Roseberry KO

Question 1

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

Answer 1

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

Question 2

communication

Answer 2

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

Question 3

communicative competence

Answer 3

occurs when speakers effectively influence their listeners behaviors

Question 4

most human interactions…

Answer 4

have an underlying agenda

Question 5

Nonverbal communication

Answer 5

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

Question 6

verbal communication

Answer 6

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

Question 7

Extralinguistic Aspects of verbal communication

Answer 7

prosody-melody, stress, rhythm, intonation

proxemics-use of interpersonal space in communication

Question 8

Speech

Answer 8

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

Question 9

phonology

Answer 9

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

Question 10

linguistics

Answer 10

study of language

Question 11

sociolinguistics

Answer 11

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

Question 12

Developmental linguistics

Answer 12

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

Question 13

Language

Answer 13

-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

Question 14

expressive language

Answer 14

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

Question 15

Receptive Language

Answer 15

• comprehension, decoding, and reception

- listening and/or reading

Question 16

linguistic competence

Answer 16

• refers to our hypothetical, unconscious linguistic ability

- represents speakers’ idealized, underlying knowledge of their language

Question 17

linguistic performance

Answer 17

• refers to a speaker’s production of linguistic units

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

Question 18

Semantics

Answer 18

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

Question 19

Semantic involves

Answer 19

Word knowledge:ability to define a word verbally

World knowledge-actual physical experience with something

Question 20

Paul and Norbury 2012

Answer 20

language impaired children-small vocabularies

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

Question 21

word relations in semantics

Answer 21

antonyms

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

Question 22

In therapy for LI (language impaired) students

Answer 22

-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

Question 23

Semantics also involves a child’s knowledge of

Answer 23

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.

Question 24

The new Common core state standards

Really emphasize knowledge of words with ________ meanings.

Answer 24

multiple.

Question 25

Pragmatics

Answer 25

- practical use of language in social interaction | - focuses on the speaker's achieving a practical outcome through using language as a tool.

Question 26

Speaker and listener roles differ due to social context

Answer 26

social context-roles assumed by individual speakers. - how informal or formal the situation is. - we base our conversations on the status of interlocators.

Question 27

Justice and Redle 2014 state that...

Answer 27

- Children need to develop ability to switch, register, or variety of speech appropriate to a particular situation. - ability to switch among registers-code switching.

Question 28

2 types of speech acts

Answer 28

-Indirect:implies several possible interpretations. -discourse is a conversation Direct Speech Act-only has one interpretation "please pass the butter"

Question 29

discourse

Answer 29

conversation: extended verbal exchange on some topic

Question 30

discourse involves

Answer 30

- topic initiation - topic maintenance - turn taking - repairs (restating when someone doesn't understand)

Question 31

Discourse also involves

Answer 31

cooperation principle - appropriate quanitity of information - relevant to topic - truthful - delivered in a clear, understandable manner

Question 32

Morphology

Answer 32

- 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

Question 33

Types of Free Morphemes

Answer 33

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

Question 34

Types of Bound Morphemes

Answer 34

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.

Question 35

Derivational Morphemes

Answer 35

-Change the grammatical class of the free morpheme to which they are attached. Thoughtful (adj.)=>thoughtfully (adv.) calculate (verb)=>calculation (noun)

Question 36

In Teacher's language

Answer 36

Inflectional morphemes appear before derivational morphemes

Question 37

The new common core state standards | Really emphasize morphological _________ skills.

Answer 37

selfless

Question 38

Syntax

Answer 38

1. Definition Specifies rules for sequencing or ordering words to form phrases and sentences Deals with rules for word order in a language

Question 39

declarative, imperative.

Answer 39

-Declarative: affirmative statement. "This class is the bomb." -imperative: omits subject of sentence, sounds commanding. "call this class the bomb."

Question 40

Exclamatory, Passive, Interrogative, Negative

Answer 40

``` 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." ```

Question 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.

Answer 41

- 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.

Question 42

Hayiou-Thomas, Dale, & Plomin (2014) Journal of Speech, Language, and Hearing Research (June issue)

Answer 42

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?

Question 43

Findings of Hayiou-Thomas et al.

Answer 43

- Parents of young children more concerned about speech than language. - Children with language problems at age 4 had problems at 12 years of age.

Question 44

Our job as SLPs

Answer 44

is to help children develop their language to its fullest potential.