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language development > Roseberry KO > Flashcards

Roseberry KO Flashcards

1
Q

why is all of the information about child language development important?

A

because we need to recognize typical and atypical behavior so we can intervene as early as possible in children’s lives.

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2
Q

communication

A

the process of sending and receiving messages that serve to transmit information that between persons or groups.

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3
Q

communicative competence

A

occurs when speakers effectively influence their listeners behaviors

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4
Q

most human interactions…

A

have an underlying agenda

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5
Q

Nonverbal communication

A
  • does not rely on use of words.
  • conveys ideas through other behaviors
  • eye contact, facial expression
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6
Q

verbal communication

A
  • involves the use of words to exchange ideas
  • auditory-oral-spoken language
  • visual-graphic-written, pictures, gestures (gestures that are systematic sign language
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7
Q

Extralinguistic Aspects of verbal communication

A

prosody-melody, stress, rhythm, intonation

proxemics-use of interpersonal space in communication

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8
Q

Speech

A

-physical production of sounds to communicate meaning through neuromuscular control of the structures of the vocal tract.
involves articulation, voice resonation, and fluency

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9
Q

phonology

A
  • study of the sound systems of a language
  • we have the IPA
  • english orthorgraphy is problematic
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10
Q

linguistics

A

study of language

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11
Q

sociolinguistics

A

-attempts to describe language variations based on social and cultural variables

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12
Q

Developmental linguistics

A

-attempts to describe the nature of emerging language in children’s language acquisition

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13
Q

Language

A

-the system of arbitrary verbal symbols that speakers put in order according to a conventional code to communicate ideas and feelings or to influence the behavior of others

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14
Q

expressive language

A

-production, expression,encoding
-speaking and/or writing
symbols on an AAC communication or Ipad.

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15
Q

Receptive Language

A
  • comprehension, decoding, and reception

- listening and/or reading

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16
Q

linguistic competence

A
  • refers to our hypothetical, unconscious linguistic ability

- represents speakers’ idealized, underlying knowledge of their language

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17
Q

linguistic performance

A
  • refers to a speaker’s production of linguistic units

- influenced by limitations such as fatigue, memory lapses, distractions, illness, etc.

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18
Q

Semantics

A

-study of meaning
-lexicon: all morphemes a speaker knows (free and bound)
Vocabulary: collection of words learned by someone

19
Q

Semantic involves

A

Word knowledge:ability to define a word verbally

World knowledge-actual physical experience with something

20
Q

Paul and Norbury 2012

A

language impaired children-small vocabularies

  • use many nonspecific words like “thing” and “stuff”
  • word retrieval problems
21
Q

word relations in semantics

A

antonyms

  • binary antonyms-no middle ground (alive vs. dead)
  • gradable antonyms:represent 2 different points on a continuum (attractive vs homely)
22
Q

In therapy for LI (language impaired) students

A

-teach synonyms-take a word they know and give them a more sophisticated way to say it.
-tired=fatigued
movie star=celebrity
tasty=delicious
fancy nancy app

23
Q

Semantics also involves a child’s knowledge of

A

words with multiple meanings (rock, pound)

  • deictic words whose referents change depending on who is speaking (this that, there, here)
  • categories-mental constructs that allow a child to group similar words together.
24
Q

The new Common core state standards

Really emphasize knowledge of words with ________ meanings.

A

multiple.

25
Q

Pragmatics

A
  • practical use of language in social interaction

- focuses on the speaker’s achieving a practical outcome through using language as a tool.

26
Q

Speaker and listener roles differ due to social context

A

social context-roles assumed by individual speakers.

  • how informal or formal the situation is.
  • we base our conversations on the status of interlocators.
27
Q

Justice and Redle 2014 state that…

A
  • Children need to develop ability to switch, register, or variety of speech appropriate to a particular situation.
  • ability to switch among registers-code switching.
28
Q

2 types of speech acts

A

-Indirect:implies several possible interpretations.
-discourse is a conversation
Direct Speech Act-only has one interpretation
“please pass the butter”

29
Q

discourse

A

conversation: extended verbal exchange on some topic

30
Q

discourse involves

A
  • topic initiation
  • topic maintenance
  • turn taking
  • repairs (restating when someone doesn’t understand)
31
Q

Discourse also involves

A

cooperation principle

  • appropriate quanitity of information
  • relevant to topic
  • truthful
  • delivered in a clear, understandable manner
32
Q

Morphology

A
  • the study of minimal, meaningful units of language
  • morphemes are the smallest elements of language that early morning
  • free morphemes stand alone
  • bound morphemes must be attached to free morphemes to carry meaning -ing, -er, -ed,-s
33
Q

Types of Free Morphemes

A

Grammatical morphemes/function words: is , the of, and a, but (kids with language impairment don’t say them)
-lexical morphemes/content words: words that carry the “meat”
For example: cloud, university, taco, student, Harry potter, run, walk, write, funny, crazy, blue

34
Q

Types of Bound Morphemes

A

Inflectional :alter the meaning of the free morpheme to which they are attached without deriving a new grammatical category
-usually these are suffixes (p.27) such as plural -s, possesive -s, past tense -ed, etc.

35
Q

Derivational Morphemes

A

-Change the grammatical class of the free morpheme to which they are attached.
Thoughtful (adj.)=>thoughtfully (adv.)
calculate (verb)=>calculation (noun)

36
Q

In Teacher’s language

A

Inflectional morphemes appear before derivational morphemes

37
Q

The new common core state standards

Really emphasize morphological _________ skills.

A

selfless

38
Q

Syntax

A
  1. Definition

Specifies rules for sequencing or ordering words to form phrases and sentences

Deals with rules for word order in a language

39
Q

declarative, imperative.

A

-Declarative: affirmative statement.
“This class is the bomb.”
-imperative: omits subject of sentence, sounds commanding.
“call this class the bomb.”

40
Q

Exclamatory, Passive, Interrogative, Negative

A 
exclamation points !!!
This class is amazing!!
Can't wait for vacation!!
-Passive=subject of sentence is being acted upon. "This class is called the bomb by the students."
-interrogative=forms a question
"is this class the bomb?".
Negative=contradicts an assertion. 
"this class is not the bomb."
41
Q

McCormack et al., 2011 “A nationally representative study of the association between communication impairment at 4-5 years and children’s life activities” Journal of Speech, Language, and Hearing Research, 54, 1328-1348.

A
  • Australian longitudinal study of 4, 329 children
  • Children identified with communication impairments at 4-5 years performed significantly more poorly than typically developing children when they were 7-9 years on all language measures.
42
Q

Hayiou-Thomas, Dale, & Plomin (2014) Journal of Speech, Language, and Hearing Research (June issue)

A

Longitudinal study of 2,923 twin pairs in the United Kingdom

Questions: 1) Were parent referrals accurate? And 2) did language problems at age 4 predict language problems at age 12?

43
Q

Findings of Hayiou-Thomas et al.

A
  • Parents of young children more concerned about speech than language.
  • Children with language problems at age 4 had problems at 12 years of age.
44
Q

Our job as SLPs

A

is to help children develop their language to its fullest potential.

language development (5 decks)

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