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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
SEMANTIC RESTRICTIONS
FEATURES THAT ARE NOT RUE AND PROHIBIT OR RESTRICT THEIR USE
26
DISTINCTIVE FEATURE ANALYSIS
WORD FEATURES ARE DESCRIBED AS BEING PRESENT/TRUE (+) OR ABSENT/UNTRUE (-)
27
PRAGMATICS
THE STUDY OF LANGUAGE IN CONTEXT; A COMMUNICATIVE TOOL FOR MEETING SOCIAL NEEDS, INTENTIONS; SOCIALLY ACCEPTABLE PRACTICE
28
ACCENT
PRONUNCIATION OR SPEECH CHARACTERISTICS OF A LANGUAGE, INCLUDING PROSODY
29
DIALECT
LANGUAGE AND SPEECH DIFFERENCES; THE RESULT OF THE ENVIRONMENTAL MODELS CHILDREN ARE EXPOSED TO
30
Generative or Nativist approach
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
language acquisition device (LAD)
Assumption that language is a universal human trait, present in each human at birth in a location of the brain; Chomsky
32
Roger Brown
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
semantic‐cognitive basis
Linguists concluded that universal grammar did not account for acquisition of all languages
34
semantic‐syntactic
children’s early language correspond closely to categories of infant and toddler sensory‐motor cognition
35
Constructionist or Empiricist Theory
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
linguistic constructions
Children rely on general cognitive mechanisms.
37
child directed speech
A parent’s adapted way of speaking to a child
38
intention‐reading
attempt to understand the communicative significance of an utterance
39
pattern‐finding
create the more abstract dimensions
40
Emergentism
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
Observer paradox
absence of an observer may result in unusable data, but the presence of an observer may influence the language obtained
42
Quantitative measures
tests, discrete skills, numbers of data
43
Qualitative measures
language sample, observation, +/- skills, pragmatics
44
universality
attempt to determine which aspects of language appear in all languages.
45
linguistic specificity
attempt to determine whether development is the result of universal cognitive development or unique linguistic knowledge
46
Studies of relative difficulty
look for language development differences that may be explained by the ease or difficulty of learning structures and forms in different languages.
47
Studies of acquisitional principles
try to find underlying language‐learning strategies used in different language learners
48
Linguist
describes language symbols and how rules for the symbols form structures
49
Psycholinguist
study how people form and understand language
50
Sociolinguist
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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