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SFL 355 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Intentional Communication: Andrew Locke stated a list of two types, what were they?

A

Active and Passive

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2
Q

Passive behaviors:

A

1) prefer moms voice to strangers
2) discriminate speech sounds of other languages
3) preference for face like stimuli compared to no fat elike stuff
4) intermodal or intercessory perception (Integration of info from 2 or more different senses)

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3
Q

Active behaviors

A

1) Social referencing( using someone as emotional guide in affecting ones own behavior)
2)imitation(infants imitate early on!)
3)Memory-example they knew to kick to get ht Emobile to move, 2 mo remembered relationship over 3 days and 3 most remembered a week, context has to be as same original learning
4) social smiling and gazing-being turn taking skills
social smiling-one person looks and smiles, gaze coupling two people look and smile

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4
Q

3 difficulties of active comm have to be faced:

A

1) at least 2 partners have to be involved in the process
2) early human infant communication
3) subjectivity and intersubjectivity

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5
Q

Characteristics of intentional communication:

A

a: EYE CONTACT
b: GESTURES
c: VOCALIZATIONS
d: PAUSES FOR RESPONSE
e: PERSISTENCE

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6
Q

When are the first signs of intentional communication seen?

A

There is no distinct boundary between behavior with and without communicative intent. There is no exact age when one would categorize an infant as intentionally communcative its a gradual process

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7
Q

Forms and functions of early communicative behavior

A

Imperatives and declaratives

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8
Q

Protowords

A

vocalizations used by children shortly before they begin learning real words, unique to child, consistent situations, family adapts (bibbin)

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9
Q

At what age do infants start becoming intensely interested in people?

A

approx 3 mo

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10
Q

Name two communicative functions

A

imperative declarative

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11
Q

5 characteristics of intention communication

A

eye contact, consistent vocalizations, persistence, consistent gestures, pauses

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12
Q

note:

A

infants will not learn to speak without social interaction

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13
Q

What caregivers do:

A

1) how they talk (INFANT DIRECTED SPEECH)
2) provide turn taking opportunities
3) behave inlays that may be supportive of infants attempts to communicate

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14
Q

What’s different about infant directed speech?

A 
Pitch
Intonation
Rate
Length of utterance
facial expressions
vocabulary
use of questions
infant behavior
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15
Q

infants with depressed moms

A

less reaction, generally not as happy

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16
Q

Create situations:

A

adult responsively is important for emergent of early communication

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17
Q

What benefit would the utterance of creating situations provide:

A 
get Childs attention
asks question
names the object
repeats
gives feedback
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18
Q

Emergence of object reference

A

begins: 6 mo age caregivers start interacting with their infants by encouraging their interest on objects

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19
Q

Joint Attention (creating situations 2)

A

child and caregiver focus on the same thing

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20
Q

3) communicative style

A

verbally sensitive style: use continent comments, follow on the Childs interest, bases next statement on what child is focusing on
Verbally intrusive style: constantly redirecting the Childs attention

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21
Q

Adults probably use baby-talk characteristics to prelinguistic infants because

A

The infant pays more attention to the adult when the adult uses baby-talk

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22
Q

Early turn-taking episodes between adults and infants are characterized by which of the following?

A

The parent interpreting their child’s vocalizations
The parent does most of the “turn taking”
Infant vocalizations promote continued interaction

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23
Q

Pointing can be considered

A

A symbolic communicative gesture

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24
Q

A sequence of sounds (used by a child) that has a relatively consistent meaning but is not necessarily based on any adult word is a (n)

A

Protoword

25
Q

When a mother and child are at the zoo and the mother points to the lion and says “Look, a lion” to her 10-month old, she is

A

Attempting to establishing joint attention

26
Q

DeCasper and Fifer’s findings that newborn’s discriminate their mother’s voice compared to another woman’s voice is significant because

A

It demonstrates infants’ readiness for communication

27
Q

Phonology

A

Study of the sound system of language; the sounds the language uses, and the rules for their combination

28
Q

IPA

A

International Phonetic Alphabet

29
Q

Classifying consonants: Placement: Lips (bilabial)

A

If both of the lips are used to articulate a sound, then it is said to be a bilabial sound. Examples of bilabial sounds include: /p/,/b/, /w/, and /m/.

30
Q

Classifying consonants: Placement: Labiodental

A

Teeth and lower lip come into contact. This place of articulation for the /f/ and/v/.

31
Q

Classifying consonants: Placement: Teeth (Dental) (inter-dental or lingual dental)

A

The ‘th’ sounds of English are formed by forcing air through the teeth. The tongue tip and rims are articulating with the upper teeth.

32
Q

Classifying consonants: Placement: Alveolar ridge (Alveolar)

A

An alveolar sound is when the tongue tip, or blade, touches the bony prominence behind the top teeth. The following sounds are alveolar:/t/,/d/,/s/,/z/,/l/,/n

33
Q

Classifying consonants: Placement: Hard palate (Palatal)

A

This is the hard bit of the arched bony structure that forms the roof of the mouth. The /j / sound in yes is the clearest example of a palatal sound. – back of tongue rises upward. Others include: “sh”, “ch”, “j”, and /r/.

34
Q

Classifying consonants: Placement: Soft palate (Velar)

A

The soft palate is in the back of the mouth. It is where the roof of the mouth gives way to the soft area behind it. They include the /k/ in cat, the /g/ in girl and the /ng/ in hang.

35
Q

Classifying consonants: Placement: Throat (Glottal)

A

Glottal sounds are those sounds that are made in the larynx through the closure or narrowing of the glottis. /h / as in Helen is an example of a glottal sound. It is also used in whispering

36
Q

Classifying consonants: Manner: Stop

A

build up and sudden release of air P B T D K G

37
Q

Classifying consonants: Manner: Fricative

A

gradual release of air flow S F TH Z SH H V

38
Q

Classifying consonants: Manner: Affricate

A

stop + fricative - ch or j

39
Q

Classifying consonants: Manner: Nasals (Hypo and hyper)

A

sound exits through the nose- where typically exists through the mouth

40
Q

Consonant clusters

A

2-3 consonants together (a cluster or group of consonants) is st in the word stop

41
Q

digraphs

A

a combination of two letters resulting in one sound

42
Q

vowels

A

1) vocal tract relatively unobstructed
2) first sounds experimented with
3) ALWAYS voiced
4) most difficult to differentiate

43
Q

age by which 90% of kids use this speech sound accurately:

H,W,M,N,P,B

A

3-4 yrs

44
Q

age by which 90% of kids use this speech sound accurately:

K,G,D,F,Y,T

A

4-5 yrs

45
Q

age by which 90% of kids use this speech sound accurately:

“ing”, v, produce initial cluster sounds

A

6 yrs

46
Q

age by which 90% of kids use this speech sound accurately:

r,l,z,s,ch,sh,j

A

7-8 yrs

47
Q

age by which 90% of kids use this speech sound accurately: voiced th and voiceless th

A

8-8.5 yrs

48
Q

Phonotactic Constraints

A

restrictions on what is permissible sound sequences in a language

49
Q

What phontactic constraints help us with?

A
  • where the syllable boundary occurs

- defining non words: accidental gaps (/stremp/) and illegal syllables (/renp/)

50
Q

Stages of Pre Linguistic period: Stage 1

A

(birth-2 months) Reflexive vocalizations-why

51
Q

Stages of Pre Linguistic period: Stage 2

A

(2-4 mos) cooing and laughing

52
Q

Stages of Pre Linguistic period: Stage 3

A

(4-6 mos) vocal play-infants who are deaf

53
Q

Stages of Pre Linguistic period: Stage 4

A

(6 mos +) canonical babbling 2 types

54
Q

Stages of Pre Linguistic period: Stage 5

A

(10 mos +)- jargon

55
Q

Behaviorist view of phonological development

A

blank slate- through external reinforcement/praise-children come to produce correct sounds. most frequently heard sounds will be those produced first

56
Q

linguist view of phonological development

A

all there at the start- chronological order of production that is not altered. earliest productions will be of those sounds that are the most common across different

57
Q

Cognitive approach to the acquisition to phonology

A

regression:

progressive phonological idioms

58
Q

cognitive view

A

somewhere in between, child is seen as active problem solver-both external and internal forms of reinforcement. self organizing- goals to learn various phonological rules
looks at more than the acquisition of phonemes
looks at the rules children use for combing sounds
takes into account the irregularity children show in learning to produce sounds/words

59
Q

developmental patterns of incorrect production

A
  • final consonant deletion(should be gone by 3)
  • cluster reduction (should be gone by age 5)
  • assimilation (buddy to hubby-should be gone by age 3)
  • syllable reduction (banana to nana)
  • by age 3 should be 80% understood by someone not their parent and by age 4-5 should be 100 % should be understood

SFL 355 (13 decks)

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