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Development of Speech and Language > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

1 Month

A
  • Infants can detect intonational changes in speech patterns (prosody)
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2
Q

2 Months

A
  • Focus on speakers eye’s

- Imitate facial gestures

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3
Q

3 Months

A
  • Speech-like sounds (babbling)
  • Can produce sentences
  • Engage in vocal turn-taking in response to sounds produced by adult
  • Being to laugh
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4
Q

5 Months

A
  • Can imitate some sounds
    - Can recognize names but get them confused w/other similar words
  • Recognize difference between human voice and non-human sounds
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5
Q

6 Months

A
  • Infants are sensitive to sound differences (voiced vs. voiceless)
  • Become aware of positive or negative facial expressions
    - Signs of early dev. of TOM
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6
Q

7 Months

A
  • Spend greater time looking at things that capture their interest
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7
Q

9 Months

A
  • Produce consistent vowel patterns (PCF’s)
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8
Q

10 Months

A
  • Babbling should not develop any later

- Could be language delay

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9
Q

12 Months

A
  • Produce words that represent objects , living entities, actions
  • Deferred imitation
  • Pretend play
  • Vocabulary dev. (one or two words)
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10
Q

15 Months

A
  • Understand falsehoods

- Putting bowl on head pretending its a hat

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11
Q

17 Months

A
  • Use mutual exclusivity until this point
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12
Q

18 Months

A
  • Two word utterances
  • Representational thought
  • Syntactic development
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13
Q

2 Years

A
  • Playing w/ dolls or adventure documents
  • Beginning to use modal auxiliaries
  • 200-300 words
  • Play skills become
  • Sentence production is expanded
  • Vocabulary increases rapidly
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14
Q

3 Years

A
  • Use language to communicate feelings and observations
  • More advanced play schemas
  • Pronouns first appear
  • Increase in linguistic and cognitive growth
  • Develop TOM after this year
  • Multi play sequences
  • Morphology
  • Early syntactic connections are mastered
  • Emergence of compound sentences
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15
Q

4 Years

A
  • Beginning to use different voices in play
  • Speech is 90-100% intelligible
  • Adult-like syntax
  • Sentences expanded w/ modifiers and articles
  • Emergence of complex sentences
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16
Q

5 Years

A
  • Reflexive pronouns are mastered
  • Acquired 90% of syntax
  • Utterances expand to include wider variety of modifiers and usage of pronouns
  • Over 2,000 words
  • Produce simple casual chains to present an episode
    - Initiating event, attempt, consequence
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17
Q

7 Years+

A
  • Narrative elements also include
    - Setting, internal response, internal plan, resolution, ending
  • Use indirect requests more frequently
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18
Q

Dear Kaitlyn

A

You have always been my number one supporter in anything that I’d like to do and I can never say how much that means to me. I know I have been a bad boyfriend at times or that I do stupid shit but you have never for one day stopped loving me. I appreciate and love everything little thing about you. I will never for one day stop loving you. I want a future with you. I want to live the rest of my life with you. I want to show you what true happiness is, but I can’t do it without you. I love you forever and ever, and I will prove to you everyday that we are together that I love you with all my heart.
PS. Good luck on your test! I believe in you and I’m truly always proud of you! <3

Love,
Haze <3 aka baby/daddy

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19
Q
  • Infants can detect intonational changes in speech patterns (prosody)
A

1 Month

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20
Q
  • Focus on speakers eye’s

- Imitate facial gestures

A

2 Months

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21
Q
  • Speech-like sounds (babbling)
  • Can produce sentences
  • Engage in vocal turn-taking in response to sounds produced by adult
  • Being to laugh
A

3 Months

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22
Q
  • Can imitate some sounds
    - Can recognize names but get them confused w/other similar words
  • Recognize difference between human voice and non-human sounds
A

5 Months

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23
Q
  • Infants are sensitive to sound differences (voiced vs. voiceless)
  • Become aware of positive or negative facial expressions
    - Signs of early dev. of TOM
A

6 Months

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24
Q
  • Spend greater time looking at things that capture their interest
A

7 Months

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25
Q
  • Produce consistent vowel patterns (PCF’s)
A

9 Months

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26
Q
  • Babbling should not develop any later

- Could be language delay

A

10 Months

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27
Q
  • Produce words that represent objects , living entities, actions
  • Deferred imitation
  • Pretend play
  • Vocabulary dev. (one or two words)
A

12 Months

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28
Q
  • Understand falsehoods

- Putting bowl on head pretending its a hat

A

15 Months

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29
Q
  • Use mutual exclusivity until this point
A

17 Months

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30
Q
  • Two word utterances
  • Representational thought
  • Syntactic development
A

18 Months

31
Q
  • Playing w/ dolls or adventure documents
  • Beginning to use modal auxiliaries
  • 200-300 words
  • Play skills become
  • Sentence production is expanded
  • Vocabulary increases rapidly
A

2 Years

32
Q
  • Use language to communicate feelings and observations
  • More advanced play schemas
  • Pronouns first appear
  • Increase in linguistic and cognitive growth
  • Develop TOM after this year
  • Multi play sequences
  • Morphology
  • Early syntactic connections are mastered
  • Emergence of compound sentences
A

3 Years

33
Q
  • Beginning to use different voices in play
  • Speech is 90-100% intelligible
  • Adult-like syntax
  • Sentences expanded w/ modifiers and articles
  • Emergence of complex sentences
A

4 Years

34
Q
  • Reflexive pronouns are mastered
  • Acquired 90% of syntax
  • Utterances expand to include wider variety of modifiers and usage of pronouns
  • Over 2,000 words
  • Produce simple casual chains to present an episode
    - Initiating event, attempt, consequence
A

5 Years

35
Q
  • Narrative elements also include
    - Setting, internal response, internal plan, resolution, ending
  • Use indirect requests more frequently
A

7 Years+

36
Q

Reflexive Stage

0-2 months

A
  • Vegetative sounds such as burping and coughing
  • Cooing and gooing
  • Crying, fussing
  • Syllable shapes may be produced, such as CVCV forms and vowels (wawa, ah)
  • Quasi-resonant nuclei (partial vowel production)
37
Q

Control of Phonations

1-4 months

A
  • Fully resonant nuclei (true vowel production)
  • Vocalizations with a vowel-like segment are combined with a consonant-like segment
  • Laughter
38
Q

Expansion

3-8 months

A
  • Isolated vowel production or a series of two or more vowels
  • Marginal babbling (a series of consonants and vowels or isolated consonants and vowels)
39
Q

Basic canonical syllables

5-10 months

A
  • Reduplicated babbling consists of a series of the same consonant-vowel (CV) syllables, such as ba-ba-ba
  • Non Reduplicated or variegated babbling consists of a series of different CV sequences, such as ba-bi-bu-bu
40
Q

Advanced forms

10-18 months

A
  • Complex syllables such as CV (up), CVC (cat), and CVCC (milk)
  • Multisyllabic strings with variations in stress or intonation (emphasis on a syllable or changing emphasis on an utterance)
  • Jargon: a syllable series with two different consonants and vowels with changes in stress and intonation, syllables that have the intonational patterns of adult language, such as pattern of questions or statements
41
Q

Stage I

9-12 months

A

Means-end skills allow children to use methods to achieve goals, such as pulling a string to play with a toy. Object permanence allows children to find a hidden object.

42
Q

Stage II

13-17 months

A

Children explore and discover the mode of operation of a toy (e.g., levers or other movable parts).

43
Q

Stage III

17-19 months

A

Children begin to engage in pretend play (e.g., pretending to sleep or other daily activities)

44
Q

Stage IV

19-22 months

A

Symbolic play continues to emerge, defined by the child using one thing to represent something else (e.g., a block as a telephone or a box used to represent a car). Play schemes can also include feeding a doll, putting the doll to bed, and general care of the doll, which represents a live baby.

45
Q

Stage V

24 months

A

Children engage in play schemes that represent daily activities that they have observed (e.g., shopping or playing house)

46
Q

Stage VI

2 ½ years

A

More varied experiences appear in play (e.g., trips to the doctor)

47
Q

Stage VII

3 years

A

Play schemas continue to use props (realistic objects), while play consists of sequenced events (e.g., getting breakfast, going shopping, putting baby in bed to nap, and other activities that represent the sequence of these events)

48
Q

Stage VIII

3-3 ½ years

A

Realistic props, previously used in play, are replaced by the use of imagination to create a play scheme. Children may use blocks to create an enclosure (e.g., a house, school, barn) or a row of chairs to represent a bus.

49
Q

Stage IX

4 years

A

Hypothetical events (not yet experienced) are used to create play schemes and projects (e.g., building a city, a farm, an airport or some other scheme that requires materials). Children begin to take account of future events (e.g., what would happen if . . . ), resulting in behaviors that require planning to create the play scheme (e.g., a barn yard that will keep the animals from running away)

50
Q

Stage X

5 years

A

Collaborative play appears as interaction involves imaginative play schemes (e.g., a super hero, home making, a classroom play scheme). Children are now able to coordinate multiple activities within a play event by creating roles for other children in the play scheme (e.g., the teacher, the bus driver, and the children).

51
Q

Phase 1

A
  • Rising intonation and some wh- forms occur between 27 and 30 months of age
    - Cookies now?
    - Go Car?
  • Younger children simply attach a wh- word to an assertion
    - Where daddy?
    - What dat?
  • Where and what questions are the more prominent wh- questions produced, with difficulty understanding why questions (treating them as what questions)
    • Question asked: why do you eat breakfast?
    • Child’s response: Cereal
52
Q

Phase 2

A

Between 27 and 34 months, children understand and respond to what, who, and where questions, while auxiliary verbs may be absent

  - Where my car?
  - What you doing?
53
Q

Phase 3

A
  • Between 31 and 40 months, there is limited use of inversion in wh- question until children reach 3.5 MLU
    - Where are you?
    - Where you are?
    - Where are you?
  • At this stage, children are able to invert the subject and verb to produce yes/no questions
    - We are going? Inversion absent
    - Are we going? Inversion present
54
Q

Phase 4

A
  • Inversion in positive wh- questions appears at about 35 months. Children now invert the subject and the auxiliary verb when asking positive wh- questions
    - What is the man doing?
  • Difficulty appears with inversion when producing negative wh- questions
    - Why I can’t have cookie?
55
Q

A one-event narrative

A
  • Has only one specific past tense action

- I played. (when asked what he did in school)

56
Q

A two-event narrative

A
  • A two-event narrative

- I dropped my cookie. Mommy gave me a new cookie

57
Q

A leap-frog narrative

A
  • Includes events that are not sequenced appropriately and/ or omits major events so that the listener must infer a logical causal sequence and any missing events.
    - I went to the zoo. My brother got popcorn. I went on the subway
58
Q

A chronological narrative

A
  • Contains a chronological sequence or listing of events without much coherence and/ or evaluation; so it sounds like a travel itinerary.
    - We went to the ball game. I ate a hotdog. It was raining. We went inside. I didn’t get wet.
59
Q

A classic narrative

A
  • Is complete with information on characters involved, what happened, where the event happened, when it happened, and the elements of cause and effect.
    - I went to the lake house and played Wii. We went bowling and I won three games but we had to leave ’cause Grampa got tired of playing. We went to Tanzy’s for lunch and had curly fries. I spilled my drink but nobody got mad. We came back to the lake house and watched a movie
60
Q

Unstressed syllable deletion

A
  • banana

- “nanuh”

61
Q

Reduplication

A
  • daddy

- “dada”

62
Q

Consonant cluster reduction

A
  • stop

- “top”

63
Q

Final consonant deletion

A
  • bus

- “bu”

64
Q

Initial consonant deletion

A
  • bup

- “up”

65
Q

Syllable repetition

A
  • daddy

- “dada”

66
Q

Fronting (back sound as front)

A
  • cup

- “tup”

67
Q

Backing (front sound as back)

A
  • top

- “cop”

68
Q

Assimilation

A
  • Dog or cat

- “Gog”, “cac”, “tat”

69
Q

Vocalization

A
  • car

- “cah”

70
Q

Prevocalic voicing

A
  • car

- “cah”

71
Q

Depalatization

A
  • chew

- “too”

72
Q

Gliding

A
  • run

- “wun”

73
Q

Epenthesis

A
  • cup

- “cupuh”

Development of Speech and Language (1 decks)

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