ASLP 5830 Final Exam UPDATED ACTUAL
QUESTIONS AND CORRECT ANSWERS
Form - CORRECT ANSWER (i.e., structures) phonology, morphology, syntax
Content - CORRECT ANSWER (i.e., meaning) semantics
Use - CORRECT ANSWER pragmatics
Phonology - CORRECT ANSWER rules governing the sound system of a language
(structure, distribution, sequencing of speech sounds and syllable shapes)
Morphology - CORRECT ANSWER rules governing the internal organization of
words
Syntax - CORRECT ANSWER rules governing the word classes, word order, and
sentence structures
Semantics - CORRECT ANSWER word meaning, word associations, and the
taxonomic organization of words
Pragmatics - CORRECT ANSWER to use language in a socially appropriate way to
serve communicative functions (high level skill)
Critical changes in communicative abilities - CORRECT ANSWER - prelinguistic:
perlocutionary stage (non-intentional behaviors) and illocutionary (intentional behaviors)
- linguistic: locutionary stage (intentional behaviors + real language/true words)
Jargons - CORRECT ANSWER unintelligible sounds strings that resemble adult-like
prosody (rhythm and intonation)
, Phonetically consistent forms (PCF) - CORRECT ANSWER consistent speech sounds
with meaning relationships as words for infants; have no phonemic relationships to the adult
word (proto-words)
True words - CORRECT ANSWER direct phonetic relationship to the adult word with
a consistent referent
Sensitivity - CORRECT ANSWER - the ability to correctly identify individuals with a
disorder (true positive)
- e.g., 9 of 10 children with DLD are correctly identified as DLD
- Low sensitivity = under identifying
Specificity - CORRECT ANSWER - the ability to correctly identify individuals
without a disorder (true negative)
- e.g., 8 out of 10 TD are correctly identify as TD
- Low specificity = over identifying
Sensitivity and specificity on assessments - CORRECT ANSWER - You want a test
with high sensitivity and high specificity
- >90% (good), 80-89% (acceptable), <80% (unacceptable)
Sensitivity and specificity influencing factors - CORRECT ANSWER - Performance
gaps between DLD and TD (i.e., mean difference in scores); greater gaps = high sensitivity
and specificity (degree of overlap)
- Within-group variations of DLD and TD (i.e., standard deviations/individual differences);
smaller variations = high sensitivity and specificity (degree of overlap)
- Cut-off point clinicians use to determine DLD (i.e., criterion of disorder)
How cutoff points affect sensitivity and specificity - CORRECT ANSWER - Lower
cutoff = easier to pass (specificity goes up, sensitivity goes down)
- Higher cutoff = harder to pass (sensitivity goes up, specificity goes down)
QUESTIONS AND CORRECT ANSWERS
Form - CORRECT ANSWER (i.e., structures) phonology, morphology, syntax
Content - CORRECT ANSWER (i.e., meaning) semantics
Use - CORRECT ANSWER pragmatics
Phonology - CORRECT ANSWER rules governing the sound system of a language
(structure, distribution, sequencing of speech sounds and syllable shapes)
Morphology - CORRECT ANSWER rules governing the internal organization of
words
Syntax - CORRECT ANSWER rules governing the word classes, word order, and
sentence structures
Semantics - CORRECT ANSWER word meaning, word associations, and the
taxonomic organization of words
Pragmatics - CORRECT ANSWER to use language in a socially appropriate way to
serve communicative functions (high level skill)
Critical changes in communicative abilities - CORRECT ANSWER - prelinguistic:
perlocutionary stage (non-intentional behaviors) and illocutionary (intentional behaviors)
- linguistic: locutionary stage (intentional behaviors + real language/true words)
Jargons - CORRECT ANSWER unintelligible sounds strings that resemble adult-like
prosody (rhythm and intonation)
, Phonetically consistent forms (PCF) - CORRECT ANSWER consistent speech sounds
with meaning relationships as words for infants; have no phonemic relationships to the adult
word (proto-words)
True words - CORRECT ANSWER direct phonetic relationship to the adult word with
a consistent referent
Sensitivity - CORRECT ANSWER - the ability to correctly identify individuals with a
disorder (true positive)
- e.g., 9 of 10 children with DLD are correctly identified as DLD
- Low sensitivity = under identifying
Specificity - CORRECT ANSWER - the ability to correctly identify individuals
without a disorder (true negative)
- e.g., 8 out of 10 TD are correctly identify as TD
- Low specificity = over identifying
Sensitivity and specificity on assessments - CORRECT ANSWER - You want a test
with high sensitivity and high specificity
- >90% (good), 80-89% (acceptable), <80% (unacceptable)
Sensitivity and specificity influencing factors - CORRECT ANSWER - Performance
gaps between DLD and TD (i.e., mean difference in scores); greater gaps = high sensitivity
and specificity (degree of overlap)
- Within-group variations of DLD and TD (i.e., standard deviations/individual differences);
smaller variations = high sensitivity and specificity (degree of overlap)
- Cut-off point clinicians use to determine DLD (i.e., criterion of disorder)
How cutoff points affect sensitivity and specificity - CORRECT ANSWER - Lower
cutoff = easier to pass (specificity goes up, sensitivity goes down)
- Higher cutoff = harder to pass (sensitivity goes up, specificity goes down)
