Ch 1: Overview of Communication Development Flashcards
Communication
Sharing of information between 2 or more people
Sender and receiver
Can be gestures and may be contextually bounded
Language
Symbolic communication
Spoken, written, signed
Code-bound, not contextually bounded
Speech
Sounds that produce words/spoken language
Phoneme, anatomy
Without language, speech has no meaning
Receptive language
Comprehension, understanding
Typically precedes production in speed
Expressive language
Production
Expressing and producing a language themselves
Domains of Communication
FORM (phonetics, morphology, syntax) CONTENT/MEANING (semantics), USE (pragmatics)
Form
Behavior used to communicate, how gestures, sounds, words and sentences are organized to convey context
Phonetics, morphology, syntax
Content/Meaning
Meaning of communication
Semantics (lexical)
Use
Function/reason for communication
How personal and social needs are met
Pragmatics: use of language in social situations/interactions
Some examples of pragmatics:
1. Behavior regulation: request, protest
2. Special Interaction: attention-seeking, greeting
3. Joint Attention: asking questions, commenting
Communicative Competence
Knowledge and implicit awareness language speakers have and use to communicate effectively
Linguistic and pragmatic aspects
Form, meaning, use
Linguistic aspect of Communicative Competence
Phonological competence
Grammatical competence (morph and syntax)
Lexical competence (semantics)
Discourse competence
Phonological competence
PHONETICS
Recognize and produce phonemes
Grammatical competence
SYNTAX and MORPHEMES
Recognize and produce syntactic structures
Lexical competence
SEMANTICS
Recognize and produce words
Discourse competence
Recognize and produce words coherently and in cohesive speech events
Pragmatic aspect of Communicative Competence
Functional competence
Sociolinguistic competence (Speech register)
Interactional competence
Cultural competence
Functional competence
Language use in various purposes such as requesting, rejecting, commenting
USE
Sociolinguistic competence
Interpret social meaning and use, using socially acceptable language
Speech register
A part of sociolinguistic competence
Variety of speech appropriate to particular speech situation, and the ability to switch between registers
Interactional competence
Understanding and applying implicit rules for interaction such as eye contact and proximity
Cultural competence
Functions effectively in cultural contexts and being able to understand different cultural undertones
Foundation for communicative competence
Joint reference and attention
(Intersubjective awareness)
Rituals of infancy
Caregiver responsiveness
Joint attention
Simultaneous engagement between 2 people on a single referent/object
Intersubjective awareness
Recognize when one shares a mental focus on some object with another person
Rituals of infancy
Provides comfort/predictability in their life, leads to language development as feelings of safety develop
Opportunity for joint attention
Also just hears thing repeatedly, more likely to learn it
Caregiver responsiveness
Caregiver’s attention and sensitivity to infant communication attempts leads to presymbolic intentional communication
Examples:
1. Waiting and listening
2. Following child’s lead
3. Joining in and playing
4. Being face to face
Major communicative milestones in infancy
Emergence of intentionality (preintentional, presymbolic intentional and symbolic intentional)
First word (10-14 months avg)
General stages of communication: preintentional stage
No intent to communicate
Everything is a biological or reflexive response
Actions are often viewed as intentional by adults
General stages of communication: Pre-symbolic intentional
Prelanguage intentional
Purposeful communication without language use. Instead uses:
Gestures
Eye contact
Vocal
Contextually bound, as gestures depend on context
NOT a code that represents the same thing repeatedly
General stages of communication: Symbolic intentional stage
Purposeful communication with use of language, still may be using nonsymbolic gestures regularly
True word criteria
Intentional with purpose
Recognizable pronunciation (if using different word, it is still communicative by not a symbolic code)
Consistent in various contexts
Major communicative milestones in toddlerhood
Form:
Increased MLU
double words (18-24 months)
Achievement:
vocab spurt
Underextension
Overextension
Use:
Several language functions, not the best conversation wise
Underextension
New word is ONLY applied to that object over the category
Applied to narrower than appropriate context
Overextension
New word applied to wider than appropriate context
Major communicative milestones in preschool
Form:
Derivational morphemes (change meaning)
Meaning:
Fast-mapping (initial exposure to word followed by quick acquisition of sense of meaning through process of elimination)
Decontextualized language (beyond here and now, more precise vocab syntax and grammar)
Use:
more functions, conversational skills such as taking turns, and narrative skills
Achievements in emergent literacy:
Oral language
Phonological awareness
Print awareness
Alphabet knowledge
Major communicative milestones for school-age
Functional flexibility: variety of higher level functions such as explaining and hypothesizing, improved conversational abilities
Chall’s stages of reading and writing:
1. initial reading and decoding stage (sounding out)
2. Confirmation/fluency and ungluing (Smooth)
3. Reading to learn (Comprehend)
4. Multiple view points
5. Construction and reconstruction (selective reading, skimming and metacog)
Literate language: highly decontextualized, sole reliance on language for meaning
