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Fall '12- Lang Dev Exam #2 > 9/26 & 10/1 lecture > Flashcards

9/26 & 10/1 lecture Flashcards

Early Language Development Toddlers (12-24 mo) PPT

1
Q

Social Development

Express needs, wants through vocalization and gesture

A

12 months

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1
Q

First words appear when?

A

12 months

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1
Q

What period do the toddlers go into when the production of their first true words are produced?

A

Locutionary period

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1
Q

What is a true word?

A
  • it needs to occur with consistency in a given context in apparent response to an identifiable stimulus
  • It should be produced consistently in the presence of the same person, object, or event
  • It must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word
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1
Q

What are the most common front consonants?

A

/p, b, d, t, m, n/

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1
Q

When should toddlers be saying 50 words?

A

18 months

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1
Q

When should toddlers be putting two words together?

A

18 months

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1
Q

True or False

Children can use 2-word combinations before they can say 50 words.

A

False

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1
Q

Research

What did Berko Gleason & Ratner 2009 say about how many words children should be learning in their 2nd and 3rd year?

A
  • 2nd year of life, children start learning approx 1 word per week
  • as they approach their 3rd birthday, they start learning 1 new word a day
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1
Q

What could the potential problem be if a child does not have a major lang growth spurt between 18-24 months of age?

A
  • Probably has a lang delay

- Clinically significant (???)

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1
Q

Therapy implication:

What do we do if we are working with a ch that cannot express 50 words yet?

A

Train them to say at least 50 words first, then you can teach them to use 2 word combinations. Do not teach the 2 word combinations first

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1
Q

For Toddlers’, does receptive vocab or expressive vocab grow faster?

A

Receptive

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1
Q

How does vocab grow?

A

Exposure and experience

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1
Q

What are new words for a toddlers related to?

A
  • familiar objects
  • events
  • relationships
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1
Q

What are the 5 levels of word knowledge?

Regegade earthlings rarely carry meat.

A
  1. Referential level
  2. Extended level
  3. Relational level
  4. Categorical level
  5. Metalinguistic level
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1
Q

What is Referential level?

A

Word refers to a particular object, event, or relationship (e.g., “dog” refers to the family dog Cocoa)

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1
Q

What is Extended level?

A

Word extends to other examples (e.g., “dog” refers to Cocoa and also the other dogs in the neighborhood)

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1
Q

What is Relational level?

A

Producing several words related by some meaningful context (e.g., “doggy bark” or “daddy eat”)

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1
Q

What is Categorical level?

A

Understanding categories- e.g.. dogs are animals, a strawberry is a fruit

This comes a lot later and lang impaired kids do not do well with this

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2
Q

Social Development

Repeat actions for approving audience

A

15 months

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2
Q

Cognitive Developments

Follows simple directions accompanied by gestures

A

15 months

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2
Q

What is Metalinguistic level?

A

Ch evaluate each word as a stimulus apart from its referent e.g., “strawberry” ha 3 syllables, starts with an /s/, and is a longer word than grape.

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2
Q

How prominent are nouns in a toddler’s lexicon? How how do they learn them?

A

50%

They learn from and use them because of toddler’s interaction with others

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2
Q

What are reflexive relations?

A

Early words that indicate the state of objects

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2
Q

Describe the relation of existence and provide an example

A

Child indicates awareness that an object exists.

e.g., This, That, or Here, while point to, touching, or holding out an object of interest

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2
Q

Describe the relation of nonexistence and provide an example

A

Child indicates that an object does not exist in a setting where it has come to be expected.

e.g., Says Allgone or Bear when placed in crib from which a favorite teddy bear is absent

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2
Q

Describe the relation of disappearance and provide an example

A

Child indicates that an object has been present is currently absent.

e.g., Says All gone or Ball after watching a tossed ball roll under the sofa.

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2
Q

Describe the relation of recurrence and provide an example

A

Child indicates either that an object that had disappeared has since reappeared or that another identical object has appeared

e.g., says More, Again, or ‘Nuther when a fallen cookie is retrieved or replaced with another cookie.

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2
Q

What are relational words?

A

Words that express relationships among objects

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2
Q

What are 3 types of relational words?

A
  • Attribution
  • Action
  • Location
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2
Q

What is an Attribution relational word?

A

These express individual characteristics

e.g., tall, clean, dirty, hot, funny (adjectives)

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2
Q

What is an action relational word?

A

Actions associated with objects (e.g., eat, throw, kiss)

2
Q

What is a location relational word?

A

Words that occur in response to the locations of objects or directions of their movement (e.g., up, outside, in) (where things are)

2
Q

Why are combining words significant?

A

Because it indicates that toddlers:

  • have the cognitive ability to perceive and respond to relationships between objects or events
  • Have advanced enough oral motor coordination to produce longer, more phonologically complex syllable strings
3
Q

Social Development

Begin to test caregivers intentions

A

18 months

3
Q

Cognitive Developments

Enjoys pictures books, begins to recognize familiar pictures

A

18 months

3
Q

What are the characteristics of true 2-word utterances?

A
  • Production of 2 true words
  • no distinct pauses between the 2 words
  • a single intonational contour that envelops both words (e.g., I know, see ya, I do, want it, all gone)
4
Q

Social Development

Develop attachment to various toys

A

20 months

4
Q

Cognitive developments

Imitates adult’s use of an object

A

20 months

4
Q

What are examples of semantic relations?

A

Agent + action = Mommy kiss

Action + object = Pet doggy

Demonstrative + entity = that spoon

Entity + locative = cereal bowl (the cereal is in the bowl)

possessor + possession = Mark toy

attribute + entity = yummy snack

5
Q

Social Development

Engage in “solioquies” about experiences

A

23 months

5
Q

Cognitive developments

Uses same toy in several different actions

A

24 months

5
Q

What is a Dore’s Primitive Speech Act (PSA)?

A

a distinctive vocalization or word, often accompanied by a gesture, to communicate intentions

6
Q

Motor Developments

First steps

A

12 months

6
Q

What are examples of dore’s primitive speech act?

A

Labeling- (“rice kris pies” when cereal box is taken out)

  • Greeting or addressing people when they appear (“Hi, Aunt Celeste”)
  • Calling, or gaining another’s attention (child shouts “Mommy” from his swing)
  • Repeating, or reproducing part of all of an utterance (echoes Mom’s utterance “oh #%&!?” when she stubs her toe)
  • Requesting action- asking someone to do something (“uppy” when mark wanted to be picked up)
  • Requesting answer- asking for information (Mark “Do snakes kiss? Does God have skin?”)
  • Protesting- expressing dislike or rejection (Mark when I wanted to comb his hair: “no thank you, please”)
7
Q

Motor Developments

Builds simple tower of 3-4 blocks

A

15 months

7
Q

What is presupposition?

A

Refers to speakers’ ability to judge how much their listeners might know about the subject being introduced and to adapt their utterances accordingly.

8
Q

Motor Developments

Scribbles lines on paper

A

16 months

8
Q

Do toddlers need presupposition?

A

No, most conversations between toddlers and caregivers are about the here-and-now.

9
Q

Motor Developments

Walks and runs unassisted

A

17 months

9
Q

What is turn taking?

A
  • Conversational skills- speakers and listeners appropriately switch roles
  • each turn should contribute something new to the conversation
  • In American culture, listeners expected to politely wait until the other person is done talking before they take their turn
  • Even by 24 mod. most toddlers take few turns- conversations are brief
10
Q

Motor Developments

Crudely throws and catches a ball

A

19 months

10
Q

What are three ways of developing dialogue?

A
  1. Presupposition
  2. Turn taking
  3. topic initiation
11
Q

Motor Developments

Kicks a ball

A

22 months

11
Q

What is topic initiation?

A

Establishing a subject for a conversation a speaker is about to begin

 - Hey, get this...
 - Guess what?
 - By the way
 - Did you know that...
  • Then, intro subject familiar to both people
    Next, add new info
12
Q

Motor Developments

Turns book pages 2 or 3 at a time

A

24 months

12
Q

What is selective imitation?

A
  • Portions of caregivers’ previous utterances are repeated within toddlers’ next several utterances
  • Mostly, toddlers imitate words currently entering their vocab
13
Q

Cognitive Developments

Uses common objects appropriately

A

12 months

13
Q

What are interrogative utterances?

A

Request for appropriate word

e.g., “what’s that?”

14
Q

What is hypothesis testing?

A
  • Toddlers attempt a word, produce it with rising question intonation “Kwerl?”
  • ? intonation invites feedback from caregiver
15
Q

What tools do caregivers use for toddlers’ language development?

A
  • Motherese

- prompts. which evoke toddler utterances

16
Q

What do prompts include?

A
  1. Open ended questions- e.g., “What happens if we don’t fee the dog?”
  2. Wh-constituent questions- which require toddlers to recall associated information from their experience and formulate a specific response. For example, “What does a policeman do?”
  3. Fill-in prompts, “people who wear uniforms and keep us safe are called___”
  4. Elicited imitations, “Say ‘policeman.’”
  5. Conformational yes/no questions, “Do policemen keep us safe?”
17
Q

What are turnabouts?

A

Comments, questions that follow toddlers’ utterances to maintain interaction

18
Q

What are expansions?

A

Caregiver adds grammatical info in response to toddler’s grammatically incorrect utterance

19
Q

What are extensions?

A

Caregiver adds grammatical and semantic info

20
Q

Expansion or Extension?

Mark: Cocoa eat dog chow
Mommy: Yes, cocoa eats her dog chow

A

Expansion

21
Q

Expansion or Extension?

Mark: Cocoa eat dog chow
Mommy: Yes, Cocoa eats her dog chow so she can be strong and healthy

A

Extension

22
Q

Expansion or Extension

Mark: sun hot
Mommy: Yes the sun is hot

A

Expansion

23
Q

Expansion or Extension

Mark: Me tired
Mommy: Yes you are tired because you stayed up to watch tv last night

A

Extension

24
Q

What are some things we can do to increase expressive language skills?

A
  • Talking with the child as much as possible is very helpful

- Extensions are quite powerful

25
Q

Research

What did Roberts & Kaiser 2011 find?

A
  • Working with parents as little as once a week can provide benefits
  • Extensions are very useful; easily taught to parents, and they increase ch’s morphosyntactic skills
26
Q

What is the difference between babies and toddlers in terms of books?

A
  • Babies enjoy physical properties of books

- toddlers like to go through books themselves, pointing out pictures, calling out labels

27
Q

What are direct interventions?

A

We can use them where the child is seen by the speech pathologist

28
Q

What is indirect intervention?

A

Where we train caregivers such as parents and preschool teachers to stimulate children’s lang development

29
Q

What is incidental teaching?

A

Adult carefully observes child, takes advantage of spontaneous teachable moments

30
Q

What are ways to implement incidental teaching?

A
  • Ask open-ended and topic-continuing questions rather than closed questions
  • When the child says something, respond in a topic-continuing way
31
Q

Research

What did Paul & Norbury 2012 suggest for communicative temptations?

A
  • Eat desirable food in front of children, don’t offer any
  • wind-up toy- demo, then offer to children
  • Give blocks, small toys to drop into a can
  • Roll or throw a ball to children; wait for her to roll or throw back
  • Put a desired toy or food into a plastic container that children can’t open
  • turn away during a game or activity
32
Q

When will language develop optimally?

A
  • When children get plenty of attention

- Attention is the greatest reinforcer of all

Fall '12- Lang Dev Exam #2 (5 decks)

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