Midterm 1 Flashcards

Question

Level of Evidence: V

Answer 1

Second weakest: Case reports and or literature reviews Gives no control or comparison group, small sample size and can’t be generalized

Answer 2

Third weakest: Research studies/treatments **lacking a control or comparison group** A lack of controls means that any treatment could have improved the person or group, not just the one used

Answer 3

Third Strongest: experimental study that is **not randomized, has a comparison or control group**, very common in the field

Answer 4

**Second best: one randomized control trial**—a well designed experiment with the **random** sampling Hard to in the field and almost never done because individuals come from such diverse backgrounds that it’s hard to match them

Answer 5

The strongest: meta-analysis or systematic review from many RCTs (Randomized control trial) Hard to obtain

Answer 6

**Socially** (shared with others in a community) learned and **conventionalized** (arbitrary and agreed upon) symbolic system

Answer 7

Idea there is **nothing inherently correct** about one way of speaking—no language is better or worse than another

Answer 8

How a person’s **sound** of speech and the melody and rhythm of their speech **differs**

Answer 9

A language **variant** typically associated with a geographical region or group of people May include accent but also may include unique vocab, grammar and rules

Answer 10

Race, ethnicity, social class, education, occupation, geographical region, gender, sexual orientation, situation, context

Answer 11

Data is used to compare a child’s language performance with the goal of **having an accurate estimate** of the age when typically developing children **master a particular linguistic dimension or element**

Answer 12

Necessary recognition of a **difference as a difference** and **not a delay or impairment** Sometimes cultural biases can cause SLPs to diagnose children with a language delay

Answer 13

Essentially switching between languages or dialects, often for the words more common in the respective language I.e. Broken Chinese

Answer 14

Someone who has roughly equal exposure to multiple languages and cultures at **age 2 or younger**

Answer 15

Individual who learns one language from birth, and an **additional language at an early age** (3-4 years old)

Answer 16

Individual who learns one language from birth and **another at a later age** (adolescence or adulthood)

Answer 17

An SLP provided service typically seeking to **reduce** one’s foreign accent Controversial because it is presented as homogenizing an individuals identity

Answer 18

The small units that comprise words (sounds and signs) I.e. *s*ip vs *z*ip (Changes meaning) I.e. Toron*t*o vs torono

Answer 19

The ways which your articulates move and coordinate actions, studied through ultrasound and palatography

Answer 20

Physical Manifestation of speech sounds, studied through spectrograms

Answer 21

The human response to stimuli

Answer 22

Restrictions on possible sound combinations and **what sounds can occur together** in certain positions I.e. Nguyen in English doesn’t really have a clear pronunciation I.e English doesn’t allow two stops or a stop and nasal combination at the beginning of words—gnostic=drop the first consonant

Answer 23

Goal of being able to write down a language such that **any one who knows the alphabet can read and produce the appropriate sound** Each symbol represents one phone (sound) and **if sounds are different they need different symbols** Also states that if **two sounds** are within a certain similarity but **differed from context, the same symbol should be used** (English often fails this)

Answer 24

Pulmonic Egressive: Air comes out of the lungs Pulmonic Ingressive: Air comes into the lungs Glottalic egressive: air is moved out by the glottis moving Glottalic ingressive: air is moved in by the glottis moving Velaric ingressive: air is moved in by tongue action

Answer 25

Voiceless: Open vocal folds Voiced: approximated vocal folds Whisper: partially closed vocal folds

Answer 26

Sounds that involve both nasal and oral airflow I.e. mm and nn sounds in English

Answer 27

Refers to speech features Stress: what carries emphasis or prominence (i.e. record noun vs verb) Length/duration: how long a sound is Pitch: lexical tone in a word, intonation across a phrase

Answer 28

Place of articulation, movement, hand shape, hand orientation, non-manual markers

Answer 29

Some words may have the same hand shape and movement, **but the meaning may changed based on where it occurs** I.e. Cheek vs Chin

Answer 30

Some words may have the same shape and location, **but the movement is different and therefore changes the meaning**

Answer 31

Different hand shape changes meaning (can be at the same location with the same or no movement)

Answer 32

Same place and shape, **but the angle at which the movement occurs could change meaning**

Answer 33

Any gestures **not** made with the hands I.e. tongue gestures or head movement

Answer 34

The systemized **organization** of sounds and primes

Answer 35

The internal structure and organizing principle of words Where a sound can go in a language and where it can't

Answer 36

Restrictions on possible **combinations and positions** of sounds, including syllable types I.e. in English, the suffix -al is restricted to bases with main stress on the final syllable (arrival, committal, referral, etc.) I.e. In signed, hand shape is not permitted to change while hands are held at some particular location if there is a movement component to the sign

Answer 37

In part is because you apply the phonotactic and inventory patterns from one language to another

Answer 38

Meaningful: The meaning of the word is changed if the sound is changed i.e. Wi*ck* vs Wi*g* Not Meaningful: When a sound is changed but the meaning remains the same

Answer 39

Contrastive: When replacing one sound with another changes meaning Non-contrastive: When two sounds in a language can be interchanged without changing meaning.

Answer 40

Speech sounds that are **perceived as variants** of the same sound i.e. /k/ is a phoneme occurring in *c*at, *k*it, s*c*at, s*k*it

Answer 41

Each member of a particular phoneme; if linguistic meaning doesn't change then they are members of the same category i.e. the /k/ in scat and kit are phonemically considered to be the same although they are different in terms of aspiration, voicing, and articulation

Answer 42

Group of sounds in a language that share distinctive features (it is language specific), they are all affected the same way in the same environments i.e. /t, d/ are the only alveolar stops in English, so they're the natural class of alveolar (oral) stops

Answer 43

Assimilation, dissimilation, insertion, deletion, metathesis

Answer 44

When neighbouring sounds become more similar to each other i.e. *un*familiar, *un*believable, *un*stable

Answer 45

When sounds become less similar I.e. the greek word “Epta” will sometimes be pronounced “Efta” so there aren’t two stops beside one another

Answer 46

Adding a sound when it's not specified I.e. Hamster, but is often said as Ham*p*ster

Answer 47

Taking away a sound i.e. Lib*r*ary (where most delete the first r)

Answer 48

**Rearranging** of a sequence so it better aligns with the phonotactics of a language i.e. the "tl" sequence is uncommon in English, so for *chipotle*, some may say chi-po-lt-e because "lt" is a more common sequence

Answer 49

Affixes that can change the meaning of a word where it often, but not always changes its lexical category i.e. English prefixes and suffixes Imagine -> Imagination (Noun to verb) Imagine -> reimagine (lexical category is the same, meaning changes)

Answer 50

i.e. Imagine is a free content morpheme, it can stand alone i.e. Re is a bound content morpheme, alone it means nothing

Answer 51

New words formed by repeating some whole or part of another morpheme i.e. English: "Do you *like-like* him? i.e. In Indonesian, it's used for plurals: ibu (mother) vs ibuibu (mother*s*)

Answer 52

Studies how linguistic expressions can be put into larger expressions Essentially building sentences following a languages' rules

Answer 53

Idea that the meaning of a sentence or phrase is based on the meanings of the **linguistic expressions it contains and how they're combined** i.e. Ralph, Ali, and Loves changes based on how they're combined: "Ralph loves Ali" vs "Ali loves Ralph"

Answer 54

There's an overlap but they can also act separately i.e. "Colourless green ideas sleep furiously" is syntactically grammatical but semantically odd

Answer 55

Concerned with logic and meaning and how it is constructed in language

Answer 56

Subject-Verb-Object (SVO): ~35% of languages Subject-Object-Verb (SOV): ~44% of languages Verb-Subject-Object (VSO): ~19% of languages ~2% of languages are VOS, OVS, or OSV

Answer 57

linguistic expressions that are **syntactically required** by another linguist expression: often the subject(s) (The argument is depended on) i.e. "Sally told Polly she's leaving" where *Polly* and *She's leaving* are both required arguments of *told*

Answer 58

linguistic expressions that are **allowed but optional** (like adjectives) i.e. "Sally likes *small* dogs" where dogs is the argument and the adjective is the adjunct

Answer 59

**Alignment** of grammatical features to convey grammatical information about a number (i.e. single vs plural), person (i.e. first, second, third person), and linguistic gender i.e. "The apple*s fall* from the tree" vs "the apple *falls* from a tree"

Answer 60

A mental representation of a meaning or concept i.e. When shown a photo of a cat and dog, knowing which one is a cat i.e. A salal berry looks like a blueberry and I have never seen them so it's hard to differentiate or imagine (so I don't understand the linguistic meaning enough)

Answer 61

The relationship of a word to its real world referent (essentially what a word is referring to)

Answer 62

General term for a family of conditions introduced by stroke or **brain injury that can cause a loss in ability to produce or understand language** i.e. Broca's aphasia, Wernicke's aphasia, conduction aphasia

Answer 63

A claim expressed by a sentence

Answer 64

The ability of a proposition (meaning of a sentence) to be true or false

Answer 65

The conditions that need to hold in the world for a proposition to be true (you need to know things about the world in order to make sense of sentences)

Answer 66

Describes whether an utterance is **contextually appropriate** or not Can be felicitous or infelicitous i.e. 'What do you do for a living?' Saying 'I have a job' is infelicitous where 'I am a prof at UBC' is felicitous

Answer 67

The assumption that interactive language use is going to be cooperative

Answer 68

Whether an utterance is contextually appropriate and what it means depends on the following **preceding linguistic context** i.e. 'Yes' means something very different in response to different questions **Situational context** i.e. 'Hana is so tall' depends on who Hana is, who they're compared to, scale, etc. **Social Context** i.e. Who can tell who to run laps; a gym teacher would have the social contextual authority but a Ling TA wouldn't

Answer 69

**Active construction of a grammar theory:** Children *invent the rules* of the grammar themselves when exposed to a language which creates grammatical knowledge **Connectionist Theories:** Children learn language by creating neural connections and they *bind together linguistic and contextual experiences* i.e. A child hearing "banana" will create connections with the sound structure to meaning and context **Social interaction theory:** Children learn language through *social interaction* with other language users

Answer 70

Behaviour emerges before it's necessary and it's appearance is **not a result of a conscious decision** i.e. children begin speaking but are still highly dependant on their parents and any child exposed to language will learn it (unless they have severe disabilities or something)

Answer 71

Babbling where a single CV is repeated i.e. mamama, bababa, dedede

Answer 72

Neglected children not exposed to language did not have the capacity to learn language after Signers who joined when older were not as proficient

Answer 73

**High amplitude sucking** (how interested are thy if you put a soother in their mouth) **Head-turn preference procedure** (which direction they turn their head to show interest in stimuli) **Preferential looking** (How are they creating associations, i.e. if you say block do they then look at a block)

Answer 74

Describes one language describing another within an individual i.e. a bilingual's languages will have an effect in each other and will depend based on the individual

Answer 75

Studying the **mechanisms and processes the mind uses** to produce and comprehend language

Answer 76

Focuses more on the neurology of how language is produced or comprehended

Answer 77

Temporal lobe: Perception and recognition of auditory information Frontal lobe: Higher thinking and language production Occipital love: Vision Parietal lobe: less concerned with language so we don't care

Answer 78

Meaning towards the top

Answer 79

Meaning towards the bottom

Answer 80

Idea that the right brain controls the left side of the body and vise-versa

Answer 81

The left hemisphere

Answer 82

Organizes **articulatory patterns** and directs the **motor cortex for talking and signing** Located in the left hemisphere, AKA Broca's area

Answer 83

Houses the **auditory cortex** where early sound **processing** occurs located in both hemispheres, AKA Wernicke's Area (includes the STP as well)

Answer 84

Turns phonological representations into articulatory-motor representations Essentially the ability to move the lips, tongue, jaw, and throat with heard sounds (**critical for acquisition**, like mimicry in infants) Located in the left hemisphere, AKA Wernicke's area (Includes the STG as well)

Answer 85

Where the brain **processes** word meanings and conceptual representations (semantic sense) Located in the left hemisphere

Answer 86

Primary dorsal pathway connecting the STG and SPT Breaks down words into component sounds/signs and with syntactic processing and speech production

Answer 87

Connects the STG and MTG/ITG with the IFG Analyzes semantics of incoming speech and helps with syntactic processing

Answer 88

Caused by damage to Broca's area and creates challenges with motor sequences Individuals can understand most things but are often missing parts when producing language

Answer 89

Challenges comprehending the speech of others, leads responses to pragmatically or semantically not make sense Often a misunderstanding leading to unexpected responses and can be semantically incoherent

Answer 90

Damage to the STG, results in the inability to repeat what has just been said

Answer 91

Caused by damage to the angular gyrus, which converts audio and visual information Alexia: Acquired inability to read and comprehend written words Agraphia: acquired inability to write words

Answer 92

A Region of the Occipital love, Responsible for **converting audio and visual information**

Answer 93

A language’s capacity to create infinitely novel messages from its discrete units

Answer 94

A mix of linguistics, medicine, and psychology

Midterm 1 Flashcards

(118 cards)