Chapter 10 Flashcards
Language
It’s what allows us to talk, read, write, understand what others say, and learn about the world.
Semantics
~\_\_\_\_\_\_
~Children who are talked to more by adults…\_\_\_\_
-Adults talk less
frequently with/to
children with CCN
~Individual with CCN’s external lexicon may not \_\_\_\_
-Others choose
vocabulary on \_\_\_
Meanings/understanding words and how they relate to one another
develop larger vocabularies
reflect internal lexicon
displays
Semantics
~Individuals with CCN rarely receive ____
~Less “convergence” between _____ in some graphic symbols sets/systems than others (explained more later)
~Individuals with CCN have ability to ____
symbol feedback from partners
semantic and conceptual organization
fast map (acquire new vocabulary words rapidly)
Syntax
~\_\_\_\_\_\_ ~Most common syntactic characteristics of individuals with CCN: -Predominance of\_\_\_\_ -Prevalence of \_\_\_ -Constituent word orders that differ from \_\_\_\_\_\_\_ -\_\_\_\_ of words (verbs and articles) -Extensive use of \_\_\_\_\_\_\_\_\_\_\_\_
~Sentence structure/rules for putting words into sentences
one- or two-word messages
simple clauses
individual’s spoken language background
Omission
multimodal combinations,
word overextensions,
other metalinguistic
strategies that
compensate
for lack of needed
symbols
Morphology
Research shows that…
Rules for building and changing words
individuals with CCN have difficulties with both receptive and expressive morphology
4 Explanations
- Symbols needed to indicate plural, possessive, etc. may not be available
- Individuals choose efficiency over accuracy for enhancing speed
- Individuals are not taught the morphological rules
- The AAC modality itself influences output and precludes the need for conventional English morphemes (Example. Girl sitting in the chair.)
Pragmatics
~_______
~Include
-______
~Individuals who use AAC tend to be restricted primarily to ______. Are often respondents, seldom ____, have utterances only as long as necessary to convey message
Use/Rules of language
Include
Request, comment,
repair/clarify,
reject/protest, solicit
information
responses and requests
initiate
Reasons for Those Characteristics
Conversational asymmetry
–
Imbalance of conversational “power”
Summary
Language-learning experiences are different from ______
“How can we know…?”
those individuals who can speak
Symbols and Language
~Certain symbol approaches facilitate ____:
-Proponents of
Blissymbolics
~Some individuals who rely on AAC symbols, regardless of the type, develop ______
language development
complex, generative language whereas others do not.
Symbols and Language
Find ways to integrate _____ into AAC systems that are highly motivating, interactive, individualized, and designed to support ___ and ___
manual signs, photos, pictures, digital images, and formal symbol sets
language and literacy.
Organizational Strategies
2 Main Types:
1.
2.
Grid Displays
Visual Scene Displays
~Grid Displays-
~Visual scene displays-
~individual symbols, words, and/or phrases are arranged in a grid pattern based on an organizational scheme
~events, people, objects, and related actions are in a contextual scene with hotspots embedded with vocabulary
Grid Displays
______– organized according to the parts of speech and their ____ within the syntactic framework (evidence does not show this type supports language learning)
______ – grouping according to ______ such as people, places, feelings, foods, drinks, and action words (maybe for children 6-7 and older)
~Semantic-Syntactic
relationships
~Taxonomic
superordinate categories
Grid Displays
____ – organized according to _______ aka schematic grid layouts (Wouldn’t we need to use the same words within different activities?)
_____ – Pragmatic Organization Dynamic Display combines a number of vocab organization strategies to support _____
Activity
event schemes, routines, or
activities
PODD
communication for different
functions
