes
Imagine -> Imagination (Noun to verb)
Imagine -> reimagine (lexical category is the same, meaning changes)

74
Q

Free vs Bound Morphemes

A

i.e. Imagine is a free content morpheme, it can stand alone

i.e. Re is a bound content morpheme, alone it means nothing

75
Q

Reduplication

A

New words formed by repeating some whole or part of another morpheme

i.e. English: “Do you like-like him?

i.e. In Indonesian, it’s used for plurals: ibu (mother) vs ibuibu (mothers)

76
Q

Syntax

A

Studies how linguistic expressions can be put into larger expressions

Essentially building sentences following a languages’ rules

77
Q

Principle of Compositionality

A

Idea that the meaning of a sentence or phrase is based on the meanings of the linguistic expressions it contains and how they’re combined

i.e. Ralph, Ali, and Loves changes based on how they’re combined: “Ralph loves Ali” vs “Ali loves Ralph”

78
Q

Syntax vs Semantics

A

There’s an overlap but they can also act separately

i.e. “Colourless green ideas sleep furiously” is syntactically grammatical but semantically odd

79
Q

Semantics

A

Concerned with logic and meaning and how it is constructed in language

80
Q

Types of Word Order

A

Subject-Verb-Object (SVO): ~35% of languages

Subject-Object-Verb (SOV): ~44% of languages

Verb-Subject-Object (VSO): ~19% of languages

~2% of languages are VOS, OVS, or OSV

81
Q

Co-Occurrence: Arguments

A

linguistic expressions that are syntactically required by another linguist expression: often the subject(s)

(The argument is depended on)

i.e. “Sally told Polly she’s leaving” where Polly and She’s leaving are both required arguments of told

82
Q

Co-Occurrence: Adjuncts

A

linguistic expressions that are allowed but optional (like adjectives)

i.e. “Sally likes small dogs” where dogs is the argument and the adjective is the adjunct

83
Q

Co-Occurrence: Agreement

A

Alignment of grammatical features to convey grammatical information about a number (i.e. single vs plural), person (i.e. first, second, third person), and linguistic gender

i.e. “The apples fall from the tree” vs “the apple falls from a tree”

84
Q

Linguistic Meaning: Sense

A

A mental representation of a meaning or concept

i.e. When shown a photo of a cat and dog, knowing which one is a cat

i.e. A salal berry looks like a blueberry and I have never seen them so it’s hard to differentiate or imagine (so I don’t understand the linguistic meaning enough)

85
Q

Linguistic Meaning: Reference

A

The relationship of a word to its real world referent (essentially what a word is referring to)

86
Q

Aphasia

A

General term for a family of conditions introduced by stroke or brain injury that can cause a loss in ability to produce or understand language

i.e. Broca’s aphasia, Wernicke’s aphasia, conduction aphasia

87
Q

Proposition

A

A claim expressed by a sentence

88
Q

Truth Value

A

The ability of a proposition (meaning of a sentence) to be true or false

89
Q

Truth conditions

A

The conditions that need to hold in the world for a proposition to be true

(you need to know things about the world in order to make sense of sentences)

90
Q

Felicity

A

Describes whether an utterance is contextually appropriate or not

Can be felicitous or infelicitous

i.e. ‘What do you do for a living?’ Saying ‘I have a job’ is infelicitous where ‘I am a prof at UBC’ is felicitous

91
Q

Cooperative principle

A

The assumption that interactive language use is going to be cooperative

92
Q

Context

A

Whether an utterance is contextually appropriate and what it means depends on the following

preceding linguistic context
i.e. ‘Yes’ means something very different in response to different questions

Situational context
i.e. ‘Hana is so tall’ depends on who Hana is, who they’re compared to, scale, etc.

Social Context
i.e. Who can tell who to run laps; a gym teacher would have the social contextual authority but a Ling TA wouldn’t

93
Q

Three Main Theories to Acquire Language

A

Active construction of a grammar theory: Children invent the rules of the grammar themselves when exposed to a language which creates grammatical knowledge

Connectionist Theories: Children learn language by creating neural connections and they bind together linguistic and contextual experiences
i.e. A child hearing “banana” will create connections with the sound structure to meaning and context

Social interaction theory: Children learn language through social interaction with other language users

94
Q

Lennenberg’s biologically controlled behaviours

A

Behaviour emerges before it’s necessary and it’s appearance is not a result of a conscious decision

i.e. children begin speaking but are still highly dependant on their parents and any child exposed to language will learn it (unless they have severe disabilities or something)

95
Q

Canonical Babbling

A

Babbling where a single CV is repeated

i.e. mamama, bababa, dedede

96
Q

Evidence for the Critical Window

A

Neglected children not exposed to language did not have the capacity to learn language after

Signers who joined when older were not as proficient

97
Q

Methods for studying language development in pre-lingual babies

A

High amplitude sucking (how interested are thy if you put a soother in their mouth)

Head-turn preference procedure (which direction they turn their head to show interest in stimuli)

Preferential looking (How are they creating associations, i.e. if you say block do they then look at a block)

98
Q

Linguistic Transfer

A

Describes one language describing another within an individual

i.e. a bilingual’s languages will have an effect in each other and will depend based on the individual

99
Q

Psycholinguistics

A

Studying the mechanisms and processes the mind uses to produce and comprehend language

100
Q

Neurolinguistics

A

Focuses more on the neurology of how language is produced or comprehended

101
Q

Four Areas of the brain hemisphere

A

Temporal lobe: Perception and recognition of auditory information

Frontal lobe: Higher thinking and language production

Occipital love: Vision

Parietal lobe: less concerned with language so we don’t care

102
Q

Superior or dorsal

A

Meaning towards the top

103
Q

Inferior or ventral

A

Meaning towards the bottom

104
Q

Contralateral

A

Idea that the right brain controls the left side of the body and vise-versa

105
Q

Which hemisphere is language mainly processed?

A

The left hemisphere

106
Q

Inferior Frontal Gyrus (IFG)

A

Organizes articulatory patterns and directs the motor cortex for talking and signing

Located in the left hemisphere, AKA Broca’s area

107
Q

Superior Temporal Gyrus (STG)

A

Houses the auditory cortex where early sound processing occurs

located in both hemispheres, AKA Wernicke’s Area (includes the STP as well)

108
Q

Sylvian Parietotemporal Area (STP)

A

Turns phonological representations into articulatory-motor representations

Essentially the ability to move the lips, tongue, jaw, and throat with heard sounds (critical for acquisition, like mimicry in infants)

Located in the left hemisphere, AKA Wernicke’s area (Includes the STG as well)

109
Q

Middle and Inferior Temporal Gyri (MTG/ITG)

A

Where the brain processes word meanings and conceptual representations (semantic sense)

Located in the left hemisphere

110
Q

Arculate Fasciculus

A

Primary dorsal pathway connecting the STG and SPT

Breaks down words into component sounds/signs and with syntactic processing and speech production

111
Q

Extreme Capsule

A

Connects the STG and MTG/ITG with the IFG

Analyzes semantics of incoming speech and helps with syntactic processing

112
Q

Broca’s Aphasia

A

Caused by damage to Broca’s area and creates challenges with motor sequences

Individuals can understand most things but are often missing parts when producing language

113
Q

Wernicke’s Aphasia

A

Challenges comprehending the speech of others, leads responses to pragmatically or semantically not make sense

Often a misunderstanding leading to unexpected responses and can be semantically incoherent

114
Q

Conduction Aphasia

A

Damage to the STG, results in the inability to repeat what has just been said

115
Q

Acquired disorders for reading and writing

A

Caused by damage to the angular gyrus, which converts audio and visual information

Alexia: Acquired inability to read and comprehend written words

Agraphia: acquired inability to write words

116
Q

Angular Gyrus

A

A Region of the Occipital love, Responsible for converting audio and visual information

117
Q

Productivity

A

A language’s capacity to create infinitely novel messages from its discrete units

118
Q

Van Riper’s Early Vision of Communication Sciences

A

A mix of linguistics, medicine, and psychology

LING 209 (3 decks)

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