Ch. 1 Flashcards
What is communication?
sending a message (written, spoken, or gestures)
Acoustic Level
sounds that are traveling through the air and entering the auditory system
What are the 3 levels in which info gets processes in the brain?
- acoustic level
- motor level
- linguistic level
Language
a complex and dynamic system of conventional symbols used for thought and communication
speech
the articulation and the rate of speech sounds and quality of individual voice
communication
includes symbols and non symbolic info
language disorder
impaired comprehension and/or use of spoken, written, and/pr other symbol systems
can represent a deficit in receptive language, expressive language, or a combined expressive-receptive deficit
What percentage of children in schools have speech and language disorders?
1.79%
late talker
child who develops speech or lang. later than others (typically boys)
language difference
not a disorder, an individual that has a dialect, maybe a student that is using English as a second lang.
Descriptive-developmental framework
identifying strengths and weakness, looking at what is typical development and comparing it (how a child is different and how can we help them improve)
level 1 of the speech chain model
the acoustic level of communicative function
level 2 of the speech chain model
the internal physical/motor system required for communication
level 3 of the speech chain model
the linguistic component of communication
theory
proposed way of how we think language developed
Behaviorism Theory
B.F Skinner
learning occurs when an environment stimulus triggers a response or behavior
increasing the frequency of positive behaviors and decreasing or altering negative behaviors
Cognitive theory
Jean Piaget
sequence of progressively more sophisticated cognitive skills, from primitive thinking to advanced cognitive ability
proposes specific cognitive achievements are fundamental to linguistic development
-problem solving, understanding and developing concepts
-schema
-assimilated
limitation of cognitive theory
distinct stages are not the way a child develops, there is a fair amount of overlap between the different stages
nativist theory (noam chomsky)
kids are born with a function in the brain that gives them an innate ability to learn language
takes away emphasis on the environment, focuses on biological influences (the brain is ready to learn language from birth)
neurobiological research and neural maturation
relationship between language and brain development in young children
brain development facilities language performance and child’s learning changes the brain
brain plasticity (related to neurobiological research)
decreases with age- becomes less capable of reorganizing and adapting to new environment input at peoples age
-the ability to make new connections or shift connections around in the brain
bidirectional relationship
brain development influences language development, has a child’s language develops, it influences the growing of the brain
social interaction theory
based on principle that communication interaction plays a central role in children’s acquisition of language
children’s language is closely tied too:
children’s appreciation of others communicative intentions
sensitivity to JVA
desire to imitate others behaviors and speech
important concepts of Social interaction
- infant-directed talk (motherese)
- coordinating attention (pointing)
- parent-child communication routines (scripts)
Vygotsky’s Sociocultural Theory
cognitive development is socially mediated
- a child’s interactions with others influence her or his cognitive understanding
- child is motivated by interaction and there is also cognitive development with social interaction
example of Sociocultural theory
routines, or a parent models something for a child–> and then the child imitates and the responsibility shifts to the child
Zone of Proximal development
tied to sociocultural theory
- we want to work with the child’s comfort zone so the child does not become overwhelmed, and their ZPD will continue to increase as the child learns more
- its a moving target
information processing theories (connectionism)
an individuals cognitive ability to process information is completed by a large number of very simple processing elements similar to those of a computer
-does the child have the cognitive ability to respond to the input with the correct input
systems/ecological approach
an individuals family, community, and culture shape their functioning throughout the life span
microsystem level
smallest level. family, caretakers, siblings, peers
mesosystem level
middle level, school, neighborhood, workplace
macrosystem level
highest level, cultural differences, legal policies, where and how they live (the bigger picture)
Domains for language
form
content
use
syntax
form- sentence structure
semantics
content- vocab
pragmatics
use- social piece
components of language
morphology, syntax, phonology, semantics, pragmatics
morphology
the structure of words and the construction of word forms
syntax
the order and combination of words to form sentences
relationships among the elements within a sentence
phonology
the sound system of language
the rules that govern the sound combinations
semantics
the system that governs the meanings of words and sentences
pragmatics
the system that combines the above language components in functional and socially appropriate communication
5 communication subdomains
early pragmatics vocab early word combinations morphosyntax discourse
subdomain 1
early pragmatic skills: prelinguistic communication JVA- between 10-12 months turn taking imitation maintaining topics of conversation making conversational repairs
subdomain 2
vocab development
begins toward the end of the 1st year of life and continues to develop throughout ones life
by 2 years–> 200-500 words are expressive
subdomain 3
multiple word combinations
once a person produces approx 50 words, word combinations start to emerge
not governed by adult syntax
subdomain 4
morphosyntax development
children’s utterances begin to demonstrate characteristics of syntax and morphological development
occurs between 24-36 months for typically developing children
-present progressive for words
-plural s
subdomain 5
advanced pragmatics and discourse development between the ages of 3 and 7 children's developing pragmatic/discourse skills: -reason and reflect on the past -predict events and express empathy -maintain interaction with peers -understand and use sarcasm -code switching -thinking of consequences -predicting events -uses narrative form to tell a story
