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Language Development > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

____ try to determine the ways in which we use language to communicate

A

Linguists

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2
Q

___ is a verbal means of communicating that requires precise neuromuscular coordination

A

Speech

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3
Q

Can music reach the level of complexity found in speech?

A

no

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4
Q

When do infants experiment with sound?

A

Infants spend their first year experimenting with their vocal mechanisms and producing a variety of sounds.

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5
Q

The relationship between individual sounds, meaningful sound units, and the combination of these units is specified by __ ___ __ ____

A

The rules of a language

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6
Q

A socially shared code or conventional system for representing concepts through the use of arbitrary symbols and rule governed combinations of those symbols.

A

The definition of language

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7
Q

Subcategories of the parent language that use similar but not identical rules

A

Dialects

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8
Q

What happens to languages that don’t evolve, grow and change?

A

They become obsolete.

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9
Q

What happens when we lose language?

A

When we lose language we lose an essential part of the human fabric with it’s own unique perspective.

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10
Q

A complex and dynamic system of conventional symbols that is used in various modes for thought and communication.

A

ASHA’s definition of language 1/5

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11
Q

____ evolves within specific historical, social and cultural contexts.

A

Language

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12
Q

___, as rule governed behavior, is described by at least 5 parameters.

A

Language

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13
Q

What are the 5 parameters that language is described by?

A

Phonologic, morphologic, syntactic, semantic, and pragmatic.

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14
Q

How is language learning and use determined?

A

Language learning and use are determined by the intervention of biological, cognitive, psychosocial and enviornmental factors.

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15
Q

What is required for effective use of language for communication?

A

Effective use of language for communication requires a broad understanding of human interaction including associated factors as nonverbal cues, motivation, and sociocultural roles.

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16
Q

Why does language exist?

A

Languages exist because users have agreed on the symbols to be used and the rules to be followed.

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17
Q

Why are language rules needed?

A

Language rules specify a system of relationships among the parts, The rules for these relationships give language order. And they allow language to be creative.

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18
Q

The exchange of information and ideas, needs and desires, between two or more individuals.

A

Is communication

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19
Q

Communicative competence

A

The degree to which a speaker is successful in communicating, measured by the appropriateness and effectiveness of the message.

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20
Q

____ ____ is a complex, systematic, collabrative, context-bound tool for social action.

A

Human communication

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21
Q

Paralinguistic codes

A

Include suprasegmental devices such as intonation, stress/emphasis,speed/ rate of delivery, and pause/hesitation. They are superimposed (ontop of speech signal to signify attitude or emotion.

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22
Q

Paralinguistic mechanisms can change the form and meaning of a sentence by acting across elements or segments of a sentence.

A

Paralingusistic mechanisms are called suprasegmental devices.

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23
Q

What are nonlinguistic cues?

A

Gestures, body posture, facial expression, eye contact, head and body movement, and physical distance or proxemics convey information without the use of language.

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24
Q

What are metlinguistics?

A

Metalinguistic skills are the ability to talk about language, analyze it, think about it, judge it and see it as an entity separate from it’s content.

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25
Q

Cooperative communication requires…

A

Cooperative communication requires socio-cognitive skills of shared intentionality, animals dont have this.

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26
Q

What is considered the organizing principle of language?

A

Pragmatics is considered to be the organizing principle of language that determines the other four aspects when communicating.

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27
Q

Characteristics of language is:

A

Language is a social tool, rule governed, and generative.

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28
Q

___ Enables users to transmit ieas and desires to one another.

A

Language

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29
Q

Language and speech are:

A

Modes of communication

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30
Q

_____Allow users of a language to create and comprehend messages.

A

The Rule governed system in language allow users to create and comprehend messages.

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31
Q

Linguistic competence

A

Linguistic competence is a language user’s underlying knowledge about the system of rules.

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32
Q

Linguistic knowledge in usage =

A

Lingusitc performance.

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33
Q

What does language is gerneratie mean?

A

Language is a generative system meaning that it’s a productive/ creative tool. It allows users to create unique meaning novel sentences. The ability to create different sentences.

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34
Q

How does language’s creativity (generativeness?) occur?

A
  • Words can refer to more than one entity
  • Entities can be called more than one name
  • Words can be combines in a variety of ways.
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35
Q

Metalinguistics is also known as

A

human language being reflexive. We can reflect on how we use it and etc. etc.

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36
Q

Components of a language

A

Form, content, and use

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37
Q

Form is

A 
Phonology = sound units and sequences
Syntax= Sound order and relationships
Morphology = words and word beginnings and endings
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38
Q

Declaratives

A

make statements

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39
Q

Main element of a sentence

A

Noun phrase and a verb phrase

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40
Q

Morpheme

A

the smallest grammatical unit includes free and bound morphemes

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41
Q

Free morphemes

A

Independent and can stand alone

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42
Q

Bound morphemes

A

Grammatical markers that cannot function independently. Can be derivational or inflectional

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43
Q

Derivational morphemes

A

Prefixes and suffices. They change whole classes of words. mad a noun turns into an adverb madly

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44
Q

Inflectional morphemes

A

suffixes only = tense markers like -ed and possessive markers and verb endings. ‘s, s, -ed

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45
Q

The aspect of language concerned with the rules governing the structure, distribution, and sequencing of speech sounds and the shape of symbols.

A

phonology

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46
Q

Phoneme

A

smallest linuistic unit of sound that can signal a difference in meaning.

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47
Q

What rules govern the distribution of sequencing of phonemes within a language?

A

Phonological rules govern the distribution of sequencing of phonemes within a language.

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48
Q

Distributional rule

A

describe which phonemes can be employed in various positions in words.

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49
Q

Semantics

A

Semantics is A system of rules governing the meaning or content of words and word combination

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50
Q

Word knowledge

A

Refers to an individual’s autobiographical and experimential understanding and memory of particular events.

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51
Q

Word knowledge

A

contains word and symbol definitions and is primarily verbal. forms the lexicon.

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52
Q

Are word and world knowledge related?

A

Yes. Ex: your concept of dogs is based on your experience with dogs.

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53
Q

Semantic features

A

Aspects of the meaning that characterize a word. Ex: The semantic features of mother include parent and female

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54
Q

Semantic restrictions

A

Based on specific features and prohibit certain word combinations because they are either meaningless or redundant.
Example: male mother > impossible, meaningless
and female mother >redundant

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55
Q

Are sentence meanings more important than individual meanings?

A

Yes because sentences represent a meaning greater than the sum of the individual words.

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56
Q

Pragmatics

A

Concentrates on language as a communication tool that is used to achieve social ends.
-Focuses on how language is used to communicate rather than the way language is structures (syntax).

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57
Q

Pragmatics consitsts of :

A

Communication intentions and recognized ways of carrying them out.

  • Conversational principles or rules
  • Types of discourse such as narratives, jokes and their construction
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58
Q

Discourse

A

Having a conversation or telling a narrative

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59
Q

In order to be valid speech must do 3 things:

A
  1. Involve the appropriate persons and circumstances
  2. Be complete and correctly executed by all participants
  3. Contain the appropriate intentions of all participants
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60
Q

Pragmatic rules

A

Pragmatic rules govern a number of conversational interactions including sequential organization and coherence of conversations, repair of errors, role and intentions.

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61
Q

taking turns, opening, maintaining, and closing a conversation, establishing and maintaining a topic, and making relevant contributions to the conversation.

A

sequential organization and coherence of conversations is

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62
Q

Repairs

A

includes giving and recieving feedback and correcting conversational errors.

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63
Q

Role skills

A

include establishing and maintaining a role and switching linguistic codes for each role. Ex: speaking to a child vs. a Pastor

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64
Q

Roles in conversation

A

role in a conversation influences the choice of vocabulary and language form. Ex: as a Preacher vs. when your talking to your friends are very different. You are more relaxed when talking with friends

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65
Q

3 general categories of pragmatic rules

A
  1. Selection of the appropriate linguistic form
  2. Use of language forms consistent with assumed rules
  3. Use of ritualized forms
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66
Q

Speech can be indirect or direct

A

Ex: answer the phone vs. can you answer the phone

You still want them to answer it though you didn’t say it directly = indirectly.

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67
Q

Language ruled system used by an identifiable group of people that varies in some way form an ideal language standard.

A

Dialect

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68
Q

Deficit approach

A

Each dialect has a different relative status. Meaning which one is closer to the standard language = better

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69
Q

Sociolinguistic approach

A

Views language as an equally valid rule system. Each dialect is related to each other and the language

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70
Q

_____ is the sending and receiving of information, ideas, feelings, or messages.

A

Communication

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71
Q

____ is an expression of an ability that is innate in all humans.

A

Language

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72
Q

does language exist even when its not spoken?

A

Yes language exists in the mind

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73
Q

_______ is a system of abstract symbols and rule-governed structures

A

Language

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74
Q

_____ is the oral expression of language

A

speech

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75
Q

can speech exist without language?

A

Yes. ex. parrots who can mimic human speech but don’t have understanding of language

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76
Q

Echolalia

A

imitation of words, phrases, or even whole sentences infants

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77
Q

Charles F Hockett

A

he found the distinct features in human language that differs from animals language

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78
Q

vocal auditory channel

A

Human beings communicate by forcing air through the vocal folds or the larynx and breaking the vibrating air stream into sounds of speech, which are then organized into words and sentences.

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79
Q

what is the advantage of the vocal auditory channel?

A

it leaves your hands free and able to do other things while we are communicating.

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80
Q

Broadcast transmission and directional reception

A

when speech is produced it radiates in all directions can be received by any listener who is in range.

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81
Q

Rapid fading

A

means speech signals are transitory. once we say something that’s it we can’t stop it and it doesn’t linger around

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82
Q

interchangibility

A

the ability of one human being to say anything that is said by another human being.
ex. how children imitate speech

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83
Q

total feedback

A

human speakers gave the capacity to monitor what they say and how they say it. allows us to adjustments so that our thoughts are conveyed accurately

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84
Q

Specialization

A

Speech is specifically designed for communication and serves no other purpose.
we speak to communicate

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85
Q

Semanticity

A

Humans can convey specific messages with words having stable relationships with the people things events and concepts.
ex. animals can only communicate danger. humans can communicate there’s a fire get out etc.

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86
Q

Arbitrariness

A

the words we use do not reflect their referents. there is nothing inherent in a word to account for its meaning.

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87
Q

discreteness

A

our speech mechanism can produce a wide range of sounds or noises and each language has a discrete number of sounds. its difficult for speakers of another language to produce sounds in our language and vice versa due to the discreteness

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88
Q

Displacement

A

humans can talk about things that are distant in space or time. we can talk about the past and the future unlike animals

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89
Q

Productivity

A

one of the most important design features of human speech.

we can be creative in our speech. generativity

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90
Q

duality of patterning

A

how we can combine sounds to create new words

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91
Q

traditional transmission

A

we have the genetic or biological capacity for language acquisition

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92
Q

which are the 4 most important design features Hockett described

A

Semanticity, displacement, productivity, and traditional transmission

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93
Q

The examiner is….

A

Infants. 1- 6 months

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94
Q

Motor development of 1 month old

A

infants move their limbs reflectively, lifts head while on stomach but cannot support head while body held upright, has coordinated side to side eye movement

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95
Q

Cognition development of 1 month old

A

infants cry from distress, and remember objects that reappear within 2 1/2 seconds at 1 month old.

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96
Q

Socialization development of 1 month old

A

1 month Olds establishes eye contact with their mother, quiets when held, adjusts body to person holding them and smiles.

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97
Q

Communication development of 1 month old

A

1 month Olds respond to human voice which has a quieting effect, cries for assistance, and makes pleasure sounds, quasi resonant nuclei

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98
Q

quasi resonant nuclei

A

Vowel like sounds that aren’t crying come with smiling

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99
Q

Motor development of 2 month old

A

2 month Olds move their arms in circles smoothly, swipes at objects, holds head up briefly while on stomach, raises head while seating, open and closes hand, holds for few seconds

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100
Q

Cognition development of 2 month old

A

2 month Olds visually prefer face to objects, repeats own actions, excites in anticipation of objects, increased awareness of stimuli

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101
Q

Socialization development of 2 month old

A

2 month Olds get excited when they see other people, has an unseletive social smile, prefers touch and oral stimulation rather than social stimulation

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102
Q

Communication development of 2 month old

A

2 month Olds can distinguish different speech sounds and make more guttural/ throaty gooing

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103
Q

Motor development of 3 month old

A

3 month Olds lift their heads and chest while prone, hold their head up with minimum bombing while sitting supported, can swallow voluntarily, reaches and grasps, swipes at dangling objects, kicks more forcefully

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104
Q

Cognition development of 3 month old

A

3 month Olds attain full focus, can glance smoothly between objects, visually searches for sounds, stops sucking to attend to voice.

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105
Q

Socialization development of 3 month old

A

3 month Olds visually discriminate different people and things. they recognize their mother. have selective social smile. sleep most of the night.

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106
Q

communication development of 3 month old

A

3 month Olds coo single syllable (ex. da)

turn their head when they hear a voice. respond vocally to speech of others. make predominant vowel sounds.

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107
Q

Motor development of 4 month old

A

4 month Olds can turn their heads in all direction, can roll over completely, on stomach they can raise their head and chest on arms. Occasionally opposes thumb and fingers, grasps small objects put in hand and brings objects to mouth

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108
Q

Cognition development of 4 month old

A

4 month Olds localize sound, stare at place from which an object is dropped, remembers visually for 5-7 seconds, recognizes mother in group and senses strange places and people

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109
Q

socialization development of 4 month old

A

4 month Olds pay attention to faces and discriminate different faces, looks in direction of person leaving the room, anticipates bring lifted and laughs when played with

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110
Q

Communication development of 4 month old

A

4 month olds babble strings of consonants, varies pitch, imitates tone, smiles at person speaking to him or her

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111
Q

motor development of 5 month old

A

5 month olds. sit supported for up to half an hour, rolls from stomach to back, can be easily pulled to stand, has partial thumb opposition and swaps objects from hand to hand

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112
Q

Cognition development of 5 month old

A

5 month olds recogbuze familiar objects, anticipate whole object after seeing a part of it, is capable of 3 hour visual memory, explores by mouthing and touching , remembers own actions in immediate past

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113
Q

Socialization development of 5 month old

A

5 month olds discriminate parents and siblings from others, imitates movements, frolics when played with , displays anger when objects are taken away

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114
Q

Communication development of 5 month old

A

5 month Olds vocalize to toys, discriminate angry and friendly voices, imitate some sounds, responds to name, smile and vocalizes to image in mirror

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115
Q

Motor development of 6 month old development

A

6 month Olds turn their heads freely, sit straight when slightly supported or in chair, balance well, reach with one arm, turn and twist in all directions, creeps

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116
Q

Cognition development of 6 month old

A

looks and reaches smoothly and quickly, inspects objects, reaches to grab dropped objects

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117
Q

Socialization development of 6 month old

A

6 month olds differentiate social responses, prefer people games like peekaboo, feeds self with finger good, explores face of person holding

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118
Q

Communication development of 6 month old

A

6 month Olds play with volume pitch and rate, vocalize pleasure and displeasure, squeals with excitement, intones displeasure

119
Q

Motor development of 7 month old

A

7 month Olds transfer objects from hand to hand, they bang objects together, cut their first tooth, has better chewing and jaw control, can eat some strained solids, pushes up on hands and knees , can rock

120
Q

Cognition development of 7 month old

A

7 month olds visually search for toy that dissapears, imitates a physical act if in repertoire, remembers that jack pops up at end of jack in the box

121
Q

socialization development of 7 month old

A

7 month solids resist, tease, laugh at funny expressions, raises arms to be picked up

122
Q

communication development of 7 month old

A

7 month olds play vocally, produce several sounds in one breath, listen to vocalization of others, recognize different tones and inflections

123
Q

Motor development of 8 month old

A

8 month olds use thumb finger apposition, manipulates objects to explore, pulls up to stand but needs help to get down, crawls, drops and throws object

124
Q

Cognition development of 8 month old

A

Recognizes object dimensions, prefers novel and relatively complex toys, explores shape, weight, texture, function, and properties example in and out

125
Q

Socialization development of 8 month old

A

8 month olds acts positively toward peers, is clearly attached to mother, shouts for attention, responds to seldom in mirror, may reject being alone

126
Q

Communication development of 8 month old

A

8 month Olds recognizes some words, repeats emphasized syllable, imitates gestures and tonal quality of adult speech, echolalia

127
Q

Motor development of 9 month old

A

9 month Olds stand alone briefly, gets down alone, cruises, sits unsupported, gets into and out of sitting position alone, removes and replaces bottle, and they put objects in containers

128
Q

Cognition development of 9 month old

A

9 month Olds uncovers object if observes act of hiding first, anticipates outcome of events and return of persons

129
Q

Socialization development of 9 month old

A

9 month Olds explore other babies, perform for family, imitate play, play action games

130
Q

Communication development of 9 month old

A

9 month olds produces distinct intonational pattern, imitate nonspeech sounds, use social gestures, use jargon, may respond to name and no, attend to conversation

131
Q

Motor development of 10 month old

A

10 month olds hold and drink from cups, sits from a standing position, momentary unsupported stand

132
Q

Cognition development of 10 month old

A

10 month Olds points to body parts, attains a goal with trial and error approach, searches for hidden object in familiar place

133
Q

Socialization development of 10 month old

A

10 month olds helps dress and feed self, becomes aware of sicual approval and dissaproval

134
Q

Communication development of 10 month old

A

10 month olds imitates adult speech if sounds in repertoire , obeys some commands

135
Q

Motor development of 11 month old

A

11 month Olds stands alone, gets up from all fours position by pushing up, climbs up stairs, feeds self with spoon

136
Q

Cognition development of 11 month old

A

11 month olds imitates increasingly , associates properties with objects

137
Q

Socialization development of 11 month old

A

11 month Olds seeks approval, anticipates mothers goal and tries to change it by protest or persuasion

138
Q

communication development of 11 month old

A

11 month Olds imitate inflections, rhythms, facial expressions

139
Q

Motor development of 12 month old

A

Stands alone, push to stand from squat, climbs up and down stairs, use spins, cups and crayons, release objects willfully, take first steps with support

140
Q

Cognition development of 12 month old

A

12 month Olds can reach while looking away, uses common objects appropriately, searches in location where an object was last seen

141
Q

Socialization development of 12 month old

A

12 month old expresses peoples preferences, expresses many different emotions

142
Q

Communication development of 12 month old

A

12 month Olds follows simple motor instructions, if accompanied by a visual cue bye-bye, react to no, speaks one or more words, mixes word and jargon

143
Q

The experimenter

A

7-12 months

144
Q

The explorer

A

12-24 months

145
Q

Motor development of 15 month old

A

15 month Olds walks with rapid runlike gait, walks a few steps backward and sideways, dumps toys in container, takes off shoes and socks, picks up small objects with index finger and thumb

146
Q

Cognition development of 15 month old

A

15 month Olds imitates small motor acts and uses toy phone like real one

147
Q

Socialization development of 15 month old

A

15 month Olds like music and dancing, pushes toys, imitates house work, play in solitary manner but pikes to act for an audience , begin make believe play, laugh when chased

148
Q

Communication development of 15 month old

A

15 month Olds points to clothes, persons, toys, and animals named, uses jargon and words in conversation , has four to six word vocabulary

149
Q

Motor development of 18 month old

A

18 month Olds walks up stairs with help, walks smoothly, runs stiffly, drinks unassisted, throws ball with whole arm, throws and catches without falling, fully jumps with both feet on floor, turns pages

150
Q

Cognition development of 18 month old

A

18 month Olds recognized pictures recognizes self in mirror, remembers places where objects are usually located , uses a stick as a tool, imitates adult object use

151
Q

Socialization development of 18 month old

A

Explore reactions of others, test others, enjoy solitary play, pretends to feed doll, responds to scolding and praise, little or no sense of sharing

152
Q

Communication development of 18 month old

A

18 month Olds begin to use 2 word utterances, has approximately 20 word vocabulary, identifies some body parts, refers to self by name, sings and hums , plays questions answer with adults

153
Q

Motor development of 21 month old

A

21 month Olds walk up and down stairs with help of railing or hand, jumps, runs , throws, climb , kicks large ball, squats to play, running is stiff, responds rythmically to music with whole body

154
Q

Cognition development of 21 month old

A

21 month Olds know shapes, sit alone for short periods with book, notices little objects and small sounds, matching objects with owners, recall absent objects or persons

155
Q

Socialization development of 21 month old

A

21 month Olds they hug spontaneously, play near but not with other kids, likes toy telephone, doll, and truck for play, enjoys outings, becomes clingy around strangers

156
Q

communication development of 21 month old

A

21 month Olds like rhyming games, pulls person to show something, tries to tell experiences, understands some personal pronouns, uses I and mine

157
Q

Motor development of 24 month old

A

24 month Olds walk watching their feet, run rhythmically but are unable to start or stop smoothly, walk up and down stairs alone without alternating feet, pushes tricycle, eats with fork, transitions smoothly from walk to run

158
Q

Cognition development of 24 month old

A

24 month Olds match familiar objects, comprehend one and many, recognize when picture in books are upside down

159
Q

Socialization development of 24 month old

A

24 month Olds can role play in limited manner, engage in pretend play constrained by objects, enjoys pretend play predominantly, prefers action toys, cooperates with adults in simple household tasks, communicates feelings, desires and interest

160
Q

Communication development of 24 month old

A

24 month Olds vocabulary = 200-300 words, uses short incomplete sentences

161
Q

the exhibitor

A

3 years old and up

162
Q

Motor development of 3 years old

A

3 year holders walk up and down stairs without assistance, walk without watching feet, marches to music, balances momentarily on one foot, rides tricycle, can spread with knife, explores, dismantles and dismembers

163
Q

Cognition development of 3 years old

A

3 year older create representational art, match primary colors and shapes, can show the objects, understand concept of two, enjoys make velkece play, less constrained by objects, knows age but no concept of length of a year

164
Q

Socialization development of 3 years old

A

3 year old children label some coins, play in groups, talk while playing, select with whom to play, share toy for short periods, takes turns, insists on bring in the limelight

165
Q

Communication development of 3 years old

A

3 year old children vocabularies 900- 1000 worss, create 3-4 word sentences , uses sentences with subject and verb but simple sentence construction, plays with words and sounds, follows two step commandments, talks about the present

166
Q

proxemics

A

the use of personal space

167
Q

Motor development of 4 years old

A

4 year Olds walk up and down stairs with alternating steps, jump over objects, hop on one foot, can copy block letters

168
Q

Cognition development of 4 years old

A

4 year Olds categorize, count to 5, can show 3 objects and understand concept of 3 , know primary colors

169
Q

socialization development of 4 years old

A

4 year old play and cooperate with others and role play

170
Q

communication development of 4 years old

A

4 year Olds hqbe 1500 word expressive vocabulary, asks many questuins, use more complex sentence forms, recounts stories from past , has difficultly answering how and why, reflectsbon word order for interpretation

171
Q

Motor development of 5 years old

A

5 year Olds have gross motor control, good body awareness, play complex games, draws well, creates more recognizable drawings, prints simple words, dresses without assistance, has established hand preference

172
Q

Cognition development of 5 years old

A

5 year Olds carry role through series of activities, knows their own right and left but not others, counts to 13, can show 4 to 5 objects, accepts magic as an explanation, develops time concepts, recognized relationships of parts to a whole

173
Q

Socialization development of 5 years old

A

5 year Olds play simple games, select playmates based on sex, enjoy dramatic play, shows interest in group activities, plays purposefully and constructively

174
Q

Communicative development of 5 year old

A

5 year olds have a vocab. of 2100 to 2200 words, they discuss their feelings, they understand before and after regardless of word order, follows 3 step commands, has 90% grammar acquisition

175
Q

Motor development of 6 year old

A

6 year olds have better gross-motor coordination, rides bicycle, throws ball well, gets adult teeth

176
Q

Cognitive development of 6 year old

A

6 year olds have a longer attention span, get less distracted by additional information when problem solving, they remember and repeat 3 digits

177
Q

Socialization development of 6 year old

A

6 year olds enjoy active games, they are competitive, identify with sex peers in groups, transforms egocentric reality to more complex relative reality view

178
Q

Communication development of 6 year old

A

6 year olds have an expressive vocabulary of 2,600 words and are receptive of 20,000 to 24,000 words and have many well formed sentences of a complex nature

179
Q

Motor development of 8 year old

A

8 year olds have longer arms, larger hands, have better manipulative skills, mature sized brain, has more adult teeth

180
Q

Cognitive development of 8 year old

A

8 year olds knows left and right of others, understands conversation, knows differences and similarities, reads spontaneously

181
Q

Socializationdevelopment of 8 year old

A

8 year olds enjoy an audience, learn that others have different views, have an allegiance to gang but also strong need for adult support

182
Q

Communication development of 8 year old

A

8 year olds talk a lot, verbalize ideas and problems, communicate thought

183
Q

Motor development of 10 year old

A

10 year olds have eyes of almost mature size, have almost mature lungs and digestive and circulatory system

184
Q

Cognitive development of 10 year old

A

10 year olds plan future actions, solves problems with only minimal physical input

185
Q

Socialization development of 10 year old

A

10 year olds enjoy games, sports, hobbies, discovers that he or she may be the object of someone else’s perspective

186
Q

Communication development of 10 year old

A

10 yeear olds spend a lot of time talking, have good comprehension

187
Q

Motor development of 12 year old

A

12 year olds experience rest before adulescent growth (girls are usually taller and heavier, may have entered puberty

188
Q

Cognitive development of 12 year old

A

12 year olds engage in abstract thoght

189
Q

Socialization development of 12 year old

A

12 year olds have different interests than those of oppositesex

190
Q

Communication development of 12 year old

A

12 year olds have 50,000 receptive vocab. , constructs adultlike definitions

191
Q

What are Gricean’s 4 Maxims?

A

They are pragmatics cooperation princples. The 4 maxims are quantity, quality, relation and manner

192
Q

4 maxim quantity?

A

Conversation should not provide too much or too little information

193
Q

4 maxim quality

A

A person needs to give only truthful information and false one

194
Q

4 maxim relation

A

should be relevant to the topic

195
Q

4 maxim manner

A

avoiding ambiguity and vaugeness in conversation.

196
Q

Does the need to communicate exist prior to the content and form?

A

Yes

197
Q

What is every utterance called?

A

A speech act

198
Q

What are the 4 developmental stages spoken about?

A

Motor, Cognitive, socioemotional, and communicative growth/ development.

199
Q

Physical growth?

A

includes motor control
Gross motor = the limbs, walking, throwing
fine motor skills= drawing , fingers

200
Q

Cognitive development?

A

Intellectual develop., problem solving, memory

201
Q

Socioemotional development?

A

How they interact, become less egocentric as they get older

202
Q

Communicative growth

A

They all interact with one another

203
Q

6-12 years?

A

The Expert

204
Q

0-1 month growth?

A

Nenonate (infant)
Has involuntary/automatic motor patterns= reflexes
Rooting= when they touch side of cheek
Phastic bite= bite relase when their gums are touched
Present at birth and dissapear at 3 months
Socioemotional= neonate comforted by mothers voice
cognitive= best vision at 71/2 inches away from them. can see mothers face

205
Q

What is mylenation?

A

It is the development of protective mylein sheath around the cranial nerves that controls neural fuctioning.

206
Q

Why do reflexes dissapear?

A

Due to the rapid rate of brain growth and myleination

207
Q

Reduplicated babbling

A

long string of consonant vowel syllable repetition bababa

208
Q

fully resonant nuclei

A

vowel like sound aahh

209
Q

7-12 months

A

experimenter. they experiment with standing, walking and with their voice

210
Q

varieagated babbling

A

the adjacent and succesive syllables jadaba

211
Q

what is jargon?

A

Long string of unintelligible sounds with adult like intonation

212
Q

what happens 7-12 month old death children vocals?

A

Vocalizations begin to decrease

213
Q

Phonetically perisitent forms (PCFs)

A

Protowords = consist of speech sounds with meaningful relationships. Calling something by another name like pikapooo a mailman. shows children are really creative
These sounds function as words for an infant even though they are not based on adult words.

214
Q

At what grade does school become more abstract?

A

At 3rd grade.

215
Q

When does independent swallowing and jaw movement begin?

A

At 3 years old

216
Q

What does producing speech sounds require?

A
  • Respiration of air
  • Vibration at the larynx by existing air stream
  • Resonation or a modification of the vibratory pattern through changes in size and configuration of the vocal tract which consists of the nasal vacity, oral cavity/mouth and the pharynx/throat.
217
Q

What are representations?

A

Representations are our way of describing concepts stored in our brain,

218
Q

Why do people study language development?

A

It represent a larger concern for human development, it can help us understand our own behavior, it probes he relationship between language and thought.

219
Q

What is nature?

A

It’s a natural and inherent part of being human

220
Q

What is nurture?

A

It occurs because of nurturance and learning from the enviornment,

221
Q

what are the 2 approahes representing nature and nurture?

A
  1. Generative/ Nativist and 2. Interactionist/ characterized by Constructionism and Emergentism

Genetics and enviornement= Generativists vs. constructionists

222
Q

Generativsts/ Nativists/ Biological nativists ?

A

Assume children are able to acquire language because they re born with innate rules or principles related to the structures of human language

223
Q

Who is B.F. Skinner?

A

He believed that all behavior is learned (operant) and can change.

224
Q

Chaining

A

A sequence of behavior is trained in such a way that each step serves as a stimulus for the next

225
Q

Shaping

A

A single behavior is gradually modified by reinforcement of approximations of a final behavior.

226
Q

Who said language results in the active role in the enviornment and the child is second?

A

B.F. Skinner = behaviorlist. He believed kids come to the earth as an empty vessel and viewed language as a learned verbal behavior modified by enviornment

227
Q

Do infants produce sounds not in their language?

A

Yes

228
Q

By what age do children say sounds in their language?

A

By 9 months, Skinner believes its because their parents reinforced those sounds

229
Q

Once a behavior is acquired it doesn’t need reinforcement.

A

True

230
Q

The process of decreasing behavior by ignoring it

A

Extintion

231
Q

Word learning according to nativists

A

When child says mama in er precence the child is reinforced by mother’s attention and response. Her prescence become a stimulus a discriminative

232
Q

Adult says a want a cookie and then child says cooking and that develops to one cookie and it shapes into first sentence by reinforcing smaller parts of it.

A

Example of shaping

233
Q

Language learning based on modeling, imitation and practice according to ?

A

Nativists

234
Q

How do children learn word association?

A

By listening, repition. knowing which words most likely follow others.

235
Q

intraverbal

A

small talk , rituals in what you say

236
Q

tact

A

naming, labeling, something we use to name something in language

237
Q

mand

A

command, demand, requesting something

238
Q

Autoclitic function

A

how they chain things in order.

239
Q

What did Noam Chomsky think about Skinner’s model?

A

He thought it was based on reinforcement and parents only reinforce small percentage of a child’s utterance. Parents don’t reinforce as much as Skinner thought.
If Skinners model were true than kids wouldn’t say I eated

240
Q

What did Noam Chomsky believe?

A

He believed language is not universal, differ only superficially, languages are uniform but the underlying principles differ. Wrote book of syntactic structure and came up with theory of universal rules.

241
Q

2 levels of linguistic processing

A
  1. Phrase structure rules = the universal rules underlying all languages.
  2. Transformational rules - those rules operate on the phrase structure rules. Language specific catered to yor language.
242
Q

Phrase structure

A

All languages use a sentence. NP and VP,

243
Q

Transformational rules

A

rules that he couldn’t explain in the phrase structure like ambiguity rules

244
Q

Deep structure and a surface structure for each setence

A

Each sentence has this

245
Q

Deep structure

A

in the brain and generated by phrase structure rules

246
Q

Surface structure

A

the sentence that we hear, say, write. we can change and reorder and modify the deep structure elements to create the surface structure
Ex: We think Charlie opened the gift = deep structure
Charlie is opening the gift = surfance structure

247
Q

LAD- Language Aquisition Devisce

A

Chomsky believed it is innate and children need linguistic input to activate it. It allows children to process incoming language. Contains universal linguistic principles.

248
Q

Government binding theory

A

deemphasied importance of enviornment.cant explain why a syntactically correct sentence doesn’t make sense

249
Q

constructionists believed

A

that children rely on general cognitive mechanisms they posess. By general brain processes not LAD. It’s a usage based approach that sees language as composed of contructions or symbol units that combine the form and meaning of language through the use of morphemes, words, idioms, and setence frames.

250
Q

Theoretical weakness in Generative approach?

A

They don’t include abstract words, phrases metaphors idioms.

251
Q

Interactionalist approach

A

inludes biological and enviornment influences. Children learn linguistic knowledge from the enviornmental input to which they are exposed. Children figure out the linguistic structures of the language based on sufficient information of that language

252
Q

1 main interactionalist approaches

A

contructivism and emergentism

253
Q

CDS

A

Child directed speech. motherease speech.

254
Q

Emergentism believed?

A

language is a structure arising from existing interacting patterns in brain

255
Q

Usage based theorists think

A

Children construct abstractions by

  1. Intention reading = they attempt to understand the communicative significance of an utterance
  2. Pattern finding = they create more abstract dimensions
256
Q

Nativist vs. Constructionist

A

Language structure vs. Language use

257
Q

______ ______ includes writing, drawing, manual signing.

A

nonverbal communication

258
Q

Speech requires very precise _______ ____

A

neuromuscular coordination

259
Q

In face-to-face communication, non-speech comprises __% of the information exchanged.

A

60 %

260
Q

languages are not ______

A

monolithic

261
Q

_____ is the language with the largest number of words

A

english

262
Q

Each language is a unique vehicle for ______.

A

thought

263
Q

____ is a factor of the speaker’s and listener’s shared meanings

A

coding

264
Q

the exchange of information and ideas, needs and desires, between two or more individuals. Involves encoding, transmitting and decoding an intended message

A

communication

265
Q

____ _____ varies with our state of excitement, familiarity with the content and perceived comprehension of the listener

A

speaking rate

266
Q

____ and ____ both can signal emphasis, asides, emotions, importance of the information conveyed and the role and status of the speaker

A

Ptich and stress

267
Q

most complex of all paralinguistic codes. Used to signal the mood of an utterance.

A

intonation

268
Q

learning to read and write depends on ____ ____

A

metalinguistic awareness

269
Q

Australian aboriginal language (Warlpiri) is an example of a language with ___ ____ _____

A

free word order

270
Q

English has approximately ___ phonemes

A

43

271
Q

Sucking mechanism:

1) Uncoupling the _____ _____ from the oral cavity by raising the _____
2) Creating ______ ______ and increasing the _____ by lowering the mandible.
3) Swallowing by protruding/retracting ______. (this disappears after 3 months)

A

nasal cavity, velum, negative pressure, volume, tongue

272
Q

By 4 months of age, infants engage in up to four hours of _______ ____ of fingers and objects and of ______ their face and mouth

A

nonnutritive sucking, examining

273
Q

By six months an infant is able to _____ and by eight, they can keep their ____ ____ while chewing and swallowing semiliquids

A

pout, lips closed

274
Q

By 11 months, an infant has the neuromuscular control to elevate the tip of the tongue and eat _____ _____ foods

A

soft solid

275
Q

____ sounds are primarily produced on exhalation and consist of ______ vowel-like sounds.
______ sounds are produced on both inhalations and exhalations and include ____ consonant- and vowel-like sounds.
Both decrease with maturation

A

reflexive, long, vegetative, brief

276
Q

At what age are children able to indicate intention?

A

Before they reach age of 1

277
Q

How far is the mother from newborn?

A

Mother is approximatley 71/2 inches away from child during feeding times and coddling. Eye contact is importart

278
Q

Laguage is a communication tool whose development depends on..

A

Language is a communication tool whose development depends on… the prior development of communication.

279
Q

Domain Generality

A

No specific mechanism its more general for language learning. Content, form and use

280
Q

Joint reference

A

Two or more individuals focusing on one entity(object, event , or action in the enviornment. Calling to attention something

281
Q

Deixis

A

The use of spatial, temporal, and interpersonal features of the content to aid joint reference

282
Q

Austin Seattle. 3 stages of early communicative functions:

A

A. Prelocutionary stage - 0-8 months
B. Illocutionary stage
C. Locutionary

283
Q

Social referencing

A

when a child looks at you to see if your paying attention to them happens at 9months

284
Q

Phasing =

A

Joint referncing= trying to attain their gaze to an object. Monitoring infant behavior to determine when to get the most impact

285
Q

Adaptive technique

A

Ex: Mother using slower speech and movements so the infant can assimilate information more rapidly

286
Q

Facilitative technique

A

Example: mother assists infant physically, holds toy so infant can explore. So this ensures infant succes in routines and enviornement

287
Q

Elaborative technique

A

Ex: Mother demonstrates play with obect of infants interest, allows child to indicate an interest and then elaborates on it. Talks following the infant’s activities

288
Q

Parallel talking

A

part of the elaborative technique when the mother talks about infant’s behavior as she performs it

289
Q

initiating technique

A

ex: mother points to direct attention and brings object into child’s view. joint referencing . making sure the infant is attending to whatever they are doing

290
Q

control techniqeue

A

ex: mother insists that an infant eats. telling the infant what sh/he has to do.

291
Q

Case Grammar theory

A

Made by Filmore and stresses the importance of semantic relationships. how noun and verbs are related to each other

292
Q

One of Filmore’s cases were Proposition

A

deals with nouns and verbs in sentences and each proposition represents a type of sentence in combo. with verbs and a set of nouns

293
Q

Louis Bloom

A

believed Chomsky’s theory needed a richer interpreetation. content before the form was more important

Language Development (1 decks)

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