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COMD 3200 > Chapter 5 Infancy > Flashcards

Chapter 5 Infancy Flashcards

1
Q

Speech perception ability

A

ability to devote attention to the prosodic and phonetic regularities of speech

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2
Q

prosodic

A

referring to the frequency (pitch), duration (length), and intensity (loudness) of sounds. Combinations of prosodic characteristics produce distinguishable stress and intonation patterns that infants can detect to parse the speech stream.

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3
Q

stress

A

prominence placed on certain syllables of multisyllabic words.

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4
Q

intonation

A

the prominence placed on various parts of sentences.

You like sardines.
You like sardines?

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5
Q

switch design

A

test researchers do on infants involving object-sound pairing. After infant has been presented with an object-sound pairing, the reserchers change the sound in half the test trials. New sound is phonetically similar (bih/dih)

14 month old didn’t notice sound switch, 8month old did.

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6
Q

phonetic

A

phonemes or speech sounds and combinations of phonemes.

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7
Q

categorical perception

A

an ability that allows humans to catergorize speech in ways that highlight differences in meaning and ignore variations that are nonessential or not meningful in their language.

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8
Q

perceptual narrowing

A

the process by which infants start to focus more on perceptual differences that are relevant to them (such as the differences between two native phonemes) and focus less on perceptual differences that are not relevant to them or that they encouner less often (such as the difference between two nonnative phonemes).

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9
Q

phonotactic regularities

A

permissible combination of phonemes.

/ps/ as in maps is in a syllable-final position and not in syllable-initial position.

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10
Q

categorical

A

categorize input in ways that highlight differences in meaning.

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11
Q

voice onset time

A

the interval between the release of a stop consonant (p,b,t,d) and the onset of vocal cord vibrations.

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12
Q

perceptual categories

A

similar-appearing features including colors shape, texture, size, and so forth.

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13
Q

conceptual categories

A

what the object does.
Use inductive generalization about new objects without relying on perceptual similarity.
Real penguin vs toy penguin. They would know the real penguin can walk, the toy one can’t.

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14
Q

Early Voclization
stage model
(5 stages)

A

infants’ vocalizations as following an observable and sequential pattern.

  1. Reflexive (0-2months)
  2. Control of phonatiaion (1-4months)
  3. Expansion (3-8 months)
  4. Basic canonical syllables (5-10 months)
  5. Advanced forms (9-18 months)
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15
Q

hierachical structure of categories

A 
Superordinate level- most general concepts.
           FURNITURE (highest)
Basic- general concepts in a category 
            TABLE, CHAIR, LAMP (center)
Subordinate level- speecific concepts
          COFFEE TABLE, NIGHTSTAND
          CHAISE LOUNGE, DESK CHAIR
          DESK LAMP, FLOOR LAMB (highest)

FIG 5.3

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16
Q

Early volcalization
Stage model
Reflexive

A

0-2 months
crying and fussing (disconfort/distress)
burping, coughing and sneezing (vegetative)
lays the gourndwork for language

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17
Q

Early volcalization
Stage model
control of phonation

A 
1-4 months
  cooing and gooing vowel like sounds
  raspberries
vowel sounds
consonant sounds far back in the oral cabity
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18
Q

Early volcalization
Stage model
expansion

A

3-8 months
gain more control over articulators
yell, squeal
MARGINAL BABBLING-consonang-like and vowel-lie sounds with prolonged transitions between the consonant and vowel sounds.

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19
Q

Early volcalization
Stage model
basic canonical syllables

A

5-10 months
true babbleing
-REDUPLICATED-repeating consonant/vowel
pair. (ma ma ma)
-VARIEGATED- (or nonreduplicated)-non-repeating consonant/vowel conbinations
(da ma goo ga)
-whispered vocalizations- C-V combination follows by an isolated consonant (ba–g)
-DISYLLABLES-(ba—-ba)
infants prefer nasal and stop sounds in variegated babbling.
whispered vocalizations- C-V combination follows by an isolated consonant (ba–g)

ASL babbleing!

20
Q

Early volcalization
Stage model
advanced forms

A

9-18 months
DIPHTHONGS-combination of two vowel sounds witnin the same sylable
More complex combinations of consonants and vowels. (cvc/ccv/vcv)
JARGON- babbleing that contains the rhythmic paterns of native language

21
Q

infant-directed speech

A

motherese/baby talk. The speech asults use in communicative situations with young language
-contains exagerated vowels
-exaggerated content words
-exaggerates pauses (helps detect syntactic units of speech
-rhythm
pg 9-10 lecture notes

22
Q

Infant-directed speech

paralinguistic

A

aspects of communication outside the linguistic information, such as pitch, loudness, posture, and eye contact. With infant-directed speech, paralinguistic featuers include a high overall pitch, exaggerated pitch contours, and slower tempos than those of adult-directed speech.

23
Q

Infant-directed speech

syntactic

A

shorter MLU. fewer subordinate clauses; and more content words and fewer function words. exaggerated pauses
rhythm

24
Q

Infant-directed speech

discourse

A

more repetition and more questions that in ADS

(adult directed speech)

25
Infant-directed speech | puposes
attracts infants' attention | aids in communicating emotion and speakers' communicative intent.
26
Joint Reference and Attention | 3 major developmental phases
``` Adamson and Chance (1983): 1. Attention to social Patterns 2. Emergence and coordination of joint attention 3. Transition to language. ``` The simultaneous engagement of two or more individuals in mental focus on a single external object of attention. attention focused on a mutual object. For infants, maintaining join attention requires them to coordinate their attention between the social partner and the object. Vygotsk-ZPD
27
Joint Attention phases | (3)
1. Attendance to social paterns 2. Emergence and coordination of joint attention 3. Transition to language
28
Joint Attention | phase 1: Attendance to social patterns
0-6months -attend to social partners -receptive to interpersonal interactons -maintain attention when engaged with other people adult is helping shape infants learning. infants develop patterns of attending to social paterns Adults view infants' interactions as meaningful and support the infants' espressions in each phase until intant can independently master components of social exchange pg 137 book
29
Joint Attention phase 2:Emergence and coordination of joint attention.
6 months-1 year - engage in joint attention - perform object-focused activities - attempt to communicate with other people If Joint attention is asent, infants will miss out on word learning opportunities. (see phase 3: transition to LA. pg 11-13 lecture notes 137 book
30
Supported Joint Engagement | ( phase 2)
joint attention in which adults use such techniques as speeaking with an animate voice or showing an infant novel objects.
31
``` Intersubjective Awareness (phase 2 -joint attention) ```
- the recognition of when one shares a mental focus on some external object or action with another person.
32
``` Intentional Communication (phase 2-joint attention) 3 things infant will do ```
- the infants' attempts to deliberately communicate with others. 1. alternate eye gaze between an object and a communicative partner. 2. uses ritualized gestures, such as pointing 3. persist towards goals by repeating or modifying their gestures when communicative attempts fail.
33
Indicators of intentionality /Bates,Camaioni &Volterra 1976 (phase 2-joint attention)
- infant alternates eye gaze between an object and a communicative partner. - infant uses ritualized gesturers, such as pointing - infant persists toward goals by repeating or modifying their gesures when communicative attempts fail.
34
imperative pointing
requesting an adult to retrieve object (around 10 months) phase 2 joint attention
35
declarative pointing
used to call an adults attention to objects and to comment on objects. linked to understanding of others intentions phase 2 joint attention
36
Joint Attention | phase 3: Transition to Language
1 year and Beyond *Use language to communicate intentionally with other people. pg 137 book - begin to incorporate language into their communicative intractions with others - able to engage soicially with others and to use language to represent events and objects within these interactions - active involvement of parents and other adults is sill importatnt suring this phase. must have joint attention skills to understand intentionality of others. (by 16-19 months, infants are adept at using cues to support ingerences about a speakers' referential intentions. line of regard (following a person's gaze gestures (pointing) voice direction body posture
37
caregiver responsiveness
caregivers' attention and sensitibity to infants' vocalizations and communicaative attempts. teaches infants that others value their behaviors and communicative attempts good caregiver responsiveness increases motivation to communicate *Quality and Quantity. Be consistant
38
key indicators of caregiver responsiveness | (7)
1. waiting and listening 2. following the child's lead 3. joining in and paying 4. being face to face 5. using a vaiety of questions and labels 6. encouraging turn taking 7. expanding and extending repeating child's words and using correct grammar or adding more ideas/details Pg 141
39
Achievements in Language Form
-start producing sounds as soon as they are born -primitive vowel sounds (2months-6/8 months -vowel-like sounds (3-8 months) -primitive consonant-vowel combinations -canonical syllables or mature consonant vowel conbinations (5-10 months) -morphology and syntax use true words in isolation for several months
40
Achievements in Language Content
first true words at about 12 months old "tup" for cup. If child uses this for all cups it is a true word. Criteria for a true word -clear intention and purpose -recognizable pronunciation -uses consistently and generalized beyond the original context to all appropriate exemplars.
41
Achievements in Language Use
communicate intentionally by 8 months by using a variety of pre-verbal language functions. -attention seeking to self tug on adults clothes -attention seeking to events, objects or other people point to things -requesting objects imperative pointing -requesting action hand object to adult when they want adult to do something with it -requesting information point to object to get information about it -greeting (Hi/Bye-Bye) -transferring give toy to another person -protesting or rejectiong cry to protest when toy is taken away -responding or acknowledging smiling or laughing -informing pointing to broken wheel on a toy truck
42
Late talkers
- less that 50 words by age of 2 - 13% of population were late talkers - catch up by 3-4 years old - boys are 3X more likely to be late talkers - if born earlier that 37 weeks gestation or less that 85% if optimal birth weight Huge indicator of language delay or impairment (Doesn't mean they will, but good indicator) may exhibit delays in subtle aspects of language development and perform at significantly lower levels on measures of verbal short-term memory, sentence formulation, word retrieval, auditory processing of complex information, and elaborated verbal espresion than their age-matched, typically developing peers at ages 6,7, and 8 years.
43
Early talkers
Bates, Dale, and Thal (1995) definition infants between the ages of 11 and 21 months of age who are in the top 10% for vocabulary production for their age on the MacArthur-Bates CDI 475 words compared to 200 words for typical kids. Maintain an advantage over their age-match, typically developing peers in vocabulary, MLU and verbal reasoning throughout early childhood
44
allophones
variations of sounds in the same category. same phoneme, different way to produce it /pup/
45
Language Development Milestones | (5)
1. Infant Speech Perception 2. Awaremess of Actions and Intentions 3. Category Formation 4. Early Vocalizations 5. Additional Milestones
46
Foundations for Language Development | (4)
1. Infant-Directed Speech 2. Joint reference and Attention 3. Rituals/Routines 4. Caregiver Responcivness
47
Achievements in Language | (3 areas)
1. Form-produce sounds as soon as they are born 2. Content- words at age 1 yrs 3. Use- communicate intentionally by 8months pg 144 book

COMD 3200 (9 decks)

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