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Pieretti- shared > 2/7/13 & 2/12/13-Theories & Locke: Neurolinguistic Development-The Foundation > Flashcards

2/7/13 & 2/12/13-Theories & Locke: Neurolinguistic Development-The Foundation Flashcards

Neurolingquistic Development: The Foundation PPT. IC thru card 46

1
Q

Who developed the Nativist Theory?

A

Noam Chomsky

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2
Q

What is the general idea of the Nativist theory?

A
  • The brain is born to acquire language & children are born with the language acquisition device (LAD)
  • There are universal rules of grammar (UG) that exist and apply to all languages within the LAD
  • Kids are born with this innate ability to learn language- knowledge for acquisition is present at birth
  • Environment shapes the unique rules of the child’s first language
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3
Q

Who developed the Cognitive Theory?

A

Jean Piaget

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4
Q

What is the general idea of the Cognitive Theory?

A
  • Considered as a variation of the Nativist Theory
  • Emphasizes cognition, or knowledge and mental processes like attention, memory, and auditory and visual perception
  • Focus on child’s regulation of learning and on internal aspects of behavior
  • Child must acquire concepts before learning rules
  • children acquire necessary cognitive processes that lead to higher levels of lang development
  • his idea is that brain and cognition precede language
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5
Q

Do cognitive theorists believe that language is innate or learned?

A

Neither, nativist believe it is innate, and behaviorist believe that it is learned. Cognitive theorists believe it emerges because of cognitive growth.

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6
Q

Who developed the Behavioral Theory?

A

B.F. Skinner

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7
Q

What is the general idea of the Behavioralist theory?

A
  • He did not describe language as mental or cognitive like Piaget
  • Positive reinforcement
  • Language is not innate
  • The events in the child’s environment are important because he/she learns the language he/she is exposed to.
  • Verbal behavior is shaped and maintained by member of a verbal community
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8
Q

Clinicians who work from the Behaviorist perspective focus on what?

A

Targeting observable behavior and manipulating a stimulus and response with reinforcement.

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9
Q

What is ABA?

A

Applied behavior analysis- positive renforcement techniques

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10
Q

What is the Information-Processing Theory concerned with?

A

Cognitive functioning, not cognitive structures or concepts: HOW language is learned

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11
Q

How does the Human info processing system work?

A
  • encodes stimuli
  • operates on interpretations of them
  • stores the results
  • allows previously store information to be retrieved
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12
Q

What are the important traits of the information-processing theory?

A
  • attention
  • discrimination
  • organization
  • transfer
  • memory
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13
Q

What type of processing plays a big role in the information-processing theory?

A

Auditory

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14
Q

Who developed the Social Interactionism theory?

A

Vygotsky

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15
Q

What is the general idea of the social interactionism theory?

A
  • It is not about innate competence (nativism)
  • language FUNCTION, not language STRUCTURE is the focus
  • He believed that people are motivated to interact socially with others. I am human, therefore I am social.
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16
Q

What theory is opposite of cognitive theory?

A

social interactionism

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17
Q

Why is cognitive and social interactionism theory opposite?

A

cognitive theory- Cognition is pulling language along

Social interactionism theory-
language is pulling cognition along

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18
Q

By 4 years of age what should a child have mastery over?

A
  • subtle & sophisticated skills in phonological analysis
  • grammar
  • semantics
  • pragmatics
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19
Q

What is grammar?

A

Syntax and morphology

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20
Q

what are the 3 threats to language acquisition?

A
  1. Neurobiology
  2. Etiology
  3. Psycholinguistic Processes
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21
Q

What are some characteristics of neurobiology?

A

brain structure and function abnormality

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22
Q

What are some characteristics of etiology?

A
  • premature birth
  • neurological disease
  • defective genes
  • abnormal communicative environment
  • early hearing problems
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23
Q

What are some characteristics of psycholinguistic processes?

A
  • fundamental problem in perception
  • fundamental problem in memory
  • fundamental problem i abstracting grammatical rules
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24
Q

What brain characteristics are there when there is a language delay

A
  • left planum temporale
  • bigger in TD
  • left/right= in LDK (Lang delay kids)
    Rt- Hemisphere gets bigger in LDK
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25
Q

True or False- at 10-12 weeks old the embryo brain is busy and cells are connecting throughout?

A

True

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26
Q

When in utero is the neural tube forming?

A

3rd week of gestation

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27
Q

How many neurons are formed at birth?

A

100 billion

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28
Q

How many glial (glue) are there formed at birth?

A

1 trillion

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29
Q

How many connections (synapses) are formed at birth?

A

50 trillion

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30
Q

How much in the first months of life are the synapses increasing?

A

more than 1000 trillion

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31
Q

True or False- decreased play/touch makes the brain bigger.

A

False…it makes the brain smaller

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32
Q

True or False- More stimulation in the child’s environment the more the brain suffers

A

False…LESS stimulation in the child’s environment makes the brain suffer

33
Q

What happens to cells in the brain if they aren’t used?

A

Pruning

34
Q

What does Locke feel happens if the window of opportunities are not properly used?

A

Lexicon delay/denied (grammer) and it has a cascading effect

35
Q

In TDK does receptive or expressive language come first?

A

expressive

36
Q

In LDK, at 2 years old how many expressive words might they have?

A

30 (1/6-1/10 of normal) and they may have low receptive language too

37
Q

How many phases does Locke believe occur in a fixed, interdependent sequence (the stages/phases depend on each other)?

A

4

38
Q

Draw Locke’s stages/phases chart

A

.

39
Q

What is Locke’s stage/phase 1?

A

Vocal Learning

40
Q

What is vocal learning (stage/phase 1)?

A
  • prenatal exposure to maternal prosody (may explain postnatal listening preference for language of mother)
  • Infant orients- human face/voice
  • infant learns caregivers’ vocal characteristics
  • begins to prefer sound of native language over foreign language
  • begins to respond differently to changes in social emotion
  • infant “gets by” in native language:
    1. Takes turns
    2. orients to & mimics prosody
    3. gestures communicatively
    4. imitates phonetic patterns
    5. tries to alter mental activity
  • left hemisphere: responds to visual & auditory cues
  • right hemisphere: facial affect
  • Phase 1 dependent on outside stimulation
41
Q

What is the timeframe for stage/phase 1?

A

prenatal to 5 months

42
Q

What is Locke’s stage/phase 2?

A

Utterance acquisition- storing

43
Q

What is the timeframe for stage/phase 2?

A

5-20 months

44
Q

What is the utterance acquisition- storing (stage/phase 2)?

A
  • primarily affective/social (vygotsky)
  • functions to collect utterance
  • formulaic: holophrases (gotobed, shoesnsox)
  • a 50 word vocabulary usually includes 9 phrases; words pile up
  • a 100 word vocabulary= 20 phrases= gestalts
  • starter set of utterances for left hemisphere based on activation studies
  • dependent on outside stimulation/external factors
  • not necessarily organized yet.
  • children seem unaware that words contain morphemes or phonemes
  • do not appear to understand the specifics of word meaning
  • even the words are, in essence “stored holophrases”
  • all of this is “acquired” from the speech of others
  • while they are regarded as “talkers” they really are producers of “idioms” & “figures of speech”. Cannot break utterances into component parts and thus cannot form a grammatical system
  • this “storage” however paves the way for further development by providing prerequisite linguistically relevant data
45
Q

What is a gestalt?

A

big chunks of words, not broken down into small parts

46
Q

What are holophrases?

A
  • The first infant speech is usually a single word or what appears to be a phrase
  • Phrase attempts are attempted rote copies of frequently heard sequences in the speech of others: “Time to go to bed,” “Shoes and socks”
  • Do not require grammatical analysis to comprehend or produce
  • Length, stress patterns, intonation contour preserved
  • Often contain words that are otherwise late to develop—articles, pronouns, etc.
  • Locke says this gives pregrammatical children “an air of linguistic sophistication” that they don’t yet possess
47
Q

What is The name of Phase 3? and what is the age range?

A
  • Analysis and Computation

- 20-37 months –>3 years

48
Q

What happens during Phase 3?

A
  • Analysis of structures and then computation of structures based on material acquired in stage 2
  • without adequate experience in Phase 2, there is no material to work on b/c decreased storage in phase two-minimal material for analysis
  • previous forms (stored words/holophrases) decompose to words, syllables, and segments (helping phonology develop)
  • discovers regularities in language
  • subsequently applies grammatical rules
  • involves mostly left hemisphere activity–> leads to increased development of phonology, morphology, syntax, and semantics
  • leads to an ability to “make infinite sentential use of finite phonemic means”
49
Q

What are the developing systems of language in Phase 3?

A
  • phonology
  • morphology
  • syntax
  • semantics
50
Q

what is occurring in terms of Phonology during Phase 3?

A

Breaking chunks down to chrystallized phoneme levels

51
Q

what is occurring in terms of morphology during phase 3?

A

in order for morphology/development of morphemes to occur, it is dependent on phonology

52
Q

what two systems of language are developing simultaneously during the 3rd phase?

A

-morphology & Phonology

53
Q

In our world, what is grammar?

A

syntax and morphology

54
Q

what is occurring in terms of syntax during phase 3?

A

‘shoes & socks’ ‘go to bed’ not just one phrase, we are beginning to realize there are patterns in language & we see the difference between articles and objects & verbs

55
Q

What is phase 3 dependent upon?

A

an internal deducer (our ability to perceive, store and submit for analysis)

56
Q

what do we begin to notice is at work when children regularize irregular verb tenses?

A

their internal deducer/analyzer

  • this also occurs for noun phrases
  • they are generated, not just heard and reproduced
57
Q

what occurs @ about 18 months during phase 3?

A
  • lexical spurt
  • words/week quadruples
  • increased vocabulary necessary for further development
  • a “critical mass” is necessary-about 70 verbs in 400 expressive words
  • it is these stored words that count-hard to measure.
  • 5 words comprehended to every one word expressed
  • several thousand receptive words
  • children become aware of minimal pairs and that phonemes can stand alone
58
Q

why does increased awareness of presence of phonemes lead to increased morphology?

A

-at 19 months phonemic categories/phonic bins begin to develop

59
Q

why are phonic bins/phonemic categories important with regard to developing language and later literacy?

A

-begin to string words together. many feel the acquisition of syntax pre-dates the ability to decompose previously stored chunks of speech into individual wholes

60
Q

What is the name of stage 4? and what is the age range?

A
  • integration/elaboration

- 3+ years–> throughout the lifetime

61
Q

What occurs during stage 4?

A
  • analytical and computational abilities integrate with stored data. Analysis has produced systemic rules that have imposed organization on incoming information
  • vocabulary increases as it becomes easier to learn new words based on old patterns stored. Memory load is decreased in learning process
  • more automatic syntactic processing
  • enables extensive lexical learning as we integrate new information with already learned information
62
Q

when do analytical mechanisms develop some readiness to function? then what happens?

A
  • between 2-3 years
  • utterances are then usually available to be analyzed .
  • The mechanisms are encouraged, reinforced, and stabilized by these previously stored utterances
63
Q

If language is delayed in stage two, what will happen? why does Locke say it’s a problem?

A
  • too few stored utterances to activate analytical mechanisms
  • Locke says it’s a problem b/c locke believed the stages are biologically timed–it emphasizes early intervention
  • things can’t be made up 100% if children haven’t met each criteria in the stage
64
Q

What does Locke say in terms of the stages? and what can go wrong if there are delays?

A
  • biologically timed
  • analytical mechanism declines secondary to lexical delays
  • right hemisphere used more in a compensatory fashion. Left hemisphere does not take over as it should. For some, the right sided compensation may not be effective
  • Causes functional/anatomical symmetry across hemispheres
  • neurological resources for phonological operations are inadequate
65
Q

What are some causes of Lexical Delays?

A

Some causes include:

- inadequate linguistic stimulation
- poor hearing 
- low intelligence
- brain damage 
- primary affective disorder
66
Q

If there is adequate linguistic stimulation, but utterance processing limitations, what can this lead to? and what are the causes?

A
  • developmental lexical delays

- causes are debatable

67
Q

what does stimulation delayed equal?

A

stimulation denied

68
Q

Who specifically are greatly at risk for lexical delays?

A

children with small mental lexicon

69
Q

what does lexicon delayed equal to?

A

grammar denied

70
Q

At what age and what percentage of children who are otherwise developing normally will have less 30 words expressively? what is the ratio?

A
  • at 2 years
  • about 7%
  • 1/6-1/10 of what is expected
  • about 50% of that 7% of children who have decreased receptive lexicon. These children in particular end up labeled “language impaired”
71
Q

what may lexical delays at 2 years be predicted from?

A

-from low comprehension 6-12 months earlier

72
Q

What is the traditional perspective for the sensitive period for language development? and what does locke say it is?

A
  • traditionally: 2-12 years

- locke says: some studies suggest prenatal-8 years

73
Q

what happens if phase 2 delays?

A
  • not enough stored gestalts (holophrases) to activate stage 3
  • phase 2 may have caused the problem but phase 3 is still part of the problem
74
Q

if phase 2 finally adds gestalts, what does Locke say?

A
  • optimal conditions for analytic mechanism are not optimal
  • locke feels the critical period for grammatical analysis, which is biologically timed, expired too soon.
  • sufficient lexical storage is necessary to activate the analytical/computational capabilities
75
Q

Delays are not only less than optimal for developing spoken language, what else are they not optimal for?

A

-phonological encoding and decoding necessary for reading and writing

76
Q

What kind of problem is lexical delay, and what does evidence support its association with?

A

-it’s a higher order cognitive problem
-lexical delay in association with neuromaturational delay
(for example: many delayed children will be 4-6 years old before they have the words of a typically devloping 2 yr. old. By this time, the optimal neuromaturational moment for development of analytical mechanisms may be dissipating)

77
Q

What is the bottom line when it comes to delays?

A

-utterance processing limitations

78
Q

What is Locke’s bottom line?

A
  • it is so difficult for lexically delayed children to catch up
  • compensatory systems are not as efficient
  • low activation left language area-right hemisphere vies for language but the right hemisphere is not capable
  • while language may appear to catch up, children who learn language slowly have residual problems as adults. Reading, writing, and spelling difficulties are common
  • Lexically delayed children’s deficits (morphology/syntax) & dyslexics deficits in phonological awareness (segmentation, rhyming, alliteration) originate in the same linguistic domain: phonology
  • -spoken and written language disorders are both phonology plus problems
  • “the development of linguistic capacity requires experience with language-an active involvement in the acquisition and use of language-and not merely exposure to it.

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