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SLP329 Lang Birth - Adolescence > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

When does brain development begin in utero?

A

Brain development begins within 18 days of conception

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2
Q

Neurological Development: Neuron Growth

A
  • All neurons were developed by 2nd trimester of pregnancy
  • Beginning at 4 months, neurons start organizing
  • Initially they are overproduced and then half or more are pruned back when they aren’t organized into networks
  • Myelinization begins after birth
  • Cells begin communicating after birth
  • Physical brain organization is under genetic control, but development can be environmental
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3
Q

Habituation: definition

A
  • Becoming used to a stimulus

- After habituation, the stimulus does not elicit a significant response, so the infant can attend to new stimuli

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4
Q

Early Cognitive Development: Sensation definition

A
  • The ability to register sensory information
  • There’s competition from older, less novel stimuli
  • Quantity and quality of sensation changes with birth
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5
Q

Which sensation is the first to develop in utero?

A

Touch is the first sense to develop in utero followed by sound and smell

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6
Q

Early Cognitive Development: Perception

Definition

A

-Using sensory information and previous knowledge to make sense of incoming stimuli

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7
Q

Early Cognitive Development: Motor Control definition

A
  • Muscle movement and the sensory feedback informing the brain of the extent of that movement
  • Begins at 7 weeks postconception
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8
Q

Reflexes: definition

A

Automatic, involuntary motor patterns (twitches, jerks, random movements)

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9
Q

Early Cognitive Development: Cognition definition

A

Mental activities involved in comprehension of information including:

  • Acquisition
  • Organization and storage
  • Memory
  • Use of knowledge
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10
Q

Brain Structure: Neuroplasticity

A
  • Children can sustain brain damage, but recover
  • Damaged abilities are assumed by other portions of the cortex
  • Children with early brain lesions use a variety of alternative developmental pathways to preserve language functioning
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11
Q

How Experience Matters

A
  • Synapse growth is highly dependent on experience
  • Development is reliant on genetic and environmental effects
  • The quality of experience in early development is critical
  • Early learning lays a foundation for later learning – early intervention can significantly improve cognitive, linguistic, and emotional abilities
  • See: critical period
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12
Q

How does institutionalization affect IQ in children under 2?

A
  • Typically developing children institutionalized at birth have low IQ in comparison to typically developing children in high-quality foster care before age 2 (results in dramatic increase in IQ)
  • Similar trend in language
  • Critical period ~ 16-18 months of age
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13
Q

Prosody: definition and how infants use it

A
  • The flow of language
  • Infants use stress and rising and falling intonational patterns to discriminated word boundaries
  • Soon after birth infants prefer their native language to other languages as they increasingly detect language specific prosodic (rhythm) patterns
  • by 5 months, most infants respond to their own name
  • by 6 months, they respond to “mommy” and “daddy”
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14
Q

In English, what percent of words in conversation have stress on the FIRST syllable?

A

80% of words in conversation have stress on the initial syllable

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15
Q

Sounds To Words: What is vocabulary size related to?

A

-Vocabulary size seems to be related to young children’s (26-32 months) ability to repeat phoneme combinations, especially in the initial position

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16
Q

What are infants phonologically capable of at birth?

A

At birth, infants are capable of detecting every phoneme contrast used in human languages.

17
Q

What can infants discriminate at 5 months?

A

By 5 months, infants discriminate their own language from other languages with the same prosodic patterns.

18
Q

What can infants discern at 9 months?

A

By 9 months, children are using prosodic and phonotactic clues to discern individual speech sounds in connected speech.

19
Q

Reflexive crying and vegetative sounds: when do they develop and what are they?

A
  • Develop around 0-2 months
  • Reflexive vocalizations: cries, coughs, burps
  • Vegetative sounds: grunts, sighs, clicks, and similar noises associated with activities such as feeding
20
Q

Cooing and laughter: when do they develop and what are they?

A
  • Develop around 2-4 months
  • Cooing is considered a Quasi-resonant nuclei (QRN)
  • Mostly nasalized vowels and nasal consonants
  • Sustained laughter specifically develops around 16 weeks
21
Q

Babbling and Vocal Play: when does it develop and what is it?

A
  • Develops around 4-6 months

- Strings of sound segments, prolonged vowel- and consonant-like productions with variations in loudness and pitch

22
Q

Reduplicated and variegated babbling: when do they develop and what are they?

A
  • Develop around 9 months
  • Reduplicated: similar strings of consonant-vowel pairs, especially the consonants (bababababa)
  • Variegated: no repetition, variation of vowel-like and consonant-like babbles
23
Q

Jargon: when does it develop and what is it?

A
  • Develops up to 12 months
  • Characterized by strings of babbled utterances modulated by intonation, rhythm, and pausing: sounds like a sentence, but it’s nonsense
24
Q

Joint Attention: definition and importance

A
  • Joint attention: the ability of two or more individuals to attend to the same thing at the same time
  • Joint attention is important for learning and may be a precursor of focusing on a topic together in conversation
  • There is a correlation between cognitive development and development of joint attention
25
Q

How does attention affect language acquisition?

A

Infants with better attention are likely to acquire language more quickly due to better abilities to:

  • Follow the gaze of others
  • Engage in joint (shared) attention
  • Track referents (subjects) of others’ speech
26
Q

Importance of Memory

A
  • Memory is vital for acquiring all forms of knowledge, including language
  • Better memory = Better language
  • As memory becomes less context bound (without the stimulus), a child can experiment and use objects and symbols in new ways
  • With increased memory, a child can understand and produce more than one symbol at a time
27
Q

How do recognition memory and recall relate to language skills?

A

Recognition memory and recall at 12 months predicts language skills at 36 months

28
Q

Neurological Development: Anatomical Specialization in your Cortex
(when structures grow + develop in the brain)

A
  • Brain cell differentiation began at 16th week of gestation
  • In utero, growth occurs rapidly in brainstem and primary motor + sensory areas
  • After birth there is rapid growth in the cerebellum and cerebral hemispheres, esp visual receptor areas
  • Then the auditory receptors
  • Left temporal lobe is large in fetal brain, continues to grow after birth and myelinizes later
  • We don’t know when lateralization occurs
29
Q

Neurological Development: Turning on and Getting Organized

How the Brain Activates

A
  • at birth, brain is a jumble of neurons
  • cells wait to establish purpose through activation
  • activation means cells communicating, aka synaptogenesis
  • when synaptogenesis occurs is super important
  • genes are concerned w/ where functions are, experience takes care of the fine details
30
Q

Neurological Development: Turning on and getting Organized

When different parts of the brain activate

A
  • 2 months of age: the motor cortex more active (intentional movements develop)
  • 3 months of age: visual cortex (focus), then limbic system (emotion and memory), then the cerebral cortex (higher thinking)
  • second half of first year: frontal cortex and hippocampus (remembering stimuli, word association)
31
Q

Information Processing: its role in learning

A
  • 4 steps in info processing: attention, discrimination, organization, memory
  • the first step in long-term learning is organization, and it’s important
  • kids are continually taking in info, so organizing is important to being able to retain information and recall it later efficiently
  • info placed in long-term storage and maintained by rehearsal, which is repetition
  • integrative rehearsal is a special kind of rehearsal specific to transfer into long-term memory wherein new info is integrated into the structure of already-stored memory
32
Q

Perception of Phonemes in Newborns and Infants:

How do newborns and infants perceive phonemes?

A
  • Newborns are capable of discriminating different pitches and frequencies, especially in the human speech range
  • Newborns respond to the human voice more than to environmental sounds
  • Infants initially discriminate between all phonemes in human languages before becoming limited to only the sounds in their language
33
Q

Perception of Phonemes in Newborns and Infants:

Timeline of phoneme perception

A
  • Newborns perceive and discriminate all phonemes
  • Between 6-12 months infants show a preference for vowel sounds in their native language
  • By 8-10 months, infants’ perceptual abilities are restricted to their native language’s speech sounds

SLP329 Lang Birth - Adolescence (12 decks)

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