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SLP PRAXIS > Typical Development > Flashcards

Typical Development Flashcards

1
Q

Perlocutionary period

A

0-8 months, consists of: reflexive vocalizations, cooing, vocal play, and babbling

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2
Q

Illocutionary period

A

9-12 months, consists of: emergency of speech patterns, speaker becomes INTENTIONALLY communicative

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3
Q

Average Number of Words @ 12 months

A

first few words

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4
Q

Average Number of Words @ 18 months

A

50

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5
Q

Average Number of Words @ 24 months

A

200-300

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6
Q

Average Number of Words @ 3 years

A

1, 000

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7
Q

When is situational code switching developed?

A

4-5 years old

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8
Q

Presbycusis

A
  • age-related, sensorineural hearing loss

- high frequency loss due to hair cell damage

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9
Q

Presbyopia

A
  • age-related vision loss

- farsightedness, treatment is typically reading glasses

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10
Q

Presbyphonia

A
  • age-related voice changes
  • pitch and voice quality changes: voice becomes weaker and more breathy
  • males –> more high pitch
  • females –> more low pitch
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11
Q

Presbyphagia

A
  • age-related swallow changes
  • decreased strength overall: decreased lingual pressure, slower swallow response
  • laryngeal penetration more frequent
  • decreased sensation or loss in taste
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12
Q

White & gray matter changes in typical geriatrics population

A
  • white matter: cortical changes, more lesions

- gray matter: volume loss, may begin to decrease after age 20

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13
Q

Receptive vs. Expressive Language

A
  • Receptive: listening and reading (comprehension), developed BEFORE expression
  • Expressive: speaking and writing (production), how someone expresses wants/needs
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14
Q

Form-Content-Use

A

Framework of Language as a whole.

  • Form = phonology, syntax, morphology
  • Content = semantics
  • Use = pragmatics
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15
Q

Nature vs. Nurture Theories of Development

A

Nativist (nature): Chomsky, language is innate and we are born with a language acquisition device (LAD)
Constructionist (nurture): environment is a major role in guiding language, there is no processor in brain specific to language

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16
Q

Cognitive Language Theory (Piaget)

A
  • Children learn language like other cognitive skills (concepts first, THEN language)
  • Language is only possible because of cognition and other intellectual processes
  • Observe child in play to determine level of representational thought
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17
Q

Semantic Theory (Filmore, Bloom)

A
  • Interpretation of messages requires consideration of meaning
  • acquisition is stimulated by the child’s desire to communicate and know things
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18
Q

Behavioral Theory (Skinner)

A
  • Children learn language through conditioning (only what they are exposed to)
  • stimulus-response drives language acquisition
  • drill and practice - reinforcement
19
Q

Social Interactionism

A
  • encourage social interactions

- driven by the desire to communicate and connect

20
Q

Emergentist Theory

A
  • data and pattern driven, child’s ability to use cues develops over time
  • a neurologically based theory
21
Q

Critical Period Hypothesis (CPH)

A

Full native competence is possible when acquiring a language. Overall early childhood to adolescence. Critical age is 5-7 years old.

22
Q

Extralinguistic communication

A

involves metalinguistics, paralinguistics, and nonlinguistic cues

23
Q

Components of Speech

A
  • respiration: inhalation and exhalation
  • phonation: creation of voice sounds caused by rapid vibration of VFs when air passes between them
  • resonation: phonation is enhanced by the air-filled cavities
  • articulation: shaping and manipulating voice phonation into distinct sounds –> words
24
Q

Consonant Features

A

Voice: Activity of vocal cords; can be voiced, voiceless
Place: point of contact where sound is produced; can be labial, labio-dental, linga-dental, alveolar, palatal, velar, glottal
Manner: configuration/interaction between articulators; can be stop, fricative, affricate, nasal, liquid, glide

25
Q

Source-filter Theory

A
  • sound source filtered or shaped by resonant properties of vocal tract
  • sound source –> filter –> speech sounds
26
Q

Sonorants

A

produced with uninterrupted air

e.g. nasals, liquids, glides + vowels

27
Q

Consonantal

A

partial or complete obstruction of airflow

e.g. consonant sounds

28
Q

Continuants

A

flow of air is not blocked in oral cavity

e.g. anything other than a stop (includes vowels)

29
Q

Sibilants

A

high-frequency sounds

e.g. fricative consonants like /s,z/, “sh”

30
Q

Stridents

A

produced by forcing air through a small opening

e.g. fricatives and affricates

31
Q

Obstruents

A

produced by some type of air obstruction

e.g. fricatives or stops

32
Q

Nasals

A

lower velum + air flow through nasal cavity with closure of oral cavity
e.g. /m,n/ and “ng” sound

33
Q

Semi Vowel

A

constriction in vocal tract, no turbulence (AKA somewhere between a vowel and consonant)
e.g. /w/ or /j/

34
Q

Stops

A

complete vocal tract closure; pressure builds up –> sudden release of constriction
e.g. /t,d/ /k,g/ /p,b/

35
Q

Fricative

A

Air through small whole or gap in the mouth

e.g. /f,v/, /s,z/, /h/ “th” and “sh” sound

36
Q

Affricates

A

sudden release of constriction, turbulence noise (like combining a stop with a fricative)
e.g. d͡ʒ and tʃ

37
Q

Liquids

A

tongue produced partial closure in mouth

e.g. /r/ and /l/

38
Q

Glide

A

consonants with no stop or friction

e.g. /w/ /j/

39
Q

Labial

A

obstruction at the lips

e.g. /p,b/ /m/

40
Q

Alveolar

A

top of tongue to hard ridge behind upper front teeth

e.g. /t,d/ /n/

41
Q

Palatal

A

front part of tongue to/near hard palate at roof of mouth

e.g. /j/

42
Q

Velar

A

back of tongue to/near velum

e.g. /k,g/ “ng” sound

43
Q

Physiological continuum of speech sounds

A

vowels & dipthongs –> liquids & glides –> nasals –> stops, fricatives, & affricates

SLP PRAXIS (4 decks)

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