Term
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Definition
| A symbol is something that stands for something. The thing which the symbol stands for is the referent. The relationship between the symbol and the referent is arbitrary. Language is symbolic communication. A word is a symbol for that which it stands for. Example the word cow stands for a certain four legged creature. The relationship between the word and the creature is arbitrary. It is only called a cow because of a community consensus. |
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Term
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Definition
| Communication is pervasive. The three parts of communication involve the sender, receiver, and the information being transmitted. |
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Term
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Definition
| Language is an arbitrary system of codes and symbols used to express ideas. 1) Language is a set of symbols or codes that represent ideas, events and experiences. 2) The system is arbitrary. 3) Language is rule governed |
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Term
| The Generative Quality of Language |
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Definition
| Given a finite number of symbols and a finite number of words the possibilities for creating novel phrases and sentences is essentially limitless. |
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Term
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Definition
| Speech is the vocal production of language. |
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Term
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Definition
| The processing of putting thoughts into language. |
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Term
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Definition
| The process of figuring out what someone is saying to you. |
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Term
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Definition
| Phonology is the study of the speech sounds, speech production and the rules for combining those sounds to form meaningful words and utterances. |
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Term
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Definition
| Any sound the vocal tract can make. |
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Term
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Definition
| A phoneme is any phone that is included as part of a language. Traditionally defined as the smallest unit of sound that conveys meaning with in a language. |
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Term
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Definition
| The study of the meaning of words and word combinations of a language. The element of meaning in a language. |
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Term
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Definition
| The number of words a child produces. This is a basic measure of a child's knowledge of meaning. |
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Term
| Allophone/Allophonic Variation |
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Definition
| Varying productions of a phoneme. These varying productions maybe the result of the other speech sounds surrounding that phoneme. |
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Term
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Definition
| The concrete meaning of a word that points to (refers to) an object, person or event. It is the meaning of the word one may find in a dictionary. |
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Term
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Definition
| The emotional meaning a word suggests. For example when people hear the word snake it may provoke a certain emotional reaction. |
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Term
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Definition
| Words that express relation between two objects and events. Prepositions convey relational meaning. Other relational terms refer to kinship (brother/sister), dimension (high/low), and time (before/after) |
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Term
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Definition
| Meaning that is not explicitly stated but maybe deduced by what is said. For example if I said, "Amy at won ton soup and egg rolls for lunch." One may infer that Amy ate at a Chinese restaurant. |
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Term
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Definition
| The rules about word combinations and sentence structures with in a language. |
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Term
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Definition
| The study of word structures. |
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Term
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Definition
| The smallest units of meaning within a language. |
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Term
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Definition
| Conveys meaning standing alone and cannot be broken down into small parts. The word car is a free morpheme. |
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Term
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Definition
| Suffixes and Prefixes that that are attached to a free morpheme. They cannot convey meaning standing alone. |
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Term
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Definition
| The study of language production in social contexts. |
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Term
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Definition
| The skills needed to initiate and sustain conversation. Verbal Pragmatic skills include: Initiating conversation, Turn Taking, Topic Maintenance, Shifting to different topics during a conversation, requesting conversational repair, responding to conversational repair requests, producing language that is appropriate for the context, narrating experiences and events. |
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Term
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Definition
| Necessary when a misunderstanding occurs between conversational partners. Such devices include, "I'm sorry I didn't quite follow you," |
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Term
| Nonverbal Pragmatic Skills |
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Definition
| Various physical, emotional, and gestural aspects of communication. Nonverbal pragmatics includes: Eye Contact, Physical distance, Gestures, and Facial expressions. |
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Term
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Definition
| When a speaker takes in the speaking situation and lets that guide the way he will communicate. |
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Term
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Definition
| The speakers notions of listener. For example you would talk different to a two year old than you would your professor. |
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Term
| Expressive Vocabularies 15-60 months |
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Definition
15 months...10 words
18 months...50 words
24 months...300 words
36 months...900 words
48 months...1500 words
60 months... 3000 words |
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Term
| Bloom 1973 Two Categories of Words with in the first 50 words a child acquires |
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Definition
1) Substantive words which are names of objects and actions. For example: ball, cookie jump.
2) Relational Words that depict things or events. These words are few in number but frequently used. For example: Cookie all gone. |
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Term
| Nelson 1973 Classification of Early Vocabularies |
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Definition
Nominals-words referring to things (ball)
65%
Action words (Run) 13%
Modifiers-words for properties (Big) 9%
Personal/Social (Please) 8%
Functors (for, to) 4% |
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Term
| Why are nominals acquired so much more readily than other words? |
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Definition
| Nominals are more concrete, and it is more likely a child with interact with nominals. For example a child can experience a ball or a teddy bear. Nominals a child can interact with are considered dynamic. Nominals that are just present such as a wall are considered static. |
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Term
| Dore 1975 Communicative Intents |
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Definition
Some communicative intents include: labeling, repeating, answering, requesting, action, requesting an object, calling, greeting, and practicing.
These communicative intents can be broken down into three more general categories:
1) Requesting
2)Commenting
3)Interacting Socially |
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Term
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Definition
| Between the ages of 18-24 months a child's vocabulary will be between 50-300 words. Children at this age typically speak in two word utterances. In order to understand the child's communicative intent we have to pay attention to the context in which the child is speaking. |
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Term
| Bloom's Semantic Relations |
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Definition
70% of children's early utterances can be captured in this scheme.
Agent-Action: Boy Jump.
Action-Object: Kick ball
Agent-Object: Daddy Car
Action-location: Swing park
Entity-location: Swing park
Possessor-possession: Daddy Car.
Entity-Attribute: Ball Red
Demonstrative-Entity: Those Cookies. |
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Term
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Definition
MLU: 1.0-2.0
Child is using semantic relations. |
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Term
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Definition
MLU: 2.0-2.5
Child is using grammatical morphemes. |
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Term
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Definition
MLU: 2.5-3.0
Child is using Kernal Sentences. |
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Term
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Definition
MLU:3.0-3.75
Early embedding and conjoining. |
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Term
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Definition
MLU: 3.75-4.5
Later embedding and conjoining. |
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Term
| Brown's 14 Grammatical Morphemes |
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Definition
1. Present Progressive -ing
2. Preposition in
3. Preposition on
4. Plural s
5. Possessive s
6. Uncontractible Copula
7. Articles a and the
8. Irregular Past Tense
9. Contractible Copula
10. Regular 3rd Person singular
11. Irregular 3rd Person singular
12. Regular Past tense
13. Uncontractible Auxiliary
14. Contractible Auxiliary |
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Term
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Definition
| A group of words that are related in a subject predicate relationship. |
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Term
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Definition
| Can stand alone and have meaning. |
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Term
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Definition
| Must be attached to an independent clause. |
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Term
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Definition
Consists of two conjoined independent clauses.
Ex) The dog slept and the cat ate. |
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Term
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Definition
An independent clause and dependent clause joined by embedding.
The man we saw at the store was her father. |
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Term
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Definition
| Pronouns that introduce the dependent clause. |
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Term
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Definition
| When children don't understand the language or grammar of adults they use strategies to cope. |
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Term
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Definition
| When a child uses environmental cues to cope. For example Mom sets down a plate of food and says, "Throw this on the floor" The child will still eat the food, because that is what he typically does with the food. He does not necessarily eat his food because his mom tells him to. |
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Term
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Definition
| The sentence the dog at the bone is more likely than the bone at the dog based on probable events and prior knowledge. |
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Term
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Definition
The constant flow of language. Cohesive Pronouns make language stick together.
For example:
John went to the store. He bought two pairs of pants. |
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Term
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Definition
I like Jennifer.
I don't.
We don't have to use the name Jennifer. |
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Term
| Topic Collaboration and Topic Shadowing |
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Definition
Topic collaboration and topic shadowing are parts of continuous discourse.
Topic collaboration refers to when to conversation partners talk about the same topic.
Topic Shadowing refers to when take the conversation in a new direction via a related topic. |
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Term
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Definition
The ability to reflect on language.
If a child can break a word down into a speech sounds they are reflecting on phonology.
If a child can differentiate between labels they understand they are reflecting on semantics.
If a child can tell what sounds right or wrong about a word or sentence they are reflecting on morphology or syntax.
If a child can tell how they would act at a certain time or a certain place they are reflecting on pragmatics. |
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Term
| AHSA Definition of a Language Disorder |
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Definition
A language disordered child has language competencies different than what would be expected considering the child's chronological age in comprehension and expression.
*SLP's feel that language should be compared with mental ability rather than chronological age. |
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Term
| Specific Language Impairment |
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Definition
| A child who is normal in all aspects except for his language impairment. Children who exhibit SLI do not have other significant clinical conditions. |
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Term
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Definition
8-12% of Children have language disorders.
of that 5% have SLI |
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Term
Definition of a Late Talker (Rescorla 1989)
(Leonard 1989) |
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Definition
A child at 24 months with an expressive vocabulary of under 50 words and he's not combining words. (Rescorla)
A child 18-23 months who is not using at least 10 different words. |
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Term
| Indicators of a good Prognosis for a late talker |
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Definition
Good receptive language
Using gestures to enhance limited verbal behaviors. This indicates communicative intentionality. |
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Term
| Do late talkers catch up with their peers? |
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Definition
Between the ages of 2.5 and 5 every year more and more of these children catch up with their peers.
At age 50% have caught up with their peers.
By age 5.5 only 10% have NOT caught up with their peers. |
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Term
(Bloom&Lahey 1978)
Form Content and Use |
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Definition
Form: Phonology, Syntax, Morphology
Content: Semantics
Use: Pragmatics
We should look at language disorders in terms of how limitations in one areas impacts others. |
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Term
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Definition
| Language problems are based on the diagnosis of a known clinical condition. The cause of the problem is not helpful in the nature of the language disorder though. Many children also fit into more than one category. |
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Term
| Descriptive Developmental Model |
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Definition
| Describes the child's language proficiency in each of the five parameters and then compares then to normative data for that parameter. |
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Term
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Definition
A child's language is compared to his age using norms.
The language age is compared to the cognitive age. If there is a gap there, then a language disorder is designated. |
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Term
Lexical Bootstrapping
(Moyle, Weismer, Evans, Lidstrom 2007) |
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Definition
| As a child's vocabulary increases, it induces them to develop grammatical structures. |
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Term
| Bidirectional Bootstrapping |
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Definition
| Certain syntactic knowledge causes the child to increase vocabulary in conjunction with lexical bootstrapping in which increased vocabulary induces grammatical structures. |
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