New Information Exam 3 Flashcards
(108 cards)
1
Q
What is theory of mind?
A
The ability to understand that others have unique perspectives and interpret those perspectives in a social context
2
Q
Development of theory of mind (6 components)
A
- Diverse desires: Understanding that people can have different desires
- Diverse beliefs: understanding that people can have different beliefs
- Knowledge access: Something can be true without someone else knowing it
- False Beliefs: Something can be true but someone else might not believe it
- Hidden Emotions: people can hide their emotions
- Understanding sarcasm
3
Q
What stage of development of theory of mind are preschoolers in?
A
False belief stage
4
Q
The development of theory of mind can be impacted by a child’s
A
Culture
5
Q
What are the 5 stages of syntax?
A
- Holophrase: 1 word represents a whole sentence
- Two word utterances
- Telegraphic speech (use lexical words)
- Simple sentences (the boat is on the river)
- Complex sentences (start to see multiple clauses)
6
Q
Simple sentences in the preschool stage often take the form of
A
Subject, verb , object
7
Q
For a sentence to be considered a simple sentences it must contain a ___ and _____
A
Subject and verb
8
Q
How do simple sentences gain complexity?
A
Start with two word stage
Move on to telegraphic speech
Then proceed with simple sentences where auxiliaries appear
9
Q
How does a child learn the word order to ask a question?
A
Syntactic rules are applied to formulate wh- questions
Example: rising intonation, wh- fronting
10
Q
How does the development of clauses start to show?
A
Typically start with and
Use passive voice
11
Q
What is a clause?
A
Any noun phrase plus a verb
Subject and verb
Unit used to build a sentence
Group of words containing a subject and predicate and used as part of a sentence
Every sentence has at least one clause, not every clause forms a complete sentence
12
Q
What is phrase?
A
Any collection of words that behaves like a part of speech
A group of related words that doesn’t have both a subject and predicate
Can’t stand alone
Prepositional phrases such as “in the car”
13
Q
Why is language sample analysis using sugar performed?
A
Makes a more authentic representation of the child’s abilities
Child-directed
More spontaneous language in a natural setting
Use a wide range of materials
14
Q
What are the measures that are used with SUGAR?
A
TNW: total # words
W/S: words/sentence
MLU-s: average # morphemes/utterance
C/S: average # clauses/sentence
15
Q
Sugar terminology:
A
Utterance: group of related words that is spoken
Sentence: subject & predicate
Clause: contains a subject and a verb
16
Q
How does LSA using Sugar differ from traditional analysis?
A
- Collect and analyze 50 consecutive utterances
- Utterance can include one intelligible word
- Don’t type utterances for conversation partner
- Counts grammatical and some inflectional morphemes
- Counts incorrect morphemes
17
Q
MLU sugar is the same or different from MLU?
A
DIFFERENT
The two do nor equate and cannot be compared
MLU-sugar allows for comparison well into school age
18
Q
What questions are used to determine if a sugar language sample is robust?
A
- Did the conversation partner ask more than 10 questions that could be answered with single word or yes/no?
- Are there more than 10 one-word responses from the child?
- Did the language sample activity restrict the opportunity for the child to produce extended utterances?
19
Q
What is type token ratio and what is it used for?
A
-Helps assess lexical diversity by looking at the type (number of different words) over the token (total number of words in the sample
20
Q
Typically, children acquire all vowels in English by age ___
A
3
21
Q
How is consonant acquisition looked at or determined?
A
There a variety of studies that have provided normative data
Make sure to look at the criteria used to say a speech sound was acquired
22
Q
How should articulation norms be used?
A
Use them as a helpful guideline but the not the sole criteria to determine if a child requires services
23
Q
What should be used along with articulation norms in order to determine need for services?
A
Standardized tests
Speech samples
-Independent analyses: phonemic inventory, word shape inventory
-Relational analyses: PCC, pMLU, Proximity/intelligibility
Parent and teacher input
Academic and social input
24
Q
What is contextualized language?
A
Language that is grounded in the immediate environment
Relies upon shared background knowledge and context cues
Describing things in the physical environment
25
What is decontextualized language?
Language that is used to discuss events and concepts that aren't immediately present
Context does not necessarily provide cues and there may not be shared background knowledge
Example: reading a textbook
26
Decontextualized language is supported by _____
Theory of mind
27
What is mutual exclusivity?
Using what you know to help identify what you do not know
28
Preschoolers develop semantics through ....
Fast mapping: initial tentative, definition
| Slow mapping: refining definition with new information gained from additional exposures
29
Dale's 4 stages of semantic development
Stage 1: no knowledge of the word (I never saw it before)
Stage 2: emergent knowledge (I've heard of it but don't know what it means)
Stage 3: contextual knowledge (I recognize it in context)
Stage 4: full knowledge (I know it)
30
Preschool semantic development:
| What are relational terms?
Vocabulary that allows for the communication of logical relationships
Adds complexity to the meaning and ideas that children are trying to communicate
31
What are the different relational terms?
```
Deictic terms
Interrogatives
Temporal terms
Opposites
Locational terms (prepositions)
Kinship terms
```
32
Preschool semantic development:
| Deictic terms details
Words that depend upon the location of the speaker and listener
Here vs There
This vs that
These vs those
33
Preschool semantic development:
| Interrogatives details
Words used to ask questions
What, where and who are developed first
When, how and why are developed later
34
Preschool semantic development:
| Temporal terms details
Words that describe the order, duration, or concurrence of events
Example: do A, before B
35
Preschool semantic development:
| Opposites/antonyms details
Reflect semantic opposition
Recognized faster during word recognition
Elicit each other during word association tasks (priming)
Occur frequently in written and spoken language
36
Preschool semantic development:
| Canonical antonyms vs noncanonical antonyms?
Canonical: Opposite properties of basic dimensions (hot vs cold)
Non-canonical: Fast and quick, wet and damp
37
Preschool semantic development:
| What are locational terms/prepositions?
Words that determine location or a spatial relationship
38
Preschool semantic development:
| What are kinship terms?
Words that describe familial relationships
| Learned for family members that are around often first
39
What two things change regarding language as children reach school age?
1. Source of language input expands from only oral to include reading
2. Acquire metalinguistic competence: ability to think about and analyze language (phonological awareness and figurative language)
40
What is metalinguistics?
Ability to think about language as a decontextualized entity
Using language to talk about language
Starts in preschool and continues until ages 7 to 8
41
Metalinguistics relies heavily on ____ memory and correlates with children's _____ skills
working memory
| literacy skills
42
Development of metalinguistic skills
Toddler: monitors own utterances
Preschool: checks the result own utterance, tests for reality, attempts to learn language deliberately
School age: predicts the consequences of using particular forms (inflections, words, phrases, sentences), reflects on an utterance (structure independent of use)
43
Reading and writing are ____ and ____ language translated into written form
Without a strong language foundation, ____ skills can be a struggle
receptive, expressive
| reading
44
Who works on literacy?
Reading specialist, special education teacher, SLP, tutor, etc
45
What are the three important achievements for literacy in preschoolers?
1. Alphabet knowledge
2. Print awareness
3. Phonological awareness
46
What are the four hypotheses about the order that letter names are learned?
1. Own-name advantage: learn letters in their name
2. Letter-name pronunciation effect: earlier learned letters are those where the name of the letter contains its pronunciation
3. Letter-order: letters learned in the order of the alphabet
4. Consonant order: learns letters with consonant phonemes that are developed earlier first
47
What is print awareness?
Concept that chidren's oral language abilities influence how they develop print awareness
48
5 components of print awareness
1. Print interest: print is a worthy object of attention
2. Print functions: print carries meaning
3. Print conventions: print is organized in specific ways
4. Print forms: print units can be differentiated and named
5. Print part-to-whole: print units can be combined into other print units
49
When is phonological awareness developed?
Starts at age 2 and continues through the school years
50
What is phonological awareness?
- Sensitivity to sound structure of words
- Knowledge that speech can be segmented into smaller parts and those parts can be manipulated
- Phonemic awareness: knowledge that words can be segmented into smaller parts which can be manipulated
51
How is phonological awareness assessed?
Phonological screening awareness test
52
What are the stages of literacy?
0. Prereading (preschool)
1. Decoding (5 to 7 years): letters are associated with sounds
2. Confirmation/fluency (7 to 8 years): grow in decoding confidence allowing increased focus on content
3. Reading to learn (8 to 14 years): transition to using reading as a learning tool
4. Multiple viewpoints (14 to 18 years): use reading to gain insight from different perspectives
5. Construction & reconstruction (18 years+): use reading for individual purposes
53
We need ____ awareness to decode written text
| We need ___, ____, ____, and pragmatic language skills in order to comprehend written text
Phonological
| Semantic, morphological, syntactic
54
How can delays in language domains (semantics, phonology, morphology, syntax, and pragmatics) impact reading?
- Semantics: New vocab is learned through reading
- Phonology: gaps in phonology can affect word decoding
- Morphology: If student doesn't have morphological form in spoken language, they won't be able to use them correctly in writing
- Syntax: if student doesn't have syntactic forms in spoken language, they won't be able to use them correctly in writing
- Pragmatics: gaps can affect oral reading, background knowledge, comprehension of figurative language
55
Difficulty with complex sentences can be caused by ....
Semantic errors: not knowing meaning of conjunctions
| Syntactic errors: not knowing how to combine or deconstruct long sentences with relative, nominal, or adverbial clauses
56
What is a narrative?
A spoken or written description of a real or fictional event from the past, the present or the future
57
What are the types of narratives?
- Recounts: Telling a story about a personal experience when prompted
- Accounts: Telling a story about a personal experience without being prompted
- Event casts: Explaining an ongoing activity or reporting a factual scene
- Fictionalized narratives: invented stories that focus on a character who must solve a problem or reach a goal
58
Why is narrative language development assessed?
- Children with language impairment have difficulty with narratives
- Important to academic success
- Allows comparison of comprehension and production
59
What are the characteristics of children with language disorders in terms of narrative comprehension?
Remember fewer details, difficulty with vocabulary and inferencing
60
What are the characteristics of children with language disorders when looking at narrative production?
Difficulty with organizing and sequencing story elements
| Use shorter utterances, fewer words, and less complexity
61
What are the story grammar elements?
- Setting: when and where the story takes place
- Initiating event: situation or problem to which a character must respond
- Internal response: character's response to the initiating event
- Plan: Character's strategy for solving the problem
- Attempts: Character's action to bring about some consequence
- Direct consequence: Character's success or failure at achieving their goal (climax)
- Resolution: announcing the conclusion of the story, moral or principle, summary
62
Story grammar elements improve with _____
| Developing ____ of ____ leads to more complex details in narrative
Development
| Theory of mind
63
What are the narrative stages?
1. Heaps
2. Sequences
3. Primitive narratives
4. Focused chains
5. True narratives
64
What are cohesive devices + examples?
Help listeners follow the story
Examples: Appendages (cues that story is beginning, once upon a time), references, conjunctions, mental state verbs (help understand internal actions and states)
65
Narrative stages: Heaps details
- 2 years
- Collection of unrelated statements
- Statement relates to the prompt but not to each other
- No cohesive devices used
66
Narrative stages: Sequences details
- 2 to 3 years
- Child begins to link statements to each other
- No plot yet, events could be told in any order without changing the meaning
- Contains 1 story grammar element: setting, has a central character, topic, or place
67
Narrative stages: Primitive stages details
- 3 to 4 years
- Emergence of causality
- Can identify central theme in addition to central character, topic, or setting
- Contains 3 story grammar elements: initiating event, attempt, consequence
68
Narrative stages: Focused chains details
- 4 to 5 years
- Emergence of temporal order: events follow a logical sequence
- Contains 4 story grammar elements: initiating event, attempt, consequence, conclusion
69
Narrative stages: True narratives details
- 5 to 7 years
- True plot with a clear problem and resolution
- See the emergence of other story grammar elements: internal response, plan, conclusion includes a resolution
70
What is pragmatics?
Social use of language to achieve communicative competence (using communication to get things done)
71
Why does pragmatic competence matter?
Involves language use and social setting to determine appropriate, successful, expected, target communication
72
Pragmatic competence requires ....
- Non-egocentrism
- Using language for a purpose
- Learning linguistic routines
- Extra-linguistic communication
- Switching dialects, varieties or registers based on the context
73
Pragmatic differences vary by
Culture
Neurology
Generation
74
What are some of children's primitive speech acts?
Labeling, repeating, answering, requesting, calling: gain attention, greeting/leave-taking, protesting, practicing
75
Pragmatic growth in conversational skills is demonstrated by
Turn-taking
Topic maintenance
Giving/receiving feedback
Registers and dialect choice
76
Developing topic maintenance
3;6 children maintain a topic for more than 2 turns
5;0 children maintain a topic for 5 turns
Adults maintain topics for about 11 turns
77
What is the role of hypothesis testing in developing pragmatics?
Associate communication behaviors with situational cues
78
Pragmatic skill is required to use language in ___ and ____ ways
Abstract, nonliteral
79
Social pragmatic violations include
Not understanding cues or indirect requests
80
Linguistic violations of pragmatics
- Leaving out important information
- Presenting events out of order
- Presuming (incorrectly) that the listener knows what the speaks is talking about
- Ambiguity
81
Elements of social pragmatic competence
Eye contact, joint attention, responding to name, pointing and gestures, turn taking, imitation, intonation, flexibility, interest in others, pretend play
82
What is the cooperative principle?
Assumes that listeners and speakers act cooperatively during conversation and adhere to Grice's maxims
83
What are Grice's maxims?
1. Quality: saying what you believe is true
2. Quantity: giving the information required without giving too much
3. Relevance: Contributing what is related or relevant to the exchange
4. Manner: Conversation is unambiguous, brief, appropriate, and orderly
84
Flouting vs violating Grice's Maxims
Flouting is intentional, often seen in comedy
| Violating is unintentional, often by people who are not aware of the unwritten rule of communication
85
Pragmatic deficits occur due to ...
Difficulty with theory of mind
Use language for more limited social functions
Difficulty initiating, responding, taking turns, nonverbal communication
86
What are the risks when a school-aged child has difficulty with pragmatic competence?
Academic, social-emotional, long-term outcomes
87
What is dialect?
Variety of language that differs in pronunciation, vocabulary, grammar
Make it a full language system
88
What is an accent?
Variety of language that differs in pronunciation
89
What is a regional dialect?
Develop due to geographic barriers
| Example: southern, northern, midwestern, western
90
What is a sociocultural dialect?
Develop from participation in a shared social or ethnic group
Example: African American English, Spanish Influenced English, Black American Sign Language
91
What is bilingualism?
Fluency in or use of two languages
92
What is simultaneous bilingualism?
Both languages learned from birth (before age of 3)
| Requires caretaker bilingualism and/or community bilingualism
93
What is sequential bilingualism?
One language learned after some degree of other language proficiency
Very prominent in Southwest US, learned one language at home, another at school
94
What is balanced bilingualism?
50:50 use of both languages
Older literature considers this ideal
Theoretically possible but not reasonable
95
What is unbalanced bilingualism?
Differential use of each language
Not necessarily unequal proficiency but can be (assessment required)
More common/more likely
96
What is the SUP model of bilingual organization?
Separate Underlying proficiency
Languages are separate but related
Distributed conceptual features, hierarchical model
97
What is the CUP model of bilingual language organization?
Common underlying proficiency model
Languages is one interactive system
Iceberg analogy
BIA+ model
98
What is receptive bilingualism?
Can understand both languages but only speak one
99
What is expressive bilingualism?
Can understand and use both languages
100
What is code-switching?
Language mixing, going back and forth between the two languages
101
What is developmental language disorder?
Brain difference that makes talking and listening difficult
| Poses a risk for social-emotional behavioral concerns
102
What are the characteristics of SLI?
- Specific language impairment
- Persistent, significant neurodevelopmental condition that impairs the learning of spoken language
- Not the result of know causal condition (syndromes, hearing impairment, ASD)
- Often identified using standardized testing
103
What are the characteristics of DLD?
- Developmental language disorder
- Persistent, significant neurodevelopmental condition that impairs the learning of spoken language
- Not the result of known causal conditions (syndromes, hearing impairment, ASD)
- Uses standardized testing in conjunction with functional assessment
104
What is SLI?
- Persistent difficulty using language (expressive or receptive) which is not accompanied by an intellectual disability, global developmental delay, hearing or other sensory impairment, motor dysfunction, or other mental disorder or medical condition
- Impairment is specific to language learning
105
What are the risk factors for DLD (Developmental language disorder)?
o More males than females
o Poor language comprehension
o Family history of language or literacy deficits
106
Generally, how can genetics influence communication disorders?
- Speech and language disorders seem to run in families
| - Genetic makeup influence brain structure and function and in turn influence enable speech and language
107
Speech and language disorders in which genes are potentially involved include ....
```
Autism
Hearing impairment
Stuttering
Genetic syndromes
Childhood apraxia of speech
Speech sound disorders
Cleft lip/palate
Developmental language disorder
```
108
What is the most famous speech gene?
Foxp2
