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Catalyst > Normal Language Development > Flashcards

Normal Language Development Flashcards

1
Q

What is language?

A

Language is the comprehension and/or use of a spoken, written, other communication symbol system.
Language is a code whereby ideas about the world are expressed through a conventional system of arbitrary signals for communication.

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2
Q

Language is used to communicate

A
  • Prime means of intentional communication
  • Speech is the most common
  • Language takes into account environmental factors
  • Allows flexibility with communication
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3
Q

According to Lahey, language expresses ideas. How?

A
  • Language expresses the individual’s beliefs and desires
  • Perception plays a big role
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4
Q

Language is a code. What is a code?

A
  • A code is means of representing one thing by another
  • Language is a means of representation
  • Many things can represent an object, event or relationship
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5
Q

There are two things happening in relation to language as a code. It is encoding and decoding. What is encoding?

A

This is the act of recalling and combining the unit of the code to represent information in a message.

Ex. Arranging words in a sentence to communicate

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6
Q

What is decoding?

A

The act of recognising and segmenting the unit of a code to extract information from a message

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7
Q

The code is a _________ (following specific rules at word and sentence level)

A

The code is a system, because language is systematic. It follows specific rules at word and sentence level.

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8
Q

The code is a _________ (shared knowledge)

A

Convention. The speakers in a language community agree on such matters.
Social reasons > logical/empirical. So language is shared knowledge.

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9
Q

What are the components of language?

A

Content, form, use

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10
Q

What is language content? Compared to topics it is?

A
  • Linguistic expression of what we have in mind.
  • Comes from our memories and experiences
  • Consists of topics but broader than topics
  • Categorizes them into general meanings
  • General, depersonalized, independent of particular context. General (e.g., food items). Changes with development.
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11
Q

Example: Mommy’s coat. What is the content?

A

Possession

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12
Q

Example: Eating ramen

A

Action

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13
Q

Topic: Red ball

A

Attribution

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14
Q

What are the primary categories of content?

A

Object knowledge, relationship between objects, relationship between events

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15
Q

What is object knowledge? What are its 2 subdivisions?

A
  • Information about an object.
  • Particular objects (proper nouns) (e.g., Alea)
  • Classes of objects (common nouns) (e.g., SLP, mice,)
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16
Q

What subdivisions and their content categories are under object relations?

A
  • Reflexive- relationship with itself
    - Existence, non-existence, recurrence (e.g., more cookie)
  • Intraclass- how are they different from one another
    - Quantity, attribution (e.g., red dog, blue dog)
  • Interclass- objects from diff classes which are related to each other. Two different things are linked by something
    - Action, possession (e.g., mommy coat–they have a possessive relationship with each other)
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17
Q

What content categories are under event relations? What is event relations?

A
  • Describe how two events interact with each other.
  • This could be because two events of the cause and effect relationship, or pertain the mood of the speaker towards the event, etc.,
    - Time/Temporal, causality, state, epistemic
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18
Q

What is the language form?

A

The shape or sound of the units, and combination in a message

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19
Q

What are the three broad categories under language form?

A

Phonology, morphology, syntax

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20
Q

What is phonology?

A

The shape or sound of the units and combination in a message

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21
Q

What are the two main areas under phonology?

A

Segmental features
Suprasegmental features

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22
Q

What is a segmental feature?

A

Phonemes, syllable (e.g., /p/ - phoneme, /ba/ - syllable)

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23
Q

What are suprasegmental features?

A

Intonation, stress, pause

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24
Q

What is morphology? What are morphemes?

A
  • It is the study of the internal structure of words and parts
  • Morpheme is the smallest segment of speech that carries meaning
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25
Q

What are morphological units?

A

Words.
They are content words (e.g., building blocks in a sentence such as nouns, adjectives, verbs, etc.,) and function words (e.g., articles, auxiliary verbs)

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26
Q

What are grammatical inflections

A

Modulates meaning of a word according to time (played), number (boxes) relation (Mama’s)

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27
Q

What is syntax?

A

Syntax is an arrangement of words according to the meaning relations between them.

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28
Q

There are syntactic relations. What are they?

A
  • Linear structure (e.g., more ball) - two or more words are combined but the lexical meaning of the words are the same, whether together or not.
  • Hierarchical structure (e.g., mommy hugged the baby) - If you were to switch them around, they would have a different meaning (e.g., baby hugged the mommy–the baby becomes the agent while the ‘mommy’ is the affected person.)
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29
Q

What is language use? Also known as?

A

Also known as pragmatics.
Use of language for different goals/functions

Use of information from the context to determine what we say in order to achieve goals
Use of interaction between persons to initiate maintain and terminate conversations

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30
Q

What are the 2 main functions of language use?

A
  • Personal (Intrapersonal) - Very self directed (e.g., commenting on objects–that’s kind of nice)
  • Interpersonal (Social) - Involving someone else to use language (e.g., requesting object)
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31
Q

This helps us decide which form of message to serve as function of message

A

Context–speech occurs in a context

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32
Q

Within this context, that’s when we practice our social conversation skills, so our social conversation skills is our ability to?

A

Initiate, maintain, and terminate conversation
Changes depending on status relations between speaker and hearer

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33
Q

What is the non-contingent in use of language?

A

A new topic that is not related to what has been said. A form of message not influence by what is said–open a conversation, change topics

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34
Q

What is contingent?

A

Repeat and add more information

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35
Q

What is speech act theory?

A

A subfield of pragmatic that studies how words are used not only to present information but also to carry out actions

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36
Q

What are the kinds of speech acts?

A

Locutionary act
Illocutionary act
Perlocutionary act

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37
Q

What is a locutionary act?

A
  • Production of a meaningful linguistic expression
  • Act of saying something that makes sense
  • Follows rules of language and grammar

Example: Answering a question, asking a question, making a statement

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38
Q

What is an illocutionary act?

A
  • Intended to be performed by speaker whether or subtle way or in a less subtle way
    Key word: Intention
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39
Q

What is a perlocutionary act?

A
  • Has an effect on the speaker

Key word is the effect. Bring consequences or effects on the object (e.g., Oh no, I fell, a baby crying–the effect is us rushing to the baby to help him/her)

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40
Q

What is the overlap between the three areas refers to our knowledge of language?

A
  • Integration of CFU aka Language Competence
  • Can be conceived as a plan
    - To know language is to have a plan, to use the plan when we act (e.g., speak and interpret messages)

Language competence is a plan

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41
Q

What is the smallest unit of language with meaning?

A

Morpheme

42
Q

Obtain information falls under what function of use of language?

A

Interpersonal - interact with another person

43
Q

The phrase “yellow dog” depicts what primary content of language?

A

Intraclass

44
Q

What are the domains of language? Describe them one by one.

A

Phonology - this domain focuses on the sound system of a language, including phonemes, how they are combined into syllables and words
Morphology - this domain deals with the structure of words, including morphemes and how they are combined to form words
Syntax - this domain governs the rules for forming sentences, including word order, phrase structure, and sentence types
Semantics - This domain focuses on the meaning of words, phrases, and sentences, including their literal and figurative meanings and how they relate to the world
Pragmatics - This domain deals with how language is used in context, including social cues, non-verbal communication, and the speaker’s intentions

45
Q

Language is an innate ability of humans or a function of an individual’s environment

A

Nativist–Nature

46
Q

Environment as a critical factor in language development, tabula rasa

A

Empiricist

47
Q

According to him, language is an innate fundamental part of the human genetic make-up and that language acquisition occurs as a natural part of the human experience.

A

Noah Chomsky

48
Q

Under the nativist theory. This the mental capacity of an infant to acquire and produce language

A

Language acquisition device

49
Q

What are the clinical implications of the nativist theory? What are its limitations?

A

The child being able to acquire language outside of therapy
Limitation: does not explain why some children have difficulty learning language without external assistance

50
Q

According to this person, language is produced when it is reinforced. Learning occurs when an environmental stimulus triggers a response or behavior.

A

B.F. Skinner–Behaviorist Theory

51
Q

What is reinforcement?

A

Reinforcing the child’s behavior makes it more likely to appear again

52
Q

What is negative reinforcement?

A

Taking away something that is unpleasant

53
Q

What is punishment?

A

Used to decrease behavior

54
Q

Put something unpleasant

A

Positive punishment (e.g., putting sad sticker, adding a negative stimulus)

55
Q

It’s taking away something that you like. What punishment is this?

A

Negative punishment

56
Q

What is chaining?

A
  • Complex behavioral sequences get broken down into smaller units. One chain is turning on the water, another chain is to use soap
57
Q

When a child’s response is not reinforced it will decrease or disappear

A

Extinction

58
Q

What are the clinical implications of the Behaviorist Theory ?

A
  • Drills and practice activities
  • Focuses on observable and measurable behaviors
  • Demands that child’s responses are documented and ongoing progress monitoring
59
Q

Limitation for Behaviorist Theory?

A
  • Not comprehensive
  • Children producing utterance they haven’t heard or without reinforcement
60
Q

According to him, children actively participate in the language learning process.

A

Jean Piaget

61
Q

What is the constructivist theory? What does it link?

A

Children actively participate in the language learning process.
- Cognitive processes are innate but not language–you have to work for language.
- Symbolic properties of language to represent conceptual knowledge about the world.
- Specific cognitive achievements are required for linguistic development (precursors).
- Linkages between: motor ability, play behavior, and language development

62
Q

This is a research-based scale that describes symbolic play development as it correlates to typical language development through the the first 5 years

A

Westby’s Play Scale

63
Q

According to Piaget, Play is cognitive development. What theory is this?

A

Constructivist theory

64
Q

This is a concept, mental category, or cognitive structure; it is our understanding of something in our brain.

A

Schema

65
Q

The attempt to find a balance between assimilating new information into old schemata and developing new schemata through accommodation. This balance is called

A

Equilibrium

66
Q

As a child recognizes that two schemata are contradictory, disequilibrium occurs. Promoted higher thinking.

A

Disequilibrium

67
Q

What is symbolic play?

A

Symbolic play is evidenced when a child uses one object to represent another

68
Q

What is object permanence?

A

When they realized that an object exists even when they cannot see it

69
Q

This is when a child demonstrates intentionality; it occurs when the child identifies a problem and makes a plan to solve the problem

A

Means-end

70
Q

What is unoccupied play?

A

Children’s behavior seems more random and without a specific goal. This is the least common form of play.

71
Q

What is solitary play?

A

Children play by themselves, do not interact with others nor are they engaging in similar activities as the children around them.

72
Q

What is onlooker play?

A

Children are observing other children playing. They may comment on the activities and even make suggestions, but they will not directly join the play.

73
Q

What is parallel play?

A

Children play alongside each other, using similar toys, but do not directly act with each other.

74
Q

What is associative play?

A

Children will interact with each other and share toys, but are not working toward a common goal.

75
Q

What is cooperative play?

A

Children are interacting to achieve a common goal. Children may take on different tasks to reach that goal. (e.g., Hide and seek, basketball)

76
Q

What are the clinical implications of constructivist theory?

A
  • Practitioners observe children’s play behaviors to gauge children’s general cognitive ability and level of representational thought
77
Q

According to him, language is a means of making social connections and communicating ideas. A child’s interactions with adults and more able peers as the key to their overall development.

A

Lev Vygotsy

78
Q

What are the terms related to social interactionist theory?

A

Infant-directed talk
Scaffolding
ZPD

79
Q

What is infant-directed talk? Also know as?

A
  • Refers to the characteristics of child-directed communication that enhance an infant’s ability to learn language.
  • AKA motherese
80
Q

What is coordinating attention? What theory is this under?

A
  • Adults follow an infant’s focus of attention and match their communication to the child’s eye gaze.
  • Social interactionist theory.
81
Q

What is scaffolding?

A

Scaffolding refers to adult support that allows a child to engage in a challenging activity (e.g., modeling the correct response.)

82
Q

What is ZPD (Zone of proximal development)?

A

The ZPD is the competence that a child demonstrates with minimal assistance.

83
Q

What are the clinical implications of social interactionist theory?

A

The theory encourages the incorporation of children’s caregivers into intervention programs and to work with children in their homes and classrooms to build social interactions.

84
Q

What is the emergentist theory?

A
  • Language learning is an interconnected system that involves more than a person’s genetic makeup, environment or the neural connections that develop as a child is exposed to the environment
  • It is a complex open system where the child’s biology must adapt to the environment
  • The child must be an active user and processor of language input.
85
Q

What age is the baby expected to coo?

A

3 months

86
Q

What age is the baby expected to babble?

A

6 months

87
Q

What age is the baby expected to imitate?

A

9

88
Q

What age is the baby expected to have 1-2 words

A

12 months

89
Q

What is discourse? It must have?

A
  • Discourse is a structural unit larger than the sentence.
  • So, it involves more than one sentence. These sentences must be contingent and coherent.
90
Q

Functions children are able to use by the time they begin discourse

A
  • Instrumental (Requesting for items)
  • Regulatory (Giving commands e.g., open the door)
  • Interactional (Social interaction e.g., hi, hello)
  • Personal (Expressive yourself e.g., i really like this)
  • Heuristic (Asking information)
  • Informative (Providing information)
  • Imaginative (Saying stories e.g., I had a dream last night…) (I R.I.P HEAVEN IS INEVITABLE)
91
Q

What are narratives?

A
  • According to Engel, it is an account of experiences or events that are temporally sequenced
  • What we use to understand, remember, and recount experience (Franke, 2006)
92
Q

What are Applebee’s Six levels?

A
  • Heaps (2 years)
  • Sequences (2-3 years)
  • Primitives (3-4 years)
  • Unfocused Chains (4-4 ½ years)
  • Focused chains (5 years)
  • True narratives (6-7 years)
93
Q

What is chaining?

A
  • When the story develops a sense of time.
  • There is an order that occurs: temporal or logical order
  • Sequencing of events that share attributes and lead directly from one to another
94
Q

What is centering?

A
  • Parts of the story cluster around a central idea
  • Links may be based on: similarity (perceptual observed attributes) and complementary (abstract, logical attributes)
95
Q

What is heaps?

A

Occurs at 2 years old
- Collection of UNRELATED ideas
- NO relationship or organization
- Child switches between topics freely
- Present progressive or present tense
- No centering or chaining

96
Q

What are sequences?

A

2-3 years
- Includes: character, topic, OR setting (only one of these)
- Elements are linked by arbitrary commonalities
- Usually no ending
- There is centering but no chaining

97
Q

What are primitive narratives?

A

3-4 years
- Character, topic, setting, more than one
- Child interprets or predicts
- Recognition and labeling facial expressions, body posture
- Sentences linked to main theme but not each other
- There is centering but no chaining or plot

98
Q

What’s unfocused chains?

A

4-4 ½ years old
- No central character or topic
- No plot or story theme
- There is sequence of events
- Events linked in logical or cause-effect relationships
- Seldom produce by children
- There is no centering but there is chaining

99
Q

What are focused chains?

A

5 years
- Central character and logical sequence of events
- No strong plot
- Weak or no ending
- Characters and actions seldom lead to attainment of goal
- There is centering and chaining

100
Q

What are true narratives?

A

6-7 years
- True plot, character development, sequence of events
- Focused on incident
- Problems resolved at the end
- Intentions or goals of characters dependent of attributes and feelings
- There is centering and chaining

101
Q

What are the story grammar elements?

A
  • Setting
  • Initiating event or problem
  • Internal response
  • Attempt
  • Consequence
  • Resolution
  • Ending
102
Q

What are the four major aspects of communicative competence?

A
  • Developing speech acts
  • Emerging conversational skills
  • Adjusting language to social context
  • Extended discourse

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