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65 Cards in this Set
- Front
- Back
the speech chain
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the speaker's brain --> message put into language form --> neural impulses sent to speech mechanism triggering speech movements --> movt. of speech mechanism produces disturbances in air (sound waves) --> sound wave received by listener's hearing mechanism --> listener's brain
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three properties of language
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productivity (speakers can express novel utterances); semanticity (refer to ideas, events, objects, symbols); displacement
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Lenneberg's Characterization of Language
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regular onset of speech; speech is not suppressible; language cannot be taught to other species; languages have universal features
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Broca's Aphasia
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telegraphic speech, missing function words; usually better comprehension than production.
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Wernicke's Aphasia
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fluent speech with poor comprehension and paraphasis
- literal/phonemic = spork for fork - verbal/semantic = horse for dog - neologisms/jargon = fremsher for ashtray |
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Conduction Aphasia
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trouble producing/comprehending complex language, but simple tasks can be done. inability to repeat simple sentences they can say spontaneously.
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William's Syndrome
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childhood disorder - relatively intact grammar and vocabulary with severe cognitive (IQ) deficits. Genetic, short, good at music, funny, can hold a conversation, socially appropriate. (elephant example)
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Specific Language Impairment
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childhood disorder - cognitive abilities (IQ) within normal range, but deficits in vocab and severe deficits in morphosyntax. (man on boat example)
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relations between age and capacity (4)
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full capacity ends at 5; FC ends at puberty; gradually declining capacity; capacity declining at an increased rate
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prelinguistic stage
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birth to ~1 yr: object concept development; intention; development of play; environmental factors facilitating development
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development of symbolic representation
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symbols direct your thought to the things for which they stand (need this understanding to use language); verbal productions are symbolic representations of an object. ex. stoplight in kindergarten, train whistle
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sensorimotor stage
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child changes from experiencing the world around her through her senses to forming representations about the world and using these representations to think, reflect, play, and communicate.
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object permanence
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understanding that things exist even when we cannot see them;
need this to represent things cognitively and then later talk about them; understand this through play (toy under blanket) |
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means-end
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understanding that problems can be solved mentally so that a goal can be attained by methods other than trial and error (understanding that actions have outcomes)
communication involved intention; different cries of a baby; toddler reaching for a cookie and getting a response |
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tool use
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using other people or things to achieve a goal
nonfunctional use - not aware of the conventional use (rolling wheels of car rather than rolling car) |
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stage 3
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4-8 months; imitation of others if behavior is in repertoire; repetition of behavior with unexpected outcomes (baba = bottle); self is cause of everything
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stage 4
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8-12 months: imitation of new behavior (play a game, sign back), object permanence begins; manual search for object where last seen
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stage 5
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12-18 months: experiment with means-end activities; tools used (nonfunctional, conventional)
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stage 6
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cause-effect relationships other than self; tool use complete (conventional and productive); object permanence complete
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intentionality
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any communicative act that an individual engages in purposefully (with volition)
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criteria for intentional behavior
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8-10 months: deliberate use of eye contact during behavior; consistent behavior and ritualized behavior; pauses after behavior to to wait for response; persistence of behavior when not understood
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stages of intentional behavior
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0-8 months - prelocutionary: intention inferred by adult; 8-12 months - illocutionary: shows objects and displays range of gestures; 12 months + - locutionary: words accompany and replace gesture
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communicative functions of intentional behavior
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imperative functions (rejection, request), declarative functions or comments (directing attention, seeking engagement, etc.)
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two methods for studying intentional behavior
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low structured interaction of two people (free-play); communicative temptation tasks
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how kids learn through play
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provides children practice with abilities and allows for the consolidation of skills: mental representations of the world, problem solving about the world, decontextualized thinking skills, social adjustment with others, negotiative and interactive skills
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relation between sensorimotor constructions and language according to Piaget
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language at any stage based on the independent mental constructions that arise with interaction with the environment
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relation between cognition and language according to Vygotsky
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language emerges through contact with peers and adults; language moves from a social plane to a psychological plane; language and cognition intertwined until around 2
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reality play
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<5 years
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imaginary play
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>5 years
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5 areas of play
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social participation with others in play; types of play (use of objects); types of themes (dinner, school); negotiation of play themes and roles; ability to take perspective in play
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social participation in play
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solitary play (1 year)
parallel play (1 1/2 years) associative play (3 years) cooperative or collaborative play (5 years) |
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parallel play
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playing next to someone
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associative play
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watching what someone else does with a toy
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cooperative play
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actually playing with someone
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symbolic development within play
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non-symbolic; symbolic; with language; without language
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3 functions of baby talk
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holds baby's attention and helps secure bond between child and adult; highlights chunks of language and helps child learn by advanced association (fuzzy dog); develops turn-taking
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allophones
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different ways to pronounce the same phoneme
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minimal pair
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thight/thy
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supersegmentals
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voice, pitch, loudness, timing; adults normally change these when talking to babies
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intonation contour
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melody
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optimality theory
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initial constraints that need to be shed or overcome in development; best time to develop babbling sounds
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autosegmental phonology
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3-dimensional relationship between phonetic properties of place, manner, voice
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infant speech perception
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when children come to perceive different phonemes in speech
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methods for examining infants' speech perception
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high amplitude sucking, head turning/preference, pulse/neurological activity;
3 day olds identify mom; 4 day olds identify native language |
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developmental milestones of infant perception of speech
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1 month: voicing; 3 months: place/manner; 10-12 months: lose ability to perceive non-native sound distinctions
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stages of babbling
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0-2 months: reflexive
2-4 months: cooing 4-6 months: vocal play 6 + months: canonical babbling (reduplicative, variegated) (CVCV) 10+ months: jargon |
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relations between babbling and speech
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continuity hypothesis; discontinuity hypothesis; cognitive or problem solving approaches
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age when words begin
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8-16 months
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six general processes of speech sounds
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feature change; cluster reduction; dummy syllables; assimilation; substitutions; canonical forms
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feature changes
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getting voicing right, but placement wrong
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cluster reduction
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producing clusters as one or two consonants (kissmass tee)
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dummy syllables
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adding an extra syllable in a word: diminutization or epenthesis
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assimilation
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changing a word to make it sound like another word: progressive L-->R; regressive, anticipatory R-->L
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substitutions
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consistent changes in place/manner/voice combos
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sounds they should know by 3 1/2
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all 14 vowels, /p/ /b/ /m/
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sounds by 4 1/2
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n, ng, w, h, t, d, k, g, all 10 dipthongs
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sounds by 5 1/2
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f, v, y, th, th, l
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sound sby 6 1/2
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r, s, z, ch, j, sh
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sounds by 7
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all consonant blends
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18 mo intelligibility
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25%
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24 mo intelligibility
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60%
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30 mo intelligibility
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75%
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36 mo intelligibility
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85%
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42 mo intelligibility
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95%
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48 mo intelligibility
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100%
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