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SLP > SLD- Ch 1 And 2 > Flashcards

SLD- Ch 1 And 2 Flashcards

1
Q

COMMUNICATIVE COMPETENCE

A

WHEN A SPEAKER IS SUCCESSFUL IN COMMUNICATING INFORMATION

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2
Q

LINGUISTIC FEATURES

A

SPEECH AND LANGUAGE, READING AND WRITING, SIGN

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3
Q

EXTRALINGUISTIC FEATURES

A

PARALINGUISTIC, METALINGUISTIC, NONLINGUISTIC

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4
Q

PHONEMES

A

SPECIFIC SOUNDS

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5
Q

LANGUAGE

A

A SOCIALLY SHARED CODE OR SYSTEM FOR REPRESENTING CONCEPTS THROUGH THE USE OF ARBITRARY SYMBOLS AND RULE-GOVERNED COMBINATIONS OF THOSE SYMBOLS

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6
Q

NONLINGUISTIC CUES

A

GESTURES, BODY POSTURE, FACIAL EXPRESSION, EYE CONTACT, HEAD AND BODY MOVEMENT, AND PHYSICAL DISTANCE OR PROXEMICS CONVEY INFO WITHOUT USE OF LANGUAGE

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7
Q

METALINGUISTIC ABILITIES

A

READING AND WRITING

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8
Q

PARALINGUISTIC ELEMENTS, SUPRASEGMENTAL DEVICES

A

ADD “ATTITUDE” AND “EMOTION” TO VERBAL

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9
Q

INTONATION

A

USE OF PITCH FOR MEANING

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10
Q

STRESS

A

FOR EMPHASIS; CHANGES THE MEANING

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11
Q

METALINGUISTIC SKILLS

A

THE ABILITY TO CRITICALLY THINK ABOUT AND ANALYZE LANGUAGE

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12
Q

GENERATIVE

A

SPEAKERS CREATE OR GENERATE MEANINGFUL UTTERANCES BASED ON THE RULES

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13
Q

PHONOLOGY

A

CONCERNED WITH THE RULES GOVERNING THE STRUCTURE, DISTRIBUTION, AND SEQUENCING OF SPEECH SOUNDS AND SYLLABLES

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14
Q

PHONEME

A

SMALLEST LINGUISTIC UNIT OF SOUND THAT CAN SIGNAL A DIFFERENCE IN MEANING; ENGLISH HAS 43

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15
Q

ALLOPHONES

A

DIFFER SLIGHTLY BUT ARE STILL RECOGNIZED AS THE SAME PHONEME

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16
Q

MORPHOLOGY

A

THE INTERNAL ORGANIZATION/STRUCTURE OF WORDS

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17
Q

MORPHEMES

A

SMALLEST, INDIVISIBLE, GRAMMATICAL UNIT

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18
Q

FREE MORPHEMES

A

WORD THAT CAN STAND ALONE (I.E., CHAIR, PAPER, WALK, WAVE, ETC.)

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19
Q

BOUND MORPHEMES

A

PREFIX/SUFFIX THAT MUST BE ATTACHED TO A FREE MORPHEME (I.E., UN, PRE, NON, ING, ED, S, ETC.)

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20
Q

DERIVATIONAL

A

PREFIX/SUFFIXES CAN CHANGE THE GRAMMATICAL CLASS OF A FREE MORPHEME (I.E. FAST, ADJECTIVE; FASTING, A VERB)

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21
Q

INFLECTIONAL

A

SUFFIXES ONLY, CHANGE THE STATE OF A WORD (I.E., WALK VS. WALKED)

22
Q

SYNTAX

A
  • RULES FOR SENTENCE STRUCTURE AND GRAMMATICAL ORDER
  • ESTABLISHES CORRECT/INCORRECT SENTENCE STRUCTURE
  • ORGANIZED BY FUNCTION (I.E., STATEMENTS VS. QUESTIONS
23
Q

SEMANTICS

A

DEALS WITH THE MEANING OF WORDS AND WORD COMBINATIONS

24
Q

SEMANTIC FEATURES

A

CHARACTERISTICS THAT ARE TRUE OF A WORD/CONCEPT

25
Q

SEMANTIC RESTRICTIONS

A

FEATURES THAT ARE NOT RUE AND PROHIBIT OR RESTRICT THEIR USE

26
Q

DISTINCTIVE FEATURE ANALYSIS

A

WORD FEATURES ARE DESCRIBED AS BEING PRESENT/TRUE (+) OR ABSENT/UNTRUE (-)

27
Q

PRAGMATICS

A

THE STUDY OF LANGUAGE IN CONTEXT; A COMMUNICATIVE TOOL FOR MEETING SOCIAL NEEDS, INTENTIONS; SOCIALLY ACCEPTABLE PRACTICE

28
Q

ACCENT

A

PRONUNCIATION OR SPEECH CHARACTERISTICS OF A LANGUAGE, INCLUDING PROSODY

29
Q

DIALECT

A

LANGUAGE AND SPEECH DIFFERENCES; THE RESULT OF THE ENVIRONMENTAL MODELS CHILDREN ARE EXPOSED TO

30
Q

Generative or Nativist approach

A

assumes that children are able to acquire language because they are born with innate rules or principles related to structures of human languages; assume it is impossible for children to gain linguistic knowledge from the environment because input is limited and full of errors and incomplete information.

31
Q

language acquisition device (LAD)

A

Assumption that language is a universal human trait, present in each human at birth in a location of the brain; Chomsky

32
Q

Roger Brown

A

determined that none of the GENERATIVE OR NATIVIST models explained language development; no evidence that children used, or even needed, adult‐like linguistic categories and rules to acquire language

33
Q

semantic‐cognitive basis

A

Linguists concluded that universal grammar did not account for acquisition of all languages

34
Q

semantic‐syntactic

A

children’s early language correspond closely to categories of infant and toddler sensory‐motor cognition

35
Q

Constructionist or Empiricist Theory

A

Children learn linguistic knowledge from their environment. NURTURE; Language is composed of constructions or symbol units that combine form and meaning through the use of morphemes, words, idioms, and sentence frames; Skinner

36
Q

linguistic constructions

A

Children rely on general cognitive mechanisms.

37
Q

child directed speech

A

A parent’s adapted way of speaking to a child

38
Q

intention‐reading

A

attempt to understand the communicative significance of an utterance

39
Q

pattern‐finding

A

create the more abstract dimensions

40
Q

Emergentism

A

Language acquisition is a cognitive process not completely explained by either theory; Language as a structure developed from existing interacting patterns in the human brain

41
Q

Observer paradox

A

absence of an observer may result in unusable data, but the presence of an observer may influence the language obtained

42
Q

Quantitative measures

A

tests, discrete skills, numbers of data

43
Q

Qualitative measures

A

language sample, observation, +/- skills, pragmatics

44
Q

universality

A

attempt to determine which aspects of language appear in all languages.

45
Q

linguistic specificity

A

attempt to determine whether development is the result of universal cognitive development or unique linguistic knowledge

46
Q

Studies of relative difficulty

A

look for language development differences that may be explained by the ease or difficulty of learning structures and forms in different languages.

47
Q

Studies of acquisitional principles

A

try to find underlying language‐learning strategies used in different language learners

48
Q

Linguist

A

describes language symbols and how rules for the symbols form structures

49
Q

Psycholinguist

A

study how people form and understand language

50
Q

Sociolinguist

A

studies rules and function of language against SEC, Culture, etc. and empathizes why social interactions are important to language development

SLP (10 decks)

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