Roseberry KO Flashcards

1
Q

why is all of the information about child language development important?

A

because we need to recognize typical and atypical behavior so we can intervene as early as possible in children’s lives.

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2
Q

communication

A

the process of sending and receiving messages that serve to transmit information that between persons or groups.

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3
Q

communicative competence

A

occurs when speakers effectively influence their listeners behaviors

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4
Q

most human interactions…

A

have an underlying agenda

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5
Q

Nonverbal communication

A
  • does not rely on use of words.
  • conveys ideas through other behaviors
  • eye contact, facial expression
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6
Q

verbal communication

A
  • involves the use of words to exchange ideas
  • auditory-oral-spoken language
  • visual-graphic-written, pictures, gestures (gestures that are systematic sign language
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7
Q

Extralinguistic Aspects of verbal communication

A

prosody-melody, stress, rhythm, intonation

proxemics-use of interpersonal space in communication

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8
Q

Speech

A

-physical production of sounds to communicate meaning through neuromuscular control of the structures of the vocal tract.
involves articulation, voice resonation, and fluency

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9
Q

phonology

A
  • study of the sound systems of a language
  • we have the IPA
  • english orthorgraphy is problematic
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10
Q

linguistics

A

study of language

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11
Q

sociolinguistics

A

-attempts to describe language variations based on social and cultural variables

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12
Q

Developmental linguistics

A

-attempts to describe the nature of emerging language in children’s language acquisition

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13
Q

Language

A

-the system of arbitrary verbal symbols that speakers put in order according to a conventional code to communicate ideas and feelings or to influence the behavior of others

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14
Q

expressive language

A

-production, expression,encoding
-speaking and/or writing
symbols on an AAC communication or Ipad.

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15
Q

Receptive Language

A
  • comprehension, decoding, and reception

- listening and/or reading

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16
Q

linguistic competence

A
  • refers to our hypothetical, unconscious linguistic ability

- represents speakers’ idealized, underlying knowledge of their language

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17
Q

linguistic performance

A
  • refers to a speaker’s production of linguistic units

- influenced by limitations such as fatigue, memory lapses, distractions, illness, etc.

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18
Q

Semantics

A

-study of meaning
-lexicon: all morphemes a speaker knows (free and bound)
Vocabulary: collection of words learned by someone

19
Q

Semantic involves

A

Word knowledge:ability to define a word verbally

World knowledge-actual physical experience with something

20
Q

Paul and Norbury 2012

A

language impaired children-small vocabularies

  • use many nonspecific words like “thing” and “stuff”
  • word retrieval problems
21
Q

word relations in semantics

A

antonyms

  • binary antonyms-no middle ground (alive vs. dead)
  • gradable antonyms:represent 2 different points on a continuum (attractive vs homely)
22
Q

In therapy for LI (language impaired) students

A

-teach synonyms-take a word they know and give them a more sophisticated way to say it.
-tired=fatigued
movie star=celebrity
tasty=delicious
fancy nancy app

23
Q

Semantics also involves a child’s knowledge of

A

words with multiple meanings (rock, pound)

  • deictic words whose referents change depending on who is speaking (this that, there, here)
  • categories-mental constructs that allow a child to group similar words together.
24
Q

The new Common core state standards

Really emphasize knowledge of words with ________ meanings.

25
Pragmatics
- practical use of language in social interaction | - focuses on the speaker's achieving a practical outcome through using language as a tool.
26
Speaker and listener roles differ due to social context
social context-roles assumed by individual speakers. - how informal or formal the situation is. - we base our conversations on the status of interlocators.
27
Justice and Redle 2014 state that...
- Children need to develop ability to switch, register, or variety of speech appropriate to a particular situation. - ability to switch among registers-code switching.
28
2 types of speech acts
-Indirect:implies several possible interpretations. -discourse is a conversation Direct Speech Act-only has one interpretation "please pass the butter"
29
discourse
conversation: extended verbal exchange on some topic
30
discourse involves
- topic initiation - topic maintenance - turn taking - repairs (restating when someone doesn't understand)
31
Discourse also involves
cooperation principle - appropriate quanitity of information - relevant to topic - truthful - delivered in a clear, understandable manner
32
Morphology
- the study of minimal, meaningful units of language - morphemes are the smallest elements of language that early morning - free morphemes stand alone - bound morphemes must be attached to free morphemes to carry meaning -ing, -er, -ed,-s
33
Types of Free Morphemes
Grammatical morphemes/function words: is , the of, and a, but (kids with language impairment don't say them) -lexical morphemes/content words: words that carry the "meat" For example: cloud, university, taco, student, Harry potter, run, walk, write, funny, crazy, blue
34
Types of Bound Morphemes
Inflectional :alter the meaning of the free morpheme to which they are attached without deriving a new grammatical category -usually these are suffixes (p.27) such as plural -s, possesive -s, past tense -ed, etc.
35
Derivational Morphemes
-Change the grammatical class of the free morpheme to which they are attached. Thoughtful (adj.)=>thoughtfully (adv.) calculate (verb)=>calculation (noun)
36
In Teacher's language
Inflectional morphemes appear before derivational morphemes
37
The new common core state standards | Really emphasize morphological _________ skills.
selfless
38
Syntax
1. Definition Specifies rules for sequencing or ordering words to form phrases and sentences Deals with rules for word order in a language
39
declarative, imperative.
-Declarative: affirmative statement. "This class is the bomb." -imperative: omits subject of sentence, sounds commanding. "call this class the bomb."
40
Exclamatory, Passive, Interrogative, Negative
``` exclamation points !!! This class is amazing!! Can't wait for vacation!! -Passive=subject of sentence is being acted upon. "This class is called the bomb by the students." -interrogative=forms a question "is this class the bomb?". Negative=contradicts an assertion. "this class is not the bomb." ```
41
McCormack et al., 2011 “A nationally representative study of the association between communication impairment at 4-5 years and children’s life activities” Journal of Speech, Language, and Hearing Research, 54, 1328-1348.
- Australian longitudinal study of 4, 329 children - Children identified with communication impairments at 4-5 years performed significantly more poorly than typically developing children when they were 7-9 years on all language measures.
42
Hayiou-Thomas, Dale, & Plomin (2014) Journal of Speech, Language, and Hearing Research (June issue)
Longitudinal study of 2,923 twin pairs in the United Kingdom Questions: 1) Were parent referrals accurate? And 2) did language problems at age 4 predict language problems at age 12?
43
Findings of Hayiou-Thomas et al.
- Parents of young children more concerned about speech than language. - Children with language problems at age 4 had problems at 12 years of age.
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Our job as SLPs
is to help children develop their language to its fullest potential.