is when an individual perceives similarities and differences between objects or event and uses that information to solve problems or learn about the world.
Ex. Clear is to cloudy as shallow is to deep???
Syllogism
a form of argument that contains two premises and a conclusion that follows logically from those premises.
Ex. All mammals are warm-blooded:
All black dogs are mammals.
Therefore, all black dogs are warm-blooded.
Metaphor
contains a term, called "the topic", which is likened to another term, called "the vehicle", on the basis of one or more shared features called the "ground".
Ex. the giraffe was a flagpole living at the zoo. (giraffe-topic, flagpole-vehicle, tallness-ground)
Simile
variation of a predicative metaphor that make a comparison between the topic and the vehicle more explicit by inserting the word 'like' or a phrase 'as adjective as'.
Ex. The giraffe was like a flagpole living at the zoo.
Idiom
expressions that can have both a literal and a figurative interpretation depending on linguistic text.
Ex. "skating on thin ice"
Slang
informal type of figurative expression used by particular subcultures and is generational.
Ex. “scamming, or wipe out, boss
Proverb
statements that express the collective values, beliefs and wisdom of a society.
Ex. Don't count your chickens before they hatch.
Fable
short, imaginative stories that conclude with a proverbial statement or moral.
Ex. the "the ant and the grasshopper" (it is best to prepare for the days of necessity.
What is the significant difference between a metaphor and a simile?
Similes are metaphors but are more explicit and make a comparison between the topic and the vehicle by inserting the word like or (ex. as tall as)
List and describe two developmental tasks of adolescence.
1. Acceptance of physical changes of puberty
2. Attainment of independence. got on Pg. 36 but also on page 34?
1. Develop a sense of self-identity that is a unique combination of values, attitudes, beliefs, and behaviors. Pg 34
2. Adapt to a physically changing body, as well as make psychological adjustment, including gender identity. Pg 34
Briefly describe what is meant by: Understanding is Inference Generation. (Catts & Kamhi, pg. 14)
the ability to contruct meaning involves accessing relevant world knowledge and generating inferences that are needed to make sentences cohere and to relate text to world knowldege.
List and describe two differences between narrative and expository text.
Narrative - purpose to entertain and expository - purpose is to inform
Narrative- has familiar schema content and Expository has unfamiliar schema
Describe the major characteristics of a literate home environment. Explain how this environment helps prepare children for school-based language tasks.
1. literacy artifacts
2. literacy events
3. the types of knowledge children gain from literacy experiences.
Low-print homes, little exposure to literacy artifacts & events, enter school with little lit. know.
High-print homes enjoy language & literacy – may be at early stage of word recognition when they enter school
Joint book reading; the single most important activity for develoing the knowledge required for eventual success in reading
Literacy knowledge depends on how much exposure and interest & facility in learning – “literacy socialization”
Alphabetic principle: that letters stand for individual sounds in words and awareness that words consist of discrete sounds – phoneme awareness
Why are well-developed theoretical tenets important to the assessment and intervention of older students with language disorders? Pg bottom of 13 top of 14
A theory should unify, relate, and explain diverse phenomena that were previously viewed as separate, unrelated and unaccountable. Theories provide an explaination of phenomena and guidleines for action. In communication sciences and disrders, theroies should provide the framework on which procedures are based. In summary a theory provides a basis for action, a rationale for practice and a road map for exploring unfamiliar terrain.
If you believe in cognitive modifiability and mediated learning, would you also support the use of IQ discrepancy criteria? Why or why not?
Cognitive modifiability states that even if cognition is impaired, it has the
ability to change. Mediated learning takes place when a teacher guides you
into learning. The earlier mediated learning begins and the more it is used,
the greater the capacity for learning. Based on that information, the use of IQ
discrepancy criteria would be inadvisable because even if a client's language
matches their current IQ level, their cognition can grow and change, and their
language would need to grow and change with it.
What is social learning theory?
A combination of psychoacnalytic and behavioral theory.
How does anthropological theory describe adolescence?
A phenomenon created by Western Society
How does sociological theory characterize adolescence?
Internalized social anxiety
What is one adolescent characteristic according to biological theory? Now considered a myth.
storm and stress
What is field theory?
A transition in group membership
What is the myth of continuous growth?
Growth characterized by spurt, troughs, and plateaus
What is "There's nothing more to do"?
The problem is lack of functional communication asssessment
What is the turmoil myth?
The problem is in the mind of adults, not adolescents- throw away population
What is life skills incompetence?
Adolescents may be excluded from opportunities to work and learn
What is the generation gap?
Differences in preferences and means, not goals or beliefs
What is information processing theory?
An executive control structure with stages of increasing complexity.
What is identity development stage theory?
A crisis of commitment
What is a general development stage theory?
Enviornment stimulates, modifies, and supports growth, but cannot sequence it.
What is moral development stage theory?
Humanistic, reward/punishment, and conformity
What is cognitive stage theory?
This is based on Piaget
What is adolescence?
The years between puberty and the completion of bone growth
What is cognitive modifiability?
A human is capable of change, even if there has been inadequate exposure
What is commitment?
Degree of personal investment
What is the Personal Fable phenomenon?
Im not like other people
What is the Imaginary Audience phenomenon?
Im performing for everyone
What is the implication of biological theory?
Be sensitive to the readiness to acquire behavior
What are the ways clinicians can cope with theories?
Ignore, pick one, pick two, or select parts from a variety
What is an implication of field theory?
Be aware of feeling, don't make rules that cause frustration
What is an implication of psychoanalytic theory?
Behaviors are learned by observation, be concerned about environmental factors
What is the implication of anthropological theory?
Account for and accommodate cultural differences.
Ability to combine sounds into larger units
Synthesis
The ability to perceive relationships between words that rhyme
auditory perceptual skills
You need enough to simultaneously decode and comprehend
attentional skills
Ability to rapidly recognize and retrieve sounds and words
sequential memory
Ability to distinguish and discriminate letter shapes and sizes
visual perceptual skills
Learns that some words with the same “root” have the same spelling pattern
derviational relations stage
Appreciates the meaning-spelling connection
syllable junture stage
Single syllables, invented spelling
within a word pattern stage
Do not understand that writing represents sounds
preliterate/emergent stage
Spells simple sight words
lettername/alphabetic stage
ability to envision the scene described by the author, not only the visual details, but also the smells, sounds, physical and emotional environment
imagery
ability to access stored lexical knowledged, hold sentences in working memory long enough to establish relationships, and draw from long-term memroy for memory information.
Memory
ability to understand complex spoken sentences with embedded clauses.
syntax
Ability to understand the multiple meanings and subtle nuances of spoken language, as well as interpret idiomatic, figurative, and colloquial speech.
Semantics
ability to find evidence in a passage to support logical generalizations and conclusions,preceive the author's purpose or intention, apply criteria or standars with which to make judgments on content, ideas, methods, products, and people that are presented in the text.
Higher level cognitive skills
ability to identify the topic of the paragraph or chapter to be read, understand motivation that causes individuals to react and respond, empathize with people who are unhappy, embarrased, or frightened in real life
Pragmatics
ability to attend to text and focus attention on the relevent, important aspects of text, simultaneously decoding and comprehending text
Attention
Characteristics of Narrative Text
- purpose to entertain
- connective words not critical (primarily 'and', 'then', and 'so')
- Can use top-down processing
- focus on character motivations, intentions, goals
Characteristics of Expository Text
- focus on factual information and abstract ideas
- must use logical-deductive inferences based on information in texts
- comprehension often tested in formal, sturctured methods
Characteristics of Persuasion
- use of argumentation to convince another person to perform an act or accept a point of view.
- communication to resolve conflicts and achieve goals in mutually acceptable ways
- an increase in the number of arguments
- states advantges to the listener as a reason to comply
expressions that can have both a literal and a figurative interpretation depending on linguistic context
Idioms
informal type of figurative expression used by particular subcultures and is generational.
Slang
variation of a predictive metaphor that makes a comparison between the topic and the vehicle more explicit by inserting ther word 'like' or a phrase, 'as X as'.
Simile
statements that express the colective values, beliefs, and wisdom of a society.
Proverb
contains a term, 'topic', with is likened to another term, 'vehicle', on the basis of one or more shared features, 'ground'.
Metaphor
short, imaginitive stories that conclude with a proverbial statement or moral.
Fable
(Blooms Taxonomy)-take information apart for similarities & differences
Analysis
(Blooms Taxonomy)-apply information to new, related situations by analogy
Application
(Blooms Taxonomy)-Grasp meaning and abstract patterns to explain meaning.
comprehension
(Blooms Taxonomy)-create, invent, bring concepts and ideas together in problem solving
Synthesis
(Blooms Taxonomy)-Remember given information
Knowledge
(Blooms Taxonomy-)judge and evaluate according to social, academic, or other criteria
Evaluation
Average Number of Words Used per C-Unit can be used to measure:
Both Oral and Written Language
Percentage of Total Words in Mazes can be used to measure.
Oral language??
Average Number of Dependent Clauses per C-Unit can be used to measure:
Both Oral and Written Language
Analysis of microstructure can be used to measure:
Both Oral and Written Language
Rules of conversation-Avoid ambiguity, obscurity of expression. Be brief and orderly.
Manner: how to be clear
Rules of conversation-Do not make your contribution more informative than is required. But make it as informative as required.
Quantity: informativeness
Rules of conversation-Be relevant.
Relationship: Topic management
Rules of conversation-Do not say what you believe to be false or for which you lack adequate evidence
Quality: Sincerity
I seed him last week.
AE
I see him last week.
AAE
I saw him last week.
SAE
Maria is going?
SIE/LE
What it is?
AAE
Maria going?
AE
Is Maria going?
SAE
Three cookie.
AE
three cookie, three sheeps
AAE
Three cookies.
SAE
Which two dialects would typically produce unmarked past tense if the context makes time understood?
AAE, SIE/LE
Communication problems in both English and the student's primary language.
Language disorder
A rule-governed language code or system that is different from Standard American English.
Language difference
"In sequential second language learning, language loss in the first language is ___________ and __________.
Expected, common
Often cannot place concepts in a hierarchy
To place concepts into hierarchical order
Make chaos out of order
To observe, organize, and categorize data from an experience
Have limited strategies for finding, selecting, and utilizing data
To find, select, and utilize data on a given topic
May not recognize a problem when it exists; if so, do not view more than one solution
To identify problems, suggest possible causes and solutions, and predict consequences
Often remain concrete operational thinkers
To be at the formal operational level
Do not know the labels for talking about language during formal education
To talk about and reflect on linguistic forms
Have difficulty bringing awareness to categories and relations in all aspects of language
To demonstrate conscious awareness of linguistic knowledge
Do not have an awareness of breakdowns; if so, lack repair strategies
To assess communication breakdowns and revise them
Do not comprehend or produce slang/jargon, thus are ostracized from their most desired group
To comprehend and produce the slang and jargon of the hour
May not realize that directions are being given and/or have difficulty following multistep (3+ step) directions.
To follow oral directions of three steps or more after listening to them one time.
Use sentences that are fragmented and that do not convey intended messages
To use grammatically intact utterances
Misunderstand advanced syntactical forms
To comprehend all linguistic features and structures
Have word-retrieval problems and often use low-information words.
To have a vocabulary sufficient for expressing ideas and experiences
Fail to use organizational frameworks or narrative structure, thus leaving their listeners confused
To make a report, tell or retell as story, and explain a process in detail
Have abrasive conversational speech
To express attitudes, moods, and feelings and to disagree appropriately
Use many false starts and verbal mazes
To produce language that is organized, coherent, and intelligible
Consistently violate the rules of conversation
To follow adult conversational rules for speakers
Often have poor listening skills
To be effective listeners during conversation without displaying incorrect listening habits
Violate the rules for social distance
To follow nonverbal rules for proxemics
Violate the rules for bodily movements and misinterpret gestures and facial expressions
To follow nonverbal rules for kinesics
Do not know and/or apply spelling rules or the exceptions to these rules
To spell fluently
Do not consistently and/or efficiently generate written language that conveys intended messages; tend not to plan or edit writing
To produce cohesive written language required in various academic, social, and vocational situations by organizing, planning, composing, and editing
Do not consistently and/or efficiently decode and comprehend words, sentences, and discourse – may lack phonological awareness skills and alphabetic letter knowledge
To decode and comprehend from printed symbols in various academic, social, and vocational situations
Do not alter reading strategies across genres and disciplines
To read fluently across a variety of genres and disciplines
Do not adjust reading strategies to accommodate the writer’s purpose
To read fluently for a variety of purposes
Consequences of TBI are immediate and have no long-term symptoms or symptoms that emerge later in development.
False
People with a CHI often have a lingering sense of being normal that persists from the premorbid period.
True
Children with a CHI are the same as students with other disabilities and should be treated similarly.
False
A TBI in adolescence may contribute to regression of cognitive level, so that the person becomes more concrete and rigid in thinking and perspective taking.
True
An individual with ADD/ADHD would have characteristics of inattention, hyperactivity, and/or impulsivity for at least 6 months to a degree that is maladaptive and inconsistent with developmental level.
True
Adolescents with ADD/ADHD have NO behaviors that could be considered pragmatic or metacognitive deficits.
False
There are physical characteristics that are associated with FAS.
True
Children with FAS/FAE are good students who are popular, social, and use effective communication.
False
Children with FAS/FAE have difficulty with time, space, and causal concepts, as well as pragmatic, semantic, and syntactic language difficulties.
True
Providing services to students with ASD/PDD is one of the most demanding areas of school-based SLP series.
True
Characteristics of ASD occur across three broad categories: impairment in social interaction, impairment in communication, & restricted repetitive and stereotyped behaviors, interests, or activities.
True
Definitions for Learning disability(LD) and Specific learning disability(SLD) both include problems with listening, speaking, reading, writing, thinking, and mathematics.
True
Students with LD or SLD commonly have social-emotional problems associated with academics.
True
Approximately 85% of youth in juvenile court are functionally illiterate.
True
In Los Angeles, 50% of young suicide victims were diagnosed as learning disabled.
True
From a longitudinal study of children with speech and/or language impairments, results indicated:
- high rates of communication problems persisted into adulthood
- language performance was stable over time
- long-term outcomes for those with speech impairments were better than those with language impairments
- progress was more favorable for those with SLI than those with impairments secondary to sensory, structural, neurological, or cognitive deficits.
