Language Development

Question 1

Communication

Answer 1

Sending and receiving information; requires active participation of sender and receiver

Question 2

Language

Answer 2

Arbitrary symbol system used to communicate thoughts and ideas

Question 3

Basic principle

Answer 3

There are several ways by which we communicate

nonverbal; verbal; graphic

Question 4

Nonverbal

Answer 4

Social smile, eye gaze of infant
Gesture, facial expressions
Sign language (used by hearing impaired)

Question 5

Articulation

Answer 5

Verbal/oral/speech component

Production of speech sounds: interaction/motor movements of lips, tongue, hard and soft palate, teeth

Question 6

Voice

Answer 6

Verbal/oral/speech component

Production of voice quality, pitch, volume, resonance

Question 7

Fluency

Answer 7

Verbal/oral/speech component

Flow or smoothness of speech production

Question 8

Language

Answer 8

Verbal/oral/speech component
Rule-governed, generative
Two divisions/components

Question 9

Receptive

Answer 9

input/understanding

Question 10

Expressive

Answer 10

output/speaking

Question 11

Within each component of language consider

Answer 11

1. Content
   
   2. Form
      a. Syntactic
      b. Morphologic
   3. Use/pragmatics

Question 12

Graphic/Written

Answer 12

Drawing, reading, writing

Question 13

Development of speech and language requires interaction between

Answer 13

Intact intrinsic mechanisms and favorable environment

Disruption in any one of these areas can impede normal speech/language development

Question 14

Intact intrinsic mechanisms

Answer 14

Hearing sensitivity	      
     Motor skills		        
     Structural integrity	        
     Perception		       
     Intelligence
     Memory 
     Attention
     Emotional status
     Ability to relate/interact
     General health

Question 15

Favorable environment

Answer 15

Stimulation/exposure
Reinforcement
Realistic expectations

Question 16

Disordered Mechanisms

Hearing sensitivity

Answer 16

Deafness, conductive hearing loss, otitis media

Question 17

Disordered Mechanisms

Motor skills

Answer 17

Needed to manipulate articulators, combine and sequence motor movements

Question 18

Disordered Mechanisms

Structural integrity

Answer 18

Cleft palate, vocal fold abnormality; sucking, feeding, swallowing

Question 19

Disordered Mechanisms

Perception

Answer 19

Problems interpreting meaning of sounds (auditory or perceptual disorder)

Question 20

Disordered Mechanisms

Intelligence

Answer 20

Cognitive limitations interfere with learning and understanding concepts represented by words

Question 21

Disordered Mechanisms

Memory

Answer 21

inability to learn sounds, sequences of sounds, vocabulary, grammar, syntax

Question 22

Disordered Mechanisms

Attention

Answer 22

Attention deficits interfere with following directions, receptive and expressive vocabulary development, general information

Question 23

Disordered Mechanisms

Emotional status

Answer 23

Anxiety, depression interfere with ability to receive, process information

Question 24

Disordered Mechanisms

Ability to relate or interact

Answer 24

Autistic spectrum

Question 25

Disordered Mechanisms | General health

Answer 25

Chronic illness interferes with response to stimulation

Question 26

Disordered Environment | Stimulation/exposure:

Answer 26

Failure to speak with, read to children Failure to expose to rich language and learning experiences Excessive, inappropriate stimulation (e.g., electronics have become societal problem) Effect of parents with language disorders Bilingual environment is NOT a disadvantage, with certain exceptions

Question 27

Disordered Environment | Reinforcement

Answer 27

Failure to reinforce sounds made in infancy – cooing and babbling Expanding language produced by child

Question 28

Disordered Environment | Realistic expectations

Answer 28

Should reflect mechanism and age | Inappropriate expectations can result in stuttering, anxiety, selective mutism

Question 29

Speech and Language Milestones

Answer 29

Norms help provide approximate general guidelines how skills will develop

Question 30

Articulation

Answer 30

production of speech sounds Speech of 2-3 yr old understandable to parents Speech of 3-4 yr old understandable to strangers

Question 31

Common articulation problems reduce intelligibility

Answer 31

``` Consonant substitutions Consonant omissions Reduction of consonant clusters: producing only one consonant Sound to mark a cluster Distortion of sounds: lisp ```

Question 32

Fluency

Answer 32

Children between ages 3 and 5 go through period of “normal dysfluency” when language is rapidly developing and expanding. Characterized by tension-free, whole word repetitions: “I see – I see- I see a bird”

Question 33

Stuttering

Answer 33

repetitions of prolongations that are struggled or tense: “Wh-wh-wh-who is it?”; “Shhhhe’s here,” blocks, pitch increases

Question 34

Associated behaviors

Answer 34

eye blinking, head or body movement, avoidance

Question 35

Language

Answer 35

Language development begins with differentiation of crying, continues throughout life Language (receptive and expressive) develops concurrently in several areas including semantic, syntactic, morphologic, pragmatic By 5-6 yrs, conversation may be adult-like, but subtle development continues, and reciprocity between oral and written language development (reading and writing) also occurs

Question 36

Delays in language development can have serious long-term consequences because language

Answer 36

1. contributes to abstract thinking 2. allows a child to imagine, manipulate, create and share new ideas 3. becomes a mental tool to create strategies for mastery of memory, feelings, problem solving

Question 37

Children with significant speech/language disorders

Answer 37

1. may have mental health issues | 2. are at high risk for learning disabilities and written language disorders

Question 38

Pernicious myths about speech/language development

Answer 38

Speech/language development is slow because child is lazy or siblings talk for him Children outgrow speech/language deficits Early recognition and therapy are detrimental because they make children self-conscious Being raised in a bilingual environment has adverse long-term consequences on language development Seemingly remarkable early language development is a sure sign of superior intelligence and academic success