CETP child language Masterclass Final Exam 2025 |
Verified Questions & Answers for A+
behavioural theory of language development (skinner) - children learn only the language
that they are exposed to; environment and social interactions are important; verbal behaviour is
taught by modelling and reinforcing correct productions
nativist theory of language development - specific innate knowledge is required to learn
language; language is a physiological part of the brain
empiricist theory of language development - the mind is a blank slate
emergentist theory of language development - some innate characteristics of mind allow
language to develop based on experience; language arises from interaction between neural
learning mechanism and environment
domain-specific theory of language development - humans possess a neural language
learning mechanism specific only to language (innate universal grammar; all languages share
similar characteristics)
domain-general theory of language development - language acquisition relies on general
purpose neural learning mechanisms (memory, statistical learning, auditory perception, etc.)
functionalist theory of language development - communication is essential for language
learning; language structure is influenced by its social function
formalist theory of language development - social interaction is irrelevant to language
acquisition; language is a computational representational system that can be used for
communication but is not intrinsically a system of communication
cognitive models of DLD (3) - auditory processing (difficulty perceiving and categorizing
meaningful phonemic contrasts, leading to difficulty with language learning), limited processing
capacity (learning system has limited capacity to hold information in store while processing
input, leading to difficulty with working memory tasks), procedural deficits (difficulty with
procedural memory and thus rule-based learning, leading to difficulty with grammar)
the left hemisphere is dominant for: (2) - language, speech processing
the right hemisphere is dominant for: (4) - emotions, jokes, figurative language,
pragmatic skills
, etiologies of acquired language disorders in children (3) - TBI, focal brain lesions (usually
caused by CVA), seizure disorders
language characteristics associated with TBI in children (7) - dysarthric, non-fluent,
monotone, monopitch, slow speech, may initially be mute but able to follow directions, often
improve rapidly
children with focal brain lesions have a better prognosis if: - the lesion occurs at an
earlier age
language characteristics associated with seizure disorders in children (2) - more likely to
have expressive deficits than receptive deficits, better prognosis if onset is after 6 years of age
language deficits associated with down syndrome (6) - impaired expressive language,
morphosyntax, and speech intelligibility; hypotonia (poor articulation); rough, breathy, low-pitch
voice; prone to otitis media
language deficits associated with william's syndrome (4) - delayed acquisition of first
words and word combinations, impaired visuospatial development, impaired overall cognition,
difficulty regulating emotions
language deficits associated with fragile x syndrome (9) - impaired phonology,
morphosyntax, word-finding, pragmatics, play, and visuospatial development; hypotonia (poor
sucking, drooling); fast, uneven rate of speech; ASD-like behaviours (hypersensitivity,
hyperactivity, impulsivity, anxiety, oral defensiveness)
motor development at 3-4 months (4) - rolls over (front-to-back first; back-to-front closer
to 6 months), follows movement visually in all directions, coos/laughs/smiles spontaneously,
holds head up securely
motor development at 6 months (6) - rolls over both ways, sits independently when
placed in sitting position, reaches for/grasps toys, transfers object from one hand to another,
babbles, plays peek-a-boo
motor development at 12 months (4) - stands alone, takes first steps without holding on,
bangs objects together, releases objects from grasp
motor development at 12-18 months (3) - crawls/walks more steadily, demonstrates fine
motor skills (for example, stacks objects), drinks from sippy cup
Verified Questions & Answers for A+
behavioural theory of language development (skinner) - children learn only the language
that they are exposed to; environment and social interactions are important; verbal behaviour is
taught by modelling and reinforcing correct productions
nativist theory of language development - specific innate knowledge is required to learn
language; language is a physiological part of the brain
empiricist theory of language development - the mind is a blank slate
emergentist theory of language development - some innate characteristics of mind allow
language to develop based on experience; language arises from interaction between neural
learning mechanism and environment
domain-specific theory of language development - humans possess a neural language
learning mechanism specific only to language (innate universal grammar; all languages share
similar characteristics)
domain-general theory of language development - language acquisition relies on general
purpose neural learning mechanisms (memory, statistical learning, auditory perception, etc.)
functionalist theory of language development - communication is essential for language
learning; language structure is influenced by its social function
formalist theory of language development - social interaction is irrelevant to language
acquisition; language is a computational representational system that can be used for
communication but is not intrinsically a system of communication
cognitive models of DLD (3) - auditory processing (difficulty perceiving and categorizing
meaningful phonemic contrasts, leading to difficulty with language learning), limited processing
capacity (learning system has limited capacity to hold information in store while processing
input, leading to difficulty with working memory tasks), procedural deficits (difficulty with
procedural memory and thus rule-based learning, leading to difficulty with grammar)
the left hemisphere is dominant for: (2) - language, speech processing
the right hemisphere is dominant for: (4) - emotions, jokes, figurative language,
pragmatic skills
, etiologies of acquired language disorders in children (3) - TBI, focal brain lesions (usually
caused by CVA), seizure disorders
language characteristics associated with TBI in children (7) - dysarthric, non-fluent,
monotone, monopitch, slow speech, may initially be mute but able to follow directions, often
improve rapidly
children with focal brain lesions have a better prognosis if: - the lesion occurs at an
earlier age
language characteristics associated with seizure disorders in children (2) - more likely to
have expressive deficits than receptive deficits, better prognosis if onset is after 6 years of age
language deficits associated with down syndrome (6) - impaired expressive language,
morphosyntax, and speech intelligibility; hypotonia (poor articulation); rough, breathy, low-pitch
voice; prone to otitis media
language deficits associated with william's syndrome (4) - delayed acquisition of first
words and word combinations, impaired visuospatial development, impaired overall cognition,
difficulty regulating emotions
language deficits associated with fragile x syndrome (9) - impaired phonology,
morphosyntax, word-finding, pragmatics, play, and visuospatial development; hypotonia (poor
sucking, drooling); fast, uneven rate of speech; ASD-like behaviours (hypersensitivity,
hyperactivity, impulsivity, anxiety, oral defensiveness)
motor development at 3-4 months (4) - rolls over (front-to-back first; back-to-front closer
to 6 months), follows movement visually in all directions, coos/laughs/smiles spontaneously,
holds head up securely
motor development at 6 months (6) - rolls over both ways, sits independently when
placed in sitting position, reaches for/grasps toys, transfers object from one hand to another,
babbles, plays peek-a-boo
motor development at 12 months (4) - stands alone, takes first steps without holding on,
bangs objects together, releases objects from grasp
motor development at 12-18 months (3) - crawls/walks more steadily, demonstrates fine
motor skills (for example, stacks objects), drinks from sippy cup
