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CD > Week 5 > Flashcards

Week 5 Flashcards

1
Q

What is language?

A

a socially shared code, rule-governed symbolic system for representing concepts

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2
Q

What is verbal language?

A

auditory comprehension and verbal expression

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3
Q

What is written language?

A

requires reading comprehension and written expression

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4
Q

Waht is sign language?

A

comprehension and expression

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5
Q

What is Alternative and Augmentative Communication?

A

comprehension and expression with use of a microphone

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6
Q

What kind of processing is language?

A

cognitive, NOT motor processing

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7
Q

What part of the brain is involved with metaphors, gestalt (reasons for things), interpreting intonation patterns/prosody?

A

the right perisylvian area (NON-DOMINANT SIDE)

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8
Q

What is PECS?

A

a picture exchange communication system, helpful for people with language disabilities

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9
Q

What is syntax?

A

grammar, or grammatical rules which govern how words are combined in any given language

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10
Q

What is a morpheme?

A

the smallest meaningful unit in a language

e.g., walk

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11
Q

What is a bound morpheme?

A

a morpheme which must be combined with anotehr root word

e.g., -ing, -s, -er

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12
Q

What is morphology?

A

the study of the rules which govern how morphemes are combined
e.g., word order, etc.

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13
Q

What are semantics?

A

the MEANING base of language

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14
Q

What are pragmatics?

A

HOW language is used socially to communicate with others - how it functions

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15
Q

What is morphosyntax?

A

a combo word of word order with grammar (they tend to overlap)

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16
Q

What composes language?

A

form, use, and content

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17
Q

What is form in language/

A

phonology, morphology, and syntax

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18
Q

What is use in language?

A

pragmatics

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19
Q

What is content in language?

A

semantics

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20
Q

Where is morphosyntax in language?

A

at the interchane of the three parts of language - form, use, and content (FUC)

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21
Q

What is the most important nature in languagae associated with autism spectrum disorder?

A

the use of language, or pragmatics

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22
Q

What are the classifications of language disabilities?

A

primary and secondary, vs. developmental and acquired

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23
Q

What is SLI?

A

a specific language impairment ONLY, nothing else

e.g., recognizing certain consonants (form, content, or use)

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24
Q

What other challenges are often associated with language impairment?

A

intellectual disabilities, ASD, hearing loss, etc.

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25
Q

What category do SLI or language impairments associated with other challenges classified as?

A

a primary or secondary disability

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26
Q

What is an example of a developmental language disability?

A

one that is congenital/present at birth

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27
Q

What is the opposite of a developmental disability?

A

an acquired disability

e.g., one as a CVA or TBI

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28
Q

What is TBI?

A

traumatic brain injury, which is associated with language disabilities

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29
Q

What is CVA?

A

cerebrovascular accident, or a stroke, which is often associated with language disabilities

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30
Q

Where are these disorders categorized?

e.g., intellectual developmental disorder, communication disorder, ASD, and specific language disorder

A

the Diagnostic and Statistical Manual of Mental Disorders - 5 (or DSM-5)

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31
Q

What disorder is the main focus of SLP?

A

speech sound disorder (phonological processes, dyspraxia, or dysarthria)

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32
Q

What is NOT associated with communication disorders (re: type of syndrome)

A

Asperger’s Syndrome, without repetition of behaviours

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33
Q

dWhat are the three secondary conditions associated with language impairment?

A

Hearing loss
Intellectual disabilities
Autism Spectrum Disorder

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34
Q

What is associated with hearing loss as a secondary condition with language impairment?

A 
conductive loss (mechanical)
sensorineural loss (whether hearing is perceived at all)
central hearing impairment
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35
Q

What is a disorder associated with central hearing impairment?

A

Landau-Kleffner Disorder

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36
Q

What is Landau-Kleffner Disorder?

A

a seizure disorder that is like ‘hearing the wind’ which is associated with an inability to INTERPRET phonology

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37
Q

What is associated with intellectual disabilities as a secondary condition with language impairment?

A

Global developmental delay, seizure disabilities, birth trauma, ideopathic

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38
Q

What is the most common Global Development Delay syndrome?

A

Down Syndrome

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39
Q

How do you determine Global developmental delay?

A

by getting a back-history from parents of the child, etc.

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40
Q

What is associated with ideopathic issues with intellectual disabilties?

A

myelination issues due to less development in the perisylvian areas, etc. which run in families

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41
Q

What runs in families that is associated with an inability to keep up with conversation?

A

an idiopathic condition that involves myelination issues likely in the perisylvian area

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42
Q

What previously was considered ASD in terms of language impairment?

A

Asperger Syndrome, and PDD-NOS

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43
Q

What is PDD-NOS?

A

a Pervasive Developmental Disorder - Not Otherwise Specified, one of the four autism spectrum disorders

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44
Q

What is involved with language impairment in terms of ASD?

A

it is associated more with pragmatics/using language than form or its content

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45
Q

What is Specific Language Impairment?

A

also known as SLI, it involves language delays (receptive and/or expressive) with no obvious underlying cause

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46
Q

What is usually diagnosed after 3 years old in terms of comprehension issues?

A

Specific Language Impairment (SLI)

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47
Q

Do the majority of “late talkers” catch up with their peers?

A

not necessarily, it’s more like 35 - 60%

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48
Q

Does SLI affect a lot of kids?

A

no, about 7% of 5 year-olds

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49
Q

Is SPI involved with diverse or specific symptomatology?

A

ironically, it’s associated with diverse ones

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50
Q

What are issues associated with vocabulary, morphosyntax, general word formulation, word retrieval and pragmatics associated with?

A

Specific Language Impairment

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51
Q

What is general formulation?

A

an inability to figure out word patterns to express self

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52
Q

What does figuring out the word patterns in language generally issues with?

A

working memory

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53
Q

If one has issues with expression, is comprehension issues a given?

A

no

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54
Q

If you have comprehension issues, do you have expression issues?

A

yes

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55
Q

What is an issue when people struggle socially for being off-topic due to slow interpretations in conversations?

A

issues with pragmatics/usage

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56
Q

What kind of global developmental delay is associated with low monospatial skills with language?

A

Williams Syndrome

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57
Q

What is the behaviourist approach to language development?

A

Associated with Skinner, it is the shaping and REINFORCEMENT of speech attempts

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58
Q

Who wrote VERBAL BEHAVIOUR in 1957?

A

B. F. Skinner, associated with learning by reinforcement

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59
Q

What is the major issue with Skinner’s approach to language development?

A

he considered babies “empty” vessels in which language would be inserted, rather than engaged learners

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60
Q

What approach is Chomsky associated with?

A

the nativist or innateness approach - language acquisition device specific to humans is used which cannot explain immediacy of language learning in social context

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61
Q

What is the LAD associated with?

A

the nativist approach to language development which is associated with Chomsky

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62
Q

What approach followed nativism?

A

the cognitive approach - focused on information processing,involving semantics, pragmatics, and focuses on language development mediated by the brain

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63
Q

What does the cognitive approach emphasize in learning?

A

info-processing through experience in learning

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64
Q

Is there a famous theorist associated with the cognitive approach?

A

naw

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65
Q

What approach of language development was popular in the 1980s?

A

the social approach, which suggests it is mediated by social experience, which emphasizes CONTEXT and pragmatics

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66
Q

What is involved with social experience in the social approach?

A

MEMORY

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67
Q

What inspired the biological approach?

A

kneuroimaging determining responses associated with development, with various language areas such as Broca’s area, etc.

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68
Q

What is the latest language development approach?

A

the biological approach (emphasis of neuroscience)

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69
Q

What are deficits in linguistic knowledge, limitations in general processing capacity, and

A

possible underlying causes of language development disorders

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70
Q

What is a problem with a deficit in linguistic knowledge?

A

some predictions hold for only a limited number of languages
e.g., issues with grammar

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71
Q

What is the most common underlying cause of language development issues?

A

limitations in GENERAL processing capacity, such as auditory memory capacity limitations, slower processing speed, etc.

72
Q

What underlying cause is more associated with ASD?

A

ljimitations in GENERAL PROCESSING CAPACITY

73
Q

What is a processing deficit in specific mechanisms?

A

differentiating consonants

74
Q

What computer program is used with a slow linguistic signal and increases volume in order to discriminate speech sounds?

A

Fast Forward

75
Q

What are deficits in working memory for phonological information associated with?

A

processing deficit in SPECIFIC mechanism

Gathercole and Baddeley, 1990

76
Q

What skills are associated with language development?

A

COGNITIVE
MOTOR
SOCIAL

77
Q

What do clinicians base children’s skills on for their language development?

A

their play

78
Q

Why is play used to base a child’s ability for language development?

A

if kids use play without pretending means that kids do not have the ability to use symbols to represent other things

79
Q

What are the stages of play development?

A
  • objects-related skills
  • means to an end skills (using a tool to complete a task - pushing a chair to a table to get a cookie)
  • representational skills - using imagination
80
Q

What is the order of skills for relating to objects?

A

reflexes
consistent use of objects (only put in mouth, etc.)
using objects for their different purposes
using function actions on objects
combining and creating representation actions on objects

81
Q

What is reflexive experience of objects referring to, and when does it occur in development?

A

babies have reflex-dependent actions that are used to enable their grasping, sucking for feeding, etc.

82
Q

When does reflexive experience of objects occur?

A

from birth to 4 months

83
Q

What is undifferentiated actions on objects, and when does it occur?

A

babies using consistent actions on objects, regardless of the type object, from month 4 to month 7

84
Q

What is exploration and differential actions on objects with different affordance properties, and when does it occur?

A

from 7 to 10 months babies show a preference to particular objects that are soft, etc.

85
Q

What are conventional or functional actions on objects, and when does it occur?

A

it begins a close to 1 years old (10 - 12 months), and it’s using objects for their intended purposes (e.g., brushing hair with brush)

86
Q

At what age can a parent determine whether most reflexes diminish to determine voluntary motor control, as opposed to involuntary motor control?

A

4 months onwards, and no control could be indicative of cerebral palsy

87
Q

Why is cerebral palsy so limiting?

A

it prevents volitional action from occurring, apart from reflexes which limit how a baby can determine his/her own actions

88
Q

What determines the development of means-ends skills?

A

1) reflexie experience of events
2) random actions producing results
3) direct means to ends
4) indirect means to ends
5) “tool use”

89
Q

What is “tool use” in development?

A

using items for their intended purpose in order to get about a third variable
(10+ months)
e.g., using language as a symbolic tool for communication

90
Q

What are indirect means to ends in development?

A

at 8 to 10 months, a baby looks at a parent when pointing at an item to get it

91
Q

What are the first 3 development of means-ends skills?

A 
reflexes
random actions
intentional actions
(also:
indirect means
tool use)
92
Q

Development of representational skills is associated with what 3 categories?

A

index
iconic
true sign

93
Q

What is a “true sign”?

A

a type of representational skill development that can represent an entity on perceiving a sign which has arbitrarily been assigned to it
e.g., associated the animal cat with the morpheme “cat”

94
Q

What category of development of representational skills is associated with pre-6 month year olds?

A

recognizing mother’s voice

95
Q

What is “iconic” representation?

A

representing an entity when looking at a symbol that is reminiscent of it
e.g., a DRAWING of a dog is a dog (vs. a dog’s tail is the family dog)

96
Q

when does index representation occur?

A

6 to 7 months old

97
Q

What occurs in the pre-intentional stages of sociolinguistic development?

A

reflexive behaviours that are reactive up to 4 months, and action without intention from 4 to 8 months

98
Q

At what stages do adults interpret meaning of communication in sociolinguistic development?

A

at reflexive/reactive and pre-intentional stages (parent infers without actually knowing)

99
Q

What occurs during the intentional stage of sociolinguistic development?

A

using symbols such as speech, non-symbolic movements such as pointing, as well as child intentionally communicates in order for the parent to try to interpret it

100
Q

If a baby is reaching for objects and finds a rattle which she shakes while sitting up, how old is she?

A

it is pre-intentional but not reflexive, so she is likely just about 8 months

101
Q

if a child plays with a toy and then looks at her dad to grab her a stuffed animal, how old is she?

A

since she is using indirect end-means and is intentionally playing with a toy, she is probably around 8 months

102
Q

What is at the top of the general assessment approaches?

A

a language screening

103
Q

What is at the bottom of the general assessment approaches?

A

ongoing evaluation through repeated sessions

104
Q

If a child has language concerns, what would you do first?

A

if a hearing test has already concluded it isn’t a hearing issue, I would undergo a language screening (looks for potential issues, rather than a full diagnostic)

105
Q

Following a language screening, what would be needed to determine next steps?

A

talking to the parent about the child’s case history

106
Q

Once you know what concerns the parent has with their child, what is next to do?

A

an informal observation would be helpful, particularly for autistic children

107
Q

When are standardized tests used?

A

following an informal observation to provide more “objective” results

108
Q

What is the key when assessing language development concerns?

A

ongoing data collection and practice

109
Q

What is needed for language comprehension and expression?

A 
knowledge of:
syntax
morphology
phonology
semantics
pragmatics
110
Q

What is morphology?

A

word inflections which change the meaning of the root word e.g., plurals, tenses, possession, etc.

111
Q

What is receptive vocabulary?

A

determining content (or pictureable words) vs. function (or worlds added to create a sentence)
e.g., cat
vs.
and, the

112
Q

What are bound morphemes?

A

those that change the nature of a content word

e.g., -ing to run = running

113
Q

What else is needed for word order?

A

understanding passive and active words

114
Q

What about sentences determines issues?

A

the in/ability to make compound, or even complex sentences

115
Q

What else is helpful in determining receptive language skills?

A

using idioms, and pragmatics for particular social settings

116
Q

What disorder is associated with issues using function words?

A

Broca’s aphasia

117
Q

When do babies begin using consonants?

A

6 to 7 months

118
Q

What is used in babbling?

A

CVCV

119
Q

What are holophrases?

A

phrases that are interpreted as one word by a child

e.g., o’erhere instead of over here

120
Q

What is telegrammatic language?

A

using mainly content words without many function ones

refers to telegrams using minimal words for less money

121
Q

What are English sentences composed of?

A

Subject
Verb
Object

122
Q

When does stuttering usually begin?

A

at around w to 3 years of age since complex sentences begin and they find it difficult doing the motor usage for them

123
Q

What is MLU?

A

Mean
Length of
Utterance
refers to the average number of morphemes per sentence

124
Q

What is a typical MLU for a 2 to 3 year old?

A

3.7 morphemes per sentence

125
Q

What is LARSP?

A 
Language 
Assessment
Remediation and 
Screening 
Procedure
126
Q

What kind of methods are information observation, language sampling, MLU, and LARSP?

A

FREEFIELD Methods

127
Q

What are standardized testing examples?
- receptive-expressive emergent language test
clinical evaluation of language fundaments
structured photographic expressive language test
LARSP

A

all except LARSP, or

Language Assessment, Remediation Screening Procedure is an example of the Freefield method, not standardized testing

128
Q

What is missing of this list of standardized testing for syntax and morphology?
receptive-expressive emergent language test
clinical evaluation of language fundaments
structured photographic expressive language test

A

preschool language scales

129
Q

How do you evaluate morpho-syntax?

A

look for understanding of things and production of things

130
Q

What type of evaluation is word retrieval?

A

morphosyntax expression

131
Q

What type of evaluation is increasing length of sentences (compound/complex sentences)?

A

morphosyntax comprehension

132
Q

What type of evaluation is general verbal formulation?

A

morphosyntax expression

133
Q

What type of evaluation is looking at changes in word order

e.g., active/passive voice, questions

A

morphosyntax comprehension

134
Q

How many steps are in LARSP?

A

5

135
Q

What is LARSP?

A

determining age-level of sentence structure, as well as determining morphemes at particular ages

136
Q

What are the ages for each stage of LARSP?

A 
1 = 0.9 - 1.5
2 = 1.5 - 2
3 = 2 - 2.6
4 = 2.5 - 3
5 = 3 - 3.6
137
Q

What is associated with dropping verbs?

A

vocabulary (understanding function and content words), tense consistency, verbal formulation

138
Q

What type of semantics are divided into standardized tests for vocabulary and Freefield observation?

A

receptive and expressive

139
Q 
What are these indicative of? 
turn-taking
initiating conversations
maintaining conversations
concluding conversations
interrupting appropriately
non-verbal skills
A

pragmatic skills

140
Q

What is needed for effective language ?

A

pragmatic language

141
Q

What are the three evaluations of pragmatics, and which is preferred and wh?

A 
structured tests (TOPL)
checklists
Freefield observation across many contexts since it is easily done
142
Q

What are the issues associated with TOPL?

A

kids know what to do, but usually can’t put it into practice

143
Q

What is TOPL?

A

Test
of
Pragmatic
Language

144
Q

What is poor word retrieval known as?

A

dysnomia

145
Q

What does slurring words associate with?

A

dysARTHRIA

146
Q

What is associated with word sequence issues?

A

dyspraxia

147
Q

What is Fragile X syndrome associated with?

A

usually pragmatic skills, verbal formulation and word retrieval challenges, and dysarthria and dysnomia

148
Q

What are some treatment approaches?

A

preventative services for at-risk children

149
Q

What is an example of a parental training program?

A

Hanen Early Language Parent Program

150
Q

What is a child-centred approach?

A

naturalistic play therapy

151
Q

What are augmentative alternative communication approaches?

A

using computers for non-verbalism, as well as sign language and picture exchange

152
Q

What are issues of “total communication”?

A

issues ith the development of neurocircuitry in the perisylvian area

153
Q

What are some approaches with dealing with total communication issues?

A

usingn prompts, pictures, actions, toys, and verbality

154
Q

What is associated with difficulty verbalizing?

A

dysarthria

155
Q

What is typically used with an individual with minimal verbality, like someone with Down syndrome?

A

sign language

156
Q

What carries sounds from the inner ear to the auditory cortex?

A

the auditory nerve (8)

157
Q

Whaht is another name for the auditory nerve (#8)/

A

vestibulocochlear nerve

158
Q

What methods of enervation are found in the auditory nerve to auditory cortex system?

A

acoustic, mechanical, electrical, and even chemical

159
Q

What kind of sound waves are picked up by the hair cells in the ear?

A

neural impulses

160
Q

What is acoustic energy?

A

wave energy

161
Q

What activates acoustic energy?

A

tympanic member (ear drum) transforms sound into waves that are transformed into mechanical energy in the middle ear

162
Q

What chain transfers mechanical energy to fluid energy?

A

the ossicular chain

163
Q

Where are the hair cells located and on what membrane and what do they transform into?

A

hair cells on the basilar membrance in the inner ear of the cochlea that transform fluid energy into electrical/neural energy

164
Q

What is the auditory processing disabilities model?

A

the Bellis/Ferre Model

165
Q

What are the primary subtypes of the Bellis/Ferre auditory model?

A

auditory decoding deficits
prosodic deficits
integration deficits

166
Q

What would be an example of auditory decoding deficits?

A

differentiation sound order

e.g., conservation vs. conversation

167
Q

What subtype are output-organization deficits associated with?

A

secondary subtypes of the Bellis/Ferre Model

168
Q

What is auditory processing not undersatnding with background noise associated with?

A

associative deficits

169
Q

What is the other type of auditory procesing disability according to the Bellis/Ferre Model?

A

auditory neuropathy

e.g., central deafness, or not being able to interpret language but can perceive the sounds associated with them

170
Q

Where is auditory neuropathy in auditory processing disabilities associated with?

A

the auditory cortex

171
Q

What is an example of a specific treatment approach for APD?

A

environmental control
direct therapy approaches
compensatory strategies

172
Q

Are receptive auditory problems associated with auditory processing disorders?

A

hell naw

173
Q

What did Bellis write about?

A

about the auditory processing disability (Bellis/Ferre Model)

174
Q

What did Crystal, Fletcher, and Garman write about?

A

Grammatical analysis of language disability

175
Q

What did McNeill write about?

A

The acquisition of language: the study of developmental PSYCHOLINGUISTICS

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