Test 2 Flashcards

Question

Parietal Lobe

Answer 1

Perceive and integrate sensory and perceptual information Comprehend oral and written language Perform math calculations Left inferior portion of the sensory system is linked to language ability, esp. reading and naming tasks

Answer 2

Parietal lobe

Answer 3

Where information is held and manipulated in order to complete a tasks

Answer 4

Processing auditory information and language comprehension

Answer 5

there is a lot of overlap between the lobes

Answer 6

Auditory signal>Primary auditory cortex (Heschl’s gyrus in the temporal lobes)>information separated>coded linguistic message sent to L temporal lobe for more processing>paralinguistic info sent to R temporal lobe.

Answer 7

Serves as a channel between the rest of the brain and the spinal cord by: Transmitting sensory information to the brain and motor information away from the brain Relay station for the cranial nerves supplying the head and face and for controlling visual and auditory sense Structures associated with metabolism and arousal

Answer 8

Regulates motor and muscular activity | Coordinates motor movements, muscle tone, posture and equilibrium

Answer 9

flaccid, low tone, typical tone. (spaghetti like walking or facial drooping is low muscle tone)

Answer 10

Certain activities are the almost exclusive domain of one of the 2 hemispheres. In most people, the left hemisphere has more control over language, math, and logic. While the right hemisphere is geared towards creativity, recognition of printed word, recognizing affect. (paralinguistic cues) Most individuals with left cerebral dominance are right-handed.

Answer 11

development starts very early, main outlines of brain are recognizable, cerebrum and cerebellum by mid-term

Answer 12

growth is rapid and massive, typical size 12 oz at birth rapid growth in cerebellum. Because we expose them to so much is why. First month of life: synaptic firings increases fifty-fold! Connections devoted to S/L relatively mature by late preschool

Answer 13

Thought AND language processed by our information processing system Attention (alertness) , Discrimination, Organization, Memory, Transfer….all overseen by Executive Function Comprehension involves integrating ALL these processes

Answer 14

awareness of a learning situation AND cognitive processing. Includes: orientation and reaction

Answer 15

holding attention over time

Answer 16

amount of time required before a response is received

Answer 17

If a question is asked, it will take us a little bit of time to respond because we need time for the message to be receive, process, and formulate a response. Whether our mind is oriented to the task or not. Orientation dependent on other distractors.

Answer 18

How does the incoming information differ? If difficulty identifying related characteristics of the incoming information…will be difficult associating new information with old information. Requires working memory You hear new info and think “I got it” but then an unfamiliar word is said. What info do I know and do not know and what associations can I make with the new word so I can remember and move on.

Answer 19

Information is “chunked” into categories Some stored semantically, phonologically, subjects etc. Retrieval is all about how we organize our info

Answer 20

: Recalling the information that was previously learned and stored

Answer 21

Applying previous knowledge to new information

Answer 22

Recognize it is a question What are they asking of me Where did I store that info (math?) Now I'm picturing my fridge because I hear eggs. It’ll take kids with a deficit that longer processing time to go through all these steps.

Answer 23

attention, orientation, reaction, discrimination, organization, memory/recall/retrieval, and transfer.

Answer 24

awareness of a learning situation AND cognitive processing. | Includes: orientation and reaction

Answer 25

holding attention over time. It's dependent on other distractors

Answer 26

amount of time required before a response is received

Answer 27

it will take us a little bit of time to respond because we need time for the message to be receive, process, and formulate a response. Whether our mind is oriented to the task or not.

Answer 28

How does the incoming information differ? If difficulty identifying related characteristics of the incoming information…will be difficult associating new information with old information. Requires working memory You hear new info and think “I got it” but then an unfamiliar word is said. What info do I know and do not know and what associations can I make with the new word so I can remember and move on.

Answer 29

Information is “chunked” into categories Some stored semantically, phonologically, subjects etc. Retrieval is all about how we organize our info

Answer 30

Recalling the information that was previously learned and stored

Answer 31

Applying previous knowledge to new information

Answer 32

Recognize it is a question What are they asking of me Where did I store that info (math?) Now I'm picturing my fridge because I hear eggs. It’ll take kids with a deficit that longer processing time to go through all these steps.

Answer 33

build knowledge of language development as a uniquely human phenomenon that is remarkable for a variety of reasons

Answer 34

better help children and adults who may have difficulties in this aspect of development

Answer 35

focus on approaches that have more nurture or interactionist approach

Answer 36

more of a nature aspect usually when working with them.

Answer 37

Theories should provide testable explanations related to language development. How do children learn their language? Theories should help guide the clinician when addressing language development concerns. Why am I using this particular approach? Their interactions with us when we try to help them learn language. (how close they like us to be, focusing their attention on us..)

Answer 38

Are they preprogrammed? How do they learn their language. Pretty universal Do they learn through experiences? Nature or nurture (nativist vs empiricist) debate The reality…it is somewhere in between the two.

Answer 39

Is it the child’s own interest in learning social conventions and socializing that provides the strongest supports for learning? Is it simply by hearing more and more language that children start to make assumptions about their language?

Answer 40

Nativist theories Knowledge is innate and genetically transmitted not learned by experience.

Answer 41

Empiricist theories Humans gain all knowledge through experience. “Tabula Rosa”

Answer 42

Skinner: learning is the result of shaping….. Operant conditioning: consequences of behaviors shape subsequent behaviors Stimuli in the environment elicit verbal responses, or language from children Each step stimulates each successive behavior We perform an action, we get a response which then supports later behaviors and language. All about responsiveness of the caregiver on how often the children will use it or not.

Answer 43

Key terms of OC used in ABA: stimulus, response, and reinforcement Discrete trial training (DTT): series of distinct trials that the adult or therapist repeats until the child masters the target skill Application in building language skills ABA: support language development to support child’s language skills.

Answer 44

Vygotsky: language emerges through a child’s interactions Initially…language and cognition intertwined…but by 2 years…separate capabilities Vygotsky: language and cognition intimately linked until the age of two.

Answer 45

difference between a child’s actual developmental level as determined by independent problem solving and his or her level of potential development as determined through problem solving in collaboration with a more competent adult or peer (Vygotsky, 1978) As children learn language through social interactions with others, their general cognitive abilities progress

Answer 46

ZPD: knowing where the child is right now in terms of development and knowing we want to get them to this other level. Work JUST above where they. Challenging but attainable. Example: teaching gestures, then teaching vocalizations, then verbalizations. Example: child has issues with plurals and prepositions. First, ID child where they’re at. Then expand on what they know and expose them to a little bit more. Then after repeated exposures, we ask her to use what she has been exposed to previously. Learning through exposure to concepts.

Answer 47

Piaget: the study of the development of knowledge Children go through a series of experiences; emphasized that achievements in one stage must occur prior to a child moving into the next stage Language follows closely behind children’s general cognitive development

Answer 48

Talks about different levels of play: parallel play (moves from isolated play to this stage where they’re closer to peers but not much interaction with them still. Mostly just cognition), constructive play (playing together with a similar goal but not quite cooperative play), isolated play (could be stacking blocks, pushing car etc by themselves. Usually just vocalizing at this point), cooperative play (involves child to really engage with their peers. Can involve dramatic play which involves imaginary or pretend play. Language and cognition working together) Isolated to parallel to constructive to cooperative

Answer 49

Children as active agents in constructing their understanding of language Egocentric: developmentally predisposed to view the world only from their perspective More so in earlier stages of learning and play True dialogue once children are able to take the perspective of others Aka during higher level of play

Answer 50

Story retelling Progression of stories from “me, me, me” to “my family” to the “rest of the world” Present, past, past/present/future Theory of Mind..perspective taking Cooperative play needs to include theory of mind in order to work appropriately. 2-3 children start telling short stories but as they get older, it becomes more expansive and can go past the here and the now

Answer 51

Children’s abilities in language, emotional expression, cognition, social interaction, and object play develop in tandem Child is responsible for driving language learning forward Children learn language (especially form and content) when what they have in mind differs from what others around them have in mind, because they must express themselves in order to share that information Intention I have when I communicate with you. When child really starts to show intentionality is when we believe they truly want to communicate with us.

Answer 52

Milieu approach to therapy “Sabotage” the environment Environmental changes so that they have to communicate Intention… The need to communicate If they like books and they’re always around, hide the books so they have to ask for it. This doesn’t work well for someone like danielle

Answer 53

Children acquire language forms that are heard frequently and reliably early in life, and later in life they acquire forms that they hear rarely or inconsistently. Overgeneralization: Language learners make an irregular past tense verb regular by adding /d/, /t/, or /Id/. (“I goed” instead of saying “I went”)…it takes repeated exposures before they master “I went.” Direct imitation helps children learn the irregular wordings.

Answer 54

how we can use our own behavior to shape kids speech. How you can manipulate environment to support child’s language.

Answer 55

A syntactic perspective Focus on the commonality and universality to the grammatical rules of language Rules drive system and are separate from meaning We have this innate ability to use this rule system in order to produce a huge range of sentence structures. Universal grammar is the answer to this Rapid acquisition proves language is NOT learned Language is universal among humans Children are born with a set of grammatical rules that exist in all languages, the input solidifies the parameters.

Answer 56

Godfather of nature theories.

Answer 57

hypothetical tool in our brain that allows us to learn language. Commonality related to all language with structure. The reason for this universal structure is because of this tool.

Answer 58

Parents don’t teach language or use corrective feedback Language acquisition device (LAD) A hypothetical cognitive tool that allows children to rapidly learn and understand language Think about the linguistic competence and linguistic performance discussion. Are children born with the competence…but due to processing limitations cannot demonstrate the performance? About this cognitive tool instead of corrective feedback but the feedback fine tunes this cognitive tool. It doesn’t explain acquisition of vocabulary though. Children born with competence but need feedback for performance. Evidence from cross-cultural examples show similarities in sentence structure at similar ages. Note: Developmental similarities across languages

Answer 59

Helps to explain the innate human ability to develop sophisticated language

Answer 60

good fucking luck

Answer 61

Short term goals and individual objectives per session. Manipulate environment Reward for good language use. Ask parents to work on certain areas

Answer 62

We want to prevent later difficulties for the “at-risk” populations

Answer 63

We want to develop programs to support a child’s language development

Answer 64

We want to collect sufficient data to support a child’s language development

Answer 65

teachers, clinicians, and other adults provide an enhanced language learning environment that builds upon existing skills and promotes the development of new and more advanced language abilities The Hanen Program for Early Childhood Teachers and Educators Also for parents. We can teach to others to support a child’s language. Gives different strategies to help the kiddos

Answer 66

Listening, watching, exploring (semantics), socializing (there is always turn taking going on)...does all this contribute to linguistic development?

Answer 67

Visual preferences Distance – 8 inches Eye contact Auditory preferences for human voice (esp. mom’s voice) Movement of head – turn away if done communicating with you Wakefulness – patterns occur between child and caregiver

Answer 68

Recognize the phonetic details of speech (vs older children who are doing what?) and phonotactic combos of our language. Form categories (strong predictors of cog/lang abilities at 2 yo) Speech vs non-speech? Voiced vs voiceless? Allophonic variations Attention to actions they see and the associated intentions

Answer 69

Patterns for interaction begin as noted by gazing at faces and vocalizing. Social smile especially in presence of mother

Answer 70

Infant starts to visually track mothers voice.. turning away from strange voices

Answer 71

Caregiver changes facial expression to improve reaction from infant. Mutual gaze>gaze coupling (looking at each other>turn-taking)

Answer 72

Infants most responsive to vocalizations vs non-vocalization. Change from simultaneous to sequential (waiting for adult to do something before they respond) At four months, make more vocalizations compared to non verbal gestures because that’s what they prefer Rituals and game-playing show predictable patterns of speech and behavior

Answer 73

They start to anticipate these rituals and will act accordingly why? Starts teaching them conversational skills at an early. Sets stage with true communication

Answer 74

While games have many attributes of conversations, they also contain identifiable, sequential interactional phases called protoconversations (quasiconversations). Both partners are active participants in these exchanges. MAY contain: initiation, mutual orientation, greeting, play dialog, disengagement

Answer 75

Recognize that vocalizations get reactions | If they make a sound and it’s not being responded to, they get that and eventually stop.

Answer 76

Discomfort/distress and vegetative sounds (0-2 months) Child will have a different cry for different things (hungry, wet, sleepy, happy)

Answer 77

Cooing and gooing, raspberries | 1-4 months

Answer 78

Truer adults vowels sounds, squealing More control over articulators Babblings starts… (3-8 months)

Answer 79

CV syllables (e.g. “ba” and “goo”) moves into CVCVC = canonical babbling Reduplicated babbling Variegated babbling: (Preference for nasals and stops in most cultures )

Answer 80

repeated CV pairs (e.g. dadadada)

Answer 81

non-repeated CV pairs (e.g. da-ma-ga-da) usually different consonants with the same vowel sound Nasals and stops: bc they’re easier to produce and easier for infant to see

Answer 82

Varied combinations of syllables used Jargon evidenced (2+ consonants and vowels with varied stress and intonation) – shows expressions and gestures. She understood conversational turn taking while on the phone

Answer 83

Starts to take more control in interaction

Answer 84

Selectively listens to words and follows simple requests

Answer 85

caregiver starts to refer more to objects, events and “others.” Up until 6 or 7 months, At 7 months, when child takes control in interaction, they’ll explode what they expose their child to

Answer 86

Follow maternal pointing and glancing or regard. Infant’s gaze is more likely to be initiated and maintained when the mother is vocalizing and/or gazing back. Mother is more likely to initiate and maintain vocalization when infant looking at her

Answer 87

they start following mother’s pointing. More labeling will happen and more exposure to the world. This is where receptive vocabulary expands

Answer 88

Infant begins to develop intentionality or goal directedness and the ability to share goals with others. Child and caregiver now have a shared goal.

Answer 89

perlocutionary, Illocutionary, and locutionary

Answer 90

(0–7/8 months) Goal: To keep an interaction going (crying, cooing) The action (e.g. crying/cooing) teaches the child how a “signal” can influence behavior Caregiver “infers” an intention Generally wanting to keep an action going Goal is to keep the interaction going This action is going to teach the child that whatever they do or say will get a response

Answer 91

(8 - 9 months ) Emergence of intentional communication shown by: • Gestures along w/eye contact with partner. eye contact imp so caregiver knows how to respond • Consistent sound and intonation patterns of her own invention as signals for specific intentions. • Persistence in attempting to communicate. Gestures really important for later communication Child going to start requesting as part of their gestures. Try to maintain joint attention through their gestures

Answer 92

begins with the first meaningful word. • Verbalizations are used with or without gestures to accomplish functions previously filled by gestures. over time, we will see those gestures diminish but not fully go away . Still asking for what they want but they’re starting to verbalize their requests more.

Answer 93

Infant exhibits or shows herself (e.g. hiding face, raising arms) (before illocutionary) – 1st gesture we see usually. Not yet indicating intention

Answer 94

Infant shows objects by extending them toward caregiver (won’t release, though…part of joint attention) they’re practicing what happens if they hold their hand out.

Answer 95

full range of gestures (i.e. conventional means of showing: giving, pointing, requesting OR (nonconventional gestures, such as tantruming and showing off)

Answer 96

Pointing and gesturing more so for gesture types. What does this mean? We need to respond to gesturing, and to teach the simple and early gestures if they’re not doing it, encourage pointing in objects or people they care about. You don’t want to give everything to the child immediately if you want them to communicate.

Answer 97

Initially gestures appear without vocalizations but are gradually paired Child points ONLY in presence of communicative partner It tells us that it is a form of communication

Answer 98

Gestures indicating a request

Answer 99

Gestures with a goal of maintaining joint attention | I don’t need it, but lets take the time to look at it anyways

Answer 100

Infant directed speech Joint reference and attention Daily routines Caregiver responsiveness

Answer 101

The amount and quality of input infants receive is important for development.

Answer 102

caregiver going to modify how they communicate to the infant. : Change in speech & language addressed to infants. • Short utterance length/simple syntax, small core vocabulary, more paraphrasing and repetition, beyond those found in adult-to-adult speech. • Mothers using shorter sentences at nine months have toddlers with better receptive language abilities at 18 months Want to have quality and quantity to it. No “boo noo boo boo” all the time. The more receptive we are at a young age, the better for the child.

Answer 103

there is a shared focus on either each other or something in the environment. Joint referencing is demonstrated by an infant prior to joint attention. Referencing deals with looking at others, especially others' eyes, for a number of purposes. Some include: attending to name or checking for emotional reactions

Answer 104

different scripts and schemas for the different activities

Answer 105

we want them to response to attempts at vocalizations Attention to infants’ vocalizations and communicative attempts What they have to say is valued The more consistent and contingent the response= longer periods of joint attention and more motivation to communication More responsive maternal input = linked to when they say first-word and two-word utterances

Answer 106

To capture and maintain her infant’s attention. To aid children in learning language. To maintain the child’s responsiveness at an optimal level. To communicate, understand and be understood, and to keep both partners focused on the same topic (content words placed at end of utterance). At end more so because it’s the last thing they hear and the rising intonation at the end catches their attention. Find out how the parents communicate with the child.

Answer 107

Both partners are focused on an external object Looking where someone else is looking In the first few months, infants start to follow the gaze of caregivers. Great time to start labeling Within this....infants develop gestural, vocal, and verbal signals of notice

Answer 108

attend to communication partners Attention maintained when engaged with other people Joint reference is guided and controlled by the adult Particularly interested in parents’ faces (caregiver responsiveness crucial)

Answer 109

beginning of intentional communication. Child starts to initiate and engage in joint attention (focus shifts from object of interest to another person) and the goal is to direct attention to an item Phase II: child initiates through their gestures

Answer 110

Keep attention longer by being more animated and find things they’ll think is more interesting, not necessarily what you find interesting. Vary facial features. If a child continues to look around, just label what they look at. Always think about what the child would want.

Answer 111

Infant begins to point and to vocalize. Caregiver commenting on infant’s action or interest are positively related to greater comprehension later.

Answer 112

When an adult redirects, it’s usually what's of interest to us and not what is of interest to the child. It’s ok to do when they’re sitting and doing nothing but if they’re in play, talk about what they’re doing

Answer 113

Word learning opportunities | Conversational schema

Answer 114

Line of regard Gestures Body posture

Answer 115

Initiation, topic maintenance (or topic shifting), then disengagement. (conversational schema). We may also need to do conversational repair. Usually children don’t understand how to repair the conversation so we need to ask them if they understand. (it emerges pretty early though)

Answer 116

Conversation used during routines...beneficial to language development (scripts) Hear same words, sound patterns, intonations Engage in joint reference and attention

Answer 117

``` Waiting and listening Following the child’s lead Joining in and playing Being face to face Using a variety of questions and labels Encouraging turn-taking Expanding and extending. ```

Answer 118

Joint attention (core skill), gestures (core skill), turn taking, initial eye gaze

Answer 119

from birth -12 years of age. Children become physically ready for different aspects of motor development at different times.

Answer 120

Large motor skills (gross motor) , such as walking, tend to come before the refinement of fine motor skills, such as using a crayon or cutting.

Answer 121

Limbs move reflexively/ Reflexive vocalizations Lifts head while on stomach..cannot support head when upright/ Responds to human voices This is a big milestone/Quasi-resonant nuclei Swipes at objects/Throaty going Cant grab or reach though/Coos single syllable (CV) Opens/close hands/Responds vocally to others’ speech Minimal head bobbing while sitting w/support/Hears mom’s voice and they squeal Reaches and grasps/Most vowel sounds used

Answer 122

Turns head in all directions(Explore environment more)/Babbles strings of consonants (Babble more in general) Raises head and chest on arms/Imitates tones and varies pitch Holds to objects put in hands; brings objects to mouth/Vocalizes to toys Sits, with supports, for @30 min./Imitates some sounds Rolls from stomach to back/Smiles and vocalizes to image in mirror Moves objects from hand to hand/Varies volume, pitch and rate Balances well/Vocalizes pleasure and displeasure with squeals Reaches with one hand Creeps(Pulling themselves around)

Answer 123

Bangs objects together Cuts first tooth; has better chewing and jaw control; can eat some strained solids Uses thumb-finger in opposition Manipulates objects(Feel things in their hands. Appreciate things with different temperatures) Crawls and pulls up to stand…needs help getting down Drops and throws objects ``` Plays vocally Recognizes some words and repeats emphasized syllables Produces distinct intonational patterns Uses social gestures Such as waving “hi” Uses jargon Babbles with some true words Responds to name and “no” Attends to conversation ```

Answer 124

Holds and drinks from cup Momentary unsupported stand>stands alone by getting up from all-fours and pushing up Feeds self with spoon Climbs up and down stairs Uses spoon, cup and crayon; releases objects First steps with support Imitates some adult speech Obeys some commands Imitates inflections, rhythms, facial expressions Follows simple instructions if accompanied by a visual cue (“bye-bye”) Speaks first words Mixes words and jargon

Answer 125

When a child hits a particular physical milestone, they’ll also hit a language milestone. As a child starts to explore their environment, they get to see more things and get labels for it. During creeping, caregiver responsiveness needs to be big.

Answer 126

Lot’s of exploration….lots o’ skills to help them explore. What are the two major achievements during toddlerhood? First words Gestures Encourage them to explore.

Answer 127

On average, first word occurs at 12 months First words generally refer to salient people and objects in babies’ everyday life. Mama, dada, doggie, bottle

Answer 128

Word must be used with a clear purpose Pronunciation must be recognizable to the adult form of the word (other people should recognize) What are phonetically consistent forms (PCFs)? Consistent sound patterns Can be used for more than one referent NOT considered a true word but a precursor to the true word Think of “wa…..der” used by Deb Roy’s son Word used consistently and meaningfully

Answer 129

Example: The infant hears a knock on bedroom door. “dada?” (questioning) Father enters room. “Dada!” (greets father) Father approaches and child lifts arms for a hug/to be picked up . “Dada!” (strong request or command) Intonation changes, intent of communication changes, a single word/same word is uttered.

Answer 130

Four language components: phonology is there, semantics are there (dad is the referent), pragmatics there (communicating for different functions) Syntax is missing because it’s only one free morpheme.

Answer 131

As child progresses from vocalizations> first words Use referential gestures (fist to ear = telephone) A precise referent which maintains stable meaning across contexts (Note: Differs from deictic gestures which include pointing or giving because the gestures will have the same meaning across different contexts such as in the bedroom, to living room, to kitchen etc) Use of referential gestures signals a transition from prelinguistic to linguistic communication. Moving from one word>two word utterances Use gesture – word combinations (points to chair > “Mommy”) and Two gesture combinations (point to food while pretending to eat the food = to request being fed)

Answer 132

because they have a word for it.

Answer 133

An aside about mirror neurons A type of visuomotor neuron These neurons activate when people perform actions (including communication actions) and when they observe similar actions performed by others Are mirror neurons responsible for the evolution of language and gestures in humans? Could our ancestors have communicated primarily through gestures? Could this explain our early use and continued use of gestures?

Answer 134

Phonology Customary age of production: 50% of children Age of mastery: produced in adult-like manner How is production investigated? Sound in various positions Neighboring sounds Coarticulation Cluster productions How are they producing a sound when in a cluster. Original phoneme sound may vary due to the other sounds (two or three C together) SLP’s in schools don’t really do language samples because it takes too much time. Carrier phrase: same phrase you’re using for the different productions “I see a ____”

Answer 135

Phonological Processes Systematic, rule-governed speech patterns that characterize toddlers’ speech Early errors are expected and rule-governed An effort to simplify their inventory of sounds and sound combinations final consonant deletion = rule governed.

Answer 136

Phonological Processes The simplifications can relate to: (a) Syllable structure changes (e.g. banana = nana) Initial syllable deletion (b) Place of articulation changes (e.g corn = dorn) fronting (c) Manner of articulation (e.g. jeep = deep) (d) Assimilation (e.g. dog = gog) For typically developing children….all of these processes should be eliminated….with adult productions expected…by 5 years of age.

Answer 137

Recognize a word…even when exact word produced by different people Vocal characteristics ARE NOT properties of the individual words Period around 18 months marks a transitional period of learning AND a period of partial phonetic information learning. This will occur around single word utterances

Answer 138

As a child reaches the 50 word mark (18-24 months) we see: The emergence of the first grammatical morphemes Or inflectional Two word and some three word combinations Different types of sentence forms Earliest combos may lack a positional consistency> “eat cookie” or “cookie eat” or resemble adult speech “stop that” or “come here”

Answer 139

As a child starts to put words together, they begin to use different sentence structures and morpheme structures. Morpheme: smallest unit of meaning Free morpheme: a morpheme that can stand alone (e.g. dog, car, house) Bound morpheme: cannot occur alone and must be combined with a free morpheme (e.g. –s, -ed, -ing) Bound morphemes start to occur at around 18-24 mos.

Test 2 Flashcards

(164 cards)