Download Term 1: Language and Communication Development - Pragmatics and Discourse and more Quizzes Speech-Language Pathology in PDF only on Docsity!
Pragmatics
the purposes for which language is used (e.g., to demand, to explain, to request, to negotiate) TERM 2
Discourse
DEFINITION 2 anguage units above single sentences; longer, extended units required under certain circumstances (e.g., lectures, recitals, narratives, recountings, debate); a formal way of thinking through language; We often engage in connected discourse, and if this involves another person, it is called a conversation TERM 3
Rules of Discourse
DEFINITION 3
- take turns2. provide a sufficient amount of information3. provide information that is accurate4. provide information that is relevant5. speak in clear, concise manner TERM 4
Development of Conversational Skill
DEFINITION 4 Piaget believes egocentric infants and young children engage in collective "monologues" but learn to have conversations once they become less egocentric.Vygotsky believes the type of interactive exchanges that children engage in with older, more skilled partners eventually become internalized, forming the foundation of "private speech" TERM 5
Sociolinguistics
DEFINITION 5 how language is influenced by sociological variables such as gender, status, culture
Intaspeaker Variation
within an individual, the way we talk varies our lives depending on where we live, to whom we are speaking, our education, the context, etc... TERM 7
Rhoticity
DEFINITION 7 cultural variation in whether /r/ is vocalized after a vowel. TERM 8
Speech Act
DEFINITION 8 functional value of speaking; involves both the intentions of the speaker and the form of the utterance itself. Speech acts involve three components: 1. intended function 2. Linguistic form 3. effect on the listener TERM 9
Theory of Mind
DEFINITION 9 the ability to understand that others have mental experiences that include intentions and beliefs TERM 10
Development of Speech Act
DEFINITION 10 Perlocutionary Phase, Illocutionary Phase, Locutionary Phase.
Cultural Intentions
cultures also differ in how language is used to direct and modulate behavior. For example, cultures differ in whether language is used to affect attention, convey/educate about emotions, and/or promote individuality TERM 17
Language and Cogniton
DEFINITION 17 the question as to whether language precedes through or thought precedes language? both of these exist in parallel and develop in tandem. TERM 18
Whorfian Hypothesis
DEFINITION 18 a strong belief that language affects (shapes) thinking TERM 19
Simultaneous Bilingualism
DEFINITION 19 when a child learns two L1 languages at the same time (although they may be associated with specific speakers); three hypothesis have been considered in the developmental of simultaneous bilingualism TERM 20
Fusion Hypothesis
DEFINITION 20 learning two L1 creates one fused language for the child, that they may have to seperate later.
Differentiation Hypothesis
learning two L1 languages proceeds separately for each language system TERM 22
Differentiation with Interdependency
Hypothesis
DEFINITION 22 learning two L1 languages proceeds separately for each but they do integrate in specific ways, at various times during language learning. TERM 23
Sequential Bilingualism
DEFINITION 23 when a child learns one L1, and then at some point later, learns L TERM 24
Code
Switching/Mixing
DEFINITION 24 bilingual children borrow from each of their languages during early productions and often switch from one language to another during a conversation, depending on their need for ease and clarity of expression. TERM 25
Metalinguistic Awareness
DEFINITION 25 understanding what symbol systems are and how they can be used to express knowledge
Language in Down Syndrome Children
DS children show serious delays in all aspects of language development and significant deficits in morphological understanding and metalinguistic awareness. TERM 32
Language in Autistic Children
DEFINITION 32 low functioning autistic children show gross language anomalies including low joint attention, concrete/rigid language use (if any), echolalia, and poor sentential context understanding. High functioning autistic children may develop much better language skills but still show poor use of metaphor/syllogisms and much lower conversational skill. TERM 33
Language in Williams Syndrome Children
DEFINITION 33 WS children have fairly good lexical development, they have poor conversational skills. WS children often show hyperacusis (sensitive hearing) which allows them to easily learn the units of speech and music, but they lack an understanding of theory of mind and the use of language as a means of communication.
