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Child Language Development > Chapters 1, 2 > Flashcards

Chapters 1, 2 Flashcards

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1
Q

language

A

a complex and dynamic system of conventional symbols that is used in various modes for thought and communication

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2
Q

5 domains of language

A

phonology, morphology, pragmatics, semantics, and syntax

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3
Q

form

A

phonology, morphology, syntax

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4
Q

content

A

semantics

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5
Q

use

A

pragmatics

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6
Q

phonology

A

sound system of the language, the smallest unit of language that overlays meaning onto the motor movements of speech

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7
Q

morphology

A

smallest unit of language that expresses meaning

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8
Q

bound morphemes

A

must be attached to root word; can be inflectional or derivational

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9
Q

free morphemes

A

can stand alone

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10
Q

inflectional morphemes

A

indicate the tense of verbs (present, past, etc) walk->walked

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11
Q

derivational morphemes

A

change the word class of the root morpheme (happy->happiness

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12
Q

syntax

A

sentence-level structure of language that marks relationships between words and ideas

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13
Q

semantics

A

the meaning system of language; deals with lexical and conceptual information

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14
Q

lexical information

A

word form that includes the phonological composition of the word

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15
Q

conceptual information

A

meaning associated with the lexeme

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16
Q

pragmatics

A

how we use the form and content of language; may include intention, body language, gestures

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17
Q

receptive language

A

ability to understand or comprehend the domains of language

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18
Q

expressive language

A

ability to produce or speak language

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19
Q

stages of communication

A

perlocutionary, illocutionary, locutionary

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20
Q

perlocutionary

A

the unintentional stag of communication; burping or vocalizations that have no intended message; occurs between 8 and 10 months of age

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21
Q

illocutionary stage

A

the intentional communication without use of words: approx 10 months of age, a typically developing infant begins to use gestures and nonlinguistic vocalizations intentionally to communicate.

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22
Q

locutionary stage

A

intentional communication expressed with words; around 12 mo, the linguistic and metalinguistic stage of communication

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23
Q

linguistic stage

A

language

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24
Q

metalinguistic

A

the child’s ability to think and talk about language

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25
speech language pathologists
professionals who are trained in the assessment and treatment of disorders in the areas of speech
26
when do you get a referral?
when a parent, teacher or pediatrician is concerned that a child is delayed in meeting speech, language, or feeding milestones
27
how to determine if evaluation is needed
- parents main concern - child's primary medical and developmental diagnoses - an acquisition timeline of some early developmental milestones
28
assessment protocol
a plan of procedures to follow during the evaluation=appropriate goals, strengths and weaknesses, demonstrating delays, say other referrals
29
evaluation protocol
- get details about child's history of development (BACKGROUND HISTORY) - testing language skills (FORMAL TESTING) - analyzing language skills within a functional communication context(SPONTANEOUS LANGUAGE SAMPLING) - Discourse (CONVERSATIONAL) - narrative (STORYTELLING)
30
process
``` referral background history (is eval necessary) assessment evaluation written report diagnosis and prognosis statements recommendations ```
31
when a child is born prematurely,
clinicians must correct the child's age for the remaining gestational months
32
if child is 12 months old, but born 2 months premature,
then the gestational age is 10 months/he should be hitting 10month old milestones
33
spontaneous language sampling
found by structuring a developmentally appropriate interaction such as toys and storybook; require a sample of 100 utterances
34
100 utterances
must be continuous and considered representative of the child's communication; oftentimes the middle 100 utterances are analyzed (child has gotten comfortable, but not yet fatigued)
35
MLU
mean length of utterance is a syntactic measure of utterance length in morphemes
36
NDW
number of different words is a semantic measure of how many different vocal words the child uses
37
formal tests
developed to survey a child's skills in a variety of areas; allow the clinician to calculate a raw score by adding the points for accuracy
38
basal level of performance
level of skills that the child has
39
ceiling level
upper limit of what the child can accomplish
40
raw score
the range from basal to ceiling; also the number of correct items on the test
41
normative-referenced tests
a specific child's performance is compared to a sample of children used to provide a summary of typical development
42
standard score has a mean score and a standard deviation from the mean
for most tests, the mean is 100 and the sd is 15 points
43
85-100 or 100-115
is within one standard deviation of the mean 85-115 is considered typically developing performance
44
70-85 or 115-130
considered to be within 2 standard deviations of the means
45
percentile score
based on 100% of children sampled and is best understood as how a child performs relative to how many children perform above and below her
46
if in 90th percentile
then 10% of children scored higher and 89 performed worse
47
ss of 85 and 10-15th percentile
coincide
48
below the 10th percentile
identified as having a delay in the area of development being tested
49
Preschool Language Scale, IV Edition
tests the child's comprehension and production of a variety of language domains: auditory comprehension and expressive communication
50
Rossetti Infant-Toddler Language Scale
a criterion referenced test used to survey the development of children from birth to 3 years. measures interaction/attachment, pragmatic, gesture and play skills
51
Peabody Picture Vocabulary Test
assesses the size of the vocal that the child comprehends by identifying the correct pic when a clinician uses a word label
52
Expressive Vocabulary Test
presented with pics and students are asked to name them, assesses the size of the vocal that the child expresses
53
Goldman Fristoe Test of Articulation
asked to name the pictures; the pics make up each consonant or vowel sound of english in the initial, medial and final positions
54
long term goals
relate to broadest areas of development or the end product of therapy; doesn't usually include a percentage of accuracy measure, but rather tends to be measured within the functional context of daily living
55
short term goals
smaller steps taken to achieve the LTG, meant to be accomplished within weeks to months of setting them
56
session objectives
goals set for a particular treatment session; smallest step to achieve the short term goal
57
therapeutic scaffolding
includes models, cues, prompts, feedback, preparatory sets of info, structuring of the amount of language that the child must produce and any environmental modifications
58
verbal model (therapeutic scaffolding)
exact demonstration of what the clinician expects the child to do
59
tactile clue (therapeutic scaffolding)
clinician may run her hand along childs arm to indicate that the child should pronounce the/z/ sound at the end of cars
60
feedback
helps the child experience different sensations such as feeling, seeing, listening and watching
61
nature
internal wiring of child for language development
62
nurture
environmental input the child receives
63
interactionist approach
focuses not only on the structures and mechanisms internal to the child, but also on the powerful influence that experiential and social factors have

Child Language Development (3 decks)

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