Language Disorders Quiz 1

Theories on language development…

look to explain the how and why children develop and use language

Nature

theories based on the idea that knowledge and competency are innate or genetically transferred rather than learned

underlying language learning is present at birth

Nurture

theories based upon the idea that we learn language through social experiences

interactionist

theories of language that consider both the nature-related and nurture-related factors that influence language learning in the early years of life

biological and cultural factors are recognized

behaviorist theory

Nuture

theorist: skinner

language is a bahavior that is reinforced and strengthened

children arrive at the task of learning language without it being innate

children are predisposed to language learning but are a blank slate

eviornmental stimuli elicit verbal responses (or language)

children learn language as adults reinforce usage

Universal Grammer

Nature

Theorist: chomsky

describes the system of grammatical rules and contsraints that are consistent in all the worlds languages

All children are born with linguistic competence and mistakes/omissions show difficulty with linguistic performance

Social-Interactionist

Interactionist

theorist: Lev Vygotsky

language is a humanistic trait shaped by social interactions with community, peers, and family

key concept: zone of proximal development → between what you can do unaided, and what you cannot do. ZoPD is what learner can do with guidence

Cognitive

interactionist

Theorist: Piaget

language is learned in stages; children must go through one stage of language learning before moving to the next

tied closely to cognitive development. cognitive milestones need to be reached for language milestones to be achieved

cant separate language and cognition

Connectionist Information processing

Interactionist

theorist: Bates

model of language development that visually represents the inner working of the brain

language is organized across the brain and connections are created

brain organizes things in categories, being better at organizing means better at accessing info in the brain

children are born with the potential to learn, but not exactly hard wired for language learning

domains of language

form (phonology, morphology, syntax)

content (semantics)

use (pragmatics)

possible reasons for language trouble

autism

born premature

brain injury

cerebral palsy

down syndrome

family history with language problems

why focus on assests and strengths and not deficits and labels

This strength-based approach builds on existing skills to improve confidence and engagement,, ultimately empowering individuals to overcome challenges more effectively than a focus solely on limitations.

cultural humility

a way of thinking

cultural competence

a way of becoming

cultural responsive

a way of doing

intersectionality

framework for understanding how different aspects of a person's identity (like race, gender, class, sexuality, ability) overlap and create unique experiences of discrimination or privilege, rather than being separate

5 constructs of cultural competence/humility

cultural awareness

cultural desire

cultural skill

cultural encounters

cultural knowledge

Cultural awareness

the self-examination and in-depth exploration of ones own cultural and professional background

cultural knowledge

the process of seeking and obtaining sound educational foundation about diverse cultural and ethnic groups

cultural skill

the ability to collect relevant cultural data and perform. culturally based assessment and intervention

cultural encounters

direct engagement in cross-cultural interactions with clients from diverse backgrounds

cultural desire

the motivation and genuine process of becoming culturally compentent

social determinants of health

the conditions in the environment where people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks

neurodiversity

the range of diversity of human minds

the idea that natural variations in human brains, like autism, ADHD, or dyslexia, are normal and valuable differences, not deficits

neurodiverse

a group of people comprising individuals with diverse brain functions, including both neurodivergent (e.g., autistic, ADHD) and neurotypical

neurotypical

social construct of a societal norm for "standard" brain function rather than a fixed, objective medical reality

neurodivergent

social construct created to describe people whose brain function varies from the statistical majority,

least-biased assessment

comprehensive process that deemphasizes standardized testing in favor of culturally responive methods

childhood language disorder

• Impacts a child’s understanding (receptive) or use (expressive) of spoken or written language in academic or social settings. 

• Any or all domains of language may be impacted by a language disorder including: phonology, morphology, syntax, semantics, pragmatics. 

• Can co-occur with other speech, cognitive, or developmental delays/disorders, or stand alone. 

• May be related to biological/genetic, developmental, environmental, or acquired medical diagnosis; or, there may be no known etiology.