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midterm Flashcards

1
Q

what 4 things does communication depend on

A

cooperation, shared conventions, shared understanding and knowledge, social rules

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2
Q

examples of Grice’s maxims

A

quantity: not too much or little
quality: truthful
relevance: topic matainence
manner: how you deliver it

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3
Q

halliday’s communicative functions

examples etc

A

regulatory: get someone to behave how you want
interactional: socializing
personal: opinion or emotions
informative: teaching, informing
heuristic: asking, obtaining information, inquire
instrumental: get someone to do something for you (necessities)
imaginative: storytelling

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4
Q

general model of communication

(language, speech, hearing)

A

language: formulation, comprehension
speech: transmission
hearing: reception

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5
Q

requirements to become and slp and aud

A

slp: master’s degree, 400 hrs supervised clinical work, PRAXIS, 9 mo clinical fellowship, CCC-SLP
aud: doctorates degree, 1820 hrs supervised clinical work, CCC-A

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6
Q

CCC

A

certificate of clinical competence

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7
Q

ASHA

A

american speech-language hearing association

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8
Q

careers-settings

recognize

A

schools, hospitals, rehab facilities, skilled nursing facilities, early intervention home health, community and private clinics

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9
Q

anatomy v phsysiology

A

anatomy: structures
physiology: functions

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10
Q

anatomical systems used in speech

A

phonatory: sound source
respiratory: power source
articulatory: sound filter

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11
Q

respiratory system: structures

A

power source–lungs

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12
Q

phonatory system structures

A

sound source:
larynx (w/ vocal folds), pharynx (throat), trachea (airway)

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13
Q

2 functions of the larynx

A

phonation (vocal folds), protects the airway

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14
Q

articulatory system structures

A

filter– mandible, lips, tongue, hard/soft palate

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15
Q

what is broca’s v wernicke’s area

A

broca’s: expressive language and speech production
wernicke’s: language comprehension

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16
Q

principles of brain organization

(recognize and know what they mean)

A
  • interconnectedness: white matter tracts connecting part of brain
  • specialization: different areas have specific function
  • plasticity: ability to grow and change
  • sensitive period: brain is really open to growth, before age 5 (6 mo after brain injury)
  • hierarchical organization: higher (frontal-planning etc) and lower (breathing etc) functions
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17
Q

language definition

(4 parts and what they mean)

A

socially shared: same language, need another person
code: arbitrary symbols
rule-based: how to use it in sentences etc (form)
representation: conveys ideas or concepts to others

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18
Q

3 language domains

(what fits within them)

A

content: semantics (meaning, vocabulary/lexicon)
form: syntax (sentences), morphology (words), phonology (sounds) [organization of those things]
use: pragmatics (social purposes, conversational skills, turn taking etc)

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19
Q

theories of language acquisition

(define, know examples)

A

imitation: reinforcement and imitation (environment)-but language is creative
nativist: innate universal grammar, natural ability-but learning context affects the way they learn
interactionist: combo, innate abilities and environmental factors

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20
Q

social and emotional learning importance and examples

A

critical for effective language use through lifespan:
emotion understanding-recognizing your own, naming emotions, reading facial expressions, which types of situations, perspective taking, knowledge of social rules and expectations

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21
Q

which populations struggle with social and emotion learning

A

ASD and DLD, (and ID)

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22
Q

language development milestones

A

6-9: joint attention
12 mo: first words
16 mo: overextension
18 mo: 2 word combo
preschool: decontextualized lang
school age: literacy

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23
Q

decontextualized language

A

outside of here and now

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24
Q

lexicon

A

vocabulary/ words you know

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25
joint attention
simultaneous focus of two individuals on one object
26
overextension
using one word to cover all words in the category
27
requirements for first word
intentional: specific purpose generalizable: various contexts intelligible: recognizable pronunciation
28
developmental language disorder (define, what is hard?, prevalence)
primary: don't know cause 7 % of kindergarteners have DLD what is hard?- language (form, content, & use) and social and emotional skills (understanding facial expressions, isolating)
29
what needs to be ruled out for it to be called DLD
hearing loss, ASD, ID, congenital syndromes
30
ASD (cause, prevalance, 2 diagnostic criteria, difference between ID)
don't know the cause (not vaccines) prevalence 1/59 2 criteria: social communication, and restricted interests & repetitive behaviors
31
ID (cause, prevalence, 2 diagnostic criteria, difference from ASD)
2 criteria: intellectual functioning(across the board) and adaptive behavior(daily functions) limitations, and originating before age 18 4 causes: chromosomal disorder, toxicity, infection, trauma
32
strokes (two types, subtypes)
ischemic: blockage or clotting or artery that keeps oxygen from getting to the brain -thrombosis: gradual plaque build up in artery to brain -embolism: piece of plaque breaks off from larger artery and travels to a small artery hemorrhagic: bursting or rupturing of a lood vessel (causing blood to enter brain)
33
what side of brain is damaged causing aphasia?
left hemisphere
34
what is fluent aphasia?
longer phrases logorrhea (excessive talkativeness) paraphasias
35
what is nonfluent aphasia?
short phrases agrammatisms (caveman, only content) labored/effortful speech
36
what is wernicke's aphasia?
poor comprehension poor repetition relatively spared naming (fluent)
37
what is broca's aphasia?
relatively spared comprehension poor repetition poor naming (non fluent)
38
aphasia treatments, differences
medical model: fixing the problem (look for deficits and work on them) life participation: support language and engagement in life even while its impaired (train family)
39
RHD symptoms
anosognosia: lack of awareness of symptoms left neglect: egocentric or allocentric (or their body) social communication problems: staying on topic, non-responsiveness, inappropriate difficulty with: problem solving
40
egocentric v allocentric left neglect
e; whole left side a; left of each thing
41
types of tbi
closed: not puncture open: punctures skull and meninges poly: both
42
symptoms of a mTBI/concussion
dizziness, blurred vision, vomiting, confusion, ringing in ear, slurred speech, nausea, headaches
43
dementia (define, features)
features: progressive, gradual onset, affect lang in many ways 3 defining traits: memory impairment, impaired cognitive skills, perceptual deficits
44
2 types of speech sound disorders
phonological: articulation:
45
phonological disorder
effects underlying representation (perceptual target?), rule-based errors, can't perceive or produce the diff between phonemes more involved
46
articulation disorder
effects surface representation, sound production, can perceive difference between phonemes, just can't produce them
47
what are the early 8 phonemes (age?)
m, b, y, w, n, d, p, h
48
what are the middle 8 phonemes (age?)
ch, dg, ng, k, t, g, f, v
49
what are the late 8 phonemes? (age?)
sh, r, th, l, s, th, zh, z
50
what are the intelligibility expectations for children?
2 yrs: 50% 3 yrs: 75% 4 yrs: 100%
51
early, middle, & late 8 phonemes, mnemonics and ages
E: 3 yrs (E is backward 3) -My Big Yellow Newt Walks Down Pretty Hills M: 4 yrs (4 is 1/2 of 8) -CHanDGiNG Kan Take Guys ForeVer L: 6.5 yrs (seems like something they would do, also random) -SHe Rides THe Little Swan THrough aZHian Zoos
52
4 treatment approaches for SSD
developmental: start with sound that should developmentally appear first complexity: more complex 1st (opposite of D), other sounds will come along with it cycles: phonological disorders (cycle through different processes) metaphon: teaching about the phonological system/skills (awareness)
53
what are the ways we classify phonemes
manner: how sound is traveling through mouth (air) place: where you are putting your articulators voicing: are vocal fold coming together (yes or no)
54
assessments (purpose for each type)
screening: short, to know if we need to look further (not classifying) standardized tests: compares to an average, identifies disorders questionaire: parent or teacher, how they typically use language observational measures: we observe them, see how they use language in a natural environment
55
3 treatments for ID (not the aphasia ones)
prevention: inform community (mothers don't drink) remedial: fixing the deficit, so they can be indepent and meet their needs compensation: another way to help them, even if they can't say it (point to pictures)
56
two types of motor speech disorders and their differences
apraxia: can't plan movement but can make it (more inconsistent errors) dysarthria: can plan movement but can't make it (consistent errors)
57
what is apraxia? (characteristics, define)
problem with motor planning/programming (damage to that area of the brain) 4 characteristics: slow rate or speech, distorted sounds, impaired prosody (excess and equal stress), articulatory groping
58
what is dysarthria? (manifestations, define)
-problem with motor execution (planning is fine, deficits in neuromuscular functioning) -deficits in any of these: muscle tone, muscle strength, range, steadiness, speed, coordination -intelligibility due to all deficits -consistent articulation errors
59
childhood apraxia of speech
born with it, developmental
60
acquired apraxia of speech
brain damage (tbi, stroke) (often co-occurs with aphasia)
61
what speech subsystems do motor speech disorders affect?
any and all, articulation, respiration, phonation
62
language milestone at 16 months?
overextension
63
language milestone at 12 months?
first words
64
language milestone at 18 months?
two word combos
65
language milestone at preschool age?
decontextualized language
66
language milestone at 6-9 months?
joint attention

comm d (4 decks)

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