Chapter 7: Language Development Flashcards
Wild Boy of Averyone (1799-France)
entered woods alone at age 5 and found at 11 (alone 6 yrs)
Genie (1970-LA,CA)
found at 13,neglected abused (locked in isolation no communication with words)
-after extensive therapy still telegraphic speech (critical period….supports Conrad Lorenz Theory)
language
form of communication, whether spoken, written, signed, based on system of symbols
infinite generativity
ability to produce an endless number of meaningful sentences using a finite set of words and rules
Infant Signing
- encourages early communication (6 months)
- possible increase in IQ (12-pt increase?)
- increases bonding/attachment (can understand them)
Phonology(sound)
Language rule system
rules regarding how sounds are perceived as different and which sound sequences may occur in the language
ex/ “chat” 3 phonemes ch-a-t
Morphology (meaning)
Language rule system
unit of meaning involved in word formation
Morpheme
unit of sound that conveys a specific meaning ex/ boy=1 morpheme
boys= 2 morphemes
Syntax (Language Rule System)
the way words are combined to form acceptable phrases and sentences
ex/ Jim rode the motorcycle
The motorcycle rode Jim (very diff)
Semantics (Language Rule System)
- the meaning of words and sentences
ex/communication problems, you know nothing about physical labor
Pragmatics (Language Rule System)
The appropriate use of language in context
ex/ turntaking in conversation, polite, recognizing humor
(if lack pragmatic considered rude or impolite)
Prelinguistic Communication
communication through sounds, facial expressions, gestures, imitation, and other nonlinguistic means
Infant Crying (from birth)
Their first language
basic cry
rhythmic pattern usually consisting of cry, briefer silence, shorter inspiratory whistle, and brief rest
anger cry
similar to basic cry with more excess air forced through vocal chords
pain cry
sudden appearance of loud crying without preliminary moaning; long initial cry followed by extended period of breath holding
cooing (1-2 months)
make vowel sounds
babbling (6 months)
consonant-vowel combinations
Infancy and Sound
- recognize languaage sounds
- “citizens of the world”
- newborns recognize sound changes
- can recognize own language by 6 months (start dropping sounds)
Gestures (8-12 months)
waving, eat, pick me up
jargon (10 months)
communicating back and forth with different language you dont’t understand
first words
approx 13 months
holophrases
one word utterances that stand for a whole phrase whose meaning depends on particular context in which they are used to determine meaning
Two word utterances (18-24 months)
my mommy uses a lot of my, child relies heavily on gesture, tone and context
Telegraphic Speech
not critical words left out; use of short and precise words without grammatical markers (“take you with”)
syntax
combining of words and phrases to form sentences
advances in semantics
-rate 5-8 words per day from 12 months
-6 yr olds learn 22 words a day
-
Speaking Vocabulary ranges from……for 6 year olds?
8,000 to 14,000 words
Biggest Vocab Spurt
age 2.5-3 years (watch what you say)
Advances in Pragmatics (3 years)
improve ability to talk about things not physically present
Advances in Pragmatics (4 years)
develop remarkable sensitivity to needs of others in conversation
Advances in Pragmatics (4 to 5 years)
change speech style to suit situation
-change the way they talk to fit social situation
Adult Influences on Childrens Language Development
…
child-directed speech
language spoken in a higher pitch than normal with simple words and sentences
recasting
rephrasing a statement that a child has said, perhaps turning it into a question (want cookie. Do you want a cookie?)
*question
expanding
restating in a linguistically sophisticated form, what a child has said (pretty bird. Yes, that is pretty)
labeling
identifying the names of objects
Family Environment and language
- infants whose mothers spoke more often to them had markedly higher vocabularies
- vocabularies linked to socioeconomic status of families(more words heard with higher status)
- home language environment linked to childs syntax
Language Experience
upper class problems with adjusting to reality, not used to “no”
Preparing for Literacy
- literacy often comes quickly for children who participate in print-related interactions as preschoolers
- children without print-related interactions in preschool years take longer to develop literacy
Developmental Stages of Reading
stages 0-4
Stage 0
birth to first grade
-master prerequisities for reading
Stage 1
1st and 2nd (learn to read)
stage 2
2nd and 3rd grade
-become fluent at reading, but do not read to learn
stage 3
4th-8th grade
-read to learn
stage 4
high school
-become fully competent readers
whole language approach
-parallel childrens natural language learning; materials whole and meaningful, grammar and phonics not isolated
basic-skills phonics
stresses phonetics and basic rules for translating symbols into sounds
National Reading Panel
most effective phonological awareness training
nation reading panel (two main skills)?
-blending
-segmentation
(best when integrated with reading and writingl small groups more beneficial than whole class)
-children benefit from guided oral reading
Middle and Late Childhood: Vocabulary and Grammar
change in way children think about words
- less tied to actions and perceptions
- more analytical in approach to words
Language skills aquired in adolescence
…
metaphor/simile
implied comparison between two unlike things
“Love is like a roller coaster”
satire
use of irony, derision, or wit to expose folly or wickedness
dialect
variety of language distinguished by vocabulary, grammar, or pronunciation.
-adolescent dialect often uses jargon or slang
Language Development in Adulthood
- distinct personal linguistic style is part of special identity
- vocab continues to increase throughtout adult years until late childhood
- very little, if any decline among healthier adults
Language in Late Adulthood
non language factors may be cause of decline in language skills in older adults (decline in processing speed, hearing loss)
tip-of-the-tongue phenomenon increases in late late adulthood
(know the word but it just cannot state it at the time)
Brain and Language
…
aphasia
language disorder resulting from brain damage; involves loss of ability to use words
broca’s area
area of brains left frontal lobe that directs muscle movements involved in speech production
wernicke’s area
areas of brains left temporal lobe involved in language comprehension
*if damaged, fluent incomprehensible speech produced
pragmatics
aspect of language relating to communicating effectively and appropriately with others
metalinguistic awareness
an understanding of one’s own use of language
linguistic-relativity hypothesis
theory that language shapes and may determine the way people of a given culture perceive and understand the world
