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CSDS 109 > 109 SG 2 > Flashcards

109 SG 2 Flashcards

1
Q

Reduplicated babbling

A

Repeated consonants and vowels in a sequence; vowels could interchangeable

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2
Q

Variegated babbling

A
  • Combination of a variety of consonant-vowel sequences that are interchanging
  • Intonation takes adult-like quality
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3
Q

Mutual gaze

A

Prolonged eye contact “eye lock”

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4
Q

Gaze coupling

A

Partners alternately looking at the other

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5
Q

Deictic gaze

A

Infants when they fix eye gaze on some object of interest; foundation for joint attention

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6
Q

Co-orientation

A

Following a baby’s deictic gaze toward an object, and pointing to the object being fixated on, which then leads an establishment of responding to joint attention (RJA)

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7
Q

Distal gesture

A

Gesturing but not coming in contact with anything

  • Ex. pointing
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8
Q

Contact gesture

A

Gesturing while coming in contact with a person/item

  • Ex. child picks up a toy and gives to caregiver
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9
Q

Overextension

A

When a child learns a word that should be applied to exclusively to one thing but over applies it to other things

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10
Q

Underextension

A

When a child learns a word but fails to use it appropriately

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11
Q

Overgeneralization

A

A child learns a grammatical rule, but not the exceptions right away

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12
Q
  • Pre-intentional

- Intentional

A

Two major stages of infant language development

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13
Q

Perlocutionary

A

Bates (1976)
(birth to 8 months)
- Preintentional

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14
Q

Illocutionary

A

Bates (1976)
(8-12 months)
- Intentional
- Does not communicate using oral language, but using prelinguistic behaviors

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15
Q

Locutionary

A

Bates (1976)
(12- to life)
- Intentional
- Becoming oral language users

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16
Q

Phonation stage

A 
Oller Stage (1999)
(birth- 1 month)
-	More in pre-intentional stage
-	Use of quasi-vowels
	     Soft little vowels
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17
Q

Primitive articulation stage

A 
Oller Stage (1999)
(2-3 months)
-	More in pre-intentional stage
-	Phonation plus articulation
-	Also coo and goo stage
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18
Q

Exploration/expansion stage

A 
Oller Stage (1999)
(4-8 months)
-	More in pre-intentional stage
-	A period of vocal play; raspberries, lip smacking, squeals
-	Manipulating their articulators
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19
Q

Canonical babbling

A 
Oller Stage (1999)
(7-9 months)
-	Reduplicated babbling
-	More in intentional stage
-	Repeated consonants and vowels in a sequence; vowels could interchangeable
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20
Q

Variegated babbling

A 
Oller Stage (1999)
(10-12 months)
-	More in intentional stage
-	Combination of a variety of consonant-vowel sequences that are interchanging
21
Q
  • Definite transition between consonant and vowels

Known as canonical

A

Characteristics of reduplicated babbling:

22
Q
  • Intonation takes on more adult-like quality

- Infants combines a variety of consonant-vowel sequences that are interchanging

A

Characteristics of variegated babbling:

23
Q

Characteristics of jargon stage

A
  • Long strings of unintelligible sounds with adult-like intonation
  • Ex. increased vocalizations
24
Q

The Discoverer

A

Hanen’s
(birth-8 months)
- Pre-intentional stage
-Communication in stage:
Cry behavior
Smiles
-Pragmatics behaviors:
-Eye-contact
Mutual gaze
Gaze coupling
Deictic gaze
-Turn taking
-joint attention
Responding to joint attention (RJA)
Initiating joint attention (IJA)
-Receptive language:
Does not understand the meaning of words
Will develop an understanding of others’ nonverbal cues such as gestures and intonation

25
Q

The Communicator

A

Hanen’s
(8-13 months)
- Beginning of intentional stage
-Develop intentionality to fulfill the three major goals of communication:
Request
Protest
Comment
-When becoming intentional language users, they use prelinguistic behaviors such as:
-Gestures
Distal
Contact
-Increased vocalization
Such as jargon
-Initiating joint attention
-Receptive language:
Still does not have an understand of the meaning of words
Does appear to follow some directions, but with reliance on gestural cues and vocal intonations

26
Q

First Words user stage

A

Hanen’s
(12-18 months)
- Intentional stage
-Emergence of the first word- beginning the acquisition of oral language
-Some infants develop protowords
-Some develop real words
Consistent productions that are phonetically similar to adult production
-Receptive language:
Beginning to understand names of familiar objects and people without cues
Can follow simple requests

27
Q

The Combiner stage

A

Hanen’s
(18-24 months)
- Intentional stage
- Can combine at least two words combinations
You have to determine meaning through context
- Early syntax and morphologic development:
First usage of grammar and bound morphemes should appear shortly after word combinations appear
-Receptive language:
-Understand many words with no additional cues
-Understand and follows simple one-step directions
-Can point to a picture, upon request
-Can respond to and answer simple questions

28
Q

Early sentence users

A

Hanen’s
(2-3 years)
- Intentional stage
-Child focuses on the “here and now”
-Typical “mistakes”
Overextension
Underextension
Overgeneralization
-Begin to produce simple sentences
-Gradually produce sentences that are grammatically correct; at the end of stage compound sentences are being produced
-Development of pragmatic skills
Can talk about “there and then”
Capable of following conversational partner
Conversational repair
Ellipsis
What we do when we recognize that we have information that is shared that does not need to be repeated
-Receptive language:
Shows understanding of many concepts (colors, shapes, body parts)
Can follows 2-step directions

29
Q

Later sentence users

A

Hanen’s
(3-5 years)
- Intentional stage
-They can produce:
Sentences longer than 4 words
More correct grammar
More advanced sentence types
Vocabulary up to 5,000 words
-Development of pragmatic skills:
Taking more turns in conversations
Persisting to get into a conversation
Calling or yelling to get a listener’s attention
-Receptive language:
They should seem to understand most of what is being said
Understand complex stories
Understand and respond to complex questions
-By the time a child is 6; they should be able to:
Grammatical morphemes should be in place
sentence structures should be correct
Child should be a competent conversational partner

30
Q

Purpose of cry behavior

A
  • Stimulates the laryngeal and oral function
  • Prompts caregivers to provide basic needs
  • Infants learn natural contingencies
    Baby thinks, if do this then this happens
31
Q
  • cry behavior
    • smile
    • gaze patters
A

Three ways in which infants communicate in pre-intentional/perlocutionary stage:

32
Q
  • Eye-contact
  • Turn- taking
  • Response to joint attention
A

Emerging pragmatic language behaviors in the pre-intentional/perlocutionary stage

33
Q
  • Responding to joint attention (RJA)

- Initiating joint attention (IJA)

A

Two sides of joint attention

34
Q
  • Increased vocalizations (jargon)
  • Gestures
  • Initiating joint attention
A

Three communicative functions children in the intentional/illocutionary stage exhibit

35
Q
  • request
    • protest
    • comment
A

How children in the intentional, illocutionary stage communicate intentionally

36
Q

Characteristics of protowords

A
  • Phonetically consistent forms (PCFs)
  • “Units” with distinguishable utterance boundaries
  • Recurring utterances
  • Reliably associated with recurring situations
  • Do not closely resemble adult form
37
Q

Characteristics of real first words

A
  • Stable, consistent productions that are phonetically similar to to the adult-word from in particular language used by the child in a particular context
    Have a vowel sound close to adult production
    Are followed by a brief period of silence
    Are used under recurring conditions
    Are used in conversations
38
Q

What determines a baby’s first word

A
  • Environment
  • Word types
  • Sounds in words; babies have “sound preference”
  • Function- how useful is the word to the baby?
39
Q

Types of two-word phrases children produce during the Combiner stage

A 
-	Object + action 
	           “Doggie run”
-	Descriptor + object
	           “Pretty ball”
-	Request
	            “Want cookie”
-	Refusal
	              “No bath”
-	Possessive
	               “Mommy hat”
40
Q
  • simple sentence
  • compound sentence
  • complex sentence
  • compound-complex sentence
A

Four types of sentences

41
Q

simple sentence

A
  • Independent clause
  • Includes a subject and a verb
    Ex. He kicked the ball
42
Q

compound sentence

A
  • Consists of two or more independent clauses joined by a conjunction
    Includes a subject and a verb
    Ex. I went to the store, and then I went home.
43
Q

complex sentence

A
  • Consists of an independent clause and one or more dependent clause
    Independent: Includes a subject and a verb
    Dependent: Also, includes a subject and a verb; but cant stand alone
    Ex. Because he is wise, he does not smoke.
44
Q

compound-complex sentence

A
  • Consists of one or more independent clauses and one more dependent clause
    Ex. The man who is standing in the corner is my father, and the women who is beside him is my mother
45
Q

What the child is doing, what the child is about to do, or what the child wants others to do

A

What early language is all about, according to Lahey

46
Q

Pragmatic skills that develop during the early sentence user stage

A
  • Makes the shift from talking about the “here and now” to the “there and then”
  • Capable of following the conversational partner’s lead
  • Practices “situational pragmatics”
  • Conversational repair
  • Ellipsis
47
Q

Ellipsis

A

what we do when we recognize that we have information that is shared and does not need to be repeated
Ex. “where is my backpack?” “in the closet!”

48
Q

Characteristics of language produced by children in the later sentence user stage

A
  • Sentences more than 4 words long
  • More correct grammar
  • More advanced sentence types (e.gh., compound, complex, complex-compound)
  • A vocabulary of up to 5,000 words
49
Q

Pragmatic language skills that develop during the later sentence user stage

A
  • Taking more turns in conversations
  • Understanding pauses as a signal for a change of speakers
  • Saying “yeah” and nodding to acknowledge what you’re saying
  • Not always giving you a turn
  • Persisting to get into a conversation
  • Calling or yelling to get a listener’s attention
  • Staying close and maintaining eye contact

CSDS 109 (8 decks)

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