Language Midterm 3

Front 1

Speech Act

Back 1

An act of communication in which a speaker produces a meaningful sequence of
sounds, these sounds impact a listener’s ears, and the listener decodes a message identical to the one intended by the speaker.

Front 2

Cognitive Linguistic Processes

Back 2

Thoughts, feelings, emotions generate an intent to communicate, are organized and converted to verbal symbols in the appropriate language.

Front 3

Motor Speech Programming

Back 3

The intended verbal message must be organized for neuromuscular execution.

Front 4

Neuromuscular Execution

Back 4

CNS and PNS activity executes by innervating all relevant muscles so that an acoustic signal is generated.

Front 5

Output of the Phonetics Component

Back 5

A fully specified string of phonetic segments
e.g. [ailaikmuviz]

Front 6

Operation 1 of Speech Production

Back 6

Breakup of segments into articulatory properties

Front 7

Operation 2 of Speech Production

Back 7

Sequencing and coordination of neural commands

Front 8

Operation 3 of Speech Production

Back 8

Transmission of the neural commands

Front 9

Operation 4 of Speech Production

Back 9

Contraction of muscles

Front 10

Product of Speech Production

Back 10

A temporal sequence of pulmonary air pressure states, laryngeal states, and articulatory shapes resulting in an acoustic wave

Front 11

Why is Speech Special?

Back 11

1. Reorganization of the breathing mechanism
2. Coordination of relatively small muscle groups
within small temporal intervals (thousandths of
a second)
3. Very high information transmission rates

Front 12

The Task (The process of speech perception)

Back 12

To extract, from the acoustic signal, the information that will enable the listener to perceive and understand the message intended by the speaker.

Front 13

Problems of Speech Perception

Back 13

1. Segmentation
2. Speaker characteristics
3. The question of the basic unit

Front 14

Phonology

Back 14

rules for what sounds are in the language and how they can be combined to make meaning

Front 15

Morphology

Back 15

rules of word formation

Front 16

Syntax

Back 16

rules for putting words together to form sentences

Front 17

Semantics

Back 17

rules for word meanings

Front 18

Pragmatics

Back 18

rules for conversations

Front 19

Lexicon

Back 19

stored information on the sounds and meanings of words

Front 20

Cognition/Affect

Back 20

stored experiences and emotions (where communication begins and ends)

Front 21

Language Development 0-12 months

Back 21

• Early Reflexive
• Cries, sneezes, grunts, squeals
• Early association of sound with vocalizations
• Later Intentional
• Vocal play and imitation (raspberries)
• Cooing – beginning vowels, turn-taking (motherese)
• Canonical babble (repetitive, bababa), variegated babble
(varied, badapa) and jargon (intonation, bada’pa)
• Intentional communication gestures – reaching (“I want”)
open arms (“pick me up”)

Front 22

Language Development 12-24 months

Back 22

• First year
• Uses first meaningful word
• Understands simple commands – “Where’s doggy?”
• Second year
• Vocabulary spurt – approx. 150-300 words
• Naming insight - link between words & objects
• Meaningful word combinations – “My book”
• About 66% of speech is intelligible

Front 23

Language Development 2-3 years

Back 23

• Uses pronouns (I, you, me) correctly
• Uses a few prepositions correctly (usually in, on, and under)
• Over-generalizations – errors demonstrating the learning of
language rules (“I eated it”)
• Has a vocabulary of approx. 900-1000 words
• About 90% of speech is intelligible

Front 24

Language Development 3-5 years

Back 24

• Can count to ten
• Speech completely intelligible (5th year)
• By the time children enters first grade, they know
approximately 14,000 words. That’s more than 6 new words
a day starting from the day they are born!
• Paradoxical: in most areas of learning, adults perform
better than children

Front 25

The Critical Period

Back 25

a period within which it is
maximally easy to learn language. In early
childhood, language learning proceeds quickly,
effortlessly (?), and without formal instruction.

Front 26

Behaviorist Theory (B.F. Skinner)

Back 26

Language is learned through
operant conditioning (reinforcement and imitation). Criticism: parents
would have to engage in intensive tutoring in order for language to be
taught properly.

Front 27

Nativist Theory (Noam Chomsky)

Back 27

language is a unique human
accomplishment. All children have what is called an LAD, an innate language acquisition device that allows them to produce consistent sentences once vocabulary is learned.

Front 28

Empiricist Theory (statistical learning theories, connectionist models)

Back 28

There is enough information in the linguistic input that children receive for
language development. Brain is a learning machine, learns patterns w/o feedback, no need for operant conditioning or LAD.

Front 29

Intellectual Disability

Back 29

A disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates
before the age of 18.

Front 30

Intelligence

Back 30

A general mental capability involving the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience.

Front 31

Adaptive Behavior

Back 31

The conceptual, social, and practical skills that people
have learned to be able to function in their everyday
lives

Front 32

Limitations of Adaptive Behavior

Back 32

performance that is at least 2 standard deviations below the mean of the general population.

Front 33

Language

Back 33

A system of communicating with other people using sounds, symbols and words in expressing meaning, emotion, idea or thought.

Front 34

How are language disorders assessed?

Back 34

assessed using a range of
standardized tests, as well as direct and reported
observation.
 MLU: Mean length of utterance. Average number of morphemes
(smallest meaningful linguistic units) per utterance.
 Vocabulary Size

Front 35

Mean Length of Utterance

Back 35

Average number of morphemes

Front 36

Causes of Intellectual Disabilities

Back 36

 Genetic: Down Syndrome, PKU, Fragile X
 Prenatal Injury: Fetal Alcohol Syndrome
 Birthing Problems: Asphyxiation
 Disease: Meningitis, Measles
 Environment: Lead poisoning, Malnutrition
(iodine deficiency, most common preventable)
 Unknown: 30-50%, Autism

Front 37

Down Syndrome

Back 37

 Cause: Genetic mutation. All or part of an extra 21st
chromosome (Trisomy 21)
 Incidence: approx. 1 in 900 births. High risk beyond
maternal age of 42.
 Physical features: Hypotonia; flat facial profile;
upslanting eyes; epicanthic fold; small ears, small oral
cavity, in-curving fifth fingers. Features are apparent
at birth
 Language: Cluttered (Nervous); Expression lags
comprehension; Males and females similarly affected;
Focus on production and learning syntax

Front 38

Fragile X

Back 38

 Cause: Gene mutation of the X chromosome
 Incidence: 1 in 2000 males, 1 in 4000 females; Most
common inherited cause of intellectual disability
 Physical features: large ears, long face, malocclusion,
hyperextensible fingers, gynecomastia. Features
develop after birth.
 Language: Perseveration; Tangential utterances; Males
more severely affected; Focus on social use, staying on
topic, attending to conversational partner

Front 39

Phenylketonuria (PKU)

Back 39

 Cause: Enzyme deficiency on chromosome 12;
Inherited, Failure to break down phenylalanine…
 Incidence: 1 in 15,000 births
 Physical features: Typically light hair and skin.
Otherwise normal.
 Language: Normal if deficiency is detected early
and treated with a special diet low in the amino
acid phenylalanine

Front 40

Fetal Alcohol Syndrome

Back 40

 Cause: Alcohol consumption of mother during
pregnancy
 Incidence: Possibly as much as 3 in 1000 births.
 Physical features: Long smooth philtrum, thin upper
lip, wide nasal bridge, epicanthal folds, wide palpebral
fissure
 Language: Chatty, intrusive, inappropriate; Behavioral
problems

Front 41

Mowat-Wilson Syndrome

Back 41

 Cause: Recently identified, Genetic mutation
 Incidence: Rare
 Physical features: narrow chin, cupped ears with
protruding lobes, deep and widely set eyes, open
mouth, wide nasal bridge and a shortened philtrum

Front 42

Autism definition

Back 42

Abnormal or impaired development prior to age 3
that involves (1) delays or abnormal functioning in
social interaction, (2) deficits in language and
communication, and (3) restricted
interests/repetitive behaviors

Front 43

Autism: General Overview

Back 43

Autism
 Cause: Suspected genetic origin, popular suspected
causes for which there is little or no evidence…
 Prevalence: At least 1 in 350; 4 times more likely in
males.
 Physical features: No abnormal features specifically
associated with autism
 Language: Perseveration, echolalia; Early normal
development
Centers

Front 44

Definition of TBI

Back 44

Damage to the brain resulting from an
outside source

Front 45

Epidemiology of TBI

Back 45

• Leading cause of death and disability worldwide
• Annual incidence in U.S.- 2,000,000
• Cost:
• 1/3 of total cost is health care, 2/3 is lost productivity
• Cost for acute care: $105,823
• Cost for acute rehabilitation: $58,415
• Greatest frequency of occurrence between ages 15-24
• 2 x as frequent in males, 4 x as likely to be fatal

Front 46

The ways the brain is protected

Back 46

Protective Head Gear, The Skull, The Meninges
Three membrane layers surrounding the brain, Cerebrospinal Fluid
Surrounds brain and fills ventricles; buffers impact

Front 47

The ways the brain is injured

Back 47

Skull fracture, Epidural Hematoma (Build up of blood between the skull and dura), Subdural Hematoma (Build up of blood between the brain and dura), Diffuse Axonal Injury
(Damage to nervous tissue)

Front 48

Physical Symptoms of Mild TBI

Back 48

• Headache, vomiting and nausea
• Lack of motor coordination, dizziness, difficulty balancing
• Lightheadedness, blurred vision, ringing in the ears
• Fatigue or lethargy
• Changes in sleep patterns

Front 49

Physical Symptoms of Moderate to Severe TBI

Back 49

• Dilation of one or both pupils
• Convulsions
• Inability to awaken
• Dysarthria and aphasia
• Weakness or numbness in the limbs

Front 50

Behavioral Symptoms of Mild TBI

Back 50

Mild TBI
• Mood changes
• Confusion
• Trouble with memory, concentration, attention, or thinking
• Tangential thought

Front 51

Behavioral Symptoms of Moderate to Severe TBI

Back 51

• Restlessness, irritation and agitation
• Overriding egocentricity
• Lack of inhibitions, poor judgment
• Need to challenge limits
• Criminal behavior

Front 52

Psychosocial Effects of TBI

Back 52

• Social isolation
• Loss of independence
• Change in personal/physical identity
• Failing academic achievement
• Loss of job and earning potential
• Costs to survivor and family

Front 53

Number of Individuals diagnosed with Autism

Back 53

1 in 110 individuals diagnosed with ASD

Front 54

Genetics of Autism

Back 54

 Boys 4 times more likely
 Runs in families (2-8% )
 Higher concordance in monozygotic
twins (60-96%)
 Multiple Gene model:
› About 11 different genes identified so far as
having an increased risk of ASD
› Combination of environmental and genetic
factors

Front 55

Sensory Issues

Back 55

 Parents often report children with normal
hearing act deaf
 Many children with ASD have sound
sensitivities
 30% children diagnosed with ASD do not
learn to speak

Front 56

Definition of Autism

Back 56

Qualitative and pervasive impairment in social interaction and communication, accompanied by restricted patterns of behavior, interests and activities, and delays prior to age 3 years in social development, play and language used for social communication.

Front 57

Echolalia

Back 57

repetition of another person’s
utterance

Front 58

Perseveration

Back 58

continued focus or preoccupation with a topic, word, or phrase

Front 59

Alexithymia

Back 59

difficulty in identifying and
describing one's emotions

Front 60

Ratio of Boys to Girls with Autism

Back 60

4:1

Front 61

Applied Behavioral Approach (Autism)

Back 61

– Stimulus-Response-Consequence
– Focus on goal behaviors
– Adult Directed

Front 62

Developmental Social Pragmatic

Back 62

– Focus on initiation and spontaneity
– No prescribed behaviors for
reinforcement
– Child Directed

Front 63

Definition of Learning Disabilities

Back 63

Significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, OR mathematical abilities that are intrinsic to the individual, presumed to be due to central nervous system dysfunction.

Front 64

Assessment of Learning Disabilities

Back 64

 Intelligence testing
 academic achievement testing (e.g. Weschler Individual Achievement)
 classroom performance
 social interaction and aptitude evaluation
 perception, cognition, memory, attention, and language skills evaluation
 If a child's cognitive ability, so assessed, is much higher than his or her
academic performance, the student is often diagnosed with a learning
disability.

Front 65

Dyslexia

Back 65

reading disability

Front 66

Discalculia

Back 66

difficulty in learning or
comprehending mathematics.

Front 67

Dysgraphia

Back 67

(or agraphia) is a deficiency in the ability to write

Front 68

Dyspraxia

Back 68

a motor learning difficulty that can affect planning of movements and co-ordination.

Front 69

Learning Disabilities by Stage of Information Processing

Back 69

 Input: Sensory deficits, e.g. difficulty recognizing shapes,
problems sequencing letters or sounds, inability to screen
out competing sounds.
 Integration: Interpretation, generalization, categorization,
relation to past learning. Problems telling a story in the
correct sequence, memorizing sequences of information
such as the days of the week. Inability to see the "big
picture."
 Storage: Problems with short-term or working memory, or
with long-term memory. can make it difficult to learn new
material without many more repetitions than is usual.
 Output: Difficulties with language, expression or motor
skills.

Front 70

Learning Disabilities: Warning Signs

Back 70

 Family history
 Difficulty finding words
to express thoughts
 Poor spelling, reverse
order of letters
 Poor penmanship
 Difficulty memorizing
times tables or numbers
in a sequence.
 Disorganized, misplaces
things, untidy

Front 71

Unaided Communication Methods

Back 71

– Gesture
– Sign
– Facial Expression
– Body Posture
– Reaching, Pointing
– Vocalizations (coo, cry)

Front 72

Aided Communication Methods

Front 73

Alternative and Augmentative Communication definition

Back 73

Area of practice that attempts to compensate and facilitate for impairment and disabilities of individuals with severe expressive and/or language comprehension disorders.

Front 74

canonical babbling

Back 74

no intonation, no contour, single syllable type "babababa"

Front 75

variegated babbling

Back 75

no intonation, no contour, variable syllable type "badapaga"

Front 76

jargon

Back 76

intonation, contour and variable syllable type.

Front 77

Nine Disorder Areas of Communication

Front 78

3 components of language

Back 78

content, form, use

Front 79

Thought processes that underlie language

Front 80

Definition of Knowledge

Back 80

remembering previously learned material by rote memory or recall

Front 81

Indirect Language Stimulation/Expansion

Back 81

The SLP reformulates what
the child said into an expanded, grammatically complete sentence
( e.g., Child: “Dat a truck.”; SLP: “That’s a big truck with black wheels.”)

Front 82

Focused Language Stimulation

Back 82

The SLP manipulates the environment to
evoke the child’s spontaneous production of a specific linguistic target using
strategies such as false assertions, feigned misunderstandings, forced choices, violation of routines, etc.

Front 83

Facilitative Play Approach

Back 83

The SLP models target language forms and
functions using self-talk and/or parallel talk during client-centered activities in
authentic settings. The child’s interest is maintained by using high-interest,
developmentally appropriate activities.

Front 84

Model-Imitation/Modeling Plus Evoked Production

Back 84

The SLP provides a
model of the target and the child imitates it. Specific verbal praise and/or
corrective feedback are provided. Edible, tangible, social, and/or natural
reinforcements may or may not be provided.

Front 85

Parent Directed

Back 85

The SLP models specific techniques while
interacting with the child; the parent observes; parent’s questions
are answered; then the SLP observes the parent use the
techniques while the SLP observes; the SLP provides specific
positive and/or corrective feedback to the parent; a home
carryover program is established.

Front 86

Causes of Language Delays and Disorders

Front 87

Linguistic Diversity

Back 87

those whose first language is
either a language other than English or a language
other than “middle-class,” mainstream English who
represent the majority culture in the United States

Front 88

Cultural Diversity

Back 88

those whose first language is
either a language other than English or a language
other than “middle-class,” mainstream English who
represent the majority culture in the United States

Front 89

Cultural Aspects of Verbal Communication

Back 89

•Semantics (word meaning)
–Our vocabulary “test”
•Syntax (word order)
–Omission of structure or different order
•AAE “He big.” (zero copula)
•Spanish “We went of the afternoon.” (prepositions)
•Asian “She sang song.” (articles)
•Phonology (sound system)
–AAE e.g., f/th, /r/ or /l/ omitted in final position poor --> po or poa
–Spanish e.g., sh--> ch sheet--> cheat
–Asian influenced /r/ & /l/ blends
•Pragmatics (social use)
•Narratives (story telling)

Front 90

Proxemics

Back 90

distance while speaking

Front 91

Why are cultural considerations important?

Back 91

Most normative, diagnostic and intervention information in communicative disorders is based on majority culture in the U.S. (i.e., English-speaking, caucasian, middle-class people)