Chapter 10 Flashcards
Motor Development in Early School-Age Years:
- Increased physical coordination
- Self-help skills, writing
Cognitive Development in Early School-Age Years:
- Neuronal pathways strengthened
- capable of abstract problem-solving
- Metalinguistic skills
Social development in Early School-Age Years:
- spends more time at school
- peers become very important
Development of Theory of Mind in the Early School-Age Years
- able to take the perception of others
- more effective communicators
Metalinguistic Skills: Abilities of Toddlers
-toddlers monitor their own utterances
Metalinguistic Skills: Abilities of Preschoolers
- preschoolers check the result of their own utterance
- they test for reality
- they deliberately attempt to learn language
Metalinguistic Skills: Abilities of School-Aged Kids
- school aged kids predict the consequences of using particular forms of language (inflections, words, phrases, sentences, etc)
- they reflect on an utterance: structure independent of use
Nonegocentrism
- the ability to take the perspective of another person
- as child gains greater facility with language structure, they can focus more on the audience
Decentration
- the process of moving from rigid, one-dimensional descriptions of objects and events to coordinated, multiattributional ones
- thus allowing both speaker and listener to recognize that there are many dimensions/perspectives on any given topic
Types of Narratives: Recount
- about past experiences in which the child participated, observed, or read
- usually requested by an adult
Types of Narratives: Eventcast
- explanation of some current or anticipated event
- may be used to direct others in imaginative play sequences (“ok, now you are the princess”)
Types of Narratives: Accounts
- highly individualized spontaneous narratives
- children share their experiences and are not reporting info requested by adults
Types of Narratives: Stories
- fictional
- predictable structure: a main character must overcome a problem or challenge
Development of Narratives: Use of the “And” Conjunction (pg 328)
- Preschoolers first learn to link events in linear fashion and later use causal connectives
- by age 6, narratives gain cohesion
- the conjunction “and” is used as often in narratives of 9 year-olds as frequently as in preschoolers’ narratives
- used for cohesion (“and then…”) rather than conjoining clauses (“/clause/ and /clause/”)
- pg 328
Causality; what is it and what does it require?
- causality involves descriptions of intentions, emotions and thoughts; and the use of connectives like “because” “since” and “as a result of”
- use of causality requires the speaker to go forward and backward in time, which preschoolers struggle with
- pg 328
Causality in 2-3yos
- 2-3yos have mastered some causal expressions but they can’t construct causal narratives
- causality is apparent in 2-3yos’ use of plans, descriptors, and descriptions of their own behavior and thoughts, eg “i was sick so i couldn’t go to the waterpark”
Development in Narratives: Development of Descriptions of Mental State and Motives
[ages 2-10, 4, 6]
- Between 2-10: kids’ stories begin to contain more mental states AND more initiations and motivations as causal links
- age 4: kids’ stories contain more explicit physical and mental states
- age 6: kids describe motives for actions
- pg 329
Causal Narratives: Development of Plot and Causal Chains
- Between ages 5-7, simple plots emerge
- gradually they are elaborated into a series of problems and solutions
- pg 329, ch10 sl13
Causal Narratives: Development of Solution and Causal Chains
- Narratives of 7-year-olds typically have a beginning, a problem, a plan to overcome the problem, and a resolution
- initially narratives are truncated so the problem is solved but it’s unclear how, i.e. “this guy had a gun so spiderman went into his house and stopped him”
- another early form: narratives are resolved without the main character doing anything, like waking up from a dream
- after age 8 there is a definite character generated resolution to the problem; clear solutions tied to attempts and responses
- pg 329, ch 10 sl 13
Causal Narratives: Development of Linguistic Devices
- Mental states: between ages 2 and 10, kids stories contain more mental states, initiations and motivations as causal links.
- age 4: explicit physical and mental states
- age 6: kids describe motive for action
- Beginning and Ending Markers: used by second grade in narratives (once upon a time, the end)
- Syntactic Events: length increases w/ aid of conjunctions, locatives, dialogues and casual statements
- pg 329, ch 10 sl13
Story Grammar Components: Setting Statement
- introduce the characters and protagonist
- describe their habitual actions and the social, physical, and/or temporal contexts
Story Grammar Components: Initiating Event
- event that induces characters to act
- could be a natural event i.e. earthquake
- could be a notion to seek something i.e. treasure
- could be the action of one of the characters, i.e. arresting someone
Story Grammar Components: Internal Response
- characters reaction to the initiating event
- could be emotions, thoughts, intentions
- provide motivation
Story Grammar Components: Internal Plan
- character’s strategies for attaining their goal
- often omitted by young kids
Cultural differences in narratives
- Focus: who are the characters?
- Linking of event: casual, temporal, topic
- Resolution: present or not present
- Organization:
- –Topic centered/thermatic
- –Conversation based
- –Sequential
- –Use of pronouns
- Individual vs. group participation
- If you’re assessing a child from a different culture, look up information about typical narratives for that culture
Conversational Skills: Indirect Request and Repair
- requires theory of mind
- Linguistic skills: words and syntax
- Ability to switch registers
- Adults vs. peers
- Adults in the family vs. adults outside the family
Topic introduction and maintenance
3yrs > 4yrs > 8yrs > 11yrs
- topics change rapidly (3 years) →
- maintain topic about familiar item (4 years) →
- maintain topic about concrete things (8 years) →
- sustained abstract discussions (11 years)
The 3 Types of Indirect Requests:
Expressive (development and rules)
- 3-5 years: begin using and understanding indirect requests
- 5-7 years: mastering indirect requests
Rule 1: be brief
Rule 2: be devious/avoid being demanding
The 3 Types of Indirect Requests:
Receptive (6yo vs 8yo)
Can you pass the cup?
- 6 year olds say “yes”
- 8 year olds will pass the cup
The 3 Types of Indirect Requests:
Interrogative forms of commands (examples)
“Shouldn’t you go to sleep?”
“Must you do that now?”
(kind of asking a question to request something)
Conversational repair: 3-5yo, 6yo, 9yo
3-5 year olds
—Repeat utterance
6 year olds
—Provide new information when repeating
9 year olds:
—Provide additional input for the listener
—Address breakdown directly
—Define terms
—Provide background
—Clearly talking about communication breakdown
Areas of Semantic Development
- Concreteness
- –Concrete → Abstract
- Meanings
- –Single meaning → Multiple meanings
- Definitions
- –Based on features or function → Adult-like definitions
- Knowledge
- –Personal experience → shared information
What we use to understand words definitions:
Semantic concepts Semantic classes Synonyms Homonyms Antonyms Associations -vocabulary growth is not the same as vocabulary understanding
Figurative language:
- examples
- metaphoric transparency
- how it is learned
- storage
- Examples of figurative language
- –indirect requests, irony, sarcasm, idioms
- Metaphoric transparency
- –Transparent
- –Opaque
- Learned with:
- –context primarily
- –frequent exposure has a minor effect too
- Storage
- –stored as one unit
- –separate from literal meaning
Development of Figurative Language: 3-4 yo, 5-8 yo, 9-12 yo, 13+
3-4 years -Starting to see figurative language 5-8 years -Basic understanding 9-12 -Refining/adding meanings 13+ -Discuss meanings
Figurative Language: idioms
- Phrases that convey a specific meaning (established by usage)
- Not deducible from the individual words
Figurative Language: Metonyms
- Individual example stands for a whole category
- –“All hands on deck”
- –“Washington”
Figurative Language: Metaphors
Comparisons between two objects is implicit
“She kept a hawk-eyed surveillance”
“The room is a refrigerator”
Figurative Language: Similes
Comparisons between two objects is explicit
“He ran like a frightened rabbit”
Figurative Language: Proverbs
-Short, popular sayings that embody a generally accepted truth, useful thought, or advice about how to behave
“Don’t put the cart before the horse”
“You can’t have your cake and eat it too”
“Look before you leap”
Cognitive Strategies
Cognitive strategies
- -Chunking - grouping related information together
- -Semantic relations to resolve ambiguities
Linguistic Processing
- Segment the message into the underlying sentences
- Mark the relations between the underlying sentences
- Determine the semantic relations of the lexical sentences
- Determine the semantic probabilities of co-occurrence
- Label the functions and properties of specific lexical items
Morphologic Development
Memorized as individual words → create generalizations: form rules of use → apply the formula to novel words
“Invite”
- –Inflectional morphemes
- Prefixes (un-invite)
- Suffixes (invit-ed)
- –Derivational morphemes
- Suffixes (invitation)
Nouns – mass vs count
Mass nouns - refer to homogenous, non-individual substances
- -Ex: water, sand, sugar
- -Quantifying modifiers
- -much/little
- -Plural markers must be added to a measure word
- -Grains of sand
- -Drops of water
Count nouns - heterogeneous, individual objects
- -Ex: cup, bicycle, house
- -Quantifying modifiers
- -many/few/numbers
- -Plural marker
- -Cups, bicycles, houses
Nouns vs verbs
- Nouns: labeled, concrete, consistent
- Verbs: abstract
Active Vs Passive Sentences
Active: subject = agent
Passive: subject = object (patient)
Types of Passive Sentences
Reversible: subject and object can be reversed and still make sense (meaning would change)
- -The boy was chased by the dog
- -The dog was chased by the boy
Nonreversible: subject and object cannot be reversed without making a nonsensical utterance
- Instrumental Nonreversible: the WINDOW was broken by the BALL
- Agentive nonreversible: the WINDOW was broken by the BALL
Sentences: Embedding
5 of embedding
Relative pronoun deletion
—“I’m engaged to someone (whom) you know”
Center or subject-relative clause embedding
- –“The book (that) Reggie read was fun”
- –“The boy who hit the ball ran away”
- –“The boy who hit the girl ran away”
Parallel ending embedding
—“He gave me a present that I didn’t like”
Nonparallel ending embedding
—“He gave me a present that is one the table”
Nonparallel central embedding
—“The dog that was chased by the dog is angry”
Increasing Phonologic Skills: 4yo, 5yo, 7yo, 8yo
→ 4 (recognizes English phonological rules)
→ 5 ( identifies syllables)
→ 7 (recognizes and correct impossible combinations)
→ 8 (can produce all sounds; more complex words are more difficult)
What are morphophonemic changes?
How do they develop?
- phonological changes that occur when morphemes are placed together
- learned gradually thru elementary schoolRegular Plural -S: rules for /s/ vs /z/ vs /Iz/ (as in “roses”) not learned even into 1st grade
Vowel Shifting: i.e. the /ai/ sound in “divine” vs the “ih” sound in “divinity” isn’t fully mastered until 17
Stress eg w/ vowels and nouns: i,e, the CONduct of the conDUCtor: it is not acquired until 12
- learned gradually thru elementary schoolRegular Plural -S: rules for /s/ vs /z/ vs /Iz/ (as in “roses”) not learned even into 1st grade
What is code switching?
-rule-governed application of the functional and grammatical principles of two languages
AAE Speakers and Society: Oral language
- Speakers of AAE can understand standard English
- More difficult to understand significance of grammatical markers that are typically omitted in AAE
- Some speakers can code switch
- Speakers of standard English can have difficulty understanding AAE
AAE Speakers and Society: Written language
- Decoding:
- may have difficulty reading aloud since text is not consistent with AAE phonemic rules
- Comprehension:
- passive sentences may be more difficult to understand
Why are narratives important to language development?
- they reflect the storyteller’s experience
- the ability to relate well-formed narratives affects the judgements others make about a speaker’s communicative competence
- thus narratives help kids maintain positive self-image and group ID with their families and communities
Story Grammar Components: Attempt
-action of the characters to bring some consequence, such as achieving a goal
Story Grammar Components: Direct Consequence
-character’s emotional response, thought, or actions to the outcome of the preceding chain of events
Successful Conversationalists: what they do
- collaborate to ensure mutual understanding
- use more questions to probe for interest before introducing an unfamiliar topic
- recognize communication breakdown and repair it
- social perspective taking–the ability to understand other points of view
Types of words added to the lexicon of school-aged kids:
- Spatial relationships
- Nonspecified deictic terms → environmental-based terms → spatial terms
- Disjunctive (contrasting) relationships
- But → even though → although → in contrast
- Thought process
- Know, think, remember → assert, conclude, doubt, predict, interpret
- Magnitude
- A lot/a little → slightly, somewhat, unusually, etc
- this is development from the past → to the present
