CD 305 Final Review PDF

CD 305 Anatomy Physics: Which of the following are required for speech? (pick the right answers) Respiration, Phonation, Resonation (resonance), Articulation Match the definition with the term: Phonation- vocal fold vibration Resonation- use of cavities to amplify sound Articulation- formation of...

CD 305 Anatomy Physics: Which of the following are required for speech? (pick the right answers) Respiration, Phonation, Resonation (resonance), Articulation Match the definition with the term: Phonation- vocal fold vibration Resonation- use of cavities to amplify sound Articulation- formation of phones of a language In what order do you use the anatomical structure to produce sound? Lungs, larynx (vocal cords), vocal tract (pharynx, mouth, nose) Linguistic Systems: Phonemes and Allophones are an example of which system? Phonological system Bound and free morphemes are examples of what system? Morphological system 2 examples of language sample's word meaning will be used clearly incorrect: “These strawberries are blue” misconception is a syntactic violation (show the difference between semantics and syntax) Charles Hockett ❖ Researched communication and how it occurs ❖ Bold are design features specifically for humans ❖ Species other than humans communicate give an example of which one applies to a parrot and which does not (ex., All, none, ex) ❖ Make sure to know the 5 bolded ones ❖ Duality of ❖ Existing phoneme inventory is used for new patterning words/messages ❖ Recursion ❖ Ability to ‘stack’ linguistic forms  ❖ Prevarication ❖ Non-cooperative communication (lying) ❖ Reflexivity ❖ Meta-linguistic ability ❖ Learnability ❖ Is not entirely innate, but learned in a specific environment ❖ Recursion- ​a concept that occurs when a definition or process is based on a simpler or previous version of itself BF Skinner Giving an example of operant conditioning and reinforcement and asking which is which. Operant conditioning is a psychological process that uses reinforcement and punishment to teach organisms to behave in a way that leads to rewards and avoids punishments. Reinforcement is a consequence that increases the likelihood of a behavior. There are two types of reinforcement: positive and negative. Positive reinforcement is a desirable stimulus, and negative reinforcement removes an undesirable stimulus. Giving an example of shaping and chaining and asking which is which. Shaping - a teaching method where a caregiver or therapist gradually reinforces increasingly closer approximations of a desired target behavior, like a word or phrase, to help a child acquire a new language skill (nudging towards a specific action) Chaining - a therapeutic technique where a complex speech sound or word is broken down into smaller, manageable steps, and each step is systematically taught and reinforced in sequence, allowing a learner to build up to producing the complete target sound or word gradually; it's often used in speech therapy to help children with speech sound difficulties or Childhood Apraxia of Speech (CAS)(lining up a specific action) How does behaviorism differ from nativism? Behaviorism believes that all behaviors are learned through interactions with the environment and reinforcement, while nativism argues that certain abilities, like language acquisition, are innate and pre-programmed within the brain. This means individuals are born with the capacity to learn certain skills without needing extensive external training. Does he belong to behaviorism/nativism or nature/nurture? Behaviorism emphasizes "nurture," while nativism emphasizes "nature." He is a behavioralist. - ‘conditioned’ language? - pragmatics (who says what to whom, and why?) Noam Chomsky ❖ World War ❖ Deep structure and surface structure ❖ Define or give an example of deep vs surface ❖ Connection between verb and noun phrase ❖ Whatever your brain develops, is it deep or surface structure; deep structure helps develop speech ❖ Transformation rules: what can we say that the kid is learning transformation; ask questions, perform negation (I don’t want this, mommy didn’t bake cookies), or the ability to embed Joseph Greenberg ❖ Blueprint for brain processing reality due to various languages ❖ What are language universals- characteristics that are common to all human languages ❖ Which numerals exist in language; Arabic numerals Jean Piaget ❖ Stages of Cognitive Development: Sensorimotor (birth to 2 years), Preoperational (2 to 7 years), Concrete Operational (7 to 11 years), and Formal Operational (adolescence to adulthood) ❖ Far on the nature side ❖ Studied children, unlike Skinner ❖ Looked at Cognition ❖ Language Sample guesstimate of what stage they're in; the age of the child ❖ Schema: mental file folder; mental description of what something is; ❖ Assimilation: Strawblueberry ❖ Accommodation: Realizing it is Strawberry; accommodate the word to realize what it is ❖ Goes through schema, assimilation, accommodation, equilibrium ❖ Order of it ❖ What is an example is it and ❖ Does learning a new word cause the child to repeat the cycle Lev Vygotsky ❖ Focus on nature vs nurture; was more about nurture ❖ Cared about social interaction ❖ Skinner focused on the child as an object to train and do things, while Vygotsky is more about the ecosystem of the child's learning child needs an environment that consists of humans to help learn the language ❖ Did not separate language and cognitive development much ❖ Private speech ❖ ZPD- The zone of proximal development (ZPD) is a concept in educational psychology that describes the difference between what a child can do  independently and what they can achieve with help, what are the uses for it; multiple choice ❖ Private Speech the kid is bored to work through and practice whatever aspect of language is emergent ,not pragmatically relevant; not practicing pragmatics, practicing articulation; ex kid is entertaining themselves, kid is pretending to be a movie director, conversation with imaginary friend CORRECT: CHILD IS PRACTICING LANGUAGE; working through it themselves ❖ ZPD: child has ZPD domain at certain time when their able to learn quickly provided external support; child learns chess at ❖ Could children learn something based on a book but no person to talk to; NO THEY NEED INTERACTION ❖ How do adults help a child with their ZPD? Correct: Joint Play, Linda Smith: ❖ Shape Bias ❖ McGurk Effect; KNOW THE DEFINITION ❖ Joint Attention when playing with kid: both the child and parent are both looking at the same thing ❖ Characteristics for child to direct Joint Attention: Following eye gaze, follow pointing or pointing themselves, responding to verbal ❖ Fundamental Finding: Lang Early Sounds: ❖ Separate the babbling components and early sounds having different stages ❖ List a few and say which ones belong to babbling ❖ Babbling typically starts at 5 months; can change and it is rare for 3 months THIS IS A GENERAL GUIDANCE ❖ Model a situation of my child making early sound; hearing early sounds does not go with lang development: CONFUSED!!! ❖ Vocables: proto words Word and Sentence Emergence ❖ Chomsky: Verb-Object comes first then Subject-Verb-Object; this is universal ❖ First words: nouns Good Language Sample: ❖ Reliable about what the child can say; wants to play or doesnt want to do it ❖ Validity sample of the kids that we are trying to compare that child to; this child is sick, has an ear ache; affects it ❖ If comparison group is bilingual child is not a good match for a monolingual sample due to not a full representation Specific Morphemes to Look for  ❖ Know 2 free morphemes; in, on; not the same in the other languages; due to frequency hearing, communicative ability, reasonably easy to produce, none have affricates, consonant clusters ❖ Frequency and how easy they are able to produce ❖ Do not need to know age of mastery ❖ By the time auxiliary is present, structures are beginning to become built ❖ Use an example; Which of the early morphemes do you see ❖ Ask about the first articles MLU and age ❖ Couple examples ❖ Alice is here age and MLU, Bobby age and MLU, Carter Age MLU; which is ahead on their MLU Syntactic Development ❖ Transformation at the deep structure level ❖ Too much work to change at the surface level ❖ At what stage does the child use intonation to ask questions? Stage 1 (Other 3,5, etc) ❖ What are the last WH questions? Who about the agent and the subject ❖ Asking about something you’re observing means inference ❖ Why: kids have the notation of ways and means ❖ Do not worry about late vs early ❖ In what order do these ability… (missed the rest of the question) ; change intonation, invert auxiliaries, what where, and invert Vocabulary Expansion ❖ Do not just have blueberry; they have blueberry, strawberry, etc; they have the whole paradigm of what all the berries are ❖ Encounter these in the text, and then they can go back to the imagination and extract the real definitions ❖ Paradigmatic: Whole view of what is occurring ❖ Alice, age 3, is learning Syntagmatic or paradigmatic. Syntagmatic ❖ Olivia is in 5th grade she (describes a horse as a mammal blah blah blah)- Paradigmatic Classification of English Consonants: ❖ Why is articulation important; being able to see the production ❖ Total feedback can monitor what they are doing; front sounds are produced earlier and are highly more accurate ❖ Natural sounds: M (senorance or nasals are really early) ❖ Stops are following nasals; p b (front stops); stop and let go so articulation is easy ❖ Motor control is more sophisticated; fine grain holds fricatives;  ❖ Glides can emerge ❖ Intenillibility is fine if it isn’t there until the age of 4 Social/Cultural Dialect ❖ Pidgin: speaker of one language picks up vocab words ❖ Creole: the child is exposed to 2 languages and combines them; this common in Louisiana ❖ Children born into pidgin environments will speak Creole ASD: ❖ Define ❖ Difficulties with social communication, language delay, restricted interest in repetitive behavior ❖ Neurodiversity ❖ 1 in 36 kids; 2.8% of kids ❖ Believe females are underdiagnosed ❖ Boys are diagnosed at a higher rate ❖ ADOS observation: the child must be able to independently move toward it Dyslexia ❖ Hereditary markers ❖ Cannot easily recover from it ❖ Encourage mapping to phoneme graphs ❖ Differs in hearing, vision, etc ❖ Cannot distribute to understand what is occurring ❖ The age of diagnosis is socially determined ❖ Before the age of 7 SLI/DLD ❖ Impairment in one or more language areas with intact intelligence ❖ Diagnostic criteria are based on the delay ❖ The age of diagnosis can be from 2 years plus if an SLP is clearly paying attention ❖ The approach is the international health framework ❖ Figure out how they want to participate in society by scaffolding and not needing Stuttering ❖ Incidence and prevalence are different in this case ❖ 5% have stuttered at some point in their life, and only 1% still do it ❖ Incidence: Anyone who has or has had the disorder in their life (5%) ❖ Prevalence: What is happening right now ❖ A child is likely to recover if it starts at 2 or late until 5 ❖ Most don’t intervene until they have to ❖ Atypical are the blocks and prolongations ❖ Once a disagreement of is a syllable levels a repetition or not (Look into this) ❖ KIDS DO NOT NOTICE THAT THEY STUTTER, AND THEY DO NOT CARE  It only becomes a problem if they stutter if they hit puberty Working with a CBT to make sure no social components are involved Disrupt total feedback to see if it will help a person Ex. could go on stage and all the sudden not stutter due to acting like someone else The best thing to do is give time and give the child space Extra Credit Worth 10 points extra credit on the exam. Flowers for Algernon Students using whole word strategy can pass as not having dyslexia it fails because they phonetically writing, and the memory of the word doesn’t work - They have good comprehension and memory but don’t know the sounds