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Psychology 465- Language Development > Chapter 7: Communicative Development: Learning to Use Language > Flashcards

Chapter 7: Communicative Development: Learning to Use Language Flashcards

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1
Q

What is a Speech Act ?

A

A unit of language in which the speaker is attempting to describe something.
- we can separate the content of a sentence from its intended function and its effect
For example: requesting, describing, arguing

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2
Q

What are the components of Speech Act Development

A
  1. Locution: the form and literal meaning of what the speaker says
  2. Illocutionary Force: what the speaker intends to perform with the speech act
  3. Perlocution: the intended effect of the speech act.
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3
Q

What is the importance of speech acts?

A
  • speech acts enable us to ask separate questions about
    1. the development of the Childs communicative intentions
    2. the development of the forms of language
    3. the development of the ability to achieve desired effects
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4
Q

Speech Act Theory of development

A
  1. Perlocutionary phase (birth -10 months, not with intention to communicate)
  2. Illocutionary phase (aware their behaviours can communicate , 10-12 months)
  3. Locutionary phase (communicative intentions and adult like form, 12+ months)
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5
Q

What are the two kinds of Competencies?

A
  • linguistic competence (ability to produce and understand well-formed, meaningful sentence’s, master the systems of language
  • Communicative Competence (the ability to use those sentences appropriately in communicative interaction)
    includes pragmatics, discourse and sociolinguistic processes
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6
Q

What are some examples of communicative competence

A
  • eye contact
  • attention
  • listening skills
  • self-awareness
  • language style
  • personal space and body language
  • matching energy
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7
Q

Is linguistic or Communicative Competence developed first

A
  • they are learned at the same time
  • children learnt he system of language as they try to communicate their wants, thoughts and emotions to others, they learn to interact at the same time
  • NOT learn linguistic system then apply
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8
Q

What do children need to learn communicative competence

A
  1. pragmatics- how to accomplish things with language (purpose)
  2. Discourse- language in units larger than a sentence, participating in conversation (conversation and narratives)
  3. Sociolinguistics - how language use varies asa function of sociological variables, knowing how to use language appropriately to the social situation (status, culture and gender)
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9
Q

Two types of Discourse Development

A
  • conversations : 3 or more people talking

- Narratives: one person talking, telling a story, forms of extended monologue

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10
Q

What is discourse?

A
  • communicative language usually involves sequences of connected sentences and interchanges among people
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11
Q

What are Grice’s 4 maxims that people follow to be cooperative in communication

A

when a maxim is violated, some aspects of communication breakdowns and misunderstandings are likely to occur

  1. Quality- being truthful, 3 year olds test this maxim
  2. Quantity- saying enough information but not too much, ranting
  3. Relation- stay relevant to the topic and discussion
  4. Manner- be clear, brief orderly. Avoid obscurity and ambiguity
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12
Q

What is connected discourse

A
  • when considering communicative competence it is important to look at longer stretches of language
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13
Q

Monologic vs. Dialogic Discourse

A
  • monologic : one person

- Dialogic : involving two or more people

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14
Q

What are the rules of Discourse

A
  • discourse has rules over and above the regularities of phonology, semantics and syntax
  • take turns and be cooperative
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15
Q

What is added in connected discourse

A
  • the speaker must make discourse coherent (relate each sentence in meaning to previous sentences), relates to relation maxim
  • the speaker must make discourse Cohesive (must link utterances together with linguistic means), flow
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16
Q

What is Piaget’s description of the Egocentric Child

A
  • children are initially egocentric : language is centred on themselves
  • children conversations were really collective monologues with children taking turns offering their own person speeches, not actually engaging with partners
  • not only way of thinking about children’s early speech
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17
Q

What is Private Speech

A
  • talking to yourself, with no outside listener

- this speech is sometimes called Solitary Monologue

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18
Q

When do children engage in private speech?

A

-early ages (cribs) till forever

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19
Q

How does private speech help children’s language development

A
  • private speech appears to be a form of language play that allows children to practice their linguistic skills
20
Q

Vygotsky and private speech

A
  • argued that the primary function of private speech was for behavioural self guidance : meaning children and adults talk to themselves to help guide them through difficult tasks
  • children are not engaging in conversational dialogs, they are talking for their own benefit
  • adult speech can scaffold children’s skills in a task and the private speech produced predicts their later performance on the same task
21
Q

Early conversational skills in interaction with Adults

A
  • in western cultures parents often engage in conversations with their prelinguistic infants, but these interactions are structured by the adults around the infant’s behaviour, the infant doesn’t really hold up their end of the conversation
22
Q

What is the fist conversation skill that children learn

A
  • responding to other person’s speech, it is a form of turn-taking
  • early on children tend to rely on actions as their responses, though this does not mean that that children truly understand what the right response is
23
Q

When do children begin to develop skills for initiating topics in conversation

A
  • typically within the first year of life
  • as they get older they initiate more topics, more likely to use language (as opposed to gesture) to initiate topics
  • the topics they initiate change, younger children are more like to introduce topics about themselves, they they talk about their surrounding environment, and then introduce topics about absent items
24
Q

Repairing Miscommunication

A
  • not all communication is successful and it is important to be able to repair communication failures
  • this starts the first time children first start talking, they notice and try to repair miscommunications
  • younger children are more likely to repeat a failed message while older children are more likely to revise it
25
Q

How do children first tell stories

A
  • in conversational settings
  • adults scaffold children’s narratives by introducing topics and probing for information
  • stories move from general descriptions of familiar events to specific stories from their life
26
Q

What is Elaborative Scaffolding

A
  • adults ask leading questions that help the child move the narrative forward
  • better, helps children tell richer narratives and better development of skills
27
Q

What is Repetitive Scaffolding

A
  • adults repeatedly ask for the same kind of information
28
Q

Childrens request forms (imperatives)

A
  • in the telegraphic stage children can request directly view imperatives (“more juice”) or indirectly by identifying a problem (“carol hungry”)
  • modals: please, “would you push this”
29
Q

What are registers

A
  • speech styles associated with different settings or listeners
  • all languages have multiple registers and mastery of a language requires children to learn how to adjust their speech in different situations (speaking in a nice or polite way to authority and more casual to peers)
30
Q

When do children start using registers

A
  • by age 5 children regularly change the voice quality, sentence structure, content of talk and vocabulary depending on puppet they were using
  • more imperative forms
31
Q

Gender-Typed Language Use

A
  • by pre-school age (3) , boys and girls speak differently
  • boys: more assertive, simple imperative forms, and interrupting others more often
  • in conflict: boys more likely to issue directives and threats, girls more likely to try to negotiate settlement
32
Q

What explains the initial development of communicative intent

A
  • appears to be innate, biological disposition of our species
  • strongly influenced by early environmental factors such as maternal responsiveness
33
Q

What explains the variety of communicative functions children express

A
  • individual differences in cognitive style influence how children communicate
34
Q

What is Sociolinguistic Development influenced by

A
  • influenced by cognitive skill and contextual cues
  • children often receive direct instruction for some aspects of sociolinguistics
  • for example: parents often direct children to use the appropriate register (polite speech, manners)
35
Q

Gender-Typed Language Use

A
  • by pre-school age, boys and girls speak differently
  • boys: more assertive, simple imperative forms, and interrupting others more often
  • in conflict: boys more likely to issue directives and threats, girls more likely to try to negotiate settlement
36
Q

What explains the initial development of communicative intent

A
  • appears to be innate, biological disposition of our species
  • strongly influenced by early environmental factors such as maternal responsiveness
37
Q

What are the specific deficits in children with social communication disorder

A
  • communicate for social purposes and appropriate to the social context
  • change communication to match the context or needs of the listener
  • follow rules for conversation and storytelling
  • understand non-literate or ambiguous language
  • understand what is not explicitly stated
38
Q

What is Sociolinguistic Development influenced by

A
  • influenced by cognitive skill and contextual cues
  • children often receive direct instruction for some aspects of sociolinguistics
  • for example: parents often direct children to use the appropriate register (polite speech, manners)
39
Q

Politeness

A
  • indirect requests are perceived as more polite than direct ones
  • seen in children as young as three years
40
Q

What are Social Communication Disorders

A
  • characterized by difficulties with the use of verbal and nonverbal language for social purposes
  • primary difficulties are in social interaction, social cognition and pragmatics
41
Q

What is the best way to help a child with ASD

A
  • change our behaviours and attitudes towards it (we dont want to change the person)
  • appreciate the difference’s between human beings
42
Q

What other conditions that social communication disorders can occur with

A
  • intellectual disability
  • developmental disabilities
  • learning disabilities
  • spoken language disorders
  • written language disorders
  • ADHD
  • traumatic brain injury
  • aphasia
  • dementia
  • right-hemisphere damage
  • ASD
43
Q

What are the Characteristics of Autism Spectrum Disorder

A
  • challenges with social skills, repetitive behaviours, speech and nonverbal communication
44
Q

Signs a child or adult with Autism spectrum disorder may have problems with social interactions and communication skills

A
  • fails to respond to his or her name
  • resists cuddling and holding
  • poor eye contact, lacks facial expression
  • doesn’t speak or has delayed speech
45
Q

What is the best way to help a child with ASD

A
  • change our behaviours and attitudes towards it (we dont want to change the person)
  • appreciate the difference’s between human beings
46
Q

Autism Spectrum Disorder and what it looks like at different ages

A
  • by 6 months: few or no big smiles, limited eye contact
  • by 9 months: little or no back and forth sharing of sounds, smiles or other facial expressions
  • by 12 months: little or no babbling, little or no back and forth gestures
  • by 16 months : very few or no words
  • by 24 months: very few or no meaningful, two-phase words

Psychology 465- Language Development (12 decks)

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