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2nd Repetition > Ped Lang Con 2 > Flashcards

Ped Lang Con 2 Flashcards

1
Q

What is language?

A

A system of patterns and symbols used to communicate. It is defined as the comprehension and/or use of a spoken, written and/or signed language.

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2
Q

What is content?

A

Also known as semantics
Lahey: content has to do with the meaning represented by language
Composed of the vocabulary and concepts

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3
Q

There are three primary categories of language content?

A

Objects (particular and classes of objects)
Relations between objects
Relations between events

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4
Q

What is the form?

A

The shape or sound of the units and its combination in a message. It can also pertain to the structure and organization of language.

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5
Q

What are the three broad categories of form?

A

Phonology (segmental and suprasegmental)
Morphology
Syntax

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6
Q

What is segmental?

A

Separate phonemes
Syllables

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7
Q

What is suprasegmental?

A

Stress
Intonation
Prosody

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8
Q

What is morphology?

A

Consists of words and inflections of the language?

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9
Q

What are content words?

A

Building blocks, can stand alone, convey some meaning

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10
Q

What are function words

A

The glue that holds the building blocks together. (e.g., prepositions, conjunctions, articles and pronouns)

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11
Q

What are grammatical inflections?

A

Modulates meaning of sentence regarding time, number, and relations

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12
Q

What is syntax?

A

Arrangement of words according to the meaning relations around them

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13
Q

What is linear structure?

A

Words have the same role or meaning whether alone or used in combination with others (e.g., more ball)

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14
Q

What is hierarchical structure?

A

Words can have a greater meaning when they are combined than when they are separate (e.g., mother ate)

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15
Q

What is use?

A

How language can be utilized
The reason why people communicate
Functions (Why people communicate) - transmitting ideas, sharing information, passing messages

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16
Q

There are two kinds of language use. What are they?

A

Personal (Intrapersonal) - comment, vocal play, problem solving
Social (interpersonal) - requesting object, obtain information

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17
Q

What is language delay?

A

Language development is normal in all ways except that it begins later than expected or proceeds more slowly than expected

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18
Q

What is language disorder?

A

Language disorder differs in the extent that a component of language is disrupted in the interaction with the other components

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19
Q

What is the language difference?

A

When a child has difficulty with their second language acquisition. This may depend on when they started learning the secondary language.

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20
Q

What is code-switching?

A

Switching or shifting from one language to another within a sentence

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21
Q

What is primary developmental language disorder?

A

Not associated with a known biomedical etiology, social emotional impairment, harmful environmental conditions or gross neurological deficit

22
Q

What is the form of a child with primary developmental disorder?

A

Omit morphosyntactic markers of grammatical tense in spontaneous speech where these morphemes are obligatory
Older children with DLD have problems producing wh-questions
“The woman is _______ on the saucepan” so they may omit obligatory verb arguments
Use fewer verb alterations (“the girl is opening the door” vs the door is opening)
Poor understanding of: passive constructions (e.g., the boy was kissed by the girl), embedded clauses (e.g., the boy chasing the horse is fat), pronominal reference (e.g., knowing who “him” refers to in the sentence “Mickey Mouse says Donal Duck is tickling him”)
Difficulty with locatives (e.g., the apple is on the napkin), datives (e.g., give the pig the goat)
Inconsistent in their application of grammatical knowledge
Problems with phonological processing

23
Q

How is the content affected with a person of primary developmental language disorder?

A

Impoverished vocabularies
Slow to learn new words
Difficulty retaining new word labels
Encode fewer semantic features
Require more exposure to novel words
Make naming errors
Difficulty with multiple meanings or flexible word knowledge
May have difficulty comprehending humor or figurative language
Difficulty learning verbs that may affect learning sentence structures

24
Q

How is the use affected with a person of primary developmental language disorder?

A

Skills are immature rather than qualitatively abnormal
Perform more poorly than age-matched peers on various measures of social understanding but not as extreme as ASD
Difficulties understanding and applying pragmatic rules
Initiating and maintaining conversational topic, requesting and providing clarification, turn taking, and matching communication style to the social context
Impaired emotion from nonverbal cues
Impaired thinking from another person’s perspective
Difficulties integrating language and context
Difficulty generating inferences in discourse, understanding figurative language
Difficulty in constructing coherent narratives

25
Q

What are language learning disorders?

A

Primarily reading, writing, and spelling
Students with LLDs have underlying weaknesses in their oral language base
Histories of delayed speech and/or language development
AKA reading disorder (poor readers whose weak language skills result in reading difficulty)

26
Q

What is learning disorder?

A

A disorder involved in understanding or in using language, spoken or written -> (-) listen, think, speak, read, write, spell, or do mathematical calculations –usually unknown etiology

27
Q

True or False. Not all learning disorders are dependent on language

A

True

28
Q

What is dyslexia?

A

A specific reading disorder that is neurobiological in origin
Difficulties with accurate and/or fluent word recognition, poor spelling, and decoding abilities
Result from a deficit in the phonological component of language
Deficit: phonological component

29
Q

Kids with dyslexia have problems with:

A

Problems in reading comprehension and reduced reading experience
Their primary difficulty is the phonological awareness, memory, and coding
The alphabetic principle–the understanding that words can be broken down into sounds and that letters stand for sounds that can be combined to produce words aka: to decode a print–this is ultimately affected.

30
Q

Specific comprehension deficits

A

Seen in children who typically have long-standing delays in oral language acquisition
Good word recognition
Difficulty comprehending language in any form
In middle grade, when their weak oral language skills are inadequate to support the more complex content they need to process in grade level reading material

31
Q

Children with LLD in general

A

Problem with both single-word reading and comprehension, and oral language
Stem from difficulties language domains, such as syntax, and semantics
Have a history of delayed speech and language development
Dyslexia is a specific subtype of the more general LLD

32
Q

Phonological characteristics of children with LLD

A

Higher prevalence of children (25%) with LLD to have delayed speech development
Reading outcomes are poorest with children with severe phonological disorders → Phonological awareness is the greatest predictor of literacy achievement in these speech delayed children
Reading difficulties in children are better predicted by their language skills rather than speech
Can be assessed with the use of phonologically complex, multisyllabic words and unfamiliar nonsense words

33
Q

School kids with LLD generally do not have obvious errors in their speech production. But they do have great difficulty with:

A

Speech perception
Phonological memory
Phonological awareness
Complex phonological production in difficult words
Repeating phonologically complex non-words
Problems with short-term memory tasks
Deficits are restricted to memory for verbal materials, no problems with non-verbal stimuli or environmental sounds

34
Q

Syntactic characteristics of school kids with LLD

A

Trouble understanding: relative clauses, passive voice, or negation
Longer-than normal time on comprehension strategies for processing passive sentences and those containing relative and adverbial clauses
Students with LLD will continue to use strategies based on expectations of the way things usually happen or on word order throughout the elementary years and beyond
Example: Before touching your toes, wiggle your fingers (the child with LLD will follow it as is)
Language output is considered “simple” or “immature” by adults
Fewer: complex sentences, less elaboration of noun phrases with multiple modifiers (“that big, red barn”), prepositional phrases and relative clauses “the house that’s in the country”
Less complex verb phrases, fewer adverbs, fewer auxiliary verb combinations
Longer sentences due to less complex forms
Lower rates of subordination, embedding, elaboration of phrases in speech and writing
LLD have basic, functional syntactic skills; less elaborated than those of age-mates
May not encode all the relevant information
They show reduced fluency, flexibility and productivity in their grammatical forms
Morphological problems also are common

35
Q

Semantic characteristics of school-aged children with LLD

A

Limited vocabulary: small vocabulary with frequent use of short words
Reading-based vocabulary acquisition: children with LLD often acquire more vocabulary through reading than conversation
Restricted word meanings: Knowledge of word meanings is limited
Difficulty with word association and categorization: poor connections between words and difficulty grouping words into semantic classes
Challenges understanding words with multiple meanings
Excessive reliance on nonspecific terms like “thing” and “stuff”
Problems with relational and abstract worlds. So there is difficulty with words that express relationships or abstract concepts
Confrontation naming
Word-finding difficulties
Oral directions
Figurative language

36
Q

What is secondary language impairment?

A

This is a language disorder that is associated with and may have been acquired due to factors as sensory or cognitive impairments
May be part of a syndrome

37
Q

What is intellectual disability?

A

Significant limitations both in intellectual functioning and in adaptive behavior
Deficits in intellectual function - Affect the child’s ability to reason, problem solve, think abstractly, and academic learning, etc.,

38
Q

The onset of intellectual and adaptive deficits is during the ______________

A

Developmental period

39
Q

What are the cognitive characteristics of someone with intellectual disability?

A

Similar development to typically developing children but slower trajectory
More pronounced deficits in executive functioning and working memory

40
Q

Language characteristics of someone with intellectual disability

A

One of the first signs of a child with ID is language delay.
Either in line with nonverbal mental age expectations
Impaired relative to cognitive achievements

41
Q

This is the most common genetic cause of ID, occurring in approximately 1 in 700 live births

A

Down’s Syndrome

42
Q

What are the language characteristics of a child who has down syndrome?

A

EL is much more affected (Expressive language is more impaired than Receptive Language)

43
Q

This is the deletion of approximately 25 genes on one copy of chromosome

A

William’s Syndrome

44
Q

True or False. A child with William’s Syndrome has more difficulty monitoring their own comprehension and asking for clarification. For narratives, they have more social evaluative statements and fewer cognitive inferences

A

True

45
Q

True or False. A child with William’s Syndrome’s reading comprehension is generally lower than word reading abilities.

A

True

46
Q

Deletion of approximately 25 genes on one copy of chromosome

A

William’s Syndrome

47
Q

This syndrome is characterized by: heart diseases, and connective tissue abnormalities. They are known as friendly and have the desire for social relationships. However, there are deficits in grammatical understanding, and a significant decline in vocabulary standard scores over the years.

A

William’s Syndrome

48
Q

Common signs of a child with Fragile X Syndrome

A

Elongated face
Long and prominent ears
Highly arched palate
Hypotonia
Flat feet
Hyperextensible finger joints
Macroorchidism

49
Q

Characterized by: core impairments in social communication and a restricted repertoire of interests and behavior.

A

Autism Spectrum Disorder

50
Q

A debilitating and chronic condition that affects the child’s ability to control attention and behavior

A

ADHD

51
Q

True or False. Vocabulary levels may be delayed even with adequate amplification

A

False. Vocabulary levels may be delayed but with adequate amplification may be typical

52
Q

There are global delays in fine and gross motor skills. May have mild to moderate ID. Expressive language is more impaired than receptive language and has poor speech intelligibility which can be attributed to their anatomy since they have low muscular tone and have macroglossia.

A

Down Syndrome

2nd Repetition (13 decks)

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