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Unit 1 - Foundational Knowledge > Midterm > Flashcards

Midterm Flashcards

1
Q

What are the five developmental domains?

A 
Physical
Emotional
Social
Communication
Cognitive
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2
Q

Describe the five developmental domains in terms of communication.

A

Physical: lips, tongue, jaw, regulating breathing patterns
Emotional: going from saying “mine” to asking “please” for a toy
Social: learning social norms, topics of conversation between age groups
Cognitive: intellectual disabilities can influence how an individual communicates and sees the world around them

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3
Q

How are the different developmental domains related to one another?

A

Although they develop at different times, all the domains relate to one another and can influence each other. For example, what may look like a delay in communication may be due to a delay in another area or vice versa. Essentially, these domains act as entry points and a map of thinking, as all five domains must be supported to ensure good development.

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4
Q

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 6 month old.

A

Social: likes to play with others, especially parents, begins to know if someone is a stranger
Cognitive: brings things to mouth, passes things from one hand to another
Physical: rolls over both ways, begins to sit without support

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5
Q

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 1 year old.

A

Social: shy or nervous with strangers, plays games such as peek-a-boo
Cognitive: finds things when hidden, begins to use things correctly ex. Hair brush
Physical: can get into sitting position without help, walks holding on to furniture

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6
Q

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 2 year old.

A

Social: plays mainly beside other kids, shows défient behaviour
Cognitive: finds things when hidden under two or three covers, plays simple make believe games
Physical: stands in tip-toes, begins to run

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7
Q

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 3 year old.

A

Social: would rather play with other children then himself, cooperates with others
Cognitive: plays make believe with dolls, animals and people, does puzzles with 3-4 pieces
Physical: walks up and down stairs with one foot on each, climbs well

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8
Q

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 4 year old.

A

Social: would rather okay with other children then himself, cooperates with others
Cognitive: starts to understand time, plays board and card games
Physical: hops and stands on one foot up to 2 seconds, catches a bounced ball most of the time

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9
Q

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 5 year old.

A

Social: wants to please friends, can tell what’s real and make believe
Cognitive: counts 10 or more things, draw a person with 6 body parts
Physical: can use toilet on own, stands in one foot 10 seconds or longer

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10
Q

What are the main domains of communication?

A

Speech: sounds you make, auditorium what does it sound like
Language: a system in which we communicate with rules that are understood in the cultural, typically symbolic

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11
Q

What are the subdomains of speech?

A

Articulation: Sounds
Voice: vocal quality
Fluency: words and sounds are coming out smoothly or broken

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12
Q

What are the subdomains of language?

A

Expressive: how you communicate your message out (verbally, gestures, augmented communication)
Receptive: language comprehension, what you are understanding

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13
Q

Compare receptive and expressive language.

A

Expressive language is what we use to get our message out. This includes gestures, facial expression, both verbal and non-verbal communication. Receptive language is what we understand. This includes what words we know, our understanding of grammatical rules and how the sounds of a language combine to make sense to us.

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14
Q

What are the different stages between birth and a child’s first birthday?

A

Perlocutionary: 0-9 months
Illocutionary: around 9 months
Locutionary: 11-13 months

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15
Q

What are the expressive and receptive developmental norms for a child in the perlocutionary stage?

A

Receptive: joint attention, turn-taking, recognizing parents voice, feeding off others emotions
Expressive: smiles, cries, coos (functional communication 0-3mo.), babbling with sounds that are beginning to represent emotions (4-6months)

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16
Q

What are the expressive and receptive developmental norms for a child in the illocutionary stage?

A

Receptive: react to name, follow some simple directions
Expressive: beginning on intentionality, uses gestures, protowords, protoimperarives (affecting others behaviour - handing a sock to put on), protodeclarative (affecting others attention - pointing) and canonical (same sound), variegated (varied sounds) babbling, and jargon

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17
Q

What are the expressive and receptive developmental norms for a child in the locutionary stage?

A

Receptive: follows simple directions, able to use some simple signs
Expressive: first word milestone (needs to sound something like the adult word), unstable vocabulary for the first 10 words

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18
Q

What are the expressive and receptive developmental norms for a one year old?

A

Receptive: understanding more and more words, lots of gestures (giving and taking), simple 1-2 step directions, pointing to body parts when named, responding to questions
Expressive: browns stage I, word explosion at 18 months, naming errors including semantic (puppy for horse), phonological (alligator for escalator), sematic (hometels for hôtels), and indeterminant.

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19
Q

What are the expressive and receptive developmental norms for a 2 year old?

A

Receptive: pick up two words quickly, beginning to understand opposites, understand requests and 2 part directions
Expressive: short phrases (2 to 5-6 words) with less gesturing, begin asking questions, tantrums, browns stage 2-3, increased symbolic play.

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20
Q

Break language down into its parts.

A

Form: morphology, syntax, and phonology
Use: pragmatics
Content: semantics

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21
Q

Define morphology and its different types.

A

Morpheme: smallest unit that has meaning
Free morpheme: can stand alone (ex. Dog)
Bound morpheme: can not stand alone (ex. Plural -s)
MLU: mean length of utterance

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22
Q

Define syntax.

A

The structure of phrases and sentences

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23
Q

Describe phonology.

A

Speech sounds and patterns

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24
Q

Describe semantics

A

Vocabulary

Lexicon: mental vocabulary

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25
Q

Describe pragmatics.

A

How it is being used in a social context and the purpose of language

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26
Q

Identify the main expressive and receptive norms using form, content, use, and literacy for a 3 year old.

A

Form: stage 3-4, large variability with grammar but typically accurate about 71% of the time
Content: vocab expands to include new word classes such as spatial and temporal terms (expressive), understand abstract language such as colours, shapes, and sizes and question words (receptive)
Use: improved conversational skills (maintains topic approx. 50% of the time and begins clarification of speech), more language in pretend play, beginning to lie and tease, more complex narratives
Literacy: can spell own name

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27
Q

Identify the main expressive and receptive norms using form, content, use, and literacy for a 4 year old.

A

Form: stage 5, progress from elaborating noun and verb phrases to producing complex sentences through the processes of phrasal and clausal conjoining and embedding.
Content: understands comparative, superlative adjectives and time concepts, understands and uses when and how questions, expressive vocab ~1600 words
Use: follows 3 step directions without cues (receptive), use words to invite others to play and justify requests, talks about imaginary conditions, lies (expressive)

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28
Q

Identify the main expressive norms of a 5 year old.

A

Increase in figurative language, including jokes, uses explicit teaching in school and from books/stories, improves language-based conversation and reasoning skills

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29
Q

What are the different parts of speech (think grammar)?

A 
Nouns 
Pronouns 
Prépositions
Adjectives
Verbs
Adverbs
Conjunctions
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30
Q

What are nouns? Name the different types.

A

A person, place or thing (abstract and concrete)
Common: general things
Proper: specific people, places, or things

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31
Q

What are pronouns? Name the different types.

A

Words that take the place of a noun
Personal: can be subject (I, you, he, they), object (me, you, him, them), possessive (mine, your, His, her, hers), or reflexive (myself, yourself)
Demonstrative: refers to persons or things specifically (this, that, these, those)

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32
Q

What are preposition?

A

Words that connect nouns and pronouns to other words in a sentence, may express notions such as direction, time, or location
They never stand alone
Ex. In, on, above, between, throughout, of, up

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33
Q

What are adjectives?

A

A word used to modify a noun or pronouns

Maybe be specific

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34
Q

What is an adverb?

A

A word used to modify a verb, adjective or other adverb
Auxiliary: supports or help express the action of the main verb ex. I AM jumping
Copula: a verb that is typically an auxiliary verb but is used as the main ver using to be (ex. She is happy)

35
Q

What is a conjunction?

A

A word used to connect words, phrases, or clauses in equal and causal relationships.
Coordinating: equal importance (ex. For, and, or, but, yet)
Subordinating: unequal weighting or importance (ex. After, although, because, unless, since)

36
Q

What is a phrase and what are the different types?

A

A phrase is a syntactic structure with a head (the main word) and a group of closely associated words.
They cannot stand on their own but, when combined, make up sentences.
Types: noun phrases, verb phrases, predicate, prepositional phrase, adjective phrase, adverb phrase

37
Q

What is a noun phrase?

A

A group of words that includes a noun or a pronoun as its head and fulfills the role of subject, object, or complement in the sentence.
Generally follows the article+adjective+noun structure.
Ex. ‘The little girl’ is sitting over there. He is ‘the tall one’

38
Q

What is a verb phrase?

A

A group of words that includes a verb and it’s helper as it’s head.
Ex. I ‘should have told her’ about the test. I ‘jumped’ at the noise.

39
Q

What is a predicate?

A

The part of a sentence that includes the verb phrase plus any other phrase types that follow it.
Ex. I ‘should have told her about the test’

40
Q

What is an independent clause?

A

Subject + predicate

41
Q

What is a prepositional phase?

A

A group of words that includes a preposition as the head.

Ex. Put the oranges ‘in the basket’. I gave it ‘to her’

42
Q

What is an adjective phrase?

A

A group of words that modify a noun or a pronoun and includes an adjective as the head.
Ex. Give me the ‘play-by-play’. I would like a ‘tax-deductible’.

43
Q

What is an adverb phrase?

A

A group of words includes an adverb as the head and adds information about how, when, where, or how often, and to what degree.
Ex. The child argued ‘quite loudly’. The teacher was ‘very hoarse indeed’

44
Q

What is a clause and what are the parts?

A

A group of words or phrases that are joined to convey meaningful information. Includes:
Subject: entity that instigates the action or state of being (can be implied)
Verb: action or state of being (obligatory)
Object: who or what is affected by verb (optional)
Complement: provides additional information about subject or object (optional)
Adverbial: provides info about time, location, and manner (optional)

45
Q

What are the two types of clauses?

A

Independent: also called main clause, contains a subject and a verb and can stand alone as a sentence
Dependent: also called a subordinate clause, contains a subject and verb but cannot stand alone but functions to clarify or add meaning to the independent clause

46
Q

What are the different types of sentences?

A

Simple: contains a single independent clause (ex. Jennifer signed the form on Thursday)
Compound: contains two or more independent clauses (ex. Jennifer signed the form in Thursday and her son went on the field trip)
Complex: contains one independent clause and one or more dependent clause (ex. Allen, the little boy who felt sick, went home last week)
Compound/complex: combines two or more independent clauses and at least one dependent clause (ex. Before the week is over, the girl who was here yesterday, will fill out the form and she will fax it over to you)

47
Q

What are three reasons for learning about neurodevelopment?

A
  1. Generate expectations for typical function in childhood adolescence
  2. Understand the adult brain
  3. Understand developmental abnormalities
48
Q

What are the four key concepts that characterize neurodevelopment?

A

Neural development is characterized by over-development followed by pruning
Neurons are born biased for certain function but uncommitted
The ultimate function of cells depends on what other cells they connect with and what input they receive
Nervous system develops on a use-it-or-lose-it basis

49
Q

What three valves involved in the vocal tract?

A

Vocal folds, the velum, and the epiglottis

50
Q

What are the five functional components of the tongue from front to back?

A

The top, blade, dorsum, back, and root

51
Q

What are the passive forces of the velopharyngeal-nasal movement?

A

Natural recoil of muscles, cartilages, and connective tissues
The surface tension between structures in apposition
The pull of gravity
Aero mechanical forces within the upper airway (throat, mouth, and nose)

52
Q

What are the main muscles involved in opening for and closing the VP?

A

Palatopharyngus
Saloingooharyngus
Superior constrictor

53
Q

What are the 4 ways in which the VP can be closed?

A

Velar elevation
Inward movement of the lateral pharyngeal wall
Combined velar elevation and inward movement of the lateral pharyngeal walls
Velar elevation combined with inward movement of the lateral pharyngeal walls and forwards movement of the posterior pharyngeal wall

54
Q

What are some ways language is used in a elementary classroom?

A

Teacher asking questions and children raising hands and responding
Reading and writing
Lots of instruction given orally or written
Social language and play based learning
Rules

55
Q

What are some ways language is used in high school education?

A

More formal academic writing
Expected to be able to read to learn
Métalinguistic: language you use to talk about language
Begin to justify your reasoning and create an argument

56
Q

What are the four language modalities? How are they related?

A

Speaking
Writing
Listening
Reading

Speaking and writing are expressive
Listening and reading are receptive

57
Q

What are some skills needed for listening and speaking?

A 
Phonology 
Coordination of oral mech (speaking only)
Understanding of social cues and social context
Syntax
Semantics
Understanding how these pieces fit
Morphology 
Adequate hearing (listening only)
58
Q

What are some skills needed for reading and writing?

A 
Able to hold a writing instrument 
Spelling skills
Syntax
Punctuation
Orthography
Phonèmes and morphemes
Recognizing the writing symbols
Recognizing the sound and matching symbol
Combine letters and sounds into words
Phonological awareness skills
59
Q

What is orthography?

A

Symbols set used to depict the language visually (the alphabet)

60
Q

How are the different language domains connected to the different modalities?

A

Phonology: reading and writing, have to be able to sound out words
Morphology: all modalities
Syntax: all modalities, listening to derive meaning, speaking to create meaningful sentences, reading is understanding how words are put together in a sentence and writing is the production of this
Semantics: speaking and writing to understand the meanings to convey ideas, reading and listening to understand meaning to understand ideas
Pragmatics: social use of language and very interrelated between the modalities

61
Q

Compare the writing of a 3rd grader and an 8th grader.

A

3rd: less vocabulary, spelling errors (especially silent letters), more letter style writing.
8th: greater descriptive vocabulary, story writing, proper spelling and grammar,

62
Q

What are the different categories if speech sounds in English?

A

Voiced/unvoiced and then closed/open vocal tract
Produced with tongue/not with tongue and then voiced/unvoiced
Closed or constructed/open vocal tract and then voiced/unvoiced (in English vowels are open and consonants are somewhat restricted)
Involvement/non involvement of larynx and then vocal tract behaviour
Sonorous/loud sounds versus quiet sounds and then tongue involvement

63
Q

What are the upper articulators?

A 
Lips
Teeth
Alveolar ridge
Hard and soft palates 
Uvula and pharynx (not used in English)
64
Q

Match the upper articulators to the types of sound they help create.

A 
Lips: labial 
Teeth: dental 
Alveolar ridge: alveolar
Palate (hard): palatal
Velum (soft): oral + nasal sounds
65
Q

What are the lower articulators?

A 
Lower lip
Lower teeth
Jaw
Tongue: tip, blade, body
Tongue root and epiglottis are not used in English
66
Q

Match the lower articulators to the sound types

A

Lower tip and teeth: bilabial + labiodental

67
Q

What are passive and active articulators?

A

Passive: stationary (lips, teeth, alveolar ridge, palate, velum, uvula, pharynx walls)
Active: articulators that move (lips, tongue, epiglottis, velum, larynx)

68
Q

What are the two major sound classes?

A

Vowels: the oral cavity is relatively open and the vocal folds are vibrating
Consonants: oral or nasal cavity is constricted or blocked and vocal folds can be vibrating or not (voiced vs unvoiced)

69
Q

What are the different types of blocked consonants?

A

Oral cavity blocked: stop
Constricted: fricative or approximant
Oral cavity blocked and nasal cavity open: nasals

70
Q

How do we classify the articulation of consonants?

A

Place: bilabial, labiodental, dental, alveolar, postalveolar, palatal, velar, glottal
Manner: what kind of obstruction and how, plosives/stop, nasal, fricative, affricate, approximant
Voicing (voice or voiceless)

71
Q

How is the IPA table set up?

A

Place along the top: anterior to posterior

Manner along the side: closed to open

72
Q

What are glides and liquids?

A

Further division of approximants
Glides: glide from one position to the other (labio-velar such as way and palatal such a you)
Liquids: lack any hardness (central alveolar such as rye and lateral alveolar such as lie)

73
Q

What are the three dimensions of creating vowels?

A

Frontness: tongue is arched toward the front, Center, or back of oral cavity
Height: tongue (within jaw) is moved up and down, narrower or wider oral cavity
Lip rounding: lips are rounded or in neural positon

74
Q

What is the tenseness of a vowel?

A

How tense or lax they are. Vowels on the periphery (i, u, e) tend to be tense where are those more central tend to be lax

75
Q

What are the different developmental phases from 0-1 year regarding vowels and consonants?

A

0-2 months (reflexive): partial vowel sounds
1-4 months (control of phonation): vowel- and consonant-like sounds
3-8 months (expansion): vocal play and exploration, new vocal posture with more control, isolated vowels, vowels in sequence, glides, squeals, beginning of babbling sounds
5-10 months (basic canonical syllables)
9-18 months (advanced forms): jargon, increased babbling, first words

76
Q

Describe the development of sounds from 1-2 years.

A

Use around 50 words
Produce most vowels
Adults words in simpler forms
Around 10 consonants often including /p m h w b n/

77
Q

Describe the development of sounds from 2-5 years.

A

Most English consonants are acquired by the end of the third year.
Plosive, nasals and glides
Select fricative and affricates
Acquisition of certain sounds like /s r/ vary widely

78
Q

Describe the development of sounds above 5 years.

A 
Phonological awareness (rhyming, blending, counting words and syllables, manipulating sounds)
Literacy skills
79
Q

Describe the source filter theory.

A

Source (glottis): voiced, unvoiced, open
Filter (vocal tract): [a], [i], velar closure
Output (speech signal): voiced, whispered, aspirated
Combination of both source and filter give you the output
1. The complex vibration of the vocal folds generates a source signal with many harmonics
2. The source signal has to pass through the vocal tract where, due to resonance frequencies and damping characteristics of this system, certain frequencies are less attenuated than others (source signal filtered by vocal tract)
3. The signal finally dissipates from the lips into the air, where it is transmitted as pressure variations through space

80
Q

What is the fundamental frequency?

A

Main base frequency

81
Q

What are the formants?

A

Windows through which the sound is filtered
Results in formant frequencies
Property of the vocal tract and have nothing to do with fundamental frequency
Parts of the harmonics that are louder than others

82
Q

What is an oscillogramme?

A

Measures the amplitude against time of the larynx action

Creates a graph illustrating the larynx signal (opening and closing of the glottis)

83
Q

What is a spectrum?

A

Measures the amplitude at different frequencies, showing the fundamental frequencies and following harmonics

84
Q

What does 100 hertz mean with respect to vocal fold movement?

A

Glottis opens and closes 100x per second (male voice)

Unit 1 - Foundational Knowledge (2 decks)

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