Exam 1 Flashcards
1
Q
____ try to determine the ways in which we use language to communicate
A
Linguists
2
Q
___ is a verbal means of communicating that requires precise neuromuscular coordination
A
Speech
3
Q
Can music reach the level of complexity found in speech?
A
no
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.
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
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
7
Q
Subcategories of the parent language that use similar but not identical rules
A
Dialects
8
Q
What happens to languages that don’t evolve, grow and change?
A
They become obsolete.
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.
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
11
Q
____ evolves within specific historical, social and cultural contexts.
A
Language
12
Q
___, as rule governed behavior, is described by at least 5 parameters.
A
Language
13
Q
What are the 5 parameters that language is described by?
A
Phonologic, morphologic, syntactic, semantic, and pragmatic.
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.
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.
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.
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.
18
Q
The exchange of information and ideas, needs and desires, between two or more individuals.
A
Is communication
19
Q
Communicative competence
A
The degree to which a speaker is successful in communicating, measured by the appropriateness and effectiveness of the message.
20
Q
____ ____ is a complex, systematic, collabrative, context-bound tool for social action.
A
Human communication
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.
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.
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.
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.
25
Cooperative communication requires...
Cooperative communication requires socio-cognitive skills of shared intentionality, animals dont have this.
26
What is considered the organizing principle of language?
Pragmatics is considered to be the organizing principle of language that determines the other four aspects when communicating.
27
Characteristics of language is:
Language is a social tool, rule governed, and generative.
28
___ Enables users to transmit ieas and desires to one another.
Language
29
Language and speech are:
Modes of communication
30
_____Allow users of a language to create and comprehend messages.
The Rule governed system in language allow users to create and comprehend messages.
31
Linguistic competence
Linguistic competence is a language user's underlying knowledge about the system of rules.
32
Linguistic knowledge in usage =
Lingusitc performance.
33
What does language is gerneratie mean?
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.
34
How does language's creativity (generativeness?) occur?
- 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.
35
Metalinguistics is also known as
human language being reflexive. We can reflect on how we use it and etc. etc.
36
Components of a language
Form, content, and use
37
Form is
```
Phonology = sound units and sequences
Syntax= Sound order and relationships
Morphology = words and word beginnings and endings
```
38
Declaratives
make statements
39
Main element of a sentence
Noun phrase and a verb phrase
40
Morpheme
the smallest grammatical unit includes free and bound morphemes
41
Free morphemes
Independent and can stand alone
42
Bound morphemes
Grammatical markers that cannot function independently. Can be derivational or inflectional
43
Derivational morphemes
Prefixes and suffices. They change whole classes of words. mad a noun turns into an adverb madly
44
Inflectional morphemes
suffixes only = tense markers like -ed and possessive markers and verb endings. 's, s, -ed
45
The aspect of language concerned with the rules governing the structure, distribution, and sequencing of speech sounds and the shape of symbols.
phonology
46
Phoneme
smallest linuistic unit of sound that can signal a difference in meaning.
47
What rules govern the distribution of sequencing of phonemes within a language?
Phonological rules govern the distribution of sequencing of phonemes within a language.
48
Distributional rule
describe which phonemes can be employed in various positions in words.
49
Semantics
Semantics is A system of rules governing the meaning or content of words and word combination
50
Word knowledge
Refers to an individual's autobiographical and experimential understanding and memory of particular events.
51
Word knowledge
contains word and symbol definitions and is primarily verbal. forms the lexicon.
52
Are word and world knowledge related?
Yes. Ex: your concept of dogs is based on your experience with dogs.
53
Semantic features
Aspects of the meaning that characterize a word. Ex: The semantic features of mother include parent and female
54
Semantic restrictions
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
55
Are sentence meanings more important than individual meanings?
Yes because sentences represent a meaning greater than the sum of the individual words.
56
Pragmatics
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).
57
Pragmatics consitsts of :
Communication intentions and recognized ways of carrying them out.
- Conversational principles or rules
- Types of discourse such as narratives, jokes and their construction
58
Discourse
Having a conversation or telling a narrative
59
In order to be valid speech must do 3 things:
1. Involve the appropriate persons and circumstances
2. Be complete and correctly executed by all participants
3. Contain the appropriate intentions of all participants
60
Pragmatic rules
Pragmatic rules govern a number of conversational interactions including sequential organization and coherence of conversations, repair of errors, role and intentions.
61
taking turns, opening, maintaining, and closing a conversation, establishing and maintaining a topic, and making relevant contributions to the conversation.
sequential organization and coherence of conversations is
62
Repairs
includes giving and recieving feedback and correcting conversational errors.
63
Role skills
include establishing and maintaining a role and switching linguistic codes for each role. Ex: speaking to a child vs. a Pastor
64
Roles in conversation
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
65
3 general categories of pragmatic rules
1. Selection of the appropriate linguistic form
2. Use of language forms consistent with assumed rules
3. Use of ritualized forms
66
Speech can be indirect or direct
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.
67
Language ruled system used by an identifiable group of people that varies in some way form an ideal language standard.
Dialect
68
Deficit approach
Each dialect has a different relative status. Meaning which one is closer to the standard language = better
69
Sociolinguistic approach
Views language as an equally valid rule system. Each dialect is related to each other and the language
70
_____ is the sending and receiving of information, ideas, feelings, or messages.
Communication
71
____ is an expression of an ability that is innate in all humans.
Language
72
does language exist even when its not spoken?
Yes language exists in the mind
73
_______ is a system of abstract symbols and rule-governed structures
Language
74
_____ is the oral expression of language
speech
75
can speech exist without language?
Yes. ex. parrots who can mimic human speech but don't have understanding of language
76
Echolalia
imitation of words, phrases, or even whole sentences infants
77
Charles F Hockett
he found the distinct features in human language that differs from animals language
78
vocal auditory channel
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.
79
what is the advantage of the vocal auditory channel?
it leaves your hands free and able to do other things while we are communicating.
80
Broadcast transmission and directional reception
when speech is produced it radiates in all directions can be received by any listener who is in range.
81
Rapid fading
means speech signals are transitory. once we say something that's it we can't stop it and it doesn't linger around
82
interchangibility
the ability of one human being to say anything that is said by another human being.
ex. how children imitate speech
83
total feedback
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
84
Specialization
Speech is specifically designed for communication and serves no other purpose.
we speak to communicate
85
Semanticity
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.
86
Arbitrariness
the words we use do not reflect their referents. there is nothing inherent in a word to account for its meaning.
87
discreteness
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
88
Displacement
humans can talk about things that are distant in space or time. we can talk about the past and the future unlike animals
89
Productivity
one of the most important design features of human speech.
| we can be creative in our speech. generativity
90
duality of patterning
how we can combine sounds to create new words
91
traditional transmission
we have the genetic or biological capacity for language acquisition
92
which are the 4 most important design features Hockett described
Semanticity, displacement, productivity, and traditional transmission
93
The examiner is....
Infants. 1- 6 months
94
Motor development of 1 month old
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
95
Cognition development of 1 month old
infants cry from distress, and remember objects that reappear within 2 1/2 seconds at 1 month old.
96
Socialization development of 1 month old
1 month Olds establishes eye contact with their mother, quiets when held, adjusts body to person holding them and smiles.
97
Communication development of 1 month old
1 month Olds respond to human voice which has a quieting effect, cries for assistance, and makes pleasure sounds, quasi resonant nuclei
98
quasi resonant nuclei
Vowel like sounds that aren't crying come with smiling
99
Motor development of 2 month old
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
100
Cognition development of 2 month old
2 month Olds visually prefer face to objects, repeats own actions, excites in anticipation of objects, increased awareness of stimuli
101
Socialization development of 2 month old
2 month Olds get excited when they see other people, has an unseletive social smile, prefers touch and oral stimulation rather than social stimulation
102
Communication development of 2 month old
2 month Olds can distinguish different speech sounds and make more guttural/ throaty gooing
103
Motor development of 3 month old
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
104
Cognition development of 3 month old
3 month Olds attain full focus, can glance smoothly between objects, visually searches for sounds, stops sucking to attend to voice.
105
Socialization development of 3 month old
3 month Olds visually discriminate different people and things. they recognize their mother. have selective social smile. sleep most of the night.
106
communication development of 3 month old
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.
107
Motor development of 4 month old
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
108
Cognition development of 4 month old
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
109
socialization development of 4 month old
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
110
Communication development of 4 month old
4 month olds babble strings of consonants, varies pitch, imitates tone, smiles at person speaking to him or her
111
motor development of 5 month old
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
112
Cognition development of 5 month old
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
113
Socialization development of 5 month old
5 month olds discriminate parents and siblings from others, imitates movements, frolics when played with , displays anger when objects are taken away
114
Communication development of 5 month old
5 month Olds vocalize to toys, discriminate angry and friendly voices, imitate some sounds, responds to name, smile and vocalizes to image in mirror
115
Motor development of 6 month old development
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
116
Cognition development of 6 month old
looks and reaches smoothly and quickly, inspects objects, reaches to grab dropped objects
117
Socialization development of 6 month old
6 month olds differentiate social responses, prefer people games like peekaboo, feeds self with finger good, explores face of person holding
118
Communication development of 6 month old
6 month Olds play with volume pitch and rate, vocalize pleasure and displeasure, squeals with excitement, intones displeasure
119
Motor development of 7 month old
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
Cognition development of 7 month old
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
socialization development of 7 month old
7 month solids resist, tease, laugh at funny expressions, raises arms to be picked up
122
communication development of 7 month old
7 month olds play vocally, produce several sounds in one breath, listen to vocalization of others, recognize different tones and inflections
123
Motor development of 8 month old
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
Cognition development of 8 month old
Recognizes object dimensions, prefers novel and relatively complex toys, explores shape, weight, texture, function, and properties example in and out
125
Socialization development of 8 month old
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
Communication development of 8 month old
8 month Olds recognizes some words, repeats emphasized syllable, imitates gestures and tonal quality of adult speech, echolalia
127
Motor development of 9 month old
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
Cognition development of 9 month old
9 month Olds uncovers object if observes act of hiding first, anticipates outcome of events and return of persons
129
Socialization development of 9 month old
9 month Olds explore other babies, perform for family, imitate play, play action games
130
Communication development of 9 month old
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
Motor development of 10 month old
10 month olds hold and drink from cups, sits from a standing position, momentary unsupported stand
132
Cognition development of 10 month old
10 month Olds points to body parts, attains a goal with trial and error approach, searches for hidden object in familiar place
133
Socialization development of 10 month old
10 month olds helps dress and feed self, becomes aware of sicual approval and dissaproval
134
Communication development of 10 month old
10 month olds imitates adult speech if sounds in repertoire , obeys some commands
135
Motor development of 11 month old
11 month Olds stands alone, gets up from all fours position by pushing up, climbs up stairs, feeds self with spoon
136
Cognition development of 11 month old
11 month olds imitates increasingly , associates properties with objects
137
Socialization development of 11 month old
11 month Olds seeks approval, anticipates mothers goal and tries to change it by protest or persuasion
138
communication development of 11 month old
11 month Olds imitate inflections, rhythms, facial expressions
139
Motor development of 12 month old
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
Cognition development of 12 month old
12 month Olds can reach while looking away, uses common objects appropriately, searches in location where an object was last seen
141
Socialization development of 12 month old
12 month old expresses peoples preferences, expresses many different emotions
142
Communication development of 12 month old
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
The experimenter
7-12 months
144
The explorer
12-24 months
145
Motor development of 15 month old
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
Cognition development of 15 month old
15 month Olds imitates small motor acts and uses toy phone like real one
147
Socialization development of 15 month old
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
Communication development of 15 month old
15 month Olds points to clothes, persons, toys, and animals named, uses jargon and words in conversation , has four to six word vocabulary
149
Motor development of 18 month old
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
Cognition development of 18 month old
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
Socialization development of 18 month old
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
Communication development of 18 month old
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
Motor development of 21 month old
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
Cognition development of 21 month old
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
Socialization development of 21 month old
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
communication development of 21 month old
21 month Olds like rhyming games, pulls person to show something, tries to tell experiences, understands some personal pronouns, uses I and mine
157
Motor development of 24 month old
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
Cognition development of 24 month old
24 month Olds match familiar objects, comprehend one and many, recognize when picture in books are upside down
159
Socialization development of 24 month old
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
Communication development of 24 month old
24 month Olds vocabulary = 200-300 words, uses short incomplete sentences
161
the exhibitor
3 years old and up
162
Motor development of 3 years old
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
Cognition development of 3 years old
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
Socialization development of 3 years old
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
Communication development of 3 years old
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
proxemics
the use of personal space
167
Motor development of 4 years old
4 year Olds walk up and down stairs with alternating steps, jump over objects, hop on one foot, can copy block letters
168
Cognition development of 4 years old
4 year Olds categorize, count to 5, can show 3 objects and understand concept of 3 , know primary colors
169
socialization development of 4 years old
4 year old play and cooperate with others and role play
170
communication development of 4 years old
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
Motor development of 5 years old
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
Cognition development of 5 years old
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
Socialization development of 5 years old
5 year Olds play simple games, select playmates based on sex, enjoy dramatic play, shows interest in group activities, plays purposefully and constructively
174
Communicative development of 5 year old
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
Motor development of 6 year old
6 year olds have better gross-motor coordination, rides bicycle, throws ball well, gets adult teeth
176
Cognitive development of 6 year old
6 year olds have a longer attention span, get less distracted by additional information when problem solving, they remember and repeat 3 digits
177
Socialization development of 6 year old
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
Communication development of 6 year old
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
Motor development of 8 year old
8 year olds have longer arms, larger hands, have better manipulative skills, mature sized brain, has more adult teeth
180
Cognitive development of 8 year old
8 year olds knows left and right of others, understands conversation, knows differences and similarities, reads spontaneously
181
Socializationdevelopment of 8 year old
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
Communication development of 8 year old
8 year olds talk a lot, verbalize ideas and problems, communicate thought
183
Motor development of 10 year old
10 year olds have eyes of almost mature size, have almost mature lungs and digestive and circulatory system
184
Cognitive development of 10 year old
10 year olds plan future actions, solves problems with only minimal physical input
185
Socialization development of 10 year old
10 year olds enjoy games, sports, hobbies, discovers that he or she may be the object of someone else's perspective
186
Communication development of 10 year old
10 yeear olds spend a lot of time talking, have good comprehension
187
Motor development of 12 year old
12 year olds experience rest before adulescent growth (girls are usually taller and heavier, may have entered puberty
188
Cognitive development of 12 year old
12 year olds engage in abstract thoght
189
Socialization development of 12 year old
12 year olds have different interests than those of oppositesex
190
Communication development of 12 year old
12 year olds have 50,000 receptive vocab. , constructs adultlike definitions
191
What are Gricean's 4 Maxims?
They are pragmatics cooperation princples. The 4 maxims are quantity, quality, relation and manner
192
4 maxim quantity?
Conversation should not provide too much or too little information
193
4 maxim quality
A person needs to give only truthful information and false one
194
4 maxim relation
should be relevant to the topic
195
4 maxim manner
avoiding ambiguity and vaugeness in conversation.
196
Does the need to communicate exist prior to the content and form?
Yes
197
What is every utterance called?
A speech act
198
What are the 4 developmental stages spoken about?
Motor, Cognitive, socioemotional, and communicative growth/ development.
199
Physical growth?
includes motor control
Gross motor = the limbs, walking, throwing
fine motor skills= drawing , fingers
200
Cognitive development?
Intellectual develop., problem solving, memory
201
Socioemotional development?
How they interact, become less egocentric as they get older
202
Communicative growth
They all interact with one another
203
6-12 years?
The Expert
204
0-1 month growth?
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
What is mylenation?
It is the development of protective mylein sheath around the cranial nerves that controls neural fuctioning.
206
Why do reflexes dissapear?
Due to the rapid rate of brain growth and myleination
207
Reduplicated babbling
long string of consonant vowel syllable repetition bababa
208
fully resonant nuclei
vowel like sound aahh
209
7-12 months
experimenter. they experiment with standing, walking and with their voice
210
varieagated babbling
the adjacent and succesive syllables jadaba
211
what is jargon?
Long string of unintelligible sounds with adult like intonation
212
what happens 7-12 month old death children vocals?
Vocalizations begin to decrease
213
Phonetically perisitent forms (PCFs)
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
At what grade does school become more abstract?
At 3rd grade.
215
When does independent swallowing and jaw movement begin?
At 3 years old
216
What does producing speech sounds require?
- 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
What are representations?
Representations are our way of describing concepts stored in our brain,
218
Why do people study language development?
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
What is nature?
It's a natural and inherent part of being human
220
What is nurture?
It occurs because of nurturance and learning from the enviornment,
221
what are the 2 approahes representing nature and nurture?
1. Generative/ Nativist and 2. Interactionist/ characterized by Constructionism and Emergentism
Genetics and enviornement= Generativists vs. constructionists
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Generativsts/ Nativists/ Biological nativists ?
Assume children are able to acquire language because they re born with innate rules or principles related to the structures of human language
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Who is B.F. Skinner?
He believed that all behavior is learned (operant) and can change.
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Chaining
A sequence of behavior is trained in such a way that each step serves as a stimulus for the next
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Shaping
A single behavior is gradually modified by reinforcement of approximations of a final behavior.
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Who said language results in the active role in the enviornment and the child is second?
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
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Do infants produce sounds not in their language?
Yes
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By what age do children say sounds in their language?
By 9 months, Skinner believes its because their parents reinforced those sounds
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Once a behavior is acquired it doesn't need reinforcement.
True
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The process of decreasing behavior by ignoring it
Extintion
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Word learning according to nativists
When child says mama in er precence the child is reinforced by mother's attention and response. Her prescence become a stimulus a discriminative
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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.
Example of shaping
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Language learning based on modeling, imitation and practice according to ?
Nativists
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How do children learn word association?
By listening, repition. knowing which words most likely follow others.
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intraverbal
small talk , rituals in what you say
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tact
naming, labeling, something we use to name something in language
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mand
command, demand, requesting something
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Autoclitic function
how they chain things in order.
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What did Noam Chomsky think about Skinner's model?
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
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What did Noam Chomsky believe?
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.
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2 levels of linguistic processing
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.
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Phrase structure
All languages use a sentence. NP and VP,
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Transformational rules
rules that he couldn't explain in the phrase structure like ambiguity rules
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Deep structure and a surface structure for each setence
Each sentence has this
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Deep structure
in the brain and generated by phrase structure rules
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Surface structure
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
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LAD- Language Aquisition Devisce
Chomsky believed it is innate and children need linguistic input to activate it. It allows children to process incoming language. Contains universal linguistic principles.
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Government binding theory
deemphasied importance of enviornment.cant explain why a syntactically correct sentence doesn't make sense
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constructionists believed
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.
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Theoretical weakness in Generative approach?
They don't include abstract words, phrases metaphors idioms.
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Interactionalist approach
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
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1 main interactionalist approaches
contructivism and emergentism
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CDS
Child directed speech. motherease speech.
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Emergentism believed?
language is a structure arising from existing interacting patterns in brain
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Usage based theorists think
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
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Nativist vs. Constructionist
Language structure vs. Language use
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______ ______ includes writing, drawing, manual signing.
nonverbal communication
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Speech requires very precise _______ ____
neuromuscular coordination
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In face-to-face communication, non-speech comprises __% of the information exchanged.
60 %
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languages are not ______
monolithic
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_____ is the language with the largest number of words
english
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Each language is a unique vehicle for ______.
thought
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____ is a factor of the speaker's and listener's shared meanings
coding
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the exchange of information and ideas, needs and desires, between two or more individuals. Involves encoding, transmitting and decoding an intended message
communication
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____ _____ varies with our state of excitement, familiarity with the content and perceived comprehension of the listener
speaking rate
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____ and ____ both can signal emphasis, asides, emotions, importance of the information conveyed and the role and status of the speaker
Ptich and stress
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most complex of all paralinguistic codes. Used to signal the mood of an utterance.
intonation
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learning to read and write depends on ____ ____
metalinguistic awareness
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Australian aboriginal language (Warlpiri) is an example of a language with ___ ____ _____
free word order
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English has approximately ___ phonemes
43
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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)
nasal cavity, velum, negative pressure, volume, tongue
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By 4 months of age, infants engage in up to four hours of _______ ____ of fingers and objects and of ______ their face and mouth
nonnutritive sucking, examining
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By six months an infant is able to _____ and by eight, they can keep their ____ ____ while chewing and swallowing semiliquids
pout, lips closed
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By 11 months, an infant has the neuromuscular control to elevate the tip of the tongue and eat _____ _____ foods
soft solid
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____ 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
reflexive, long, vegetative, brief
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At what age are children able to indicate intention?
Before they reach age of 1
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How far is the mother from newborn?
Mother is approximatley 71/2 inches away from child during feeding times and coddling. Eye contact is importart
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Laguage is a communication tool whose development depends on..
Language is a communication tool whose development depends on... the prior development of communication.
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Domain Generality
No specific mechanism its more general for language learning. Content, form and use
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Joint reference
Two or more individuals focusing on one entity(object, event , or action in the enviornment. Calling to attention something
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Deixis
The use of spatial, temporal, and interpersonal features of the content to aid joint reference
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Austin Seattle. 3 stages of early communicative functions:
A. Prelocutionary stage - 0-8 months
B. Illocutionary stage
C. Locutionary
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Social referencing
when a child looks at you to see if your paying attention to them happens at 9months
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Phasing =
Joint referncing= trying to attain their gaze to an object. Monitoring infant behavior to determine when to get the most impact
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Adaptive technique
Ex: Mother using slower speech and movements so the infant can assimilate information more rapidly
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Facilitative technique
Example: mother assists infant physically, holds toy so infant can explore. So this ensures infant succes in routines and enviornement
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Elaborative technique
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
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Parallel talking
part of the elaborative technique when the mother talks about infant's behavior as she performs it
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initiating technique
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
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control techniqeue
ex: mother insists that an infant eats. telling the infant what sh/he has to do.
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Case Grammar theory
Made by Filmore and stresses the importance of semantic relationships. how noun and verbs are related to each other
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One of Filmore's cases were Proposition
deals with nouns and verbs in sentences and each proposition represents a type of sentence in combo. with verbs and a set of nouns
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Louis Bloom
believed Chomsky's theory needed a richer interpreetation. content before the form was more important
