Ch. 1

Question 1

What is communication?

Answer 1

sending a message (written, spoken, or gestures)

Question 2

Acoustic Level

Answer 2

sounds that are traveling through the air and entering the auditory system

Question 3

What are the 3 levels in which info gets processes in the brain?

Answer 3

1. acoustic level
2. motor level
3. linguistic level

Question 4

Language

Answer 4

a complex and dynamic system of conventional symbols used for thought and communication

Question 5

speech

Answer 5

the articulation and the rate of speech sounds and quality of individual voice

Question 6

communication

Answer 6

includes symbols and non symbolic info

Question 7

language disorder

Answer 7

impaired comprehension and/or use of spoken, written, and/pr other symbol systems
can represent a deficit in receptive language, expressive language, or a combined expressive-receptive deficit

Question 8

What percentage of children in schools have speech and language disorders?

Answer 8

1.79%

Question 9

late talker

Answer 9

child who develops speech or lang. later than others (typically boys)

Question 10

language difference

Answer 10

not a disorder, an individual that has a dialect, maybe a student that is using English as a second lang.

Question 11

Descriptive-developmental framework

Answer 11

identifying strengths and weakness, looking at what is typical development and comparing it (how a child is different and how can we help them improve)

Question 12

level 1 of the speech chain model

Answer 12

the acoustic level of communicative function

Question 13

level 2 of the speech chain model

Answer 13

the internal physical/motor system required for communication

Question 14

level 3 of the speech chain model

Answer 14

the linguistic component of communication

Question 15

theory

Answer 15

proposed way of how we think language developed

Question 16

Behaviorism Theory

B.F Skinner

Answer 16

learning occurs when an environment stimulus triggers a response or behavior
increasing the frequency of positive behaviors and decreasing or altering negative behaviors

Question 17

Cognitive theory

Jean Piaget

Answer 17

sequence of progressively more sophisticated cognitive skills, from primitive thinking to advanced cognitive ability
proposes specific cognitive achievements are fundamental to linguistic development
-problem solving, understanding and developing concepts
-schema
-assimilated

Question 18

limitation of cognitive theory

Answer 18

distinct stages are not the way a child develops, there is a fair amount of overlap between the different stages

Question 19

nativist theory (noam chomsky)

Answer 19

kids are born with a function in the brain that gives them an innate ability to learn language
takes away emphasis on the environment, focuses on biological influences (the brain is ready to learn language from birth)

Question 20

neurobiological research and neural maturation

Answer 20

relationship between language and brain development in young children
brain development facilities language performance and child’s learning changes the brain

Question 21

brain plasticity (related to neurobiological research)

Answer 21

decreases with age- becomes less capable of reorganizing and adapting to new environment input at peoples age
-the ability to make new connections or shift connections around in the brain

Question 22

bidirectional relationship

Answer 22

brain development influences language development, has a child’s language develops, it influences the growing of the brain

Question 23

social interaction theory

Answer 23

based on principle that communication interaction plays a central role in children’s acquisition of language

Question 24

children’s language is closely tied too:

Answer 24

children’s appreciation of others communicative intentions
sensitivity to JVA
desire to imitate others behaviors and speech

Question 25

important concepts of Social interaction

Answer 25

- infant-directed talk (motherese) - coordinating attention (pointing) - parent-child communication routines (scripts)

Question 26

Vygotsky's Sociocultural Theory

Answer 26

cognitive development is socially mediated - a child's interactions with others influence her or his cognitive understanding - child is motivated by interaction and there is also cognitive development with social interaction

Question 27

example of Sociocultural theory

Answer 27

routines, or a parent models something for a child--> and then the child imitates and the responsibility shifts to the child

Question 28

Zone of Proximal development

Answer 28

tied to sociocultural theory - we want to work with the child's comfort zone so the child does not become overwhelmed, and their ZPD will continue to increase as the child learns more - its a moving target

Question 29

information processing theories (connectionism)

Answer 29

an individuals cognitive ability to process information is completed by a large number of very simple processing elements similar to those of a computer -does the child have the cognitive ability to respond to the input with the correct input

Question 30

systems/ecological approach

Answer 30

an individuals family, community, and culture shape their functioning throughout the life span

Question 31

microsystem level

Answer 31

smallest level. family, caretakers, siblings, peers

Question 32

mesosystem level

Answer 32

middle level, school, neighborhood, workplace

Question 33

macrosystem level

Answer 33

highest level, cultural differences, legal policies, where and how they live (the bigger picture)

Question 34

Domains for language

Answer 34

form content use

Question 35

syntax

Answer 35

form- sentence structure

Question 36

semantics

Answer 36

content- vocab

Question 37

pragmatics

Answer 37

use- social piece

Question 38

components of language

Answer 38

morphology, syntax, phonology, semantics, pragmatics

Question 39

morphology

Answer 39

the structure of words and the construction of word forms

Question 40

syntax

Answer 40

the order and combination of words to form sentences | relationships among the elements within a sentence

Question 41

phonology

Answer 41

the sound system of language | the rules that govern the sound combinations

Question 42

semantics

Answer 42

the system that governs the meanings of words and sentences

Question 43

pragmatics

Answer 43

the system that combines the above language components in functional and socially appropriate communication

Question 44

5 communication subdomains

Answer 44

``` early pragmatics vocab early word combinations morphosyntax discourse ```

Question 45

subdomain 1

Answer 45

``` early pragmatic skills: prelinguistic communication JVA- between 10-12 months turn taking imitation maintaining topics of conversation making conversational repairs ```

Question 46

subdomain 2

Answer 46

vocab development begins toward the end of the 1st year of life and continues to develop throughout ones life by 2 years--> 200-500 words are expressive

Question 47

subdomain 3

Answer 47

multiple word combinations once a person produces approx 50 words, word combinations start to emerge not governed by adult syntax

Question 48

subdomain 4

Answer 48

morphosyntax development children's utterances begin to demonstrate characteristics of syntax and morphological development occurs between 24-36 months for typically developing children -present progressive for words -plural s

Question 49

subdomain 5

Answer 49

``` advanced pragmatics and discourse development between the ages of 3 and 7 children's developing pragmatic/discourse skills: -reason and reflect on the past -predict events and express empathy -maintain interaction with peers -understand and use sarcasm -code switching -thinking of consequences -predicting events -uses narrative form to tell a story ```