Chapter 5 - Social and Communicative Bases of Early Language and Speech Flashcards

Question

Two types of gaze patterns

Answer 1

MUTUAL GAZE Dyadic gaze Mother and child look at each other Important for the formation of attachment or bonding GAZE COUPLING Turn taking interaction of making and breaking eye contact

Answer 2

RITUALS Daily routines that involve mother and infant e.g. bath, feeding, play time Provide the child with predictable patterns of behavior and speech GAME PLAYING: peek a boo, this little piggy, etc. Exchange of turns, rules for each turn, particular slots for words and actions

Answer 3

Vocal interactions b/w mother and child that resemble verbal exchanges of more mature conversations identifiable interactional phases in routines and game playing Includes initiation, mutual orientation, greeting, a play dialog, disengagement Both partners active participants

Answer 4

- Child asserts more control over the infant-mother interaction - child learns to communicate INTENTIONS more clearly/effectively y - primary modes for expression are gestural and vocal - shows increased interest in toys (objects) and increasing ability to follow conversational cues - mother will make increasing reference to objects, events, and people - child demonstrates selective listening to familiar words and compliance with simple requests

Answer 5

Compliance (7-12mo)

Answer 6

8-10 mo Infant can imitate simple motor behaviors as seen when asked to wave bye-bye 8-9 mo Communication intentions develop. At 8 mo, some infants may comprehend as many as 20 words 9 mo Can follow maternal pointing and glancing

Answer 7

GOAL DIRECTEDNESS Includes ability to share with others exhibited when child begins to encode a message for someone else e.g. a child may touch his mother, gain eye contact and then gesture toward an object

Answer 8

- initially expressed primarily through gestures - functions such as requesting, interacting, attracting attention are first fulfilled by prelinguistic means and then later, by language - early communication functions related to infant's overall cog development and are seen in a 3 stage sequence - perlocutionary, illocutionary, locutionary

Answer 9

Age 0-8 mo Intention inferred by adults ATTENTIONAL INTERACTIONS - no goal awareness, attends to and responds to stimuli CONTINGENCY INTERACTIONS undifferentiated behavior to intiate or continue a stimulus, anticipates events, vocalizes for attention awareness of goal

Answer 10

AGE: 8-12 mo Emergence of intentional communication ENCODED INTERACTIONS: - coordinated plan to achieve goals - gestures, brings objects to mom for help, climbs for desired objects

Answer 11

Sub stage 1 Child will show objects Sub Stage 2 Displays full range of gestures conventional - request, point, signal notice, show, give, protest unconventional - tantrums, showing off Gestures are functional!

Answer 12

AGE: 12 MO+ CHARACTERISTICS: Words accompany or replace gestures to express communication functions previously expressed in gestures alone or gestures plus vocalizations - During 6-12 mo, child begins to attach meaning to symbols - 2 strategies to segregate speech directed at them: CLUSTERING + BRACKETING

Answer 13

Use of predictable phonotactic units within words

Answer 14

Use of prosodic or rhythmic cues to detect divisions between clauses and phrases Divisions marked by maternal pauses, pitch changes, vowel lengthening, or by use of specific words

Answer 15

BEHAVIOR preparatory activities DESCRIPTION Free infant from physiological state dominance EXAMPLES Reduce hunger pains/fatigue, sooth or calm infant when upset

Answer 16

BEHAVIOR state-setting activities DESCRIPTION manipulate physical environment to optimize interaction EXAMPLE Move into infant's visual field; attain attention by modifying vocalizations (motherese)

Answer 17

caregiver responses to infants - ways caregivers modify their responses to engage infants

Answer 18

BEHAVIOR Maintenance of communication framework DESCRIPTION Use of continuates by caregiver EXAMPLE Modulate speech; provide infant with focus of attention and action

Answer 19

BEHAVIOR Infant-like modifications of adult actions DESCRIPTION Variation of caregiver activities EXAMPLES Motherese or Baby Talk; imitate baby movements

Answer 20

Parallel Talk Self Talk Recast Questioning Expansion Extension Repetition Direct Teaching

Answer 21

parent talks about what the child is doing you are rolling the truck; you are kicking the ball

Answer 22

- parent describes their actions - "I'm making your sandwich"; "I'm washing the dishes"

Answer 23

- preserves the meaning of the utterance but adds syntactic information e.g. child says, "I like my dog"; recast would be "you like your dog, don't you?"

Answer 24

Asking children questions

Answer 25

- Taking child's incomplete or telegraphic utterance and making it into a complete, adult-like sentence e.g. "read book" would go to "Mommy will read the book"

Answer 26

- Adult responds to child's comment and adds information e.g. Child says "I like milk" Adult says "Milk makes you grow. We get milk from cows"

Answer 27

Utterances broken down and then combined and repeated e.g. "Bring the book to me" may turn into "The book", "Bring the book", "Bring me the book"

Answer 28

Ability to differentiate one entity from many and to note its presence Occurs when 2+ individuals share a common focus on one entity V. important for lang development b/c it is within this context that infants develop gestural, vocal, verbal signals of directly attending or signaling notice

Answer 29

Direct imitation Correcting an incorrect verbalization

Answer 30

4-6 wks: mom uses objects in child's field of vision to gain attention 8 wks: infant will visually follow mom's movements 12 wks: infant attends to utterances addressed to him/her 4 mo: infant follows mom's line of regard and response quickens when mom says "look" 6 mo: infant may respond to object and/or intonational pattern to establish joint reference 7 mo: infant establishes joint reference by pointing/showing objects or events but without looking at an adult or confirmation 8-12 mo: reach, request, point, show, gestures first, then becomes gesture plus vocalization

Answer 31

Indicating Deixis Naming

Answer 32

Assumes a gestural, postural, or vocal form Mom shakes an object to gain a child's attention

Answer 33

Use of spatial, temporal, and interpersonal features of the content to aid joint reference found in words such as here, there, this, that, before, after, you, me involves using speaker's perspective as reference

Answer 34

Mother calls the infant's attention to different objects and events in the immediate environment infants are able to associate names with their referents prior to developing the ability to produce names

Answer 35

the development of shared behaviors that occur in familiar routines (between mother and child) - These actions or events are called ROUTINIZED ACTIONS and include game playing and daily routines - child learns turn taking and conversation skills via these events

Answer 36

- early games begin almost from birth - mom develops different games that in turn, become ritualized exchanges - a prominent feature is the consistency of mom's behavior both within and b/w these play sequences, especially repetitiveness of mom's vocal and nonvocal behaviors - 6 wkks: infant can initiate games by modifying his/her state of alertness - 13 wks: infant has adopted a role in social games and signals readiness to begin play, by using facial expressions and body movements

Answer 37

USA more likely to respond to both positive (coo) and negative (cries) sounds Use of exaggerated pitch More likely to talk to maintain the child's attention Japan More likely to respond to negative (cries) sounds Talk to elicit vocalizations from infant