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