SLP 102 QUIZ 1

Expressive Language

The ability to convey meaning and thoughts through the production of words and sentences, retelling of events and stories, and engaging in conversation

Receptive Language

The understanding of spoken language, sometimes referred to as auditory comprehension

Phonology

Representation of the sounds (not letters) we are saying (what we read and write)

Morphology

The formation of words and parts of words

Syntax

How we form words and phrases into sentences

Semantics

The meaning of words, sentences, stories, and conversations in a language (m in semantics and meaning

Pragmatics

Use of language in a social context

Speech

How you say a word

Communication

The message you are trying to get across

Language

What you say

Respiration (breathing)

“Power source” for speech, and need the air from your lungs in adequate amounts

Phonation (sound production/vocal box)

Sounds produced by vibration in our mouths

Articulation (how we shape that sound)

Helps shape the sounds for speech. Need movement in your jaw, tongue, teeth, palate, or cheeks

Domain General

Language is shared

Domain Specific

Language is special. Our brains acquire language through different processes and strategies

Nativism (Nature)

We are born to naturally learn language

Empiricism (Nurture)

Language is learned over time and depends on what we are exposed to as a young child

Two ways the temporal lobe supports language development

Wernicke's Area and Heschl’s gyrus

Why might a child need extra support to develop language if their sensory system(s) (e.g., hearing, vision) is/are impaired or atypical?

They might not be able to produce and understand spoken words, comprehend the language, and learn proper syntax

What is child-directed speech?

The way parents speak to their children

Who uses child-directed speech?

The parents of the child

Who hears child-directed speech?

The child

What are some features that describe what child-directed speech sounds (or looks) like?

Higher pitch, slower rate, simpler syntax, repetition, and emphasizing certain words

What is the “30 million word gap”?

The discovery that kids who grow up in poverty hear 30 million fewer words by age 3

One criticism of the “30 million word gap”

Using the word gaps is a deficit model of thinking and puts unnecessary pressure on kids

Joint Attention

Being able to pay attention to two things at once

One way that joint attention helps children acquire language, speech, and/or communication.

Allows children to learn new speech patterns and expand their vocabulary

What are contingent responses?

Reactions that are timely, relevant, and build on what someone else has said or done.

How do contingent responses support children’s communication development?

It models for children how a conversation works.

Communicative Intent

The use of gestures, facial expressions, words, and/or written words to deliver a message.

How can we usually tell if a child’s behavior is exhibiting communicative intent (i.e., if the child is actually trying to communicate something to another person)?

Reaching, crying

Development

The process by which children learn to understand and communicate using language

What stage of vocal development comes first?

Cooing (Birth to 2 months)

What stage of vocal development comes second?

Laughter (1- 4 months)

What stage of vocal development comes third?

Marginal babbling (3-8 months)

What stage of vocal development comes fourth?

Reduplicated babbling

What stage of vocal development comes fifth?

Variegated babbling

What stage of vocal development comes last?

Jargon (10-18 months)

Schema

Mental file folder

Principles and parameters theory of language development

Language acquisition is based on an innate (inborn) structure in the human brain. The LAD is a part of the human mind that provides children with the ability to grasp the basic structure of a language

One way to implement the Principles and Parameters theory to help children in developing language

Ask and support W & H questions

Accommodation

Changing an existing schema to make the next entity fit

What part of this research abstract is the participants?

Circled in red (who will we test?)

What part of this research abstract is the methods?

Pink (how are we going to answer those questions?)

What part of this research abstract is the results?

Underlined in green (what was the outcome of what we did?)

What part of this research abstract is the discussion/conclusion?

Blue (what sense can we make from the results?)