spa4004 test chapters 1 through 3

Mixed hearing loss

both conductive hearing loss and sensorineural hearing loss are present at the same time

Language

complex and dynamic system of conventional symbols used in various modes for thought and communication

Symbols

sound (speech), written (letters), manual (sign language), iconic (augmentative devices)

5 domains of language

phonology, morphology, syntax (in form), semantics (content), and pragmatics (use)

Phonology

sound system of language, includes rules for combining sounds, stress and intonation

Phoneme

smallest unit of sound in a language that can be distinguished from another

Morphology

rules that govern the use of morphemes (words)

Morphemes

smallest unit of language that expresses meaning

Inflectional bound morphemes

indicate verb tense, ex. walk(ed), walk(s)

Derivational bound morphemes

include prefixes and suffixes, ex. (un)happy, happi(ness)

Free morphemes

root words can stand alone, ex. dog

Syntax

rules for sentence level structure of language that marks relationships between words and ideas, includes rules for constructing different kinds of sentences, dictates word choice and order

Semantics

refers to the meaning system of language, includes mental dictionary, or lexicon, includes meaning expressed by single vocabulary words and combinations

Lexical information

word form that includes phonological composition of word, lexeme

Conceptual information

meaning associated with the lexeme

Pragmatics

refers to how we use the form and content of language. Pragmatic behaviors may include the intention an utterance or gesture conveys, use and understanding of body language, social appropriateness, the process of ensuring the amount of information is provided to the listener

receptive language

ability to comprehend or understand language

Expressive language

ability to produce or speak language

3 stages of early communication development

perlocutionary, illocutionary, locutionary

Perlocutionary stage

birth to 10 months, prelinguistic, unintentional, infant produces behavior with no intended message, adult responses help child learn intentional language gets them attention and their needs met by learning to take turns, joint attention, and eye contact

Illocutionary stage

around 10 months, begins to use gestures and nonlinguistic vocalizations to intentionally communicate, jargoning, prelinguistic

Locutionary stage

occurs around 12 months when infant produces first words, intentional communication expressed with words, includes linguistic skills completed by 8 years of age, metalinguistic skills which are the child’s ability to talk and think about language, necessary to understand language used in humor, riddles and metaphors

Nature view

child comes heavily “wired” to perform task of acquiring language

Nurture view

observable, environmental factors explain language acquisition

Interactionist view

hybrid of nature and nurture view

Two main nature theories

biological bases (1960s to present) and contemporary view

Eric Lenneberg (1967)

psychologist that provided much of the groundwork for the view that language is biologically based, argued that language had ittle variation between the species (all languages have five domains), specific organic correlates (despite the language, typical milestones same timeline), heredity (even in environmental deprivation, can still learn language), no history within species (only human)

Support for biological bases of language acquisition

cerebral asymmetries for left and right brain dedicated to speech and language processes, critical periods for speech and language development, speech perception processes in infancy, CNS development, genetic evidence

Pinker and Jackendoff (05)

contemporary view, argued that specialized language faculties trigger the development of linguistic knowledge, questioned what are the innate mechanisms necessary for language acquisition

Nurture theories

classical and operant conditioning

Classical conditioning

early 1900s, Pavlov paring unconditioned stimulus with conditioned stimulus

operant conditioning

1950s, Skinner observed that the frequency of behaviors could be increased if positive reinforcement was contingent upon targets

Interactionist theories

cognitive-constructivist, social-cognitive, social-pragmatic models

Cognitive-constructivist model

through Piagetian perspective, learning is accomplished through the lifespan by active participation, traditional view maintains that a direct relationship exists between cognitive achievement and later linguistic attainments

Social-cognitive perspective

Vygotsky (1986) believed that children’s cognitive development resulted from interaction between children’s innate skills and their social experiences with caregivers

Private speech

when a child and an adult engage in dialogue while collaborating on a task

Zone of proximal development

area between what child can accomplish independently and what they can accomplish with another person

Social-pragmatic perspective

pragmatics is concerned with functions of language, speaker-listener roles, conversational discourse

Halliday (1975)

described functions of his son’s nonlinguistic communication

John Dore (1975)

identified primitive speech acts of children at the one-word stage

Noam Chomsky (1957; 1965)

Early view described the innate knowledge that

enables a native speaker to produce a potentially infinite number of novel utterances

Prenatal auditory development

During gestation, structures of the ear and auditory pathways are developing, and the fetus becomes aware of the presence of sound. At 5th week of gestation, ear starts developing. 26 to 28 weeks of gestation, human ear begins to function and the fetus starts to respond to sounds

Postnatal development, birth to 6 months

sound encoding allows child to learn that sound has meaning and they can produce sound. Auditory system does not become truly adult-like until a child reaches approximately 12 years of age

6 months to early elementary years auditory development

selective listening develops and the child discovers more subtle sounds, can connect sound to daily events

School age through adolescence auditory development

Ability to understand speech in the presence of background noise, selective listening skills continues to develop, non-acoustic factors that affect speech perception

4 levels of listening

detection, discrimination, identification, comprehension

Conductive hearing loss

associated with damage in the outer or middle ear

Sensorineural hearing loss

associated with damage to the inner ear and or auditory nerve