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SHS 565 > New Information Exam 3 > Flashcards

New Information Exam 3 Flashcards

1
Q

What is theory of mind?

A

The ability to understand that others have unique perspectives and interpret those perspectives in a social context

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2
Q

Development of theory of mind (6 components)

A
  1. Diverse desires: Understanding that people can have different desires
  2. Diverse beliefs: understanding that people can have different beliefs
  3. Knowledge access: Something can be true without someone else knowing it
  4. False Beliefs: Something can be true but someone else might not believe it
  5. Hidden Emotions: people can hide their emotions
  6. Understanding sarcasm
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3
Q

What stage of development of theory of mind are preschoolers in?

A

False belief stage

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4
Q

The development of theory of mind can be impacted by a child’s

A

Culture

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5
Q

What are the 5 stages of syntax?

A
  1. Holophrase: 1 word represents a whole sentence
  2. Two word utterances
  3. Telegraphic speech (use lexical words)
  4. Simple sentences (the boat is on the river)
  5. Complex sentences (start to see multiple clauses)
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6
Q

Simple sentences in the preschool stage often take the form of

A

Subject, verb , object

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7
Q

For a sentence to be considered a simple sentences it must contain a ___ and _____

A

Subject and verb

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8
Q

How do simple sentences gain complexity?

A

Start with two word stage
Move on to telegraphic speech
Then proceed with simple sentences where auxiliaries appear

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9
Q

How does a child learn the word order to ask a question?

A

Syntactic rules are applied to formulate wh- questions

Example: rising intonation, wh- fronting

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10
Q

How does the development of clauses start to show?

A

Typically start with and

Use passive voice

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11
Q

What is a clause?

A

 Any noun phrase plus a verb
 Subject and verb
 Unit used to build a sentence
 Group of words containing a subject and predicate and used as part of a sentence
 Every sentence has at least one clause, not every clause forms a complete sentence

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12
Q

What is phrase?

A

 Any collection of words that behaves like a part of speech
 A group of related words that doesn’t have both a subject and predicate
 Can’t stand alone
 Prepositional phrases such as “in the car”

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13
Q

Why is language sample analysis using sugar performed?

A

Makes a more authentic representation of the child’s abilities
Child-directed
More spontaneous language in a natural setting
Use a wide range of materials

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14
Q

What are the measures that are used with SUGAR?

A

TNW: total # words
W/S: words/sentence
MLU-s: average # morphemes/utterance
C/S: average # clauses/sentence

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15
Q

Sugar terminology:

A

Utterance: group of related words that is spoken
Sentence: subject & predicate
Clause: contains a subject and a verb

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16
Q

How does LSA using Sugar differ from traditional analysis?

A
  • Collect and analyze 50 consecutive utterances
  • Utterance can include one intelligible word
  • Don’t type utterances for conversation partner
  • Counts grammatical and some inflectional morphemes
  • Counts incorrect morphemes
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17
Q

MLU sugar is the same or different from MLU?

A

DIFFERENT
The two do nor equate and cannot be compared
MLU-sugar allows for comparison well into school age

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18
Q

What questions are used to determine if a sugar language sample is robust?

A
  • Did the conversation partner ask more than 10 questions that could be answered with single word or yes/no?
  • Are there more than 10 one-word responses from the child?
  • Did the language sample activity restrict the opportunity for the child to produce extended utterances?
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19
Q

What is type token ratio and what is it used for?

A

-Helps assess lexical diversity by looking at the type (number of different words) over the token (total number of words in the sample

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20
Q

Typically, children acquire all vowels in English by age ___

A

3

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21
Q

How is consonant acquisition looked at or determined?

A

There a variety of studies that have provided normative data

Make sure to look at the criteria used to say a speech sound was acquired

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22
Q

How should articulation norms be used?

A

Use them as a helpful guideline but the not the sole criteria to determine if a child requires services

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23
Q

What should be used along with articulation norms in order to determine need for services?

A

 Standardized tests
 Speech samples
-Independent analyses: phonemic inventory, word shape inventory
-Relational analyses: PCC, pMLU, Proximity/intelligibility
 Parent and teacher input
 Academic and social input

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24
Q

What is contextualized language?

A

Language that is grounded in the immediate environment
Relies upon shared background knowledge and context cues
Describing things in the physical environment

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25
Q

What is decontextualized language?

A

Language that is used to discuss events and concepts that aren’t immediately present
Context does not necessarily provide cues and there may not be shared background knowledge
Example: reading a textbook

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26
Q

Decontextualized language is supported by _____

A

Theory of mind

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27
Q

What is mutual exclusivity?

A

Using what you know to help identify what you do not know

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28
Q

Preschoolers develop semantics through ….

A

Fast mapping: initial tentative, definition

Slow mapping: refining definition with new information gained from additional exposures

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29
Q

Dale’s 4 stages of semantic development

A

Stage 1: no knowledge of the word (I never saw it before)
Stage 2: emergent knowledge (I’ve heard of it but don’t know what it means)
Stage 3: contextual knowledge (I recognize it in context)
Stage 4: full knowledge (I know it)

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30
Q

Preschool semantic development:

What are relational terms?

A

Vocabulary that allows for the communication of logical relationships
Adds complexity to the meaning and ideas that children are trying to communicate

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31
Q

What are the different relational terms?

A 
Deictic terms 
Interrogatives 
Temporal terms
Opposites
Locational terms (prepositions)
Kinship terms
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32
Q

Preschool semantic development:

Deictic terms details

A

Words that depend upon the location of the speaker and listener
Here vs There
This vs that
These vs those

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33
Q

Preschool semantic development:

Interrogatives details

A

Words used to ask questions
What, where and who are developed first
When, how and why are developed later

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34
Q

Preschool semantic development:

Temporal terms details

A

Words that describe the order, duration, or concurrence of events
Example: do A, before B

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35
Q

Preschool semantic development:

Opposites/antonyms details

A

Reflect semantic opposition
Recognized faster during word recognition
Elicit each other during word association tasks (priming)
Occur frequently in written and spoken language

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36
Q

Preschool semantic development:

Canonical antonyms vs noncanonical antonyms?

A

Canonical: Opposite properties of basic dimensions (hot vs cold)
Non-canonical: Fast and quick, wet and damp

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37
Q

Preschool semantic development:

What are locational terms/prepositions?

A

Words that determine location or a spatial relationship

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38
Q

Preschool semantic development:

What are kinship terms?

A

Words that describe familial relationships

Learned for family members that are around often first

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39
Q

What two things change regarding language as children reach school age?

A
  1. Source of language input expands from only oral to include reading
  2. Acquire metalinguistic competence: ability to think about and analyze language (phonological awareness and figurative language)
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40
Q

What is metalinguistics?

A

Ability to think about language as a decontextualized entity
Using language to talk about language
Starts in preschool and continues until ages 7 to 8

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41
Q

Metalinguistics relies heavily on ____ memory and correlates with children’s _____ skills

A

working memory

literacy skills

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42
Q

Development of metalinguistic skills

A

Toddler: monitors own utterances
Preschool: checks the result own utterance, tests for reality, attempts to learn language deliberately
School age: predicts the consequences of using particular forms (inflections, words, phrases, sentences), reflects on an utterance (structure independent of use)

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43
Q

Reading and writing are ____ and ____ language translated into written form
Without a strong language foundation, ____ skills can be a struggle

A

receptive, expressive

reading

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44
Q

Who works on literacy?

A

Reading specialist, special education teacher, SLP, tutor, etc

45
Q

What are the three important achievements for literacy in preschoolers?

A
  1. Alphabet knowledge
  2. Print awareness
  3. Phonological awareness
46
Q

What are the four hypotheses about the order that letter names are learned?

A
  1. Own-name advantage: learn letters in their name
  2. Letter-name pronunciation effect: earlier learned letters are those where the name of the letter contains its pronunciation
  3. Letter-order: letters learned in the order of the alphabet
  4. Consonant order: learns letters with consonant phonemes that are developed earlier first
47
Q

What is print awareness?

A

Concept that chidren’s oral language abilities influence how they develop print awareness

48
Q

5 components of print awareness

A
  1. Print interest: print is a worthy object of attention
  2. Print functions: print carries meaning
  3. Print conventions: print is organized in specific ways
  4. Print forms: print units can be differentiated and named
  5. Print part-to-whole: print units can be combined into other print units
49
Q

When is phonological awareness developed?

A

Starts at age 2 and continues through the school years

50
Q

What is phonological awareness?

A
  • Sensitivity to sound structure of words
  • Knowledge that speech can be segmented into smaller parts and those parts can be manipulated
  • Phonemic awareness: knowledge that words can be segmented into smaller parts which can be manipulated
51
Q

How is phonological awareness assessed?

A

Phonological screening awareness test

52
Q

What are the stages of literacy?

A
  1. Prereading (preschool)
  2. Decoding (5 to 7 years): letters are associated with sounds
  3. Confirmation/fluency (7 to 8 years): grow in decoding confidence allowing increased focus on content
  4. Reading to learn (8 to 14 years): transition to using reading as a learning tool
  5. Multiple viewpoints (14 to 18 years): use reading to gain insight from different perspectives
  6. Construction & reconstruction (18 years+): use reading for individual purposes
53
Q

We need ____ awareness to decode written text

We need ___, ____, ____, and pragmatic language skills in order to comprehend written text

A

Phonological

Semantic, morphological, syntactic

54
Q

How can delays in language domains (semantics, phonology, morphology, syntax, and pragmatics) impact reading?

A
  • Semantics: New vocab is learned through reading
  • Phonology: gaps in phonology can affect word decoding
  • Morphology: If student doesn’t have morphological form in spoken language, they won’t be able to use them correctly in writing
  • Syntax: if student doesn’t have syntactic forms in spoken language, they won’t be able to use them correctly in writing
  • Pragmatics: gaps can affect oral reading, background knowledge, comprehension of figurative language
55
Q

Difficulty with complex sentences can be caused by ….

A

Semantic errors: not knowing meaning of conjunctions

Syntactic errors: not knowing how to combine or deconstruct long sentences with relative, nominal, or adverbial clauses

56
Q

What is a narrative?

A

A spoken or written description of a real or fictional event from the past, the present or the future

57
Q

What are the types of narratives?

A
  • Recounts: Telling a story about a personal experience when prompted
  • Accounts: Telling a story about a personal experience without being prompted
  • Event casts: Explaining an ongoing activity or reporting a factual scene
  • Fictionalized narratives: invented stories that focus on a character who must solve a problem or reach a goal
58
Q

Why is narrative language development assessed?

A
  • Children with language impairment have difficulty with narratives
  • Important to academic success
  • Allows comparison of comprehension and production
59
Q

What are the characteristics of children with language disorders in terms of narrative comprehension?

A

Remember fewer details, difficulty with vocabulary and inferencing

60
Q

What are the characteristics of children with language disorders when looking at narrative production?

A

Difficulty with organizing and sequencing story elements

Use shorter utterances, fewer words, and less complexity

61
Q

What are the story grammar elements?

A
  • Setting: when and where the story takes place
  • Initiating event: situation or problem to which a character must respond
  • Internal response: character’s response to the initiating event
  • Plan: Character’s strategy for solving the problem
  • Attempts: Character’s action to bring about some consequence
  • Direct consequence: Character’s success or failure at achieving their goal (climax)
  • Resolution: announcing the conclusion of the story, moral or principle, summary
62
Q

Story grammar elements improve with _____

Developing ____ of ____ leads to more complex details in narrative

A

Development

Theory of mind

63
Q

What are the narrative stages?

A
  1. Heaps
  2. Sequences
  3. Primitive narratives
  4. Focused chains
  5. True narratives
64
Q

What are cohesive devices + examples?

A

Help listeners follow the story
Examples: Appendages (cues that story is beginning, once upon a time), references, conjunctions, mental state verbs (help understand internal actions and states)

65
Q

Narrative stages: Heaps details

A
  • 2 years
  • Collection of unrelated statements
  • Statement relates to the prompt but not to each other
  • No cohesive devices used
66
Q

Narrative stages: Sequences details

A
  • 2 to 3 years
  • Child begins to link statements to each other
  • No plot yet, events could be told in any order without changing the meaning
  • Contains 1 story grammar element: setting, has a central character, topic, or place
67
Q

Narrative stages: Primitive stages details

A
  • 3 to 4 years
  • Emergence of causality
  • Can identify central theme in addition to central character, topic, or setting
  • Contains 3 story grammar elements: initiating event, attempt, consequence
68
Q

Narrative stages: Focused chains details

A
  • 4 to 5 years
  • Emergence of temporal order: events follow a logical sequence
  • Contains 4 story grammar elements: initiating event, attempt, consequence, conclusion
69
Q

Narrative stages: True narratives details

A
  • 5 to 7 years
  • True plot with a clear problem and resolution
  • See the emergence of other story grammar elements: internal response, plan, conclusion includes a resolution
70
Q

What is pragmatics?

A

Social use of language to achieve communicative competence (using communication to get things done)

71
Q

Why does pragmatic competence matter?

A

Involves language use and social setting to determine appropriate, successful, expected, target communication

72
Q

Pragmatic competence requires ….

A
  • Non-egocentrism
  • Using language for a purpose
  • Learning linguistic routines
  • Extra-linguistic communication
  • Switching dialects, varieties or registers based on the context
73
Q

Pragmatic differences vary by

A

Culture
Neurology
Generation

74
Q

What are some of children’s primitive speech acts?

A

Labeling, repeating, answering, requesting, calling: gain attention, greeting/leave-taking, protesting, practicing

75
Q

Pragmatic growth in conversational skills is demonstrated by

A

Turn-taking
Topic maintenance
Giving/receiving feedback
Registers and dialect choice

76
Q

Developing topic maintenance

A

3;6 children maintain a topic for more than 2 turns
5;0 children maintain a topic for 5 turns
Adults maintain topics for about 11 turns

77
Q

What is the role of hypothesis testing in developing pragmatics?

A

Associate communication behaviors with situational cues

78
Q

Pragmatic skill is required to use language in ___ and ____ ways

A

Abstract, nonliteral

79
Q

Social pragmatic violations include

A

Not understanding cues or indirect requests

80
Q

Linguistic violations of pragmatics

A
  • Leaving out important information
  • Presenting events out of order
  • Presuming (incorrectly) that the listener knows what the speaks is talking about
  • Ambiguity
81
Q

Elements of social pragmatic competence

A

Eye contact, joint attention, responding to name, pointing and gestures, turn taking, imitation, intonation, flexibility, interest in others, pretend play

82
Q

What is the cooperative principle?

A

Assumes that listeners and speakers act cooperatively during conversation and adhere to Grice’s maxims

83
Q

What are Grice’s maxims?

A
  1. Quality: saying what you believe is true
  2. Quantity: giving the information required without giving too much
  3. Relevance: Contributing what is related or relevant to the exchange
  4. Manner: Conversation is unambiguous, brief, appropriate, and orderly
84
Q

Flouting vs violating Grice’s Maxims

A

Flouting is intentional, often seen in comedy

Violating is unintentional, often by people who are not aware of the unwritten rule of communication

85
Q

Pragmatic deficits occur due to …

A

Difficulty with theory of mind
Use language for more limited social functions
Difficulty initiating, responding, taking turns, nonverbal communication

86
Q

What are the risks when a school-aged child has difficulty with pragmatic competence?

A

Academic, social-emotional, long-term outcomes

87
Q

What is dialect?

A

Variety of language that differs in pronunciation, vocabulary, grammar
Make it a full language system

88
Q

What is an accent?

A

Variety of language that differs in pronunciation

89
Q

What is a regional dialect?

A

Develop due to geographic barriers

Example: southern, northern, midwestern, western

90
Q

What is a sociocultural dialect?

A

Develop from participation in a shared social or ethnic group
Example: African American English, Spanish Influenced English, Black American Sign Language

91
Q

What is bilingualism?

A

Fluency in or use of two languages

92
Q

What is simultaneous bilingualism?

A

Both languages learned from birth (before age of 3)

Requires caretaker bilingualism and/or community bilingualism

93
Q

What is sequential bilingualism?

A

One language learned after some degree of other language proficiency
Very prominent in Southwest US, learned one language at home, another at school

94
Q

What is balanced bilingualism?

A

50:50 use of both languages
Older literature considers this ideal
Theoretically possible but not reasonable

95
Q

What is unbalanced bilingualism?

A

Differential use of each language
Not necessarily unequal proficiency but can be (assessment required)
More common/more likely

96
Q

What is the SUP model of bilingual organization?

A

Separate Underlying proficiency
Languages are separate but related
Distributed conceptual features, hierarchical model

97
Q

What is the CUP model of bilingual language organization?

A

Common underlying proficiency model
Languages is one interactive system
Iceberg analogy
BIA+ model

98
Q

What is receptive bilingualism?

A

Can understand both languages but only speak one

99
Q

What is expressive bilingualism?

A

Can understand and use both languages

100
Q

What is code-switching?

A

Language mixing, going back and forth between the two languages

101
Q

What is developmental language disorder?

A

Brain difference that makes talking and listening difficult

Poses a risk for social-emotional behavioral concerns

102
Q

What are the characteristics of SLI?

A
  • Specific language impairment
  • Persistent, significant neurodevelopmental condition that impairs the learning of spoken language
  • Not the result of know causal condition (syndromes, hearing impairment, ASD)
  • Often identified using standardized testing
103
Q

What are the characteristics of DLD?

A
  • Developmental language disorder
  • Persistent, significant neurodevelopmental condition that impairs the learning of spoken language
  • Not the result of known causal conditions (syndromes, hearing impairment, ASD)
  • Uses standardized testing in conjunction with functional assessment
104
Q

What is SLI?

A
  • Persistent difficulty using language (expressive or receptive) which is not accompanied by an intellectual disability, global developmental delay, hearing or other sensory impairment, motor dysfunction, or other mental disorder or medical condition
  • Impairment is specific to language learning
105
Q

What are the risk factors for DLD (Developmental language disorder)?

A

o More males than females
o Poor language comprehension
o Family history of language or literacy deficits

106
Q

Generally, how can genetics influence communication disorders?

A
  • Speech and language disorders seem to run in families

- Genetic makeup influence brain structure and function and in turn influence enable speech and language

107
Q

Speech and language disorders in which genes are potentially involved include ….

A 
Autism 
Hearing impairment 
Stuttering 
Genetic syndromes 
Childhood apraxia of speech 
Speech sound disorders 
Cleft lip/palate 
Developmental language disorder
108
Q

What is the most famous speech gene?

A

Foxp2

SHS 565 (3 decks)

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