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SLP329 Lang Birth - Adolescence > Chapter 8 > Flashcards

Chapter 8 Flashcards

1
Q

Preschool Development: General

A
  • Increased vocabulary enables the preschooler to express a wider range of intentions
  • Increased memory helps a preschooler recount the past and remember short stories
  • Memory and recall aided by a child’s language skills
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2
Q

3-year-old’s Motor Development/Abilities

A
  • Walks up and down stairs with assistance
  • Walks without watching feet
  • Rides tricycle
  • Explores and dismantles
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3
Q

3-year-old’s Cognitive Development/Abilities

A
  • Understands and uses symbols
  • Matches primary colors and shapes
  • Understand concepts of two
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4
Q

3-year-old’s Socialization Development/Abilities

A
  • Plays in groups
  • Talks while playing
  • Selects with whom to play
  • shares toys for short periods
  • takes turns
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5
Q

3-year-old’s Communication Development/Abilities

A
  • Expressive vocabulary of 900-1000 words
  • creates 3-to-4 word sentences
  • simple SV sentences
  • plays with words and sounds
  • follows two-step commands
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6
Q

4-year-old’s Motor Development/Abilities

A
  • Walks up stairs with alternating steps
  • Jumps over objects
  • Hops on one foot
  • Can copy blocks letters
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7
Q

4-year-old’s Cognitive Development/Abilities

A
  • Categorizes
  • Counts rotely to five
  • Understands concept of three
  • Knows primary colors
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8
Q

4-year-old’s Socialization Development/Abilities

A
  • Plays and cooperates with others

- Role-plays

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9
Q

4-year-old’s Communication Development/Abilities

A
  • Expressive vocabulary: 15 words
  • Asks many, many questions
  • Uses increasingly more complex sentence forms
  • Recounts stories and recent past
  • Has difficulty answering how and why
  • Relies on word order for interpretation
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10
Q

Conversational Skills: Register

definition, examples, characteristics

A

Definition: different styles of speaking
—Used during play to take on different roles
—Girls modify registers more than boys when taking on different roles
Examples:
—Child directed speech
—Parents vs. child
—Occupations: teacher, chef, waiter
—Social etiquette, politeness, and indirect requests
Characteristics
—Pitch
—Loudness
—Vocabulary
—MLU

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11
Q

Conversational Skills: Conversational Repair

A

Conversational repair - attempts to clarify an utterance
- can be verbal or nonverbal

Development of repair requests

  • Nonverbal requests → verbal requests
  • General request → specific request
  • Improves with development of theory of mind
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12
Q

Conversational Repair: _-year-olds successfully clarify information in one out of __ attempts

A
  • 2.5 more year olds successfully clarify information in ⅓ attempts
  • -More successful in repairs when it is related to a request vs. commenting
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13
Q

Conversational Skills: Planning and Self-Monitoring (Stalling)

A
  • Stalling behavior - used when the child is planning the next part of the utterance
  • Long silent pauses
  • Filler words
  • Repetitions of words or phrases
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14
Q

Conversational Skills: Presuppositions

A 
Linguistic forms:
-Articles; definite vs. indefinite 
-Demonstratives: this/these, that/those 
-Pronouns 
-Forms of address 
Information 
-3 year olds usually provide appropriate amount of information for listener

Type of information

  • know/remember that (true statement)
  • wish/guess/pretend (false statement)
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15
Q

Conversational Skills: Ellipses

A

-Speaker omits redundant information that has been previously stated
-Used more selectively with greater sophistication
Assumed the listener knows the information
Ex: “who bought the cake” “I did”

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16
Q

Types of Requests

5 of them

A 
--Attention-getting statements 
(More, want, mine)
--Problem statements 
(I’m hungry, I’m tired)
---Direct requests 
(Give me, I want/need 
Please (for polite request) ) 
---Polite requests 
(Conventional indirect speech: “could you give me”
Can I/May I )
---Unconventional indirect requests 
(Phew, it’s hot in here  )
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17
Q

Deictic Terms

-definition, development

A

Words whose use changes depending on the perspective of the speaker
(i.e. this vs that, i vs you)

Development:
no contrast > partial contrast > full (correct) contrast

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18
Q

Intentions: Development

what the intention is vs when it develops

A
  • Exclamation and call: 18mo
  • Ostentation (naming): 21mo
  • Wanting, direct request, and statement: 24mo
  • Content question: 30mo
  • Prohibition, intention, content response, expressive state, and elicited repetition: 33mo
  • Yes/no question, verbal accompaniment, and contingent query: 36mo
  • Request permission: 45mo
  • Suggestion: 48mo
  • Physical justification: 54mo
  • Offer if indirect request: 54mo
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19
Q

Narrative Structures: Protonarratives

A

Protonarratives - children begin talking about things that have happened to them
“I went to the Doctor”
“I got a shot”
“It hurt”

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20
Q

Narrative Structures: Centering

A

Centering - Entities are linked to form a core story
—Heaps - unrelated statement about a central stimulus
“The doggie go “woof””
—Sequences - events linked by similar attributes or events
“Mommy throwed the ball like this”

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21
Q

Narrative Structures: Chaining; 3 Types of Chains/Narratives

A

Chaining: sequence of events that share attributes - the events lead directly from one another

Primitive temporal narratives - sequencing; no plot, no cause and effect

  • Unfocused temporal chains: events lead to another; attributes (characters, settings, and actions) shift
  • Focused temporal or causal chains: centers around one main character who goes through series of perceptually linked, concrete events
22
Q

Development of Narratives: age 2, 3, 4, 5

A 
2 years old 
-Protonarratives 
-Heaps 
3 years old 
-Functional narratives 
-Centering 
-Chaining 
4 year olds 
-Primitive temporal narratives 
-Unfocused temporal chains 
-Focused temporal chains 
5 year olds 
-Focused causal chains
23
Q

Theory of Mind (ToM)

A
  • Realizing that other have their own thoughts and perspectives
  • Recall the Sally Ann task (the experiment with dolls and a box)
  • ToM used to find common ground with peers
  • Understand the minds of others
  • Predict the behavior of others
24
Q

Development of Theory of Mind: Infancy > 18mos > 2yrs > 3yrs > 4yrs

A

Infant
-Joint attention

18 months
-Recognizes self

2 years

  • Express own emotions
  • Begin to recognize emotions of others

3 years
-Begins to develop ability to take different perspectives

4 years
-Capable of passing false-belief tests

25
Q

Semantic Development: Fast Mapping; the process

A

1: Exposed to Word
- Linguistic Variables: type of word, length of utterance, placement within sequence
- Nonlinguistic cues
2: Tentative definition formed
- Contrast
- Conventionality
3: Subsequent exposures
- Frequency of exposure
- Variety
4: Refined definition formed

26
Q

Development of Definitions (Nouns)

A

Preschool

  • Physical properties: shape, size, color
  • Functional properties
  • Locational properties

School age and adult

  • Superordinate categories
  • Relationships to other entities
  • Internal constituents
  • Origins
  • Figurative uses
27
Q

Development of Definitions (Verbs)

A

Preschool

  • Agent
  • Object
  • Location
  • Time
  • Instrument

School aged and adult

  • Reason
  • Process
28
Q

Inventing Words: 2 examples

A

Verbs: Noun + verb morpheme
“I’m SPOONING my cocoa” for “stirring”

Nouns: Compound Words
“fish-house” for aquarium

29
Q

Semantic Networks

A

Network of concepts that are related

  • Same context: spoon, bowl, cup, and table
  • Word associations: spoon and fork, red, white and blue
30
Q

Relational Terms: Temporal Relations

A
  • When: days, time
  • Order: before/after
  • Duration: since, until
  • Simultaneously: while, at the same time
31
Q

Relational Terms: Prepositions: next to, in front, behind, back of, etc. (strategies)

A

Strategy: object with consistent front - object w=is reference; object with no front - speaker is reference

  • Fronted object (TV/chair)
  • –In front of means in front of screen
  • Non-fronted objects (pen)
  • –In front of the speaker
32
Q

Relational Terms: Trouble with Temporal Terms : 2 Strategies

A

Strategy 1: if the term is unknown, rely on the order of mention
Strategy 2: rely on knowledge of real-life sequences

Terms used as prepositions then used as conjunctions to join clauses

  • You go after me
  • You can go home after we eat dinner
33
Q

Relational Terms: Prepositions: Strategies

A
  • Strategy: container = in; surface = on
  • An 18 month old:
  • –In - understand all the time
  • –On - with surface but not containers
  • –Under - doesn’t comprehend
  • 3 year olds understand the meaning of all three prepositions
34
Q

Relational Terms: Prepositions: movement (strategies

A

Strategy: all prepositions of movement = toward

Syntactic development:

  • In, on, over: used for location
  • Up, down, off: prepositions and verb particles
  • –Car up → move the car up (verb particle)
  • –Car up → the car is high (preposition)
35
Q

Relational Terms: Prepositions: in, on, under (strategies)

A
  • Strategy: container = in; surface = on
  • For an 18 month old:
  • –In - understand all the time
  • –On - with surface but not containers
  • –Under - does not comprehend
  • 3 year olds understand the meaning of all three prepositions
36
Q

In the US, approximately __% of the population is bilingual.

A

20%, mostly English/Spanish

37
Q

Bilingualism: Simultaneous Acquisition:

Definition

A

development of 2 languages prior to age 3, child develops both at comparable rate to monolingual children

38
Q

Bilingualism: Three Stages in Simultaneous Acquisition

A

Separate Lexical Systems:

  • Child uses whatever vocabulary he/she has available → words from both languages are combined
  • 30% of words are word equivalents

Separate Lexical Systems, But One Syntactic System

  • Child translates words freely to move between 2 lexicons
  • Easier syntactic form is learned first before more complex form between the 2 languages

Lexical and Syntactic Structures Formed:

  • Code mixing
  • Interdependence
39
Q

Development of L2: 5 stages

A

Stage 1:
-Only uses L1

Stage 2:

  • Receptive language improves
  • Expressive language is limited

Stage 3:

  • Short, high frequency phrases
  • Identifies and uses recurring linguistic patterns

Stage 4:

  • Uses English in conversation (3-4 years)
  • Begins thinking and learning in English

Stage 5:
-Cognitive-academic proficiency (6-7 years)

40
Q

Development of L2: 5 stages

A

Stage 1:
-Only uses L1

Stage 2:

  • Receptive language improves
  • Expressive language is limited

Stage 3:

  • Short, high frequency phrases
  • Identifies and uses recurring linguistic patterns

Stage 4:

  • Uses English in conversation (3-4 years)
  • Begins thinking and learning in English

Stage 5:
-Cognitive-academic proficiency (6-7 years)

41
Q

Language Development & Adoption

A
  • After adoption, L1 ceases and is replaced by development of L2 (L1 is lost quickly)
  • Generally, the younger a child is a the time of adoption, the better the results in learning the new language
  • Being raised in orphanage delays in language development
  • Foster care or preferred caregiver can improve language development
42
Q

AAE: 3 stages of development

A
  • Learn basics of language at home
  • Learn vocal vernacular from peers (ages 5-15)
  • Develop standard AAE
43
Q

AAE: Code Switching

A

Some speakers of AAE code switch between standard american English and AAE

44
Q

AAE: Language-Learning Environment

A
  • Children are not encouraged to participate in conversations with adults
  • Language stimulation occurs in rhymes, songs, or stories
45
Q

Language Development Delays

A

Predictors of late language emergence (LLE)

  • –Family history of LLE
  • –Neurobiological growth as a child
    • –85% of optimum birth weight
    • –Born premature (before 37 weeks)
  • –Low socioeconomic status
    • –Homelessness
46
Q

Effects of Low SES

A
  • Instability: housing, food, school
  • Less time with mothers
  • Language environment
  • –Smaller vocabulary
  • –Talk less
  • –Directive style rather than conversational style
47
Q

Relational Terms: Kinship Terms (def + development)

A
  • kinship terms refer to family members
  • first they treat the term as part of the person’s name, eg “daddybob”
  • next they get some features of the person but not the relationship: “grandmas are people who smell like flowers”
  • then it’s the simpler relationships like “father = male and parent”
  • overall they learn mommy + daddy first, then brother + sister, then it goes from there
    • simpler is first
48
Q

Development of Understanding of Relational Terms

A
  • concepts like thick/thin, big/little, fat/skinny are difficult for preschoolers to learn
    • they start by learning the opposite and then they learn the dimensions to which they refer (like size)
  • the positive term is learned first (i.e. thick, big, fat, long etc) because it references the presence of the entity it describes (size, width, length)
  • it’s easier to remember it with a present entity (like a long stick)
  • kids also have difficulty understanding the concept of same/different, this confuses them further
49
Q

What influences the development of interrogative words in young kids?

A
  • kids learn questions like what, where, whose, who and which before they learn when, how and why
  • this is because the latter three WH-questions involve cause, manner, or time which are complicated to answer for littler kids
50
Q

What is the purpose of directives and requests?

A

-to get others to do things for the speaker

51
Q

Topic Introduction in Young Preschoolers:

A
  • kids are good at introducing topics they are interested in, but can’t easily sustain the topic beyond two turns
  • frequent introduction of topics = less contingent responses from the child
  • less than 20% of a young preschooler’s utterances are related to their partner’s previous utterance
    • this increases with age
52
Q

Pragmatic Development in Language Acquisition

A
  • kids learn language from conversations w/ adults–likely their parents
  • conversations are about the immediate context
  • monologues are 20-30% of utterances and take place during sustained, focused goal-driven activities
    • monologues decrease at age 10

SLP329 Lang Birth - Adolescence (12 decks)

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