Midterm Flashcards
1
Q
what is language?
A
A socially shared code or conventional system for representing concepts through the use of arbitrary symbols and rule governed combinations of these symbols.
2
Q
Which of the following phrases has appropriate syntax or word order?
A
.I hungrily cookie your ate. No
I am eat cookie. Yes( parts are missing -ing, the words are in correct order)
.Fortunately, in the garage. Yes (missing noun and verb phrases, but in correct order)
.May I sew you to a sheet? Yes (words dont make sense but in correct order)
3
Q
Pragmatics
A
refers to the rules of word and phrase use.
4
Q
The dynamic neuromuscular process of planning, programming, and executing movements required for communication is
A
speech
5
Q
What is voice?
A
Respiration + Phonation + Resonance
6
Q
Fluency
A
is the rate and flow of speech
7
Q
Articulation
A
is the motor movements of the mouth used to produce speech sounds
8
Q
Semantics
A
rules that govern the meaning or content of words and word combinations-word meaning.
9
Q
The structure of language can be broken down into the smallest grammatical units of meaning. These are called
A
morphemes.
10
Q
Phonology
A
is the study of how sounds are put together to create meaning in words.
11
Q
Pragmatics
A
rules related to language use within the communicative context
12
Q
Communicative competence
A
supported by changes in intonation, stress, speech and pausing in speech to either add or change the meaning of what is said. Think about the phrase “You’re wearing that dress.” You might emphasize “That” to signal a reference to a choice of dress options.
13
Q
Metalinguistics
A
ability to talk about language, analyze it, think about it, judge it, and see it as an entity separate from the content.
14
Q
temporal lobe, conveniently located around your ear, is responsible for
A
perceiving, recognizing and synthesizing auditory input.
15
Q
Wernicke’s Area
A
monitors verbal output in order to make adjustments
16
Q
Broca’s Area
A
plans & programs motor movements for speech
17
Q
Which region of the brain is responsible for initiating motor movement?
A
Primary motor cortex
18
Q
Where do the cranial nerves meet the CNS?
A
Medulla oblongata
19
Q
Which houses the center for visual processing?
A
Occipital lobe
20
Q
What are the biological and communication functions of the larynx?
A
Protecting the airway
21
Q
Social-Emotional Development is
A
an area of development that includes a person’s ability to think about themselves separately from others, demonstrate autonomy, and create relationships.
22
Q
Attachment
A
This particular child, like many with attachment disorders, loved to smile, play, hug, and engage with anyone and everyone. While this seems nice on the outside, it really indicated a lack of understanding of any particular human being as more important, and more bonded, than any other human being.
23
Q
Initiative
A
When attempting to teach some communication skills to a young child, a therapist often has to wait for a child to demonstrate intention (by throwing a cup, reaching for a toy) in order to shape that behavior into something symbolic.
24
Q
Self-Control
A
This is the child who, during the freeze dance, hears “freeze” and keeps dancing while all of the children are still as statues.
25
Communication Development is
an area of development including a person’s ability to use speech and language to express and understand ideas.
26
Sensorimotor (0-2 years old): Learning is reactionary and experiential.
children experience the world around them is by feeling it and reacting reflexively to it. When you see a six-month-old grab everything that is around them and put it in their mouths, Piaget considered learning. As they feel more, and gain the ability to remember and compare it, they learn more.
27
Preoperational (2-7 years old): Learning is categorizing and developing symbols.
when children are enjoying their first years of school, they are being active and intentional participants in their environment, developing concepts and abstract symbols needed for language.
28
Concrete Operational (7-11 years): Learning is self-directed and deliberate.
logic begins to be more reliable.
29
Formal Operational (11 years-adult): Learning is a mental puzzle.
children, young adults, and adults develop the ability to think abstractly about the world - comparing ideas not just physically but using their metacognitive skills in order to critically analyze ideas.
30
Solitary Play
children start interacting with objects independently, even with other people present.
31
Parallel Play
a child interacts with objects next to other people, imitating the actions of that person. This skill emerges when a child is two years old.
32
Cooperative Play
a child Interacts with materials with another person with a common goal.
33
Constructive Play
Putting small pieces together to create a whole thing.
34
Manipulative Play
Using two different objects together (puzzles, utensils, stringing beads).
35
Exploratory Play
Putting your hands in something to see what it does and how it makes you feel.
36
Symbolic Play
Using an object in a way it was not intended -like a block for a car or a banana for a phone. This 12-month skill is one you should always be looking for
37
Imaginary Play
Pretending. It can be as simple as pretending to sweep the floor
38
Functional Play
Using an object for its intended purpose (often a precursor to symbolic play).
39
What did Jean Piaget say about a childs capacity for learning languages?
They have to be active language testers
40
Which theory gives a neuorlogically based explanation of language learning?
Emergentism
41
Which theory discusses the deep structure of universal grammar?
Generative/naturalist/nativist theory
42
Which theory describes language learning as primarily a function of the environment?
Sociolinguistic
43
Which of the theories is most traditionally cited as a basis for language intervention?
Behaviorism
44
Which theory suggests that nature is the best predictor of language development?
Generative/naturalist/nativist theory
45
Overstimulation
state of agitation as a result of the inability to ignore stimuli.
46
Habituation
Disregarding a stimulus because it is no longer “novel.”
47
selective attention
the ability to focus on one stimulus and filter sensations to maintain a stable state.
48
Discrimination
identify the salient characteristics of a stimulus.
The pitch discrimination that infants show at 2 months paves the way for later comprehension of intonation patterns useful for syntax development and interpretation of meaning.
49
Organization
we can maintain about 7-12 units of information in our mind at once. This is what we call our “working memory.”
50
Memory (Recall)
ability of your brain to send back out what it has taken in. Researchers say that while you learn 10% of what is taught by listening, 50% of what is taught by actively engaging in the material, and 90% of what is taught when you have to turn around and teach it yourself.
51
Imitation
Doing what someone else does. It starts with mirror neurons prompting smile responses when an adult smiles
52
Causality (6 Months and Up)
A child begins to notice that an action she made had an effect on something nearby
53
Object Permanence (8 Months)
Knowing something unseen still exists.
54
Means-End (8 - 9 Months)
doing something to get a specific response. Once a child has both the recognition that their action affected something else, and that there may be something that they want which is out of view.
55
Play
If you didn’t have memory, you wouldn’t realize that you have attempted the same solution for the same problem, over and over. However, if you have some increased memory, paired with the drive to have an effect on the world, you now can try different strategies. This, in essence, is play.
56
Symbols
Once a child has Means-End behavior, based on the idea that they can have an effect on their world, and they know there is something they want that they don’t have, plus the ability to try multiple strategies, we finally see children trying to say words
57
Joint reference
important for language development because it is within this context that infants develop gestural, vocal, and verbal signals. There appear to be three aspects of early joint referencing: indicating, deixis, and naming
58
Deixis
is found in words such as here, there, this, that, come, go, you, and me. The listener must convert deictic aspects to her or his own perspective. At early levels of language development, deixis is primarily marked with a pointing or giving gesture.
59
naming
nfants are able to associate names with their referents prior to developing the ability to produce names meaningfully.
60
.Sight, taste, smell, touch, pain, and hearing are all present in utero.
true
61
How many of the following support the idea that there is a critical period for learning?
-children lose their ability to perceive unfamiliar phonemes shortly after 6 months
-infants can suck and swallow around 6 months
-rapid myleniation begins around 6 months
-supression of primitive reflexes is mostly complete around 6 months
-symbolic development occurs around 6 months
3 of them
62
Working memory requires perception and discrimination process words. Match lettered examples to correct descriptions.
Cat vs cat? - Discriminating intonation patterns
/k/ vs /t/- Discriminating between phonemes
Cat vs scat or gat - Comparing speech sound sequences
Cat vs /k/ + aeh + /t/ - Discriminating the speech sound sequence
Hearing cat vs competing background noises - Selectively attending to the sound stimulus
/k/ + aeh + /t/ - Holding a sound sequence in the correct order
63
Intention: Child: im gonna put this here.
Offer: You want in?
Physical justification: You can cause daddy did.
Suggestion: You get down like this and go in.
Prohibition: Dont! Dont knock it.
Indirect request: Will you fix it?
Request Permission: Can i make another one?
64
Calling: Child: Mommy! Mom: no response
Expressing: Child: cries Mom: (nears child)
Greeting: Child: hi mommy! Mom: hi sammy
Labeling: Child: bread (points to bread) mom: yes thats bread
Tutorial: Child: bread, bread, bread
65
Identify the term demonstrated in the following conversation.
A: I just finished my exam.
B: I am so proud that you decided to finish the class.
A: I did finish it, but thats nothing compared to your project. Hows it going?
Shading
66
reversibility
ability to trace a process backward, is strongly related to acquisition of before and after, because, and why.
Adult: Why are you wet? [Event2]
Child: Because I spilled my apple juice. [Event1]
67
Toddler Semantics
Word-Learning Strategies
Initial Lexicons
68
Preschool Semantics
Relational Terminology
Pronouns
69
School-Age Semantics
Definitions
Figurative Language
70
Adolescent & Adult Semantics
Definitions
Figurative Language
71
Sorting the Good from the Bad:
discriminating words based on meaning and sound changes (like “pot” from “spot”) and morphological rules (like the singular vs plural “pot” from “pots").
72
Reference Principle
Toddlers also demonstrate an understanding that words “stand for” things. When a new object is presented alongside a new word, toddlers assume that the new word pairs with the object.
73
Whole-Object Principle
the word used refers to the whole object, like a “car, ” as opposed to just the part, like the windows or the door.
74
Extendibility Principle
once a child learns a word (say, for instance “dog”), and they encounter a new object which shares a similar attribute (like a goat) they will assume that they have similar names
75
Overextension
Using a word to refer to include referents not included by adults:
"Dog" - any similar animal
"Mama" - any female
76
Underextension
Overly restricted meaning; to refer to only one or a few possible referents:
"Doggie" - the family dog
77
Event-Based Knowledge
includes words directly experienced in daily life. Songs and fingerplays like Five Little Monkeys are perfect for structuring this kind of language learning.
78
substantive terms
refer to specific objects or groups of objects that share perceptual or functional features.
79
Agents
he source of an action
mama, dada, doggie
80
Objects
recipient of an action
cup, hat, ball
81
relational terms
words that describe the relationship between two concepts. For example, if you compared two cakes, one might be “big” or “overcooked” when compared with the other.
82
Action Relational
Words that define the manner in which objects are related through movement
off, on, in, up
83
Possession Relational
Object associated with a particular person
mine, Tom
84
Location Relational
Describe the directional or spatial relationship of two objects
In response to a knock at the door, the child says "door."
In response to "Where is your shoe?" a child says "chair."
85
Attribution Relational
Mark attributes or characteristics or differences between similar items
big, little, hot, yucky
86
taxonomic knowledge
recognizing that words can be categorized and classified. Large pieces of vocabulary growth happen in the school-age years.
87
Interrogative Terms
Represent the function of questions
who, what, where
whose, which
when why, how
88
Location and Temporal Terms
Describe the directional, spatial or chronological relationship of two concepts
in, on after, before
under since, until
next to
behind, in back/front of
89
Physical Relationship Terms
Mark attributes, characteristics or familiar relationships between similar referents
thick/thin
fat/skinny
more/less
same/different
sister/brother
90
stage 1 Linear Semantic Rule stage is a toddler skill set.
in toddlerhood, children learn how to order words
91
Brown’s second stage of language development, which tends to appear between the second and third birthday.
Stage II: Morphological development
the sentences used in stage two are typically basic subject-verb-object ordered called simple active declarative, and with the emergence of inflectional morphemes, children add more to the sentence structure in the object position of the sentence.
92
Stage three rounds out the end of the bulk of the toddler years.
Stage III: Sentence-Form Development
Not only do children in this stage start to elaboration noun phrases in both the object and agent positions of a clause, but they also learn to take the classic Subject + Verb + Object sentence structure and use their metalinguistic skills to manipulate it for different meanings.
93
Rote Learning
using selective imitation in a context
Secondly, we also find that children learn from rote contexts. By rote, we mean that an utterance or set of utterances is learned as a whole set.
94
Stage IV: Embedding of Sentence Elements
Once a child is (or about to) turn three, we see greater manipulation sentences, not just in word order, but adding in more elaboration and complex structure.
95
Stage V: Conjoining of Phrase
three-year-olds have some facility with embedding, they demonstrate a boom in conjoining.
96
which age group uses expressive repetition to learn new word combinations?
Toddler
97
which age group uses expressive repition to play?
infant
98
which of the following is essential for understaning pronouns?
case role, joint attention, deixis
99
Match the utterance with its appropriate semantic relationship: "my lock"
possessor + possession
100
Match the utterance with its appropriate semantic relationship: "you sneeze?"
agent + action
101
Match the utterance with its appropriate semantic relationship: "i blow it?"
agent + action + object
102
Match the utterance with its appropriate semantic relationship: "yummy food"
attribute + entity
103
Match the utterance with its appropriate semantic relationship: "no anna"
negation + entity
104
identify the noun phrase in the following snentence "i ate panckaes for breakfast"
pancakes for breakfast
105
identify the embeddes clause in the following sentence " this chapter is the one i find most challenging"
i find most chellenging
106
This is a description of which broowns stage of language development? Linear semantic rules, few early morphemes, only inotation
2
