communication disorders exam 3

pragmatics

study of how context affects the meaning of language

literal meaning

what the words directly communicate

pragmatic meaning

what the speaker intends to communicate

deixis

words whose interpretation depends on the context in which they are spoken

types of deixis

1. person deixis

2. spatial deixis

3. temporal deixis

person deixis

words that refer to people involved in communication

spatial deixis

words that refer to locations

temporal deixis

words that refer to time

anaphora

occurs when an expression refers back to something previously mentioned

antecedent

original expression that anaphoric expressions refer back to

presupposition

information that a speaker assumes is already known or accepted

speech act

action performed through language

types of speech acts

1. declarative

2. interrogative

3. imperative

declarative speech act

makes a statment

interrogative speech act

asks a question

imperative speech act

gives a command, instruction, or request

pragmatic marker

words or phrases that help organize conversation or communicate the speakers attitude

discourse analysis

studies how language works across sentences and conversations

what does discourse analysis look act

1. langauge beyond sentence level- how multiple sentences connect

2. turn taking- how we know when to talk and when to listen

3. nonlingustic cues- communication that does not involve words

4. understanding incomplete or unusual sentences

cohesion

how words and sentences are conencted to one another

cohesion ties

specific connections between words or expressions

coherence

a sentence or text makes sense as a whole

turn taking

how speakers coordinate when to listen and when to speak

turn taking violations

when a speaker breaks conversational expectations by interupting or failing to respons

how do we indicate we are done speaking

pauses (conversation) and periods (written)

how do we mark that we are countinue to speak

connectors (and, but, then) and filled pauses (um, uh)

politness

involves recognizing and considering other peoples face

face

public self image

face threatening acts

something that threatens another persons face

face saving act

reduces the threat to someones face

conversational repair

occurs when speakers resolve problems in speaking, hearing, or understanding

four types of repair

1. self initated, self repair

2. self initated, other repaired

3. other initated, other repaired

4. other initiated, self repaired

adjacency pairs

two related utterances produced by different speakers

insertion sequence

exchange inserted between the first and second parts of an ajacency pair

the brain

the bodys central processing center and control center

what is the brain amde of

86 billion neurons

neuron

specialized nerve cell that recives and transmits info

cerebrum

higher level thinking and processing

cerebekkym

important for movement and coordination

brainstem

supports vital functions such as breathing and heart rate

cerebral hemispheres

two halves of the cerebrum

cerebral cortex

outer layer of the cerebrum responsible for cognitive, sensory, and motor functions

gyrus

raised ridge of the cerebral cortex

sucli

grooves into between the gyri

Paul Broca

french surgeon who discovered a relationship between left frontal brain damage and imaired speech

Tan

famous patient studied by Broca who had severe trouble producing speech

Brocas area

left front region of the brain responsible for speech production

Carl Wernnicke

german physician who identified the brain region important for receptive langauge

wernicks area

brain region associated with language comphrehension near the auditory cortex

recptive language

ability top communicate thoughts through language

arcuate fasciculus

bundle of nerve fibers connecting language related regions of the brain

why do we need the Brocas and wernicks area to communicate

1. self correction

2. rapid conversation

3. reading aloud

primary motor cortex

located near Brocas area helps control voluntary muscle movements

neurolinguistics

study if langauge in the physical brain

psycholinguistics

studies the mental and cognitive processes involved in langauge

serial modle of language production

language production happenes through a sequence of stages

psychololinguistic models of speech production

1. serial models

2. conenctionist models

connectionist modle

diffrent levels of language processing interact with one another

aphasia

aquired langauge disorder caused by damage to the brains language networks

expressive aphasia

when the brocas area has been damages so language production is impared resulting in telegraphic speech

telegraphic speech

speech containing important content works while leaving out grammatical words and endings

symptoms of expressive aphasia

1. telegraphic speech

2. difficulty retriving words

3. grammatical deficits

4. phonological impairments

chronic aphasia

aphasia that persists beyond the early recovery period of six months

most common causer of aphasia

stroke; interuption of blood flow or bleeding in the brain

auditory pathway

sound travels from ears through the brainstem into the auditory cortex

auditory cortex

processes sound

dichotic listening

diffrent auditory info is presented to each ear simutaneously

why doe the right ear advantage occur

right ear has strong conenction to left hemispehre of the brian which is dominant in language

recptive aphasia

also known as wernicks aphasia and is when someone has damage to wernicks area which causes problems with language comphrehension

conduction apahasia

when there is damage to the arcuate fascious and it causes repition in language

domain general skills

mental abilities used across multiple activities not just language such as memory

cognitive skills important to language inclue

1. memory

2. attention

3. inhibition

domain specific skills

specilized for a particular type fo processing such as grammatical encoding

memory

the ability to encode, store, and retrieve information

why is memory important to conversational maitnence

keeping the conversation going with previous information (anaphora)

why is memory improtant to processing syntax

maintains and organizes info while processing complex sentneces

working memory

cognitive system that temporarily maintains and manipulates info

inhibition

suppression of irrelevant inforamtion

why is inhibiton important to language

1. allows conversation in loud places

2. detecting improtant words and phrases

3. have conversations with multiple people

language acquistion

process by which we learn a language

first langauge acquisition

process of acquriing your first langauge during childhood

second langauge acquistion

learning an additional language after acquring a first langauge

why is environmetn important for FLA

children need accessible langauge input and interaction

is FLA inplicit or explcit

inplicit; does not need direct insctruction of rules

child directed speech

style of speaking that adults often use when communicating with young children: it is exaggerated, slower, less displacment, repetitive, and simpiler

when does cooing occur

0-6 months

when does babbling occur

6-12months

when does one word stage occur

12-18 months

when does two word stage occur

18-24 months

when does telegraphic speech occur

2-2.5 years

when does full acquisition occur

2.5 years and on

cooing

production of early speech like sounds especially vowel like vocalizations

holophrastic speech

when a child uses one word to communicate the meaning of an entire phrase

telegrpahic speech

stage where children produce simplified sentences that contain important content words but omit grammer

overgeneralization

when a child learns a grammtical rule and applies it to words that are exceptions to that rule

syntax

rules governing how words are arranged into sentences

semantics

study of meaning in language

overextension

when a child uses a word to describe more things than the word actually refers too

simultaneous bilingualism

learning two languages from early childhood

sequential bilingualism

lerning another langauge after the first langauge has already begun developing; highly explicit; acquisition occurs in the classroom