Grad Quiz 1 Child Lang Disorder Study Guide

Front 1

form

Back 1

conventional system
phonology
morphology
syntax

Front 2

content

Back 2

language meanings/ideas or intent
semantics

essentially made up of the semantic components of language - knowledge of vocabularly and knowledge about objects and events

Front 3

use

Back 3

interpersonal aspects
pragmatics

the realm of pragmatics with consists of the goals or functions of language, the use of context to determine what form to use to achieve these goals and the rules for carrying out cooperative conversations

Front 4

Phonology

Back 4

study of sound system (not speech)
phonotactics

Front 5

phonemes

Back 5

smallest unit of SOUND

Front 6

phonology aspects (3)

Back 6

intonation
stress patterns
phontactics

Front 7

morphology

Back 7

area of language that deals with teh acquisition of morphological markers and often with the internal word changes that occur when grammatical changes occur

Example: plurals, prefix, suffix
inflectional/grammatical

Front 8

morpheme

Back 8

smallest meaningful unit of SPEECH

Front 9

morphemes types (2)

Back 9

free and bound

Front 10

free morpheme

Back 10

stand alone and retain meaning
EX - cat

Front 11

bound morpheme

Back 11

cannot function alone - example:
cats (the s cannot function alone)

Front 12

within bound morphemes there are 2 other subtypes

Back 12

inflectional - used to modify word tense, gender, all suffixes
grammatical - specify relationships between lexical morphemes (prepositions - of, in, on, out), articles (a, an, the), conjuctions

Front 13

semantics

Back 13

area of language focused on vocabulary development and the development of word combinations to describe the variety of relationships between people, things, events
meaning of word communication act

Front 14

semantics - types of relationships (4)

Back 14

types of relationships


Examples:
1) words and meanings - sitting on a chair instead of a cup
2) between word - synonyms, homonyms, antonyms
3) word meaning and sentence meaning - words and word order, stress and inflection
4) linguistic meaning and nonliguistic reality - cognitive knowledge and categoarization of words for retrieval

Front 15

SEMANTICS 3 types more common description of relationships
and contrast the classification)

Back 15

referential -vocabulary/lexicon (1 words/ 2 word meanings)
relational - how words function in relation to other words (2 word meanings/ 3 sentence meaning)
metalinguistics - definitions, multiple and figurative meanings (4 - linguistic meaning)

Front 16

syntax

Back 16

area of language that focuses on the development of noun phrases and verb phrases

Front 17

syntax relates to _____

and more info...

Back 17

grammar

rules to combin words and phrases and sentence structure

Front 18

pragmatics

Back 18

area of language that focuses on how language is used in different social contexts

Front 19

influences on pragmatics

Back 19

attitudes
personal history
setting
topic of conversation

Front 20

2 types of pragmatics

Back 20

interactions (most important) - conversational devices or the context in wich communicators relate

intention - communication goal

Front 21

lahey(1988) proposed 3 types of pragmatic skills and knowledge

Back 21

1) How to use language form and structures (request attention, acknowledge, loquitionary, eloquitionary)
2) how to use information from teh social context to determine what to say (perspective)
3) how to engage in social exchanges or conversational abilities (initiate, maintain, terminate) - turn taking, handling repairs

Front 22

ASHA's definition of an impairment

Back 22

An impairment in “comprehension and/or use of spoke, written, and/or symbol system. The disorder may involve (1) the form of language (phonologic, morphologic, and syntactic systems), (2) the content of language (semantic system), and/or (3) the function of language in communication (pragmatic system), in any combination” (1993, p.40).

Front 23

Fey's definition of an impairment

Back 23

significant deficit in thechild's level of development of form, content or use of language

Front 24

Normativist

Back 24

Fey

deficit is big enough to be noticed by ordinary people

AKA adaptive dysfunction criterion

Front 25

Paul definition of an impairment

Back 25

Paul’s definition also uses the term significant deficit.
-These definitions involve significant deficits relative to environmental expectations and affects the child socially or academically– that can be noticed by parents and teachers and not just a language professional.
-Paul takes it further to say it must exist relative to norm referenced expectations

Front 26

Neutralist

Back 26

in addition to normative (deficit is big enough to be noticed by ordinary people), the child must score significantly below expectations on some standardized/norm referenced test

AKA standardized criterion

Front 27

Issues with standardized test

Back 27

children are too young for data
culturally biased
reliability -
validity
sensitivity - ability for test to correctly identify a child with the disorder (rate of false -)
specificity - ability for the test to correctly identify children as NOT having the disorder - rate of false +)

Front 28

validity

Back 28

extent to which the test measures what it purports to measure.
systematic error/bias is small

Front 29

reliability

Back 29

test measurements are consistent and accurate or near to 'true' value.
random error is small