CSDS 109 - MOD 2 STUDY GUIDE

Communication

The sending and receiving of messages, information, ideas, or feelings

• encompasses both the physical act of speaking and the symbolic nature of language

• includes behaviors that convey message

Language

A code whereby ideas about the world are represented through a conventional system of arbitrary signal for communication

• coded symbols: the thing they stand for are called referents

• arbitrary

• conventional

• rule driven

• creative

• a learned behavior

Speech

the neuromuscular act of producing sounds that are used in language.

• requires neuromuscular control

What are the four factors in producing neuromuscular control for the act of speech?

Respiration

• provides the source of air to produce speech sounds

Phonation

• vibration of the vocal folds to produce speech sounds; not all sounds require vibration, so there are different types of phonations.

Resonation

• speech sounds resonate in the vocal tract (i.e., pharynx, and oral and nasal cavities)

Articulation

• modifies the speech sounds into vowels or consonants through movement of the articulators i.e., tongue, jaw, lips, and palate)

What are speech issues vs. language issues?

Speech issues

• articulation

• fluency

• voice

Paralinguistics

the melodic components of speech that modify the meaning of the spoken message

• includes

  • stress - loudness od a spoken word

  • pitch - auditory property of a sound (low to high)

  • intonation - rise and fall in pitch within utterances

Proxemics

the use of space and physical distance between speakers and listeners to communicate

• part of nonlinguistic (nonverbal) communication

Kinesics

body movements used to communicate (e.g., gestures, facial expressions)

• part of nonlinguistic (nonverbal) communication

Metalinguistics

the ability to

• use language to communicate

• talk about language

• analyze language

involves

• judging the correctness of language

• monitoring whether or not our messages are correctly perceived

Phonologic

speech sounds and the sound patterns that create words within a given language

Semantics

deals with the referents for words and the meanings of utterances

Lexicon

the vocabulary of a language; in our field we consider vocabulary to refer to the number of words produced and understood by an individual.

Vocabulary

refers to the number of words produced and understood by an individual.

Referential meaning

simple concrete meaning of a word; also called dictionary meanings

ex - a snake can be defined as “elongated, legless, carnivorous reptile”

Connotative meaning

emotional meaning of a word

ex - the word snake might evoke fear, mild distaste or, for those who like them, awe

inferential meaning

meaning that is not overtly stated, but is inferred

ex - He took one look at the snake and ran (not overtly stated but we can assume he was scared)

Figurative meaning

the meaning that a phrase may convey, whereas the word within the phrase do not.

ex. It’s raining cats and dogs

Idioms

Carries meaning that the words in the saying or proverb do not literally state. (like - it’s raining cats and dogs)

Irony

Points out the absurdity of a situation (like - ironically, the attorney died without leaving a will)

Metaphors

make connections between two or more unrelated objects (like - her eyes were stars glittering in the darkness of night)

Similes

make comparisons between two or more unrelated objects using words like or as (like- her eyes were like diamonds)

Multiple meaning words

require context to evoke the correct meaning

• includes things like homonyms and homophones

Homonym

words that sound and are spelled alike but have different meanings

(bat vs. bat)

Homophones

Words that sound alike, with different meanings, and different spellings

(bare vs. bare, flower vs. flour)

Synonyms

different words that mean the same thing

(big, large, huge - beautiful, pretty, lovely)

Antonyms

word pairs that carry the opposite meaning (light vs. heavy)

Convergent categorization

the ability to provide a category name for a group of items (chair, table, bed, sofa = furniture)

Divergent categorization

the ability to provide a list of items when given a category name (“name 10 animals”)

Syntax

the rules that govern how words are to be sequenced in utterances and how the words in an utterance are related

Grammar

a broader term which includes syntax and morphology as well as semantic restrictions

Morphology

the study of word structures

• component of grammar

• morphemes are the smallest elements of meaning in a language

Free morphemes

(root or stem of the word) a whole word that conveys meaning and cannot be broken down into smaller units

• any word with no affixes (ball, table, cat)

Bound morphemes

(referred to as affixes) suffixes and prefixes that attach to a free morpheme and alter meaning

• carry no meaning until attached to a free morpheme

• there are two types of bound morphemes - derivational and inflectional

What are some examples of derivational and inflectional morphemes?

Derivational

• Adverbial -ly (quick to quickly, wise to wisely)

• Agentive -er (teach to teacher, manage to manager)

Inflectional

• tense - walk/walked - past tense -ed, eat/eats - third person singular present tense -s, sing/singing - present progressive -ing

• number - duck/ducks - plural -s

• possession - dad/dad’s - possessive -s

• comparison - larger/larger/largest - comparative -er, superlative -est

Derivational morphemes

bound morphemes that are used to create new words or to make words of a different grammatical class from the stem

• may change the meaning of the word, the part of speech or both

  • include various suffixes -

    • ex. un- (happy/unhappy - adj. to noun.), dis-, ——ment, -ish

Inflectional morpheme

a bound morpheme (or affix) that indicates a grammatical property, such as verb tense, number, possession, or comparison

• inflectional morphemes add information to a word, nu they do not always change the grammatical category of the word, for example:

  • tense - walk/walked

  • number - duck/ducks

  • possession - dad/dad’s

  • comparison - larger/larger/largest

Verbal pragmatic skills

those required to initiate and continue conversational discourse

• includes AAC, and ASL

• this doesn’t necessarily mean speech

Discourse or Conversation

the connected and contingent flow of language during social interaction between two or more individuals

What are the types of verbal pragmatic skills?

• initiating conversations

  • greeting/farewells

  • small talk

  • topic initiation

• taking turns

  • does each conversation partner take on the role of listener and speaker

• maintaining topic

• shifting topics

  • how do we switch from one topic to the next

• practicing situational pragmatics

  • how you talk to different people (adults vs. peers for example)

• Using conversational repair

  • a skill that is necessary when a communicative message needs clarification

    • two sides to conversational repair

      • responding to verbal or nonverbal requests for clarification

      • requesting clarification

Personal narratives

the ability to tell personal experiences

Fictional narratives

the ability to tell a story

Nonverbal pragmatic language skills

physical, emotional, and gestural facets of communication.

• serve to supplement verbal communication

What are the types of nonverbal pragmatic language skills?

• making and maintaining eye contact

• proxemics - how close someone is

• gestures

• facial expressions

What are examples of advanced pragmatic language skills?

• conversations

  • maintaining a conversation topic that is not chosen by the child, but is important to the conversational partner

  • making appropriate comments and asking appropriate questions in response to the conversation

• conflicts/solving social problems/social scenarios

  • identifying what to say or do

  • identifying potential consequences/making predictions

  • learning how to compromise

  • identify possible solutions

• perspective taking

  • recognizing and taking the perspective and emotions of another person

    • responding appropriately to someone else’s perspective

  • identifying the nonverbal cues that show someone else’s perspective

What are the modalities of language? (referring to receptive and expressive language)

Expressive language - language production

• the ability to communicate verbally or nonverbally.

• requires appropriate use of the phonologic, semantic, syntactic, morphologic, and pragmatic components of language

  • Children may demonstrate disorders in one component of language, multiple components of language, or all components of language.

Receptive language - language comprehension

• the ability to understand what is expressed verbally or nonverbally

• inferred from appropriate verbal and nonverbal responses

• assessed by:

  • following directions

  • answering questions (WH questions, yes, no)

  • pointing to objects

  • reading comprehension

Phone

a single speech sound conveying meaning within a given language

Allophone

slight variations in the production of a phone

• “light” /l/ - in light

• “dark” /l/ - in call

• “syllabic” /l/ - in bottle

Allomorph

A variation of a morpheme that does not alter the original meaning of the morpheme.

• ex.

  • Past tense -ed - allomorphs are past tense -t (walked) and -ed (waited)

  • Plural -s (books) - allomorphs are plural -z (dogs) and plural -ez (matches)

  • third person singular present tense -s (she eats): allomorphs are third person singular present tense -z (he snores) and third person singular present tense -ez (she dances)