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FOUNDATIONS > Chapter 6: Language Learning & Teaching Processes - Young Children > Flashcards

Chapter 6: Language Learning & Teaching Processes - Young Children Flashcards

1
Q

Understanding the Role of Context

A
  • Language comprehension refers to an individual’s ability to understand the linguistic information contained in a message that is almost augmented by the message’s specific nonlinguistic context
  • what is going on?
  • who is speaking?
  • what visual information is available
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2
Q

Fast Mapping

A
  • Children rely heavily on context to infer a new word’s meaning to then use it spontaneously
  • Children who are successful “fast mappers” have an advantage in vocabulary learning
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3
Q

What happens when a toddler is exposed to a new word for the first time?

A
  1. The child hears the word
    (Auditory Cue)
  2. The child’s phonological memory about the sounds and syllables of the word is activated
    (Phonological Representation)
  3. Activation from the phonological level is spread to the word meaning level
    (Semantic Level)
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4
Q

Comprehension & Production: Single Words

A
  • Up through age 2, comprehension is highly context-dependent
  • The mother monitors the child’s input to check the accuracy of fit and provide feedback
  • The child’s comprehension and production are fine-tuned at the same time
  • Within the first 50 words, comprehension seems to precede production
  • Toddlers rely on basic semantic relations, use of objects, and routines for comprehension
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5
Q

Strategies for Comprehension: Verbs

A

Strategy 1: Do what you usually do
* Regardless of what the caregiver says the young child will think of the item’s possible function and does an action at random

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6
Q

Strategies for Comprehension: Verbs

A

Strategy 2: Act on the object in the way mentioned
* Child notes the action word and does the action

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7
Q

Strategies for Comprehension: Verbs

A
  • Move from general verbs to more specific verbs
  • Things I do —> Play, eat, drink etc
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8
Q

Why do parents use child directed speech?

A
  • Shorter sentences and emphasis on important words
  • Simplified language facilitates fast mapping
  • Limited working memory and attention may be an advantage for learning language at the beginning
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9
Q

Toddler Language Learning Strategies

A
  • A child must sort out relevant and irrelevant information in adult and sibling conversations
  • A child must decide which utterances are good examples of the language for accomplishing communication goals and must hypothesize about underlying meanings and structures
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10
Q

Toddler Strategies for Comprehension: Reference

A
  • Reference: words stand for entities to which they refer
    (e.g., cat and dog are two different entities)
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11
Q

Toddler Strategies for Comprehension: Extendibility

A
  • Extendibility: one symbol can stand for more than one referent
    (e.g., my pet cat Luna and all other cats are “cat”)
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12
Q

Toddler Strategies for Comprehension: Whole Object

A
  • Whole-object: assumes that a label refers to a whole entity
    (e.g., rather than a part or an attribute, it is the whole object, table and not leg)
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13
Q

Toddler Strategies for Comprehension: Categorical Assumption

A
  • A label can be extended to related entities
    (e.g., cup can be used to label all things you can pour liquid in)
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14
Q

Toddler Strategies for Comprehension: Novel Name - Nameless Assumption

A
  • Children assume that novel symbols are linked to previously unnamed referents
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15
Q

Toddler Strategies for Comprehension: Conventionality Assumption

A
  • Children expect meanings to be expressed in a consistent and conventional way
    (e.g., a car is always going to called a car)
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16
Q

Toddler Strategies for Expressive Language

A
  • Use of evocative utterances
  • children name objects that provoke positive emotions and interest to them
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17
Q

Toddler Strategies for Expressive Language

A
  • Hypothesis testing and interrogative utterances
  • more direct methods of acquiring linguistic knowledge
  • Labeling something and seeking feedback (doggy?)
  • asking questions (what’s that?)
18
Q

Toddler Strategies for Expressive Language

A
  • Selective Imitation
  • imitation is a whole or partial repetition of an utterance of another speaker
  • imitation does not occur with every word or expression
19
Q

Role of Selective Imitation

A
  • Selective implies that the child decides what to imitate
  • At the single-word level, selective imitation is important for vocabulary growth
  • Imitation is less useful for language learning as a language becomes more complex
20
Q

Bootstrapping (Preschooler)

A
  • Children use what they know about language to help them decipher what they don’t know
21
Q

Semantic Bootstrapping

A
  • When children use semantics to decode syntax
  • Given what we know about semantic we can infer two syntactic structures
22
Q

Syntactic Bootstrapping

A
  • When children use syntax and context to figure out word meanings
23
Q

Preschooler Strategies for Comprehension: Intention Reading

A
  • A social cognitive skill for understanding language behavior of others
  • The child attempts to comprehend the intention of an utterance
24
Q

Preschooler Strategies for Comprehension: Pattern Finding

A
  • Enables us to find common threads in disparate information
25
Q

Self Talk

A
  • Copying what the child is doing and describing what you are doing
26
Q

Parallel Talk

A
  • Narrating what they child is doing
27
Q

Imitation

A
  • Copying what the child is saying
  • If the child imitates your imitation, say something else
28
Q

Expansion

A
  • Adding to what the child is saying by making the phrase more grammatically complex
  • Take what the child says and add grammatical markers and semantic detail that would make it an acceptable adult utterance
    Example:
    Child: Red
    Clinician: Yes, the block is red
29
Q

Extension

A
  • Adding to what the child is saying by making a comment
  • Adding a comment that adds semantic information to a remark made by the child
  • A child who produces some language but needs help saying longer sentences can benefit from extension
    Example:
    Child: Red
    Clinician: Yes, we have many different colors
30
Q

Build Up and Breakdown

A

2 Steps
Step 1: Expand on what the child is saying (child’s utterance)
Step 2: Break down the sentence into smaller parts (breakdown the utterance into a series of sequential utterances)
Example:
Child: Red
Clinician: Here you have the red block.
The block is red.
Red block.

31
Q

Adult Conversations with Preschoolers

A
  • Mothers provide opportunities for their children to make verbal contributions, show their children when to speak and develop cohesiveness between the speaker and listener
  • Mothers ask children to comment on objects and events within their experience
32
Q

Turnabout

A
  • A response to the previous utterance with a response required
33
Q

Importance of Play

A

Play is ideal for language acquisition because:
* Play is fun
* Topics are shared
* Games have structure
* Play has variations in the order of elements like grammar does
* Games contain turn-taking
* Play and language develop interdependently and demonstrate underlying cognitive developments

34
Q

Development of Play and Language

A
  • Unoccupied Play
  • Parallel Play
  • Associative Play
  • Cooperative Play
35
Q

Unoccupied Play

A
  • Newborns (0-3 months) move their arms and legs to explore
  • They look at objects placed at close proximity
  • Prefer black and white images
36
Q

Solitary Play

A

(0-2 years)
* Development of sensorimotor and visual cortex areas of the brain is reflected in play
* Through sight, sound, touch, taste, smell, babies learn about the world
- Hence, putting everything in their mouths

37
Q

Parallel Play (2+ years)

A
  • Refers to interactions in which toddlers may enjoy playing near other children but may not interact
38
Q

Onlooker Play (2 years)

A
  • The infant looks at other children playing but does not engage yet
39
Q

Associative Play (3-4 years)

A
  • Play/interaction with others and imagination increases
  • At first, a child’s play role represents himself or herself; later roles are projects on other persons and dolls
  • Unstructured toys such as play phones, kitchen sets, tools, medical kits, and dress-up clothes are favorites and encourage imaginative dramatic play
40
Q

Cooperative Play (4+ years)

A
  • Increased role play
  • Initially, preschoolers prefer functionally explicit props, such as a phone, car or cup
  • As children mature and participate in more frequent imaginative play, they use more ambiguous props, such as blocks or stones, that can represent other entities

FOUNDATIONS (3 decks)

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