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SLP329 Lang Birth - Adolescence > Chapter 6 > Flashcards

Chapter 6 Flashcards

1
Q

Cognition and Language

A

-Cognitive development in children is related to increased memory and the ability to acquire symbols (language and gestures)
-Development of grammatical constructions reflect cognitive development
-Organization of longer utterances requires better…
short term memory
knowledge of syntactic patterns
knowledge of word classes

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2
Q

Reversibility

A
  • The ability to trace a process backward
  • Related to the concepts of the words “before, after, because, why”
  • To answer “why”, child must use “because” and reverse the order of events
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3
Q

Knowledge Structures That Guide Acquisition:

Event-based Knowledge

A
  • used by toddlers aged 12-24 mos
  • consists of sequences of events or routines like a birthday party or reading a book
  • routines are temporal or causal and organized towards a goal
  • routines have actors, props, roles, options
  • scripts: sets of expectations that aid in memory
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4
Q

Knowledge Structures That Guide Acquisition:

Taxonomic Knowledge

A
  • consists of categories and classes of words
  • new words are compared categorically and organized for retrieval
  • by age 7-10 kids use taxonomic categories like “food”
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5
Q

Comprehension and Production

A
  • comprehension occurs before production
  • perception of speech-sound differences precedes expression
  • intonational patterns are discriminated at around 8 months
  • children understand around 50 words before they produce 10
  • by age 7-9 kids use language to acquire more language
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6
Q

Language Learning Strategies

A
  • Less is more
  • Short, simple sentences are easier to process
  • Late learners of a language (bilingualism) take longer than native learners
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7
Q

Language Learning:

Before children recognize words, they learn _____

A

Before children recognize words, they learn how sounds go together to form syllables of the native language

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8
Q

Language Learning:

English exposed infants favor words with emphasis on the __ syllable and locate _____

A

English exposed infants favor words with emphasis on the 1st syllable and locate word boundaries such as initial consonant blends

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9
Q

Language Learning:

By __ months, infants are sensitive to word boundaries and phonological characteristics of their native language

A

By 11 months, infants are sensitive to word boundaries and phonological characteristics of their native language

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10
Q

Learning Language: basics

A

Less is more!
Short, simple sentences are easier to process
Bilingualism
Late learners of a second language exhibit poorer performance relative to early (native) language learners
Clinical Application: How would you relate this information to a parent?

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11
Q

Lexical Principles of Toddlers

  • Reference Principle
  • Extendability Principle
  • Whole-Object Principle
A

Reference principles
Word stand for entities to which they refer
Each referent has a unique symbol
Toddler must be able to determine the speaker’s intention to refer, linguistic patterns used, and entities to which they refer

Extendability principle
Similarity that enables use of one symbol for more than one referent (shared perceptual attributes)
Ex: calling every utensil a “spoon”

Whole - object principle
A label refers to a whole entity, rather than a part or attribute
Basic level terms are often accompanied by pointing (teaching strategies match child learning preferences)
Basic level terms occur before more restricted terms

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12
Q

Lexical Assumptions of Toddlers: definition and 3 types

  • Categorical Assumption
  • Novel Name-Nameless Assumption
  • Conventional Assumption
A

-Need for toddlers to quickly form hypothetical definitions and use syntactic information

Categorical assumption
—Used by children at 18 months to extend a label to related entities

Novel Name-Nameless Assumption

  • –Enables a child to link a symbol and referent after only a few exposures
  • –Assisted by naming, pointing, holding, and manipulating objects

Conventional assumption
—Caregivers don’t change the word’s meaning with each use

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13
Q

Expressive Strategies

A

Young children use strategies to gain linguistic knowledge

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14
Q

Toddler Expressive Strategies: Evocative Utterances, Hypothesis-Testing Utterances, Interrogative Utterances

A

Evocative Utterances

  • –Statements a child makes naming entities
  • –After a child name, adult gives feedback about the statement that causes the child to maintain or modify meaning

Hypothesis-testing utterances

  • –Direct method of acquiring linguistic knowledge
  • –Child says word with rising intonation - serves as a question seeking a Y/N response
  • –Adult confirms or denies the hypothesis

Interrogative utterances

  • –Child asks a question for information for an unknown entity label
  • –This behavior is found prior to 1st words via pointing and vocalizing
  • –At age 2, there is positive correlation between the number of interrogative utterances used and vocabulary size
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15
Q

Approximately __% of infant language is an imitation of other speakers.

A

Approximately 20% of infant language is an imitation of other speakers

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16
Q

Imitation

-How it’s used, why it’s important, where it’s used

A
  • Imitation is selective - children actively select what to imitate
  • Used in the acquisition of words, morphology, and syntactic-semantic structures
  • Approximately 20% of infant language is an imitation of other speakers
  • Imitation is critical for vocabulary growth
  • Imitation and early vocabulary growth take place within the context of daily routines, which may have predictable language
  • The ends of utterances have particular perceptual importance to children
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17
Q

Children’s Processes of Language Acquisition: Intention-reading

A

Social cognitive skill for understanding language behavior of others
Child must determine the intentions of others

18
Q

Children’s Processes of Language Acquisition: Pattern-finding (3 underlying rules for language too)

A
  • A cognitive skill that enables use to find common threads in disparate information
  • Seeking underlying rules for language:
    1. Schematization and analogy: children hear same utterances repeated with systematic variation
    2. Entrenchment and preemption: when we do something the same way successfully several times, the manner becomes habitual
    3. Functionally based distributional analysis: concrete linguistic items are grouped together into a category
19
Q

Adult Conversational Teaching Techniques

A
  • Parents spend little time directly teaching language
  • Mainly daily activities facilitate language acquisition vis experiential learning
  • Maternal education is highly correlated with child language development
20
Q

Adult speech to toddlers

A

A primary caregiver’s verbal responses and supportive directions to the child influence vocabulary growth
Intrusive verbal directions adversely impact vocabulary growth
Parents facilitate acquisition by engaging in behaviors that affect the linguistic behaviors of their children

21
Q

How do parents facilitate language acquisition? (child directed speech) (3 things)

A

→ modeling
→ prompting
→ responding

22
Q

Modeling (child-directed speech)

A
  • –As children become more verbal, parents modify their own behavior to require more child participation
  • –Withholding names of objects
  • –Asking the names of objects
  • –By age 1, infants are aware of the subtle stress adults place on new words - this stress aids in learning
  • –Adults use prosodic features (pitch, duration, loudness) to indicate new referents
  • –Modeling strategies aid child’s bootstrapping
23
Q

By age _, infants are aware of ____________ - this aids in learning

A

—By age 1, infants are aware of the subtle stress adults place on new words - this stress aids in learning

24
Q

Child-Directed Speech: Characteristics

paralinguistic, lexical, semantic, syntactic, conversational

A 
-Paralinguistic
Slower speech (less words per minute) with louder pauses 
Higher pitch 
Exaggerated intonation and stress 
-Lexical 
Restricted vocabulary 
More concrete references (here and now) 
Simplification: diminutive (doggie) and syllable reduplication (mimis) 
-Semantic 
More contextual support
-Syntactic 
Shorter, less complex sentences 
50% are single words 
More directives and questions (about 60%)
-Conversational 
More repetitions 
Fewer utterances per conversation
25
Q

Adult-Child Conversation: general characteristics, scaffolding, turnabout, contingent query

A
  • 2x as many words like Well and Now - signal that a response is coming
  • High amount of redundant utterances
  • High amount of acknowledgment
  • Caregivers invite child utterances primarily via questions followed by self-responses
  • Scaffolding is key when discussing non-present referents
  • Turnabout: an utterance that both responds to the previous utterance and requires a response
  • Fills a parent’s turn and then requires a turn by the child
  • Resembles conversational dialogue
  • Contingent query: request for information - used to gain information that initially was not clearly transmitted or received
26
Q

Importance of Play

A

Significant Child language develops in the context of play
Play is fun and interactive
Attention is shared by interactive partners
Games have structure (like grammar) and turn taking (like conversations)

27
Q

Types of Play: Solitary Play

A
  • young babies
  • unorganized
  • limb and body movements–grasping, etc
  • sensory
  • all about learning about their bodies and sensory systems
28
Q

Types of Play: Functional Play

A

Concrete
Depends on the here and now
Later, play becomes less tangible as children combine symbols (word combinations)

29
Q

Types of Play: Symbolic Play

A

Using one play to represent another
Language is used to clarify and explicitly convey meaning
Ex: you be a ____
Ex: environmental noises

30
Q

Types of Play: Parallel Play

A

Toddlers may enjoy playing near other children but may not interact
Begin to share toys with others

31
Q

Types of Play: Associative Play

A

Longer play sequences of familiar routines
Increasingly creative endings to play sequences
Dolls or other play animals may become active participants in a play sequence

32
Q

Types of Play: Cooperative Play

A

Usually by age 4 - children come together with others
Role play within complicated sequences of event using multiple props
Social play that uses explicit language to convey meaning

33
Q

Individual Differences in Lang Dev: Intellect, Personality, Birth Order

A

Intellect:
-Intelligence impacts the rate of language development
Personality:
-More outgoing children may learn language faster because they are more apt to insert themselves into play and interact with others
Birth Order:
-Only children have more opportunities to engage with adults than peers with siblings
-Develop language more quickly

(these concepts are not necessarily related, just grouped together)

34
Q

Individual Differences in Lang Dev: Cultural Differences

A
  • Parental behaviors differ based on the number of gender of children in the household
  • Parenting style impacts a child’s pragmatics and grammar
  • Children from single parents households have better expressive and receptive language skills and fewer communication problems in comparison to peers with married, working parents
35
Q

Individual Differences in Lang Dev: What Are They?

A 
Intellect 
Personality 
Learning style 
Socioeconomic status 
Family structure 
Birth order 
Cultural differences
36
Q

Prompting in CDS

3 common types of prompting

A

-adults eliciting a response from a child
Common types of prompting:
-FILL-INS:
This is a _________.
No response or an incorrect response will elicit more cues
-ELICITED IMITATIONS:
Say X.
Young children respond to ~50% of the elicited imitations addressed to them
-QUESTIONS:
What’s that?
Approximately 20—50% of parents’ utterances to young language learning
children are questions
Includes Yes/No or wh- questions

37
Q

Responding in CDS

types of responses

A 
-less than 10% of kids’ utterances are followed by a verbal approval
Types:
	-imitation
	-acknowledgement (uh huh, yeah)
	-expansion
	-reformulations
	-request for clarification
	-extension
38
Q

CDS: Expansion

A

-maintain word order while providing a more mature form of
a child’s utterance
-approximately 30% of parent responses to a 18-24 month old
-provides more semantic information
-used with younger children

39
Q

CDS: Reformulation

A

-a recast utterance – a strategy for older children

beginning to create more complex sentences

40
Q

CDS: Extension

A

-a comment or reply to a child’s utterance that provides more semantic information and provides a model of more mature language

41
Q

Universal Language-Learning Principles (7 of them)

A

-principles of learning language that are universal across cultures
1-Pay attention to the ends of words
2-Phonological forms of words can be systematically modified
3-Pay attention to the order of words and phonemes
4-Avoid interruption and rearrangement of linguistic units
5-Underlying semantic relations should be marked overtly and clearly
6-Avoid exceptions
7-The use of grammatical markers should make sense

SLP329 Lang Birth - Adolescence (12 decks)

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