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infant directed speech in western speakers
- unique speech register used by adults in western cultures to talk to infants from birth
- characteristics:
- high overall pitch
- exaggerated pitch contours
- slower tempos in comparison to adult-directed speech
- simplfying characteristics of id are not present in all cultures
- id speech of different cultures ranges in its communicative accomodation from highly child-centered to highly situation-centered
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dialects
- dialects are regional or social varieties of lang that differ form one another in terms of pronunciation, vocab, grammar
- develop over a prolonged period when people are separated by geographical or social barriers
- everyone speaks some dialect or variety of a lang
- in general people who speak different dialects of a lang can understand on another
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accents
varieties of lang that differ solely on pronunciation
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what is perceived to be the highest status in the us
standard american english
- in england it is received pronunciation
- children develop the perceptions of higher status sounding english at an early age and it is perpetuated throughout life
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magic boxes study
children selected the talking box that spoke GAE (GENERAL AMERICAN ENGLISH) because it talked better
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AAVE
- African American Vernacular English
- phonological differences: consonant cluster reduction
- old=ol', west=wes', deletion of suffix-s= she drive and possessive suffix 's=my sister ca
- grammatical differences: distinctions between habitual
- anita be working, (reg) temporary- anita working (at the time)
- phonological inversion
- /ask/=/aks/
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pidgins
- simplified type of lang that develops when speaker who do not share a common lang come into prolonged contact with another lang
- have no native speakers, used as a 2nd lang, particularly in situations where they are conducting business with one another
- utilize the lexicon of the most dominant of the 2 langs and the phonology and syntactic structure of the less dominant lang
- Hawaiian Pidgen=ENglish and Philippine langs
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Dual lang learners
people who acquire 2 or more langs throughout the course of their lives
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bilingualism
the process whereby children essentially acquired 2 first langs
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multilingualism
acquire more than 2 first langs
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simultaneous bilingualism
- acquire 2 or more langs from birth, or simultaneously
- receive lang input in 2 or more forms from parents, grandparents, other close relatives or childcare providers
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majority ethnolinguistic community
- group that speaks a lang that the majority of people in an area value and assign high social status
- generally persons share cultural and ethnic backgrounds
- official or unofficial "standard" in the community
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minority ethnolinguistic community
- a group that speaks a lang that few people in the community speak or value
- may have lower social status
- may receive little or no institutional support
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sequential bilingualism
- learn tow first langs in succession, usually within the first three years of life before developing proficiency in the first of the two langs
- some kinds of advantages and setbacks as children who acquire multiple langs simultaneously, depending on their status in a major or minor ethnoliguistic community
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unitary lang system hypothesis
- mastering one at a time
- children are not bilingual until they successfully differentiate between the 2 langs
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dual lang system hypothesis
- mastering two at a time
- does not presuppose that children move through stages whereby they come to differentiate between two langs
- bilingual children establish 2 separate lang systems from the outset of lang acquisition
- research favored
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code switching
- or code mixing
- speakers alternate btw langs when they have more than one lang in common
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intrautterance mixing
- alternation occurs within a single utterance possible two words as opposed to a sentence
- yeah, ok
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intrasentential mixing
alternation occurs within one sentence
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interutterance mixing
alternation occurs btw utterances
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intersentential mixing
alternation occurs btw sentences
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what do children use more within the elements of code switching?
interutterance mixing more than intrautterance mixing, especially in the 1-word and 2 word stages of development
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reasons for code switching
- fill in lexical or grammatical gaps
- lack translation equivalent for a word, no matter whether using more proficient or less proficient lang
- pragmatic effect
- social norms of their community
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second lang acquisiton
- sla
- the process by which children who have already established a sold foundation in their first lang (L1) learn an additional lang
- sla usually does not occur in school, either as the majority lang for a community or as a foreign lang
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interlanguage
- during L2 acquisition, speakers create lang system called interlang
- includes elements of L1 and 2 plus elements not found in either lang
- by combining lang from L1 and 2 you create lang that does not exist
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language stablization
occurs once the interlang stops evolving and L2 learners reach a plateau in their lang development
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language fossilization
- to become permanently established in the interlanguage of a second lang learner in a form that is deviant from the target lang norm-continues to appear regardless to further exposure to the target lang
- learn to refer to the changed word even after you have acquired the actual word in both langs
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English as a second language
- learning english after they have L1
- english as an additional lang (EAL) when they speak two or more langs learns english
- english language learner (ELL) used in schools to designate child with limited english proficiency
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language difference v. language disorder
lang diff: normal variability we see among children in their lang development
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language difference v. language disorder:
implications for not correctly differentiaign lang diff v disorder
- failure to provide needed therapy when appropriate-they don't outgrow it
- over-identification of minority students-stigma out of classroom disproportionality
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language difference v. language disorder:
cultural context
- a cultural community's approach to socializing children can influence the amount and quality of lang that children experience in their home and community
- ex: seen and not heard, eye contact, socialization: children don't talk unless spoken to etc
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language difference v. language disorder:
definition of language disorder
- asha says:
- language disorder is present when an individual exhibits-
- "impaired comprehension and/or use of a spoken, written, and/or other symbol systems. The disorder may involve:
- 1. the form
- 2. the content
- 3. the use or function of language in communication in any combo
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what else to professionals consider when applying the definition of a lang disorder?
- 1. the extent to which lang difficulties has a negative impact on social, psychological, and educational functioning
- 2. the extent to which lang difficulties may represent a lang differences
- 3. the extent to which lang difficulties are significant enough to be considered disordered
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what is a language disorder
born with a lang disorder
- born with a lang disorder: delays in obtaining critical lang precursors in the first year of life
- 1. babbling
- 2. gesturing
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what is a language disorder
toddler and preschool years
- slow to achieve important early lang milestones
- 1. speaking 1st word
- 2. combining words into sentences
- 3. initiating conversation with adults or peers, toddlers tend to interpret non-literal lang as literal
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what is a language disorder
school age years
- 1. struggle with academic skills that rely on lang proficiency, including reading and writing
- 2. problems with complex lang tasks
- using and understanding figurative and abstract lang
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common signs of lang disorder
language disorder terminology
- lang delay: connotation that children exhibiting probs with lang development are having a late start with lang development and can be expected to catch up with their peers
- 1. many children with lang disorders do not catch up with their peers over time
- language impairment and lang disorder: most accurate representation of a child exhibiting lang difficulties
- 1. describing children experiencing significant challenges in lang development relative to other children
- Language disability: suggests that a child’s language difficulties are exerting a significant, negative impact on daily-living activities or functions
- language disability: suggests that a child's lang difficulties are exerting a significant, negative impact on daily-living activities or functions
- language learning disability: older children with lang disoders who experience difficulties with academic achievement in areas associated with lang, such as reading, writing and spelling
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primary language impairment
- significant impairment of lang in the absence of any other developmental difficulty
- commonly called specific lang impairment or SLI
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Secondary lang impairment
- lang disorders resulting from other conditions
- common types include: mental retardation, autism, traumatic brain injury
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interdisciplinary team members
- speech lang pathologist
- screen for lang disorders
- conduct evaluations
- diagnose lang disorders
- develop and administer treatment to remediated disorders
- psychologists
- oversee treatment and diagnosis for traumatic injuries
- general ed
- include teachers
- teachers identify children who may have an issue
- knowledgeable about where a child stands
- special ed
- lead teacher in classroom serving primarily students with disability
- itinerant teacher-slp, has no classroom
- early interventionists
- professionals with specialization in intervention for infants and toddlers
- audiologists
- specialist in identifying, assessing and managing disorders of the auditory, balance and other neural systems
- developmental pediatricians
- expertise in managing complex disorders that impact various aspects of development in young children
- otolaryngologists
- close collaborators in diagnosis of lang disorders
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major types of child lang disorders
- Primary Disabilities: 5 conditions typically associated with language disorders among children and adolescents:
- -Specific language impairment
- -Autism spectrum disorder
- -Mental retardation
- -Traumatic brain injury
- -Hearing loss
- Specific Language Impairment (SLI)
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cluster analysis
- statistical approach that attempts to organize data into meaningful clusters of scores
- identify subgroups of SLI by statistically analyzing the scores of children with SLI on a range of lang tasks, to include phonological, syntactic, morphologic, semantic, and pragmatic measures
- some have difficulty with expressive and receptive lang while others have a more focal impairment in one area or the other
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autism spectrum disorder
- umbrella term that includes: autism, childhoold disintegrative disorder, asperger's syndrome, and pervasive development disoorder (PDD)
- Impact 1 in 500 children with higher prev for boys
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autism
- severe developmental disability with symptoms that emerge before child is 3
- 3 conditions for diagnosis:
- -impaired social interactions
- -moderate to severe impairment of communication skill
- -echolalia=stereotypical repetitions of specific words or phrases in greeting or remembering sort of situations (hello, my name is Rod and partner repeats the sentence)
- -restrictive, repetitive and stereortypical behaviors and interests
- -childhood disintegrative disorder
- severe developmental disability with symptoms that emerge before 3
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intellectual disability
- formally mental retardation
- condition of arrested or incomplete development of the mind, which is especially characterized by impairment of skills manifested during the developmental period
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intellectual disability
what 2 criteria must be met for under the age of 18
- significant limitations in intellectual functioning
- significant limitations in adaptive behavior
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intellectual disability
mild to profound
- Most children with ID exhibit at least 1 mild impairment of language
- Delays in early communicative behaviors and are slow to use their first words and produce multi-word combinations
- Children with mild MR may have well-developed oral language skills with only minor difficulties with abstract concepts, figurative language, complex syntax, conversational participation, and communicative repairs
- Children with more severe forms of retardation will display more significant deficits in language expression and comprehension
- -Some never learn to express themselves through verbal means
- -Augmentative and alternative communicative (AAC) device
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tbi
- traumatic brain injury
- damage or insult to brain tissues sometime after birth
- young children, adolescent males, and elderly are the greatest risk, males twice as like to be affected than females
- severe injury is accompanied by a coma of 6 hours or more
- -result from infection, disease, and physical truama
- -common causes in children: abuse, intentional harm, accidental poisoning through ingestion of toxic substances, car accidents, and falling
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tbi
what is the most common tbi
- closed head injury in which brain matter is not exposed or penetrated
- -car accident
- -shaken baby syndrome
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open head injuries
- brain matter exposed through penetration, as would occur with a gunshot wound
- CHI AND OHI the immediate injury to the brain is often accompanied by secondary brain injuries that result from the primary trauma
- injury to brain usually damages the frontal and temporal lobes of the brain, which house the centers for much of our executive and lang functions
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language disorders resulting from brain injury are influenced by:
- the severity
- the site of damage
- the characteristics of the child before the injury occurred
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what aspect of lang is most commonly impaired with tbi
language use or pragmatics
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what do majority of children with tbi have trouble with
- discourse
- fragmented language
- difficult to follow what they are talking about
- word retrieval issues
- tbi may also affect cognitive, executive and behavioral skills
- difficulty with sustained attention
- referred to as an invisible epidemic
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hearing loss
- physical condition in which an individual is unable to detect or distinguish the full range of sounds normally available to the human ear
- result from pernatal, perinatal, or postnatal damage to any one of the structures that carry auditory info from the external world to the brain centers that process auditory info
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conductive loss
damage to the outer or middle ear
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sensorineural loss
damage to the inner ear or auditory nerve
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bilaterally and unilaterally
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auditory processing disorder
- apd
- hearing loss that results from damage to the centers of the brain that processes audittory info
- heterogeneous group based on type of loss and timing and severity of the loss
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congenital hearing loss
- hearing loss present at birth
- -about 50% of cases have unknown reasons
- -more prevalent causes include genetic transmission, in-utero infections, prematurity, pregnancy complications and trauma during birthing process
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acquired hearing loss
- hearing loss that occurs after birth
- -prominent causes include: noise exposure, infection, use of ototoxic medications, and chronic middle ear infections
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prelingual hearing loss
acquired after birth but before the child has developed lang
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postlingual hearing loss
acquired sometime after the child has developed lang
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what 4 factors that determine the extent to which hearing loss impacts childs development
- timing of the loss
- severity
- age of identification
- exposure to lang input
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cochlear implants
- new approach to intervention for children 12 months and up with severe to profound hearing loss
- surgical implantation of a receiver-stimulator (in hollowed portion of mastoid bone)and electrode array (in the cochlea), which accompany external hardware worn by the user (mic, speech processor, transmitter, power supply)
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