Midterm

Question 1

What are the five developmental domains?

Answer 1

Physical
Emotional
Social
Communication
Cognitive

Question 2

Describe the five developmental domains in terms of communication.

Answer 2

Physical: lips, tongue, jaw, regulating breathing patterns
Emotional: going from saying “mine” to asking “please” for a toy
Social: learning social norms, topics of conversation between age groups
Cognitive: intellectual disabilities can influence how an individual communicates and sees the world around them

Question 3

How are the different developmental domains related to one another?

Answer 3

Although they develop at different times, all the domains relate to one another and can influence each other. For example, what may look like a delay in communication may be due to a delay in another area or vice versa. Essentially, these domains act as entry points and a map of thinking, as all five domains must be supported to ensure good development.

Question 4

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 6 month old.

Answer 4

Social: likes to play with others, especially parents, begins to know if someone is a stranger
Cognitive: brings things to mouth, passes things from one hand to another
Physical: rolls over both ways, begins to sit without support

Question 5

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 1 year old.

Answer 5

Social: shy or nervous with strangers, plays games such as peek-a-boo
Cognitive: finds things when hidden, begins to use things correctly ex. Hair brush
Physical: can get into sitting position without help, walks holding on to furniture

Question 6

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 2 year old.

Answer 6

Social: plays mainly beside other kids, shows défient behaviour
Cognitive: finds things when hidden under two or three covers, plays simple make believe games
Physical: stands in tip-toes, begins to run

Question 7

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 3 year old.

Answer 7

Social: would rather play with other children then himself, cooperates with others
Cognitive: plays make believe with dolls, animals and people, does puzzles with 3-4 pieces
Physical: walks up and down stairs with one foot on each, climbs well

Question 8

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 4 year old.

Answer 8

Social: would rather okay with other children then himself, cooperates with others
Cognitive: starts to understand time, plays board and card games
Physical: hops and stands on one foot up to 2 seconds, catches a bounced ball most of the time

Question 9

Identify the age related developmental skills (cognitive, physical, and social/emotional) for a 5 year old.

Answer 9

Social: wants to please friends, can tell what’s real and make believe
Cognitive: counts 10 or more things, draw a person with 6 body parts
Physical: can use toilet on own, stands in one foot 10 seconds or longer

Question 10

What are the main domains of communication?

Answer 10

Speech: sounds you make, auditorium what does it sound like
Language: a system in which we communicate with rules that are understood in the cultural, typically symbolic

Question 11

What are the subdomains of speech?

Answer 11

Articulation: Sounds
Voice: vocal quality
Fluency: words and sounds are coming out smoothly or broken

Question 12

What are the subdomains of language?

Answer 12

Expressive: how you communicate your message out (verbally, gestures, augmented communication)
Receptive: language comprehension, what you are understanding

Question 13

Compare receptive and expressive language.

Answer 13

Expressive language is what we use to get our message out. This includes gestures, facial expression, both verbal and non-verbal communication. Receptive language is what we understand. This includes what words we know, our understanding of grammatical rules and how the sounds of a language combine to make sense to us.

Question 14

What are the different stages between birth and a child’s first birthday?

Answer 14

Perlocutionary: 0-9 months
Illocutionary: around 9 months
Locutionary: 11-13 months

Question 15

What are the expressive and receptive developmental norms for a child in the perlocutionary stage?

Answer 15

Receptive: joint attention, turn-taking, recognizing parents voice, feeding off others emotions
Expressive: smiles, cries, coos (functional communication 0-3mo.), babbling with sounds that are beginning to represent emotions (4-6months)

Question 16

What are the expressive and receptive developmental norms for a child in the illocutionary stage?

Answer 16

Receptive: react to name, follow some simple directions
Expressive: beginning on intentionality, uses gestures, protowords, protoimperarives (affecting others behaviour - handing a sock to put on), protodeclarative (affecting others attention - pointing) and canonical (same sound), variegated (varied sounds) babbling, and jargon

Question 17

What are the expressive and receptive developmental norms for a child in the locutionary stage?

Answer 17

Receptive: follows simple directions, able to use some simple signs
Expressive: first word milestone (needs to sound something like the adult word), unstable vocabulary for the first 10 words

Question 18

What are the expressive and receptive developmental norms for a one year old?

Answer 18

Receptive: understanding more and more words, lots of gestures (giving and taking), simple 1-2 step directions, pointing to body parts when named, responding to questions
Expressive: browns stage I, word explosion at 18 months, naming errors including semantic (puppy for horse), phonological (alligator for escalator), sematic (hometels for hôtels), and indeterminant.

Question 19

What are the expressive and receptive developmental norms for a 2 year old?

Answer 19

Receptive: pick up two words quickly, beginning to understand opposites, understand requests and 2 part directions
Expressive: short phrases (2 to 5-6 words) with less gesturing, begin asking questions, tantrums, browns stage 2-3, increased symbolic play.

Question 20

Break language down into its parts.

Answer 20

Form: morphology, syntax, and phonology
Use: pragmatics
Content: semantics

Question 21

Define morphology and its different types.

Answer 21

Morpheme: smallest unit that has meaning
Free morpheme: can stand alone (ex. Dog)
Bound morpheme: can not stand alone (ex. Plural -s)
MLU: mean length of utterance

Question 22

Define syntax.

Answer 22

The structure of phrases and sentences

Question 23

Describe phonology.

Answer 23

Speech sounds and patterns

Question 24

Describe semantics

Answer 24

Vocabulary

Lexicon: mental vocabulary

Question 25

Describe pragmatics.

Answer 25

How it is being used in a social context and the purpose of language

Question 26

Identify the main expressive and receptive norms using form, content, use, and literacy for a 3 year old.

Answer 26

Form: stage 3-4, large variability with grammar but typically accurate about 71% of the time Content: vocab expands to include new word classes such as spatial and temporal terms (expressive), understand abstract language such as colours, shapes, and sizes and question words (receptive) Use: improved conversational skills (maintains topic approx. 50% of the time and begins clarification of speech), more language in pretend play, beginning to lie and tease, more complex narratives Literacy: can spell own name

Question 27

Identify the main expressive and receptive norms using form, content, use, and literacy for a 4 year old.

Answer 27

Form: stage 5, progress from elaborating noun and verb phrases to producing complex sentences through the processes of phrasal and clausal conjoining and embedding. Content: understands comparative, superlative adjectives and time concepts, understands and uses when and how questions, expressive vocab ~1600 words Use: follows 3 step directions without cues (receptive), use words to invite others to play and justify requests, talks about imaginary conditions, lies (expressive)

Question 28

Identify the main expressive norms of a 5 year old.

Answer 28

Increase in figurative language, including jokes, uses explicit teaching in school and from books/stories, improves language-based conversation and reasoning skills

Question 29

What are the different parts of speech (think grammar)?

Answer 29

``` Nouns Pronouns Prépositions Adjectives Verbs Adverbs Conjunctions ```

Question 30

What are nouns? Name the different types.

Answer 30

A person, place or thing (abstract and concrete) Common: general things Proper: specific people, places, or things

Question 31

What are pronouns? Name the different types.

Answer 31

Words that take the place of a noun Personal: can be subject (I, you, he, they), object (me, you, him, them), possessive (mine, your, His, her, hers), or reflexive (myself, yourself) Demonstrative: refers to persons or things specifically (this, that, these, those)

Question 32

What are preposition?

Answer 32

Words that connect nouns and pronouns to other words in a sentence, may express notions such as direction, time, or location They never stand alone Ex. In, on, above, between, throughout, of, up

Question 33

What are adjectives?

Answer 33

A word used to modify a noun or pronouns | Maybe be specific

Question 34

What is an adverb?

Answer 34

A word used to modify a verb, adjective or other adverb Auxiliary: supports or help express the action of the main verb ex. I AM jumping Copula: a verb that is typically an auxiliary verb but is used as the main ver using to be (ex. She is happy)

Question 35

What is a conjunction?

Answer 35

A word used to connect words, phrases, or clauses in equal and causal relationships. Coordinating: equal importance (ex. For, and, or, but, yet) Subordinating: unequal weighting or importance (ex. After, although, because, unless, since)

Question 36

What is a phrase and what are the different types?

Answer 36

A phrase is a syntactic structure with a head (the main word) and a group of closely associated words. They cannot stand on their own but, when combined, make up sentences. Types: noun phrases, verb phrases, predicate, prepositional phrase, adjective phrase, adverb phrase

Question 37

What is a noun phrase?

Answer 37

A group of words that includes a noun or a pronoun as its head and fulfills the role of subject, object, or complement in the sentence. Generally follows the article+adjective+noun structure. Ex. ‘The little girl’ is sitting over there. He is ‘the tall one’

Question 38

What is a verb phrase?

Answer 38

A group of words that includes a verb and it’s helper as it’s head. Ex. I ‘should have told her’ about the test. I ‘jumped’ at the noise.

Question 39

What is a predicate?

Answer 39

The part of a sentence that includes the verb phrase plus any other phrase types that follow it. Ex. I ‘should have told her about the test’

Question 40

What is an independent clause?

Answer 40

Subject + predicate

Question 41

What is a prepositional phase?

Answer 41

A group of words that includes a preposition as the head. | Ex. Put the oranges ‘in the basket’. I gave it ‘to her’

Question 42

What is an adjective phrase?

Answer 42

A group of words that modify a noun or a pronoun and includes an adjective as the head. Ex. Give me the ‘play-by-play’. I would like a ‘tax-deductible’.

Question 43

What is an adverb phrase?

Answer 43

A group of words includes an adverb as the head and adds information about how, when, where, or how often, and to what degree. Ex. The child argued ‘quite loudly’. The teacher was ‘very hoarse indeed’

Question 44

What is a clause and what are the parts?

Answer 44

A group of words or phrases that are joined to convey meaningful information. Includes: Subject: entity that instigates the action or state of being (can be implied) Verb: action or state of being (obligatory) Object: who or what is affected by verb (optional) Complement: provides additional information about subject or object (optional) Adverbial: provides info about time, location, and manner (optional)

Question 45

What are the two types of clauses?

Answer 45

Independent: also called main clause, contains a subject and a verb and can stand alone as a sentence Dependent: also called a subordinate clause, contains a subject and verb but cannot stand alone but functions to clarify or add meaning to the independent clause

Question 46

What are the different types of sentences?

Answer 46

Simple: contains a single independent clause (ex. Jennifer signed the form on Thursday) Compound: contains two or more independent clauses (ex. Jennifer signed the form in Thursday and her son went on the field trip) Complex: contains one independent clause and one or more dependent clause (ex. Allen, the little boy who felt sick, went home last week) Compound/complex: combines two or more independent clauses and at least one dependent clause (ex. Before the week is over, the girl who was here yesterday, will fill out the form and she will fax it over to you)

Question 47

What are three reasons for learning about neurodevelopment?

Answer 47

1. Generate expectations for typical function in childhood adolescence 2. Understand the adult brain 3. Understand developmental abnormalities

Question 48

What are the four key concepts that characterize neurodevelopment?

Answer 48

Neural development is characterized by over-development followed by pruning Neurons are born biased for certain function but uncommitted The ultimate function of cells depends on what other cells they connect with and what input they receive Nervous system develops on a use-it-or-lose-it basis

Question 49

What three valves involved in the vocal tract?

Answer 49

Vocal folds, the velum, and the epiglottis

Question 50

What are the five functional components of the tongue from front to back?

Answer 50

The top, blade, dorsum, back, and root

Question 51

What are the passive forces of the velopharyngeal-nasal movement?

Answer 51

Natural recoil of muscles, cartilages, and connective tissues The surface tension between structures in apposition The pull of gravity Aero mechanical forces within the upper airway (throat, mouth, and nose)

Question 52

What are the main muscles involved in opening for and closing the VP?

Answer 52

Palatopharyngus Saloingooharyngus Superior constrictor

Question 53

What are the 4 ways in which the VP can be closed?

Answer 53

Velar elevation Inward movement of the lateral pharyngeal wall Combined velar elevation and inward movement of the lateral pharyngeal walls Velar elevation combined with inward movement of the lateral pharyngeal walls and forwards movement of the posterior pharyngeal wall

Question 54

What are some ways language is used in a elementary classroom?

Answer 54

Teacher asking questions and children raising hands and responding Reading and writing Lots of instruction given orally or written Social language and play based learning Rules

Question 55

What are some ways language is used in high school education?

Answer 55

More formal academic writing Expected to be able to read to learn Métalinguistic: language you use to talk about language Begin to justify your reasoning and create an argument

Question 56

What are the four language modalities? How are they related?

Answer 56

Speaking Writing Listening Reading Speaking and writing are expressive Listening and reading are receptive

Question 57

What are some skills needed for listening and speaking?

Answer 57

``` Phonology Coordination of oral mech (speaking only) Understanding of social cues and social context Syntax Semantics Understanding how these pieces fit Morphology Adequate hearing (listening only) ```

Question 58

What are some skills needed for reading and writing?

Answer 58

``` Able to hold a writing instrument Spelling skills Syntax Punctuation Orthography Phonèmes and morphemes Recognizing the writing symbols Recognizing the sound and matching symbol Combine letters and sounds into words Phonological awareness skills ```

Question 59

What is orthography?

Answer 59

Symbols set used to depict the language visually (the alphabet)

Question 60

How are the different language domains connected to the different modalities?

Answer 60

Phonology: reading and writing, have to be able to sound out words Morphology: all modalities Syntax: all modalities, listening to derive meaning, speaking to create meaningful sentences, reading is understanding how words are put together in a sentence and writing is the production of this Semantics: speaking and writing to understand the meanings to convey ideas, reading and listening to understand meaning to understand ideas Pragmatics: social use of language and very interrelated between the modalities

Question 61

Compare the writing of a 3rd grader and an 8th grader.

Answer 61

3rd: less vocabulary, spelling errors (especially silent letters), more letter style writing. 8th: greater descriptive vocabulary, story writing, proper spelling and grammar,

Question 62

What are the different categories if speech sounds in English?

Answer 62

Voiced/unvoiced and then closed/open vocal tract Produced with tongue/not with tongue and then voiced/unvoiced Closed or constructed/open vocal tract and then voiced/unvoiced (in English vowels are open and consonants are somewhat restricted) Involvement/non involvement of larynx and then vocal tract behaviour Sonorous/loud sounds versus quiet sounds and then tongue involvement

Question 63

What are the upper articulators?

Answer 63

``` Lips Teeth Alveolar ridge Hard and soft palates Uvula and pharynx (not used in English) ```

Question 64

Match the upper articulators to the types of sound they help create.

Answer 64

``` Lips: labial Teeth: dental Alveolar ridge: alveolar Palate (hard): palatal Velum (soft): oral + nasal sounds ```

Question 65

What are the lower articulators?

Answer 65

``` Lower lip Lower teeth Jaw Tongue: tip, blade, body Tongue root and epiglottis are not used in English ```

Question 66

Match the lower articulators to the sound types

Answer 66

Lower tip and teeth: bilabial + labiodental

Question 67

What are passive and active articulators?

Answer 67

Passive: stationary (lips, teeth, alveolar ridge, palate, velum, uvula, pharynx walls) Active: articulators that move (lips, tongue, epiglottis, velum, larynx)

Question 68

What are the two major sound classes?

Answer 68

Vowels: the oral cavity is relatively open and the vocal folds are vibrating Consonants: oral or nasal cavity is constricted or blocked and vocal folds can be vibrating or not (voiced vs unvoiced)

Question 69

What are the different types of blocked consonants?

Answer 69

Oral cavity blocked: stop Constricted: fricative or approximant Oral cavity blocked and nasal cavity open: nasals

Question 70

How do we classify the articulation of consonants?

Answer 70

Place: bilabial, labiodental, dental, alveolar, postalveolar, palatal, velar, glottal Manner: what kind of obstruction and how, plosives/stop, nasal, fricative, affricate, approximant Voicing (voice or voiceless)

Question 71

How is the IPA table set up?

Answer 71

Place along the top: anterior to posterior | Manner along the side: closed to open

Question 72

What are glides and liquids?

Answer 72

Further division of approximants Glides: glide from one position to the other (labio-velar such as way and palatal such a you) Liquids: lack any hardness (central alveolar such as rye and lateral alveolar such as lie)

Question 73

What are the three dimensions of creating vowels?

Answer 73

Frontness: tongue is arched toward the front, Center, or back of oral cavity Height: tongue (within jaw) is moved up and down, narrower or wider oral cavity Lip rounding: lips are rounded or in neural positon

Question 74

What is the tenseness of a vowel?

Answer 74

How tense or lax they are. Vowels on the periphery (i, u, e) tend to be tense where are those more central tend to be lax

Question 75

What are the different developmental phases from 0-1 year regarding vowels and consonants?

Answer 75

0-2 months (reflexive): partial vowel sounds 1-4 months (control of phonation): vowel- and consonant-like sounds 3-8 months (expansion): vocal play and exploration, new vocal posture with more control, isolated vowels, vowels in sequence, glides, squeals, beginning of babbling sounds 5-10 months (basic canonical syllables) 9-18 months (advanced forms): jargon, increased babbling, first words

Question 76

Describe the development of sounds from 1-2 years.

Answer 76

Use around 50 words Produce most vowels Adults words in simpler forms Around 10 consonants often including /p m h w b n/

Question 77

Describe the development of sounds from 2-5 years.

Answer 77

Most English consonants are acquired by the end of the third year. Plosive, nasals and glides Select fricative and affricates Acquisition of certain sounds like /s r/ vary widely

Question 78

Describe the development of sounds above 5 years.

Answer 78

``` Phonological awareness (rhyming, blending, counting words and syllables, manipulating sounds) Literacy skills ```

Question 79

Describe the source filter theory.

Answer 79

Source (glottis): voiced, unvoiced, open Filter (vocal tract): [a], [i], velar closure Output (speech signal): voiced, whispered, aspirated Combination of both source and filter give you the output 1. The complex vibration of the vocal folds generates a source signal with many harmonics 2. The source signal has to pass through the vocal tract where, due to resonance frequencies and damping characteristics of this system, certain frequencies are less attenuated than others (source signal filtered by vocal tract) 3. The signal finally dissipates from the lips into the air, where it is transmitted as pressure variations through space

Question 80

What is the fundamental frequency?

Answer 80

Main base frequency

Question 81

What are the formants?

Answer 81

Windows through which the sound is filtered Results in formant frequencies Property of the vocal tract and have nothing to do with fundamental frequency Parts of the harmonics that are louder than others

Question 82

What is an oscillogramme?

Answer 82

Measures the amplitude against time of the larynx action | Creates a graph illustrating the larynx signal (opening and closing of the glottis)

Question 83

What is a spectrum?

Answer 83

Measures the amplitude at different frequencies, showing the fundamental frequencies and following harmonics

Question 84

What does 100 hertz mean with respect to vocal fold movement?

Answer 84

Glottis opens and closes 100x per second (male voice)