Term
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Definition
Cognition and how view world
- language & cognition are hand in hand
- cognition is #1 correlator for kids under 3
Lots of misfires between ages 1-6 between growth, cognition, and language |
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Term
What 3 Factors are INTERTWINED and do NOT act separately?
*also influenced by constitutional factors |
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Definition
1. Developmental
2. Environmental
3. Learning Factors
** all occur simultaneously (semantics, syntax, morphology)- all connected- just like these 3 factors |
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Term
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Definition
Most growth in children occurs between ages 1-6
- changing not only physically, but cognitively, socially, etc. |
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Term
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Definition
social, put 2 word utterances together, jump/hop, learn to fly kite
physically: face elongates |
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Term
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Definition
- bodies get bigger
- Nervous System for new pathways and new connections--bc they're learning
- perceptual/motor skills improve with maturation and practice constant maturation
- this neuro maturation is hard for kids who are predisposed to stutter |
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Term
| Maturation frees up functional ___. |
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Definition
Maturation frees up functional CEREBRAL SPACE.
- allows for cushion of error
- will not have child learning first skills and walking at same time- one of skills will happen at a time
- fluency can become a secondary function of motor behavior |
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Term
| In a child with a ___ urge to communicate with an advanced language ability but with ____ motor skills, may exhibit a more serious disfluency. |
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Definition
| In a child with a STRONG urge to communicate with an advanced language ability but with SLOW/DELAYED motor skills, may exhibit a more serious disfluency. |
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Term
| Rapid growth in the size and shape of vocal tract |
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Definition
| between ages 2-5 yrs, structures in the child's head, neck, and torso undergo massive growth |
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Term
| How does the rapid growth affect speech? |
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Definition
- physical development CHANGE IN CONSTANTLY changing/developing so accuracy lags/flows
- brain development CHANGE IN CONSTANT and if a glitch anywhere for the sounds (which can cause disfluency) this is where we see impact |
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Term
| Refers to the development of the processes of perception, attention, working memory, and executive functions that play a role in spoken language but are separate from it |
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Definition
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Term
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Definition
- basically need perception, to attend, working memory, and be able to go through executive fx in order to have spoken language
- separate from it: perception in itself is NOT language but need it for language |
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Term
| Does a line between language and cognition exist? |
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Definition
-1 is needed to build upon another
-can have cognition and not language but CANNOT have language without cognition |
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Term
| Apraxic kids have error in what? |
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Definition
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Term
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Definition
Onset of stuttering: cognition and fluency
- low cog (not necessarily low IQ), direct correlation: low language skills |
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Term
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Definition
| ability of spontaneous recovery is less than; brain is slower; low language and cognition cannot pull skill in disfluency |
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Term
| Children with ___ cognitive functioning may have the extra resources needed to reorganize their speech/language processing. |
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Definition
Children with HIGHER cognitive functioning may have the extra resources needed to reorganize their speech/language processing.
- allows them to work through their problem causing them to stutter |
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Term
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Definition
| child goes through cognitive transitions in which new cognitive learning must be assimilated and consolidated with current knowledge. these transitions are when a child's linguistic systems are temporarily unstable, before new concepts are mastered |
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Term
| Periods of temporarily unstable |
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Definition
| time where disfluency will become evident |
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Term
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Definition
1. ages 3-4, children's cognitions mature enough so that they internalize the standards of those around them, their peers
2. they evaluate their performance
3. self-conscious emotions/embarrassment/pride/shame and guilt |
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Term
| Should a 3 yr old who stutters a little wait for therapy? |
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Definition
| NO, get ahead of whole transition of awareness so that it is a healthy awareness |
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Term
| The Most Important Cognitive-Emotional Factors |
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Definition
- the embarrassment and shame some kids feel about their stutter
- give rise to: increase tension, escape and avoidance responses |
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Term
| Cognitive-Emotional Factors... |
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Definition
| make stuttering a self-sustaining disorder and increasingly difficult to recover from |
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Term
| "emotional inside feeds the stuttering" |
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Definition
| cognitive issues significant when looking at the treatment of these kids |
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Term
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Definition
| may causes stuttering to be spread to many different contexts and to be consistently present rather than episodic |
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Term
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Definition
| can increase the frequency of escape behaviors |
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Term
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Definition
| increase the frequency of behaviors that stutterers use to postpone or avoid stuttering |
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