NLP Final Flashcards
(78 cards)
1
Q
Language Sampling
A
- represents the child’s daily use of language
- assesses form, content, and use
- done through play-based activity, sequence story picture cards/ describe movie
2
Q
Poverty is
A
24,000 or below for a family of 4
3
Q
Children from poverty backgrounds
A
Have lower expressive output, conversations revolve around everyday life and have less vocab. knowledge
4
Q
How is language sampling analyzed
A
-MLU/ Brown’s stages of morphological development.
- TTR (type-token ratio)
5
Q
How to calculate type token ratio
A
Tokens= all words in sample
Types= different words
Type/Token= TTR
- identify 50 consecutive utterances
6
Q
What is Language Sampling Analysis?
A
Criterion-referenced- Not normative but compares to set criteria
Formative assessment- natural environment and can be modified in the middle
Examines spontaneous language in natural contexts.
Provides qualitative and quantitative info
Used for birth-5 years of age usually
7
Q
Language difference
A
student learning a second language who applies features of their first language to English.
8
Q
Language disorder
A
happens when children have difficulties with both languages
9
Q
Steps for LSA for Early Development
A
- Collect the sample
- Transcribe the sample
- Count the number of morphemes and utterances
- Compute the MLU
10
Q
Tips for collecting the LSA sample
A
- recommended that sample is video/audio recorded
- developmentally appropriate toys
- avoid asking WH questions, do comment on what the child is doing, and use open-ended questions
- repeat what the child is saying to help you later.
11
Q
considerations for CLD clients
A
- assessments provided in a non-discriminatory manner
- follow the three guiding principles of assessment
- should test in the client’s most proficient language
12
Q
Mean Length Utterance
A
Total # of morphemes/ Total # of utterances
- typically corresponds to age
13
Q
interventions with culturally and linguistically diverse children
A
Focus on building vocab. oral narrative skills, literacy skills.
14
Q
Rules for counting morphemes
A
Count as one: free morpheme, bound morpheme, compound words, proper names, diminutives ( mommy/horsey), reduplications, wanna, hafta, etc.
Contractions count as two morphemes
- DO NOT count interjections, disfluencies, words that are ‘false starts’
15
Q
emergent literacy
A
concepts, behavior and skills that come before and developed into literacy
16
Q
what does working on emergent literacy look like?
A
- print referencing (directing the child’s attention to the book)
- print concepts (reading top to bottom, following the words when reading)
- rhyming, letter sounds
- story structure and retelling
17
Q
T-Unit analysis
A
- meant for older kids
- determines the complexity of sentences
- T-unit= each independent clause with its modifiers
ie. One main clause with all subordinates attached to it.
EACH NEW CLAUSE= new t-unit
18
Q
simple view of reading
A
Gough and tunmer theory
reading comprehension is composed of decoding and language comprehension
19
Q
Clauses
A
Utterances containing subject (NP) + predicate (VP)
Example: Drivers can get frustrated=MC
When there is traffic= SC
b/c MC can stand alone SC cannot
20
Q
Scarborough’s reading rope
A
language comprehension and word recognition skills will lead to skilled and fluent reading
21
Q
Coordinating conjunctions in t-units
A
FANBOYS aka linking two main clauses t-unit=2
22
Q
Six ts of effective literacy instruction
A
- time
- texts
- talk
- tasks
- teach
- testing
23
Q
Challs stages of reading development
A
- emerging literacy: 0-5. understanding of spoken language and phonological development
- initial reading: kg and 1st grade. letter to sound correspondence, recognition of basic words
- confirmation, fluency, and ungluing from print: end of 1st and 2nd grade. Becoming a fluent reader, comprehension, sight words
- reading for learning: 3rd -8th: gaining knowledge through text
- multiple viewpoints: high school. developing multiple points of view, facts, and concepts and interpreting complex texts (poems)
- construction and reconstruction: college. purpose-driven and strategic reading
24
Q
Subordinating conjunctions
A
Conjunction-link main to sub clause
ex: because, when, that, after, so, which, while, until, like as, if, unless, what
25
Incomplete sentences on t-units
excluded in the t-unit count
26
Steps for completing t-unit
1. transcribe sample
2. separate each utterance into t-units
3. count the number of words in each t-unit
4. determine the average t-unit score by dividing the total # of words by the total # of t- t-units
t-unit/total words
27
What are vocabulary analyses?
TTR, NDW ( number of different words), # of total words
28
dyslexia
difficulties with accurate or fluent word recognition and poor spelling and decoding abilities inconsistent with the person's intelligence. Reading difficulty at the word level.
29
Macroanalysis
looks at the structure of language, function, broad
- conversation discourse
- narrative structure
30
TTR rules
1. contractions count as 2 (it's we're)
2. Contractions of the verb and negative such as can't count as 1
3. hyphenated and compound words count as 1
4. Expressions- oh boy, alright counted as 1
5. articles a, an count as 1
31
TTR scoring and interpreting
1. ideally more than 50 utterances to use the middle 50 for the sample
2. comparison for norms ages 3-8 available
3. TTR at or below .25= restricted
TTR .80 = highly varied
Only count first occurrence of different words
Only the first occurrence of root words ie. (talk, talks, talking)
32
cognition
consists of mental activities involved in comprehending information including acquisition, organization and storage, memory, and use of knowledge
33
Skills to analyze discourse analysis
topic control- commenting and establishing new topics
topic maintenance- forwarding convo while on topic
Conversational repair- address breakdowns in covo
informativeness- how well can I listen and understand, inform important topics
conjunctive cohesion- connecting ideas together
34
metacognition
consciously examining one's own thinking
35
task analysis
- looking at the task and breaking it down
- analyze skills we have
- plan which skills we want to use
- organize thoughts to execute the plan
- reflect on the task and our own cognitive processes
36
Understanding narrative development
follows a developmental sequence
less complex and loose structure --> more complex and increased structure
- Pre-Episodic Organization
-Episodic Narratives
37
Pre-Organization
descriptive sequences
action sequences- order matters some
reaction sequences- reactions to events, no attempt to fix it
38
Piaget's stages of cognitive development
- sensory-motor: 0-2. reflexive and motor learning. object permanence develops
- preoperational: 2-7. rapid language learning occurs. concrete skills and problem-solving skills develop
- operational: 7-11. refines classification skills. begins to employ logic and reasoning skills.
- formal operations: 11-15. refines abstract thought. able to explain reasoning without thought.
39
episodic narratives
episodic= complication, an attempt to resolve the complication
- multiple types of episodes with increasing complexity
40
Assessing fictional narratives using wordless stories
1. provide model and ask child to retell
2. record/transcribe live
3. perform analysis
macrostructure (score in moment) - story grammar elements & organization
microstructure (score after)- sentence types , grammar, semantics, pragmatics
41
Collecting and analyzing Personal Narratives
- gather AFTER retelling of fictional narrative
- elicit after clinical model
- look at micro and macro structures
- Use CUBED for scoring (series of Y/N questions)
42
Eliciting samples for older children
Conversation Task
Personal Narratives
Procedural explanations (explain chess to me)
Peer conflict resolution task
Writing task w/ outline
Summary of expository text reading.
43
Barriers to LSA
1. Time
2. Limited Resources
3. Limited Training
4. Limited Knowledge of the validity of LSA
44
Statistical Learning
aka implicit learning- learning that doesn't require conscious effort
- process by which learners extract 'regularities' from the world without conscious intent or knowledge of the patterns
Implicit vs Explicit
explicit- takes conscious effort
45
How do students with a LLI react to statistical structure?
- Students with LI do not detect statistical structure (patterns) as TYD learners
46
unoccupied play
child making movements that appear to serve no obvious intention
47
solitary play
the child plays by themself. they explore the world around them through play and their play skills begin to reflect their cognitive and social skills
48
The Regulatory Principle
People are always looking for patterns ( vocab technique)
Frequency- children with LLI require more exposure and higher density
- the more the better
Consistency- making the treatment target the 'most consistent' event the child experiences during therapy
49
onlooker play
child watches others play without joining in
50
parallel play
children play alongside each other but they do not try to interact with each other
51
associative play
child plays with others sharing a goal. no set rules or organization. they are still playing fairly independently.
52
cooperative play
children engage in turn-taking and demonstrate cooperation. child engages in sustained play with peers and toys sharing a common goal
53
Variability Principle
The non-targeted words provided in the input
- high variability for the non-target elements of the input PROMOTES learning the treatment target
- when the target is frequent and consistent, learners focus on the pattern and ignore what is variable
54
Westby Play scale stage I
9-12 months. Vocalizations. Look for objects hidden in plain sight. Moves objects. begins to use toys appropriately
55
Westby Play scale stage II
13-17 months. Request and call attention. Use single-word utterances gestures and vocalizations. child will begin to locate part of the toy that operates and request assistance when needed.
56
Input in staistical learning
All input is input
- everyday interactions correct or incorrect are difficult for the the child to discern which is which.
- incorrect examples may erode the beginning internal representation of the target
57
Westby Play scale stage III
17-19 months. True language begins to emerge and the child understands a growing number of words. language is about the here and now. auto symbolic play emerges. the child can find hidden toys and use tools to gain objects.
58
Memory in implicit learning
- cognitive component
- Correct production in therapy is important to facilitate the correct memory for the target.
-incorrect production may further ingrain errors
-provide spaced retrieval opportunities
-evidence that less-ingrained verbs are more effective
59
Westby Play scale stage IV
19-22 months. uses two-word utterances, and references things and people that aren't present. symbolic pretend play involving people or toys that are not present
60
Westby Play scale stage V
24 months. discuss daily experiences, use short utterances describing themselves. asks questions and gives information. morphological ending emerge. child engages in simple pretend play. simple sequences emerge. child plays with constructive toys but does not create
61
explicit teaching for LLI
- explanation/feedback LLi children do not benefit from this
- requires 'meta' skills child may not have
- few exemplars- a child cannot generalize the rule from a small amount
62
Westby Play scale stage VI
30 months. Discusses less frequenct events. can ask and answer simple wh questions. mostly parallel play with some associative play. requires realistic toys as props. pretend play in short sequences and roles shift rapidly
63
Toy Talk
- increase the use of 'overtly marked' verb forms ( s' ed, ing)
- comment on the toy characters + action
- use the character names more often than the pronounnencourage child to recognize auxiliaries and copulas
64
The Importance of High Variability
In a study, people of all ages were asked to learn grammar rules using differing numbers and nonwords
- all were able to learn the rule when 24 different words were utilized
- subjects not able to recognize rule in 12 non-words used twice
- results: use lots of different words to teach
65
Westby Play scale stage VII
36 months. uses past tense. /play sequence becomes more involved and they evolve naturally and arent preplanned. they engage in more associative play but not cooperative.
66
Westby Play scale stage VIII
36-42 months. growth in descriptive vocabulary. theory of mind is present. demonstrates some metalinguistic skills like dialogue. Uses smaller, less realistic toys. Use one object to represent another, and continue to use longer sequences.
67
How high variability is taught
focused stimulation- SLP plans the sentences ahead of time and uses them in the session
Recasting- SLP gives lots of toys to encourage production and then says the child's utterances back to them using the correct verb (used for correct or incorrect)
Conversational Recast- model the verb stem
DURING RECAST- DIRECT CHILD'S ATTENTION TO YOU
68
Westby Play scale stage IX
48 months. uses language to mediate problem-solving. discusses further events and uses models such as "can, may,"etc as well as conjunctions. able to engage in play about novel experiences that they have not experienced. problem-solving is evident as they test hypotheses.
69
Westby Play scale stages X
60 months. emergence of relative and subordinate clauses. might use sequencing terms. can plan out pretend play in advance. no longer need realistic toys, can use imagination.
70
What are play assessment tools?
Child-Initiated Pretend Play Assessment (ChIPPA), Revised Knox Preschool Play Scale (RKPPS), and Transdisciplinary Play-Based Assessment Second Edition (TPBA)
71
Revised Knox Preschool Play Scale (RKPPS)
- used for kids 6 months to 6 years
- observation-based
- assesses child developmental play age
72
Child-initiated pretend play assessment (ChIPPA)
- used for kids 3-8 years
- norm-referenced
- observation-based
- assesses child ability to initiate pretend play
73
Transdisciplinary Play-Based Assessment Second Edition (TPBA2)
- infants through age 5
- Observation based
- Assesses the child's development using a cross-disciplinary team
74
syntax
rules governing word, phrase, and clause order
75
morphology
rules governing the internal organization of words
76
phonology
rules regarding the structure and sequencing of speech sounds and syllables within language
77
semantics
system of rules governing word meaning
78
pragmatics
language in context as a tool for communication
