Chapter 8 Flashcards
Preschool Development: General
- 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
3-year-old’s Motor Development/Abilities
- Walks up and down stairs with assistance
- Walks without watching feet
- Rides tricycle
- Explores and dismantles
3-year-old’s Cognitive Development/Abilities
- Understands and uses symbols
- Matches primary colors and shapes
- Understand concepts of two
3-year-old’s Socialization Development/Abilities
- Plays in groups
- Talks while playing
- Selects with whom to play
- shares toys for short periods
- takes turns
3-year-old’s Communication Development/Abilities
- Expressive vocabulary of 900-1000 words
- creates 3-to-4 word sentences
- simple SV sentences
- plays with words and sounds
- follows two-step commands
4-year-old’s Motor Development/Abilities
- Walks up stairs with alternating steps
- Jumps over objects
- Hops on one foot
- Can copy blocks letters
4-year-old’s Cognitive Development/Abilities
- Categorizes
- Counts rotely to five
- Understands concept of three
- Knows primary colors
4-year-old’s Socialization Development/Abilities
- Plays and cooperates with others
- Role-plays
4-year-old’s Communication Development/Abilities
- 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
Conversational Skills: Register
definition, examples, characteristics
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
Conversational Skills: Conversational Repair
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
Conversational Repair: _-year-olds successfully clarify information in one out of __ attempts
- 2.5 more year olds successfully clarify information in ⅓ attempts
- -More successful in repairs when it is related to a request vs. commenting
Conversational Skills: Planning and Self-Monitoring (Stalling)
- Stalling behavior - used when the child is planning the next part of the utterance
- Long silent pauses
- Filler words
- Repetitions of words or phrases
Conversational Skills: Presuppositions
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)
Conversational Skills: Ellipses
-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”
Types of Requests
5 of them
--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 )
Deictic Terms
-definition, development
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
Intentions: Development
what the intention is vs when it develops
- 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
Narrative Structures: Protonarratives
Protonarratives - children begin talking about things that have happened to them
“I went to the Doctor”
“I got a shot”
“It hurt”
Narrative Structures: Centering
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”
Narrative Structures: Chaining; 3 Types of Chains/Narratives
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
Development of Narratives: age 2, 3, 4, 5
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
Theory of Mind (ToM)
- 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
Development of Theory of Mind: Infancy > 18mos > 2yrs > 3yrs > 4yrs
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
Semantic Development: Fast Mapping; the process
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
Development of Definitions (Nouns)
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
Development of Definitions (Verbs)
Preschool
- Agent
- Object
- Location
- Time
- Instrument
School aged and adult
- Reason
- Process
Inventing Words: 2 examples
Verbs: Noun + verb morpheme
“I’m SPOONING my cocoa” for “stirring”
Nouns: Compound Words
“fish-house” for aquarium
Semantic Networks
Network of concepts that are related
- Same context: spoon, bowl, cup, and table
- Word associations: spoon and fork, red, white and blue
Relational Terms: Temporal Relations
- When: days, time
- Order: before/after
- Duration: since, until
- Simultaneously: while, at the same time
Relational Terms: Prepositions: next to, in front, behind, back of, etc. (strategies)
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
Relational Terms: Trouble with Temporal Terms : 2 Strategies
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
Relational Terms: Prepositions: Strategies
- 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
Relational Terms: Prepositions: movement (strategies
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)
Relational Terms: Prepositions: in, on, under (strategies)
- 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
In the US, approximately __% of the population is bilingual.
20%, mostly English/Spanish
Bilingualism: Simultaneous Acquisition:
Definition
development of 2 languages prior to age 3, child develops both at comparable rate to monolingual children
Bilingualism: Three Stages in Simultaneous Acquisition
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
Development of L2: 5 stages
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)
Development of L2: 5 stages
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)
Language Development & Adoption
- 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
AAE: 3 stages of development
- Learn basics of language at home
- Learn vocal vernacular from peers (ages 5-15)
- Develop standard AAE
AAE: Code Switching
Some speakers of AAE code switch between standard american English and AAE
AAE: Language-Learning Environment
- Children are not encouraged to participate in conversations with adults
- Language stimulation occurs in rhymes, songs, or stories
Language Development Delays
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
Effects of Low SES
- Instability: housing, food, school
- Less time with mothers
- Language environment
- –Smaller vocabulary
- –Talk less
- –Directive style rather than conversational style
Relational Terms: Kinship Terms (def + development)
- 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
Development of Understanding of Relational Terms
- 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
What influences the development of interrogative words in young kids?
- 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
What is the purpose of directives and requests?
-to get others to do things for the speaker
Topic Introduction in Young Preschoolers:
- 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
Pragmatic Development in Language Acquisition
- 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
