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Speech pathology uco > nld ; school age language > Flashcards

nld ; school age language Flashcards

1
Q

(motor) Improved coordination and balance for climbing, bike riding, and
beginning sports activities by

A

by around 6 years of age.

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2
Q

(motor) Exhibit physical growth in limbs, hands, and feet and maturation in
nervous, respiratory, and circulatory system that approach adult
levels by

A

around 10 year

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3
Q

(motor) Exhibit physical changes associated with the onset of puberty by

A

around 12 years.

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4
Q

(motor) Exhibit increased vocal fold size resulting in drop of one octave in the
pitch of males with less change seen in females beginning around

A

14
years of age.

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5
Q

(motor) Increased muscle mass, facial hair, greater height in males, as well as
breast and hip increases in females by around

A

16 years of age.

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6
Q

(Cognitive) Longer attention span and more easily focuses on problem solving by around

A

6 years of age

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7
Q

(cognitive) Moving from preoperational to operational stage of cognitive development.
Formal operations begin around

A

11-12 years

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8
Q

(cognitive) develops conservation and reversibility around

A

7 years

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9
Q

(cognitive) develops the clearer concept of classification, similarities, and differences as well as cause-effect relationships by around

A

age 10 years

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10
Q

(cognitive) develops independent abstract reasoning, problem- solving, and anticipation of reversible consequences around

A

14 years of age

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11
Q

(Cognitive) exhibits the ability to envision hypothetical outcomes, apply deductive reasoning, and examine one’s own thought styles (metacognition) around

A

16 years

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12
Q

What kind of inferences do school age make from this observation is this “The floor in the hallway is wet.”

A

-There is a leak from the ceiling.
- Someone spilled a drink.
- The custodian is preparing to mop the floor.

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13
Q

reasoning inductive

A

part to whole
* examples: name 2 fruits, apples and oranges are all fruits

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14
Q

reductive reasoning

A

whole to part
*example: if you have seeds you are considered a fruit.

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15
Q

part to whole analogies

A

battery: flashlight:: hard drive: computer

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16
Q

cause and effect analogies

A

fatigue: yawning:: itching, scratching

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17
Q

person to situation analogy

A

mother: home:: teacher: school

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18
Q

synonym anology

A

obese: fat::slender:thin

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19
Q

antonym analogy

A

poverty: wealth :: sickness: health

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20
Q

geography analogy

A

chicago: illinois:: denver: colorado

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21
Q

measurement analogy

A

pound: kilogram:: quart: liter

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22
Q

time analogy

A

march:spring::december:winter

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23
Q

Decentration

A

Involves the ability to pay attention to multiple attributes of an object or situation
rather than being locked into attending to only a single attribute.
This ability facilitates conservation and analogical thinking

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24
Q

(social) Develops the ability to express own feelings and empathy for others’ feelings by

A

around 6 years
begins to be embarrassed by parents
wants privacy

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25
Q

(social) Develops a stronger sense of peer group through structured games, sports, and
hobbies by around

A

10 years
likes to win

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26
Q

(social) Develops interests that differentiate between sexes, but begins to engage in social
activity centered around the opposite sex by around

A

14 years

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27
Q

(social) Develops personal responsibility and ability to complete tasks without adult
supervision by around

A

16 years
developing conscience

28
Q

Final gains in the structure of language

A

(morphology and syntax)

29
Q

Large area of growth is in

A

vocabulary, greater awareness of the
features of language and literacy

30
Q

Organization of vocabulary into hierarchical categories-

A

classifying
words in superordinate and subordinate categories

31
Q

Increasing skills in the metalinguistic aspects of language

A

(syllabification, rhyming, multiple meanings, ambiguity, jokes,
figurative language, etc.)

32
Q

Better skill at decoding

A

“teacher language” and “textbook language”

33
Q

All wh- questions will be

A

understood and expressed

34
Q

Wh- Order progresses from

A

what (objects), what do (actions), who
(agents), where (locations) to time (when), causality (why), and
instrumental (why)

35
Q

Syntax interacts with

A

semantics in the understanding and
expression of wh-questions

36
Q

Complex and compound sentence

A

understanding and expression

37
Q

Using derivational morphology children can

A

form and understand new words-
prefixes, suffixes (happy-unhappy, love-lovely, parenthood-neighborhood,
astonishment-disillusionment)

38
Q

Prosody is used in the

A

understanding and production of stress pattern
differences (yellowjacket vs. yellow jacket)

39
Q

(morphology) What is the example below:
divine-divinity
collide-collision
explain-explanation

A

vowel shifting

40
Q

(syntax) Language productivity and speaking complexity are influenced by the

A

type of speaking task

41
Q

More complex language form with

A

expository (explanatory) than
conversational exchanges

42
Q

More complex language form with preferred topics in conversation
compared to

A

random topics

43
Q

Complex Sentences: semantic relations between an

A

independent and
dependent clauses

44
Q

what syntax sentence is this - “We’ll finish the worksheet before we go outside.”

A

Temporal

45
Q

what type of syntax sentence is this - “You can’t go to recess because you haven’t finished your
work.”

A

casual

46
Q

what type of syntax sentence is this - “You can go outside if you finish your work.”

A

conditional

47
Q

what type of syntax sentence is this - “I think I know the answer.”

A

epistemic

48
Q

what type of syntax sentence is this- “Show me how to work this problem.”

A

Notice-perception

49
Q

what is the type of syntax sentence is this- “That’s the boy who made the highest grade on the test.”

A

Specification

50
Q

what type of syntax sentence is this- “I love reading, but I hate math.”

A

Adversative

51
Q

Compound sentences

A

coordinating two independent clauses with
conjunctions. Either “for, and, nor, but, yet, so” (FANBOYS)

52
Q

Some adverbs, such as afterwards, consequently, for example, however,
nonetheless, and therefore, act like

A

conjunctions by linking either two main
clauses separated by a semicolon, or two separate sentences. They express
some effect that the first clause or sentence has on the second one

53
Q

what passive sentence is this - “It was broken.”

A

truncated

54
Q

what type of passive sentence is this - “The cookie was eaten by the girl.”

A

Irreversible

55
Q

what type of passive sentence is this - “The boy was chosen by the girl.”

A

Reversible

56
Q

Development of a literate lexicon with advanced syntactic forms such as

A

elaborated noun phrases
adverbs
mental/linguistic verbs
conductions

57
Q

Elaborated Noun Phrase (ENP)

A

a group of words comprising a noun at its head and two or more modifiers
providing additional information about the noun. Modifiers may include
articles (e.g., a, an, the), possessives (e.g., my, his, their), demonstratives
(e.g., this, that, those), quantifiers (e.g., every, each, some), wh-words
(e.g., what which, whichever), and true adjectives (e.g., tall, long, ugly).
Can precede the noun or follow the noun. example - there was this big green-looking thing.

58
Q

Adverbs

A

forms used to modify verbs. These modifiers increase the explicitness of
action and event descriptions.
…–ly adverbs are most representative of literate language (the –ly suffix may
be omitted)
example …and they finally came to the cave

59
Q

Mental and Linguistic Verbs

A

…verbs referring to various acts of thinking and speaking. Mental verbs
include think, know, believe, imagine, feel, consider, suppose, decide, forget,
and remember. Linguistic verbs include say, tell, speak, shout, answer, call,
reply, and yell.
they yelled real loud

60
Q

Conjunctions

A

used in discourse to organize information and clarify relationships among
elements. Can be categorized as either coordinating (e.g., for, or, yet, but,
so) or subordinating (e.g., after, although, as, because, for, if, how, since,
still, that, though, unless, when, where, while, why).
they ran away because they were scared

61
Q

Must be able to learn new words everyday (thousands a year). By graduation,
average expressive vocabulary is

A

is 10,000 and A high-schooler may understand as
many as 80,000 words

62
Q

Lexicon increases through

A

fast-mapping/quick incidental learning (QuIL) ,
primarily through literacy experiences (child must be able to handle de-
contextualized learning)

63
Q

Word knowledge (definitions, word relationships such as synonyms, antonyms,
homonyms, homophones, and multiple word meanings) involve

A

vertical
(acquiring multiple meanings for words) and horizontal (adding additional
features to words) growth

64
Q

Clustering:

A

grouping words together by categories or thematic events to
reduce cognitive load and increase acquisition and retrieval

65
Q

Concept development is

A

refined

66
Q
A

Speech pathology uco (7 decks)

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