Term
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Definition
| Linguistics is the scientific study of language. |
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Term
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Definition
| Language is a system of symbols or signs used in various ways for thought and communication. |
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Term
| What does it mean when we say that language is arbitrary? |
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Definition
| When we say language is arbitrary, we mean that (most of the time) there is no meaningful connection between the concept or object, and the word we use to describe it. |
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Term
| What are the five components of language? |
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Definition
| Phonology, Morphology, Syntax, Semantics, and Pragmatics |
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Term
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Definition
| Any act in which information is transmitted from one person to another. |
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Term
| Why is linguistics relevant to speech pathology? |
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Definition
| As well as helping us to communicate better ourselves, linguistics can help us determine whether something is a language difference v. disorder, determine what sort of impairment someone has, develop treatment plans, etc. |
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Term
| What is a communication disorder? |
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Definition
An impairment in the ability to receive, send, process, and comprehend
concepts including verbal, nonverbal, and graphic symbol systems |
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Term
| What is a speech disorder? |
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Definition
| Verbal communication that is so different from the norm that it is noticeable or interferes with communication |
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Term
| What is a language disorder? |
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Definition
| Impaired comprehension and/or use of spoken, written, and/or other symbol systems |
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Term
| What subsets of knowledge are included in the general term linguistic knowledge? |
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Definition
| Knowledge of the sound system of a language, knowledge of words, knowledge of grammar/structure, knowledge of language in context, and linguistic creativity |
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Term
| What is the difference between phonology and phonetics? |
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Definition
| Phonology is how speech sounds function as part of grammar (how they fit into language); phonetics is how speech sounds are produced |
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Term
| Are any words non-arbitrary? |
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Definition
| Yes, for example, onomatopoeia like "woof". |
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Term
| What is the difference between linguistic competence and linguistic performance? |
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Definition
| Linguistic competence is knowledge of words and grammar (head knowledge), while linguistic performance is how you use that knowledge in real life (practical knowledge). |
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Term
| What is the difference between prescriptive and descriptive grammar? |
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Definition
| Prescriptive grammar tells us how we "should" speak; descriptive grammar tells us how we do speak. |
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Term
| What are some ways human language is different from animal communication? |
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Definition
| Discreteness, displacement, productivity, and arbitrariness |
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Term
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Definition
| The idea that language can be broken down into smaller units that still mean something. |
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Term
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Definition
| The idea that we can talk about things that aren't in our immediate field of view. |
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Term
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Definition
| The idea that we can make an infinite number of utterances using language. |
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Term
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Definition
| The idea that sign is (usually) unrelated to the referent. |
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Term
| What is the Whorf-Sapir hypothesis? |
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Definition
| The idea that the language we use determines the thoughts we think. |
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Term
| What is linguistic relativism? |
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Definition
| We think about the world differently than people who speak differently, because they have a different categorization system than us. |
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Term
| What is Universal Grammar? |
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Definition
| The idea that we have the innate faculty for all human languages. (Most people disagree) |
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Term
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Definition
| The study of linguistic meaning. |
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Term
| What is the difference between lexical semantics and compositional semantics? |
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Definition
| Lexical semantics is the study of meaning of individual words (including morphemes); compositional semantics is the study of meaning of how word meanings are combined to form longer chains of words |
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Term
| What are some examples of semantic knowledge? |
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Definition
| Knowledge of what words are meaningful/meaningless, what words have more than one meaning, relationships between words, etc. |
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Term
| What is the difference between sense and referent? |
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Definition
| The referent is the real-world object; the sense is a list of properties that a referent might have. |
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Term
| What are complementary antonym pairs? |
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Definition
| Antonym pairs that are mutually exclusive (ex: male/female) |
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Term
| What are gradable antonym pairs? |
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Definition
| Antonym pairs that are not directly opposite, but on a sliding scale (ex: hot/cold) |
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Term
| What are relational opposite antonyms? |
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Definition
| Antonym pairs that express opposing relationships, and rely on each other for meaning (ex: parent/child) |
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Term
| How do young children begin to learn semantic relationships? |
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Definition
| They learn the meanings of concrete concepts first, and then refine over time. |
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Term
| What are semantic features? |
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Definition
| Properties that comprise some of the meaning of a word or morpheme and that clarify how certain words relate to other words. |
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Term
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Definition
| Noun phrase roles determined by the nature of the verb of a phrase or sentence. |
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Term
| What is the difference between agent, theme, experiencer, and instrument? |
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Definition
| The agent in the sentence is the noun doing the action; the theme is the noun that the action is being done to. The experiencer in the sentence is the noun the action is being witnessed by; the instrument is the noun used to do something with. |
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Term
| Why are metaphors considered semantic anomalies? |
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Definition
| Metaphors are semantic anomalies because they violate semantic rules; however, they are understood because they relate meaningful concepts. |
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Term
| What do we have to understand in order to understand metaphors? |
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Definition
| 1) the individual words, 2) the literal meaning of the whole expression, and 3) facts about the world |
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Term
| Why do idioms differ from metaphors? |
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Definition
| Idioms can only be understood as a whole; they cannot be broken down into individually understandable parts |
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Term
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Definition
| Clinical Evaluation of Language Fundamentals, a standardized test that assesses semantic knowledge. |
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Term
| What does the CELF-5 test? |
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Definition
| Word classes, word definitions, semantic relationships, and paragraph understanding. |
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Term
| How are phonemes different from graphemes? |
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Definition
| Phonemes are the smallest differentiable units of sound in language; graphemes are the smallest differentiable units of writing |
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Term
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Definition
| International Phonetic Alphabet |
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Term
| Why are phonemes specific to individual languages? |
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Definition
| Different languages have different criteria for whether sounds are mutually interchangeable or not. |
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Term
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Definition
| Sounds that are interchangeable without changing the meaning. |
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Term
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Definition
| Sounds produced without constriction of the vocal tract. In English, all vowels are usually voiced and non-nasal. |
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Term
| What are the distinctive features of English vowels? |
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Definition
| Tenseness/Laxness, Roundedness, Tongue height, and Backness |
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Term
| What is the difference between tenseness and laxness? |
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Definition
| Tense vowels are longer and use more muscle effort than lax vowels. |
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Term
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Definition
| Sounds produced with a partially or totally constricted vocal tract. |
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Term
| What are the distinctive features of consonants? |
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Definition
| Manner, place, and voicing |
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Term
| What are the places of articulation for consonants? |
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Definition
| Bilabial, labial/velar, labiodental, interdental, alveolar, palatal, velar, glottal |
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Term
| What is the Distinctive Feature Theory of speech acquisition? |
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Definition
| It involves the smallest elements that distinguish different sounds from each other laid out in a binary system. |
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Term
| What is naturalness (as opposed to markedness)? |
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Definition
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Term
| What limitations does the Distinctive Feature Theory have? |
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Definition
| It may lead clinicians to inappropriately classify errors, or not at all. |
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Term
| What is the Natural Phonology Theory of speech acquisition? |
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Definition
| It forms the basis of the phonological process approach for treating SSDs |
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Term
| What is a phonological process? |
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Definition
| A mental operation used in speech to systematically substitute for a class of sounds or sound sequences |
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Term
| How do we identify phonological processes? |
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Definition
| Observation of the same type of change over several words/utterances. |
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Term
| What limitations does the Natural Phonology Theory have? |
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Definition
| Children may seem as if they know more than they do, and they are talked about as getting rid of processes rather than learning new skills. |
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Term
| What is the basic idea behind psycholinguistic models of speech acquisition? |
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Definition
| Understanding why a child does what they do, instead of what a child does. |
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Term
| What were some issues with the single lexicon model? |
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Definition
| It didn't allow for non-adult like representation of speech. |
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Term
| What does the two-lexicon model not account for? |
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Definition
| The process of speech development, and multi-word utterances |
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