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Normal Language > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

abilities present at birth in the human brain

A

innate

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2
Q

the mechanisms that allow the infant to process and interpret sensory information

A

innate perceptual abilities

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3
Q

a mental ability that allows the infant to be aware of, perceive and to understand spoken language along with understanding speakers; ideas and feelings.

A

Processing

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4
Q

Visual perception

A

sight

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5
Q

Auditory perception

A

hearing

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6
Q

Gustatory perception

A

taste

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7
Q

Olfactory perception

A

smell

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8
Q

infants are able to recognize their mother’s faces at 4 days old because of

A

innate perception

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9
Q

the ability to perceive and understand sounds that are associated with spoken language, such as intonation

A

auditory perception

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10
Q

fluctuating or changing vocal pitch: rising and falling, when producing a question or a statement. (by 8 months)

A

auditory perception

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11
Q

Vegetative sounds such as burping and coughing
Cooing and gooing
Crying, fussing
Syllable shapes may be produced, such as consonant-vowel-consonant vowel (CVCV) forms and vowels (e.g., wawa, ah).
Quasi-resonant nuclei (partial vowel production)

A

reflexive stage (0-2 months)

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12
Q

Fully resonant nuclei (true vowel production)
Vocalizations with a vowel-like segment are combined with a consonant-like segment
Laughter

A

Control of phonation (1–4 months)

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13
Q

Isolated vowel production or a series of two or more vowels
Marginal babbling (a series of consonants and vowels or isolated consonants and vowels)

A

Expansion (3–8 months)

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14
Q

Reduplicated babbling consists of a series of the same consonant-vowel (CV) syllables, such as ba-ba-ba-ba.
Non Reduplicated or variegated babbling consists of a series of different CV sequences, such as ba-bi-bu-bu.

A

Basic canonical syllables (5–10 months)

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15
Q

Complex syllables such as CV (up), CVC (cat), and CVCC (milk)
Multisyllabic strings with variations in stress or intonation (emphasis on a syllable or changing emphasis on an utterance)
Jargon

A

Advanced forms (10–18 months)

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16
Q

a syllable series with two different consonants and vowels with changes in stress and intonation, syllables that have the intonational patterns of adult language, such as the pattern of questions or statements

A

jargon

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17
Q

Infant Production:
There are various stages of development in production

A

Reflexive stage (0–2 months)
Control of phonation (1–4 months)
Expansion (3–8 months)
Basic canonical syllables (5–10 months)
Advanced forms (10–18 months)

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18
Q

Beginning at about 9 months of age, infants produce consistent vocal patterns that function as words. Often accompanied by gestures. They are used to convey consistent meaning,

A

These vocalizations are called phonetically consistent forms (PCF)

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19
Q

speech productions that are very similar to adults speech productions in information and rhythm.

A

Jargon

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20
Q

learning new words through exposure to communicative events, such as conversations.

A

Incidental learning

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21
Q

where children are purposefully taught a new word.

A

Deliberate learning

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22
Q

a production that corresponds to the form consistent with a target word produced by adults.

A

phonemic representations

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23
Q

Two word utterances appear at about ___ months.

A

18

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24
Q

By ____ months Children can produce longer utterances as their vocabulary increases

A

24-36

25
Q

Is the infant and another person sharing the same direction of eye gaze.

A

Joint Attention

26
Q

two individuals sharing action on the same object or task.

A

Joint action

27
Q

The most significant feature _______ is that children’s first words are produced during these contexts.

A

of joint attention and joint action

28
Q

Joint attention develops by____ months. They look at what the adult is looking at and then use the adult as a social referencing point and model the actions and language productions.

A

9-12

29
Q

Occurs when an infant follows the direction and focus of the adult’s eye gaze

A

Gaze following

30
Q

Occurs when an infant identifies the feelings of the adult toward an object or an event and later uses this information for his or her own feelings toward the object or event

A

social referencing

31
Q

Occurs when an infant uses an adult’s actions or words for his or her own productions or actions.

A

imitation

32
Q

Describes the acquisition of sounds that form words. Phonological processes or patterns that describe the manner in which young children first produce certain words.

A

Phonological Development

33
Q

The most common phonological patterns are

A

syllable omission, reduplication, final consonant deletion:

34
Q

Most phonological processes disappear by _____ months.

A

36

35
Q

child’s awareness of the sounds in words, along with the structure of words

A

Phonological awareness

36
Q

begins with the ability to identify and isolate the individual words in a sentence, through pointing to the individual words that compose the sentence (e.g., the boy ran = three words).

A

Word awareness

37
Q

consists of recognition of the syllables that compose words (e.g., hot + dog = hotdog).

A

Syllable awareness

38
Q

refers to mental abilities and includes perception, attention, memory, thought, categorization skills, and reasoning

A

Cognition

39
Q

involves awareness of sensory stimuli (smell, touch, taste, sounds, and vision).

A

Perception

40
Q

involves mental focus on a task or on an activity.

A

attention

41
Q

involves the ability to retain and to recall information.

A

memory

42
Q

involves using our minds to consider or reason about something.

A

thought

43
Q

involve placing things or ideas into classes or groups.

A

categorization skills

44
Q

involves a logical manner of thinking about something

A

reasoning

45
Q

involves attaching meaning to the sounds that form words, sentences, conversation, and stories

A

language processing

46
Q

A cognitive mechanism for the ability to assign meaning to auditory information is

A

language processing

47
Q

Some of the specific cognitive skills that are essential for language development include

A

working memory, attentional skills, language processing skills, and a TOM.

48
Q

a system that allows encoding, storing, processing, and rehearsal of information essential for language learning and academic success and progress.

A

Working memory

49
Q

involve the ability to focus on a conversation or a task.

A

Attentional skills

50
Q

applies to the functions performed in the brain that allow children to understand spoken language, along with a speaker’s ideas and feelings.

A

Language processing

51
Q

defined as a child’s understanding of others’ thoughts, feelings, and intentions.

A

Theory of mind

52
Q

allows the child to temporarily hold, process, and manipulate information (e.g., hold or keep this information in mind, think about and understand the information that has been given, and think about how to manipulate this information or use it in the future).

A

working memory

53
Q

an organized representation of knowledge. A cognitive system for understanding knowledge about concepts. Concepts represent things and living entities, along with the relationship these concepts have with other things, actions, and events.

A

schema

53
Q

an organized representation of knowledge. A cognitive system for understanding knowledge about concepts. Concepts represent things and living entities, along with the relationship these concepts have with other things, actions, and events.

A

schema

54
Q

is the process of changing a schema in response to a new entity.

A

Adaptation

55
Q

is the cognitive process that involves fitting this new entity into an existing schema

A

Assimilation

56
Q

involves changing an existing schema to make the entity fit.

A

Accommodation

57
Q

is the goal that is achieved through assimilation or accommodation.

A

Equilibrium

58
Q

Four Stages of Cognitive Development.

A

Sensorimotor Stage
Preoperational Stage
Concrete Operational Stage
Formal Operational Stage

Normal Language (6 decks)

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