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

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

1
Q

Social Smile

A

Occurs at approx 3 weeks in infancy; smile of recognition, as when the infant sees mom

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2
Q

Mutual Gaze

A

Mother/caregiver + child look at each other

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3
Q

Protoconversation

A

Vocal interactions b/w mother and child that resemble the verbal exchanges in mature conversations

e.g. mutual smiles/eye gazes, vocalizing, turn taking, etc.

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4
Q

communication intention

A

purpose of an utterance

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5
Q

Bracketing

A

Use of prosodic or rhythmic cues to detect divisions between clauses and phrases

Marked by pauses, pitch changes, vowel lengthening

stressing a word to enable them to take it out of that speech stream - “you want the BALL”

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6
Q

Clustering

A

Use of predictable phonotactic units within words

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7
Q

Motherese

A

Infant-directed speech

The speech and language that is modified by an adult when used with an infant; simplified language

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8
Q

Joint reference/joint attention

A

2+ individuals share a common focus on one entity, such as a toy

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9
Q

Joint Action

A

Two individuals develop shared behaviors in familiar contexts

Mother and child playing with a toy, reading a book

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10
Q

What contributes greatly to language development? 3 things

A

Cognition, Perception, Social interaction

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11
Q

Context

A

context or social setting used heavily by the caregivers to talk about objects in the immediate environment

  1. predictable quality to facilitate comprehension and learning
  2. give/take is learned, turn taking during conversational exchanges
  3. nonlinguistic parameters of language to facilitate learning/comprehension
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12
Q

Developmental Timeline: newborn

A
  • able to track using their eyes at a very close range within a few hours after birth
  • show pref for human faces
  • able to discriminate some parameters of voice and speech
  • will stop crying to attend to mom’s voice
  • actively search for human voice and demonstrate pleasure/surprise when finding the face that is the source of voice
  • different states regulated by bodily processes such as ingestion, elimination, respiration and hunger
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13
Q

Developmental Timeline: Birth to 6 mo

A

Birth - actively involved in the interactive process with adults

2 wks - able to differentiate his mother’s face and voice

1 mo - infants will smile at most anything, including mom - social smile (smile of recognition) will come later

6 wks - able to coordinate amount of time spent gazing and will change his gaze patterns based on the mother’s gaze

3 mo - infant smiles less at objects and more at caretakers - beginning of smiling as a social form of communication

  • amount of dialogue b/w infant and mother increases significantly

3-4 mo - two response patterns - rituals and game playing

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14
Q

Birth to 6 mo

A

Cooing develops parallel to smiling

infant’s cooing is easily stimulated by attention and speech

Other important considerations: caregiver interactions, child temperament, parental stress, eye gaze, response patterns

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15
Q

Why is a caregiver’s interactions important to the development of speech?

A

The mother or caregiver’s sensitivity to her infant facilitates early communication process.

Attentive to sleep/wake cycles
Using feeding/bath time and other routines as a means to facilitate language learning

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16
Q

During communicative exchanges, the caregiver should…

A
  • have superior flexibility of timing and anticipate the infant’s behavior
  • lead the infant’s behavior
  • alternate among different means or ways of doing things to achieve a desired outcome
  • be creative in introducing variations of her repetitive vocalizations
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17
Q

Mother’s (caregivers) responses (behaviors) should be…

A

Modified to engage the infant

Include exaggerated facial expression and voice

Increase in frequency of vocalizations

*behaviors heavily influenced by the infant’s sleep-wake cycles

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18
Q

Characteristics of Motherese

A

short utterances; simple syntax

topics limited to immediate present

heightened use of facial expressions/gestures

frequent questioning/greeting

treats infant behaviors as meaningful

exaggerated pitch and loudness

frequent verbal rituals

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19
Q

Importance of caregiver interactions

A

infants learn stimulus- response sequence

  • child cries, mother responds
  • infant develops the expectation that he or she can change or control the environment
  • immediate positive parental responsiveness increases a child’s motivation to communicate
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20
Q

Infant vocalizations + caregiver responses increases

A

turn taking skills

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21
Q

Child temperament (birth-6 mo)

A

Heavily influences interaction process
- negative traits include short attention span, diminished eye contact (autism), easily aroused emotions, high activity level

  • related to poor narrative skills and decreased vocabulary later in life
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22
Q

Parental stress induced by

A

level of support, finances, family stability, mental health checks, etc.

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23
Q

How parental stress affects development of language

A

Strongly related to:

  • poor expressive/receptive language
  • diminished vocabulary
  • adverse cognitive and behavioral outcomes
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24
Q

Eye Gaze (birth - 6 mo)

A
  • moms will modify this in addition to speech
  • eye contact is much longer b/w mother and infant than adult to adult
  • moms monitor infant gaze and will adjust conversation topic accordingly
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25
Q

Two types of gaze patterns

A

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

26
Q

Two Response Patterns (Birth - 6 mo)

A

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

27
Q

Protoconversations

A

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

28
Q

7-12 mo

A
  • 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
29
Q

References + Selective listening =

A

Compliance (7-12mo)

30
Q

8-9 mo

A

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

31
Q

Intentionality

A

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

32
Q

Facts about Intentionality

A
  • 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
33
Q

Perlocutionary

A

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

34
Q

Illocutionary

A

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
35
Q

Illocutionary substages

A

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!

36
Q

Locutionary

A

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
37
Q

CLUSTERING

A

Use of predictable phonotactic units within words

38
Q

Bracketing

A

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

39
Q

Caregiver modifications - preparatory activities

A

BEHAVIOR

preparatory activities

DESCRIPTION
Free infant from physiological state dominance

EXAMPLES

Reduce hunger pains/fatigue, sooth or calm infant when upset

40
Q

Caregiver Modifications - state-setting activities

A

BEHAVIOR

state-setting activities

DESCRIPTION

manipulate physical environment to optimize interaction

EXAMPLE

Move into infant’s visual field; attain attention by modifying vocalizations (motherese)

41
Q

Infant - Elicited Social Behaviors

A

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

42
Q

Caregiver Modifications - Maintenance of communication framework

A

BEHAVIOR
Maintenance of communication framework

DESCRIPTION

Use of continuates by caregiver

EXAMPLE

Modulate speech; provide infant with focus of attention and action

43
Q

Caregiver modifications - Infant-like modifications of adult actions

A

BEHAVIOR

Infant-like modifications of adult actions

DESCRIPTION

Variation of caregiver activities

EXAMPLES

Motherese or Baby Talk; imitate baby movements

44
Q

Teaching Strategies

A

Parallel Talk
Self Talk
Recast
Questioning
Expansion
Extension
Repetition
Direct Teaching

45
Q

Parallel Talk

A

parent talks about what the child is doing

you are rolling the truck; you are kicking the ball

46
Q

Self Talk

A
  • parent describes their actions
  • “I’m making your sandwich”; “I’m washing the dishes”
47
Q

Recast

A
  • 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?”

48
Q

Questioning

A

Asking children questions

49
Q

Expansion

A
  • 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”

50
Q

Extension

A
  • 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”

51
Q

Repetition

A

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”

52
Q

Joint reference

A

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

53
Q

Direct Teaching

A

Direct imitation

Correcting an incorrect verbalization

54
Q

Development of Joint Reference

A

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

55
Q

3 aspects of joint reference

A

Indicating
Deixis
Naming

56
Q

Joint Reference - Indicating

A

Assumes a gestural, postural, or vocal form

Mom shakes an object to gain a child’s attention

57
Q

Joint reference - Deixis

A

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

58
Q

Joint reference - naming

A

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

59
Q

Joint Action

A

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
60
Q

Game Playing Characteristics/Notables

A
  • 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
61
Q

Cultural Diff b/w USA/Japan

A

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

Language Development (8 decks)

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