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28 Cards in this Set

  • Front
  • Back
Cognitive Determinism
Piaget
Linguistic Determinism
Whorf
Interchanging Roles
Vgotsky
Independent Theory
Chomsky
basal ganglia
initiation and coordination of deliberate movements
cerebellum
coordinates rapid speech movements but does not initiate them
brain stem
mid brain, pons (reflexes) medulla oblangata (cranial nerves)
association fiber
different parts of the same cerebral hemisphere
commisural/transverse fiber
connects the two lobes of the brain ex: corpus callosum
projection fiber
go to the rest of the body
trigeminal (5)
senses the face, moves the jaw (feeding and speech)
facial (7)
senses the tongue, moves the face
vestibular acoustic (8)
hearing and balance, associating sound sensations including speech sounds
gloosopharyngeal (9)
sensing the tongue and pharynx, controls palate and pharynx for speech
vagus (10)
sensation and control of the larynx, lungs, heart, esophagus, stomach, phonation, prevents aspiration
spinal accessory (11)
innervates shoulder, larynx, pharynx
hypoglossal (12)
moves the tongue for articulation
Examiner
Age 1-6 mos, some voluntary, head, trunk, hand, tongue motor control, will respond to vocalizations, babble, QRN-->FRN
Experimenter
7-12- mos, echolalia, babbling, prosodic features, PCF, receptive skills
Explorer
1-2 years, independent toddler, walking, climbing stairs, running, matches, comprehends one vs. many, parallel play, action toys and pretending
The Exhibitor
3-5 yrs old. hand preference, plays complex games, time concepts, parts to whole, cooperates with other, group activities, 2100 words
The Expert
6-12 yrs old, school age child, rides bike, throws ball, attention span, future actions, abstract thought, sports, hobbies, different perspective, 50,000 words
solitary play
up to 2 years of age, plays independently even if other children present
parallel play
2-3 years, play near each other with similar objects but don't actually play together (some imitation)
cooperative play
3 years and up, children interact in organized structured activities
prelocutionary
caregiver makes what the child does meaningful
illocutionary
child makes gestures and vocalizations demonstrating intent, but not words (emerges alongside with means end and object permanence)
locutionary
using words to demonstrate intent