midterm 2 Flashcards
3 components of language with their parts
- Content: Meaning (lexicon, vocabulary, semantics)
- Form: Structure (morphology, phonology, syntax)
- Use: Communication (pragmatics)
Phonemes
unit of sound conveying meaning (p, b)
phonotatics
rules for combing phonemes into syllables and words
plural s sounds
added to the end of voiced consonants (z), voiceless (s)
e.g. of bound morphemes
plural -s or passed tense -ed (changes meaning and sometimes word class as well)
Mean length utterance (MLU)
100 consecutive utterances (total number of morphemes/total number of utterances)
2 types of meaning
denotative, and connotative
3 language stages for infant/toddler
- pre intentional (1-8 months)
- prelinguistic (8-18 months)
- emerging language (18-36 months)
Preschool language development stage
developing language stage (between 2-3 and 5 years of age)
pre intentional language
reflexive, vegetative sounds, vowel like sounds dominate
2 types pre linguistic language
- gestures
2. vocalizations (babbling: reduplicated and non) and (jargon)
3 stages of emerging language
- first words
- two word combinations
- simple sentences
MLU for developing language
> 2 but <5
by 3 years most children (5 things)
- use subject-verb-object (SVO) sentences
- negatives
- interrogative (questions)
- use some basic grammatical markers
- may over regularize
school aged language focus on 2 things (with 4 other stages)
- semantics (new words)
- pragmatics (context)
- higher order meaning (e.g. connotative meaning - figurative meaning, idioms, metaphors, jokes)
- discourse (conversation, narratives, persuasive)
- metalinguistic awareness (helps them start to read)
- Literacy Development
Literacy Development
oral comprehension –> reading comprehension
oral production –> writing expression
phonological awareness –> letter sounds
language disorder: language skills below…
environmental and norm references expectations
3 facts about language disorders
- quite common
- heterogeneous (often additional problems)
- enduring (continued difficulties)
- -> better long term outcomes for initial speech impairments than language impairments
- -> more favourable prognoses for specific LD than those secondary to other deficits
3 groups that need help in the pre intentional stage
- identified at birth for being at risk (e.g. drug exposure, premature, low birth weight, genetic disorder)
- infants in infancy (first year) as high risk (hearing impairment, global delay, autism, neglect)
- older children functioning at pre-intentional stage
4 factors for those that need help in the pre linguistic stage
- low rate of communicating
- limited inventory of speech sounds
- limited range of functions/purposes
- difficulties with receptive language
Emerging language - who needs help (3 groups, and 4 risk factors)
- fewer than 50 words
- no two word combinations
- risk factors (family history, learning problems, low SES, high parental concern)
Late talkers - delayed expressive language with all 5 of the following
- no risk factors
- normal play
- normal nonverbal communication
- normal receptive language
- some speech by 30 months
2 groups who need help in developing language stage
- children with developmental language disorders (SLI, intellectual impairment)
- children with other disorders (ASD, TBI, hearing)
specifically language impairment problem with…
no explanation for this - accepted neurological and genetic factors
4 communication features of SLI
- shorter utterances
- limited vocabulary
- more grammatical errors (omissions unusual for age)
- risk for reading disability
School aged - 3 groups who needs help
- language based learning disability
- dyslexia (specific reading disability)
- language impairments associated with other specific disorders
language based learning disability (LLD)
emerges when in school (reading and writing, literacy problems), intelligence is otherwise normal or higher, not the result of vision, hearing, handicap, emotions, or cultural differences
LLD 3 academic underachievement (in more than one of…)
- receptive language (listening, reading)
- language processing (thinking, conceptualizing, integrating, problem solving)
- expressive language (talking, spelling, writing)
SLI/LLD impairments in some of all of 3 things
- oral language
- academics
- learner skills
SLI/LLD 5 oral language problems
- phonological awareness (aware of sounds)
- vocal and word finding (often ummm, hmmm, pausing)
- higher order language
- discourse/texts (narrative, expository, persuasive)
- pragmatic/social communication
SLI/LLD 4 academic language problems
- reading (decoding, comprehension)
- writing (encoding, spelling, mechanics. content)
- mathematics (word problems
- curriculum based language
SLI/LLD learner skills language problems
self monitoring, self advocacy, planning, organizing, independent work
dyslexia
deficit in decoding print (processing phonological features), despite adequate educational opportunity/exposure, used to be attributed to visual deficits (but was discredited),
3 features of dyslexia
- impaired phonological awareness
- difficulty decoding/encoding words (word sight exceeds sounding out)
- read/spell with slow rate, poor fluency, lack of automaticity
- -> have good reading comprehension (if able to decode)
- -> have good written language content, organization (if able to decipher poor spelling)
ASD
neuro-developemental disorder, multifactorial aetiology, with/without other intellectual and language impairments
ASD 2 core symptom clusters
- deficits in social communications and social interaction
2. restrictive, repetitive patterns of behaviours, interests or activities
ASD 3 typical early communication impairments
- reduced communciative intents
- fewer conventional gestures
- immediate or delayed echolalia
ASD strengths/weaknesses in those who are verbal
- strengths in form (phonology, morphology, syntax)
- weakness in semantics/pragmatics (pronoun reversal ‘you for themselves’, social problems, nonreciprocal communication, monotone, staccato)
ASD features in those who are verbal
- high functioning ASD or Asperger syndrome
- advanced intellectual ability
- impaired pragmatics
- active but off
- topic obsession
Intellectual Impairments
IQ below 70 (2 SD below mean), deficits in adaptive functioning (independence, social activities)
other terms for Intellectual Impairments
mental retardation, developmental disability, intellectual disability, cognitive disability
known causes of Intellectual Impairments
down syndrome, fragile X, Williams syndrome
4 common characteristics of Intellectual Impairments
- less diverse vocab
- shorter utterances
- omit grammatical morphemes
- language pragmatics less flexible
Weaknesses in specific syndrome of Intellectual Impairments
- Down syndrome –> form (morphology and syntax)
2. Fragile X –> use (pragmatics) - high co-occurance with fragile X and autism
areas of assessment for language disorders
decontextualized way (finding if they know the actual meaning) –> standardized tests
- receptive (in context - familiar situation, nonverbal cues)
- expressive (in context - spontaneous language sampling)
3 methods of assessment for language disorders
- standardized (norm referenced) tests (PLS-5, CELF-5)
- criterion referenced tests
- language sampling
criterion referenced tests for language disorders
informal tasks individualized to child that probe particular communicative skills in depth (specific to a skill)