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CSD 410 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Infancy

A

birth-12 mos; understand some words, started comm w/ gestures & tone of voice; commonly produce first recognizable word

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2
Q

Infant capabilities that contribute to language development

A

infant speech perception
awareness of actions & intentions
category formation
early vocalizations

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3
Q

Infant speech perception

A

ability to attend to prosodic/ phonetic regularities of speech

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4
Q

Infant prosodic regularity - prosody

A

music of language; gives language its rhythm, timing and intensity level

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5
Q

3 features of prosody

A

loudness, pitch, duration
can be applied at word OR phase level

Ex: entrance (entry way) vs. entrance (in awe)

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6
Q

phonetic regularity

A

words that adhere to a regular letter/sound correspondence structure (84%) so we can sound them out

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7
Q

Categorical perception of speech

A
  • categorical & continuous
  • we categorize input in ways that highlight differences in meaning
  • initially involves ‘speech’ vs. ‘nonspeech’ sounds
  • then comes more complexity like voice vs. voiceless then allophones after that
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8
Q

Infancy awareness of actions & intentions

A
  • sensitive to actions & movements
  • spend longer time looking at movement than nonmovement
  • focus is on INTENT of action
  • over 1st year, they learn to see action as goal-directed
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9
Q

Why is the ability to understand that goals underly action important to language development?

A
  • speech is a goal directed behavior
  • babies can engage in purposeful communication by pointing, gesturing, & eventually speaking
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10
Q

Infant Category Formation

A

ability to categorize group items and/or events according to shared features (perceptual or conceptual)

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11
Q

perceptual features

A
  • what object looks and/or feels like
  • color, shape, size, etc
  • ex: uses cat for dog, sheep, cow, or horse
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12
Q

conceptual features

A
  • what objects do/mean
  • roll bark, fly, etc
  • ex: uses cat for any cotton/soft material
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13
Q

category formation hierarchy

A
  • superordinate: generic category like fruit
  • basic (learned first): general items in that category like apples and oranges
  • subordinate: specific item within the basic group like honeycrisp or mandarin
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14
Q

Early Vocalizations

A

prelinguistic
- increases the behavior & sets stage for reciprocal give & take of social convo
- predictable pattern of development

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15
Q

Infant stages of Vocalization (STARK)

A
  • reflexive
  • control of phonation
  • expansion
  • basic canonical babbling
  • advanced forms
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16
Q

Reflexive stage (STARK)

A
  • 0-2 months
  • sounds of discomfort/stress
  • vegetative state (burp, cough, etc)
  • no control over these sounds
  • parents respond like it’s communication
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17
Q

Control of phonation stage (STARK)

A
  • 1-4 mos
  • cooing sounds
  • vowel-like sounds
  • might comine w/ consonant sound (uum)
  • isolated consonant & nasal sounds
  • raspberries, clicks
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18
Q

Expansion stage (STARK)

A
  • 3-8 mos
  • gain more control over articulators
  • produce adult-like vowel sounds
  • play w/ pitch & loudness (squeals)
  • marginal babbling CV or VC sounds combos ( baa, maa, uum, etc)
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19
Q

Basic Canonical Babbling stage (STARK)

A
  • 5-10 mos
  • single CV syllables (ba, ga, etc)
  • reduplicated babbling (ba-ba-ba)
  • nonreduplicated /variegated babbling (da, ma, goo, etc)
  • long sequences of vocalizations
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20
Q

Advanced forms stage (STARK)

A
  • 9-18 mos
  • begin producing diphthongs
  • complex syllable forms (VC, CCV, VCV)
  • jargon (meaning not conveyed)
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21
Q

Infant early foundations for language development

A
  • Infant (Child) Directed Speech
  • Joint reference & attention
  • daily routines
  • caregiver responsiveness
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22
Q

Infant (Child) Directed Speech

A
  • motherese/baby talk
  • higher pitch
  • regular rhythm
  • refer to objects in here & now
  • long pauses
  • slowed rate
  • shorter utterances
  • exaggerated facials
  • simple sentences
  • repetitions
  • loudness variations
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23
Q

Purpose of IDS

A

attract infants’ attention
- research shows infants prefer IDS> adult directed speech
- aids in auditory processing of sounds, specifically vowels
- highlights content words (nouns & verbs)

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24
Q

Joint Reference attention

A
  • rooted in social-interactionist theory
  • adults assume infants’ interactions are meaningful
  • researchers propose interactions are meaningful
  • 3 phases
  • adults support infants’ expressions @ each phase
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25
Q

Joint reference attention phase 1

A
  • attendance to social partners (birth-6mos)
  • sustained periods of engagement
  • special interest in faces
  • caregiver responsiveness is critical @ this stage
  • infants demonstrate expression w/ head, body, & limbs
  • react to others’ reaction to their reaction
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26
Q

Joint reference attention phase 2

A
  • emergence & coordination of JA (6mos - 1 yr)
  • interest in looking @ & manipulating objects
  • begin shifting attention b/t objects & people
  • marks emergence of JA
  • sharing toys, reading books
  • track eye mvmt to see which object goes w/ the word said (autism struggle)
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27
Q

Suppported JA

A
  • adults share task of sustaining infant’s participation in JA
  • use IDS to engage infants
  • impacts infant’s sustained attention availability @ 18 mos
  • infants w/ longer periods of JA w/ caregiver have larger vocab @ 18 mos
  • following child’s lead is most effective
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28
Q

Why is JA important?

A
  • creates word-learning opportunities as objects & events are pointed out
  • infants begin to associate words w/in speaker’s line of sight
  • helps infants realize they can share mental focus w/ another person, so begin to be intentional
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29
Q

Importance of pointing

A

bridge b/t nonverbal & verbal
- 2 types ( imperative & declarative)

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30
Q

Imperative pointing

A
  • about 10 mos
  • “get that for me”
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31
Q

Declarative

A
  • social process
  • call adult’s attention
  • later than imperative
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32
Q

Joint reference attention phase 3

A
  • transition to true language (1+ yrs)
  • begin to incorporate language into interactions w/ other people
  • engage socially
  • use language to represent events & objects in these interactions
  • caregiver input still critical @ this stage
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33
Q

Caregiver responsiveness

A

how caregivers respond to infant’s attempts @ communication
- NOT the same as IDS
- permits long periods of JA & more motivation to communicate
- more responsive maternal language input linked to age of 1st word & production of 2-word utterances
- Still face experiment

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34
Q

Characteristics of Caregiver responsiveness

A
  • waiting & listening
  • following child’s lead
  • joining in & playing
  • being face-to-face
  • variety of Qs and labels
  • encourage turn-taking
  • expanding & extending (repeat child & add to it)
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35
Q

Infancy achievements in form

A
  • Phonology: produce sound soon after birth; progresses from reflexive to mature CV combos
  • Morphology: minimal; 1st word around 12 mos
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36
Q

Infancy achievements in content

A
  • Semantics: 1st word; refer to people in child’s everyday world
  • True Word: said w/ intention; pronounced adult-like; generalizes beyond a single context
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37
Q

Infancy achievements in use

A
  • Pragmatics: listening, observing, learning
  • Preverbal Language Functions: book page 144
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38
Q

Infancy individuality in achievement

A
  • Intraindividual Differences: all aspects of language aren’t acquired @ same rate (receptive vs expressive)
  • Interindividual Differences: variation in language development rate; variation in language-learning styles; variation @ extremes of language learning
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39
Q

The Extremes

A
  • Late talkers: producing <50 words by age 2; 10-20% of gen. pop.
  • Early Talkers: produce on average >400 words by 21 mos
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40
Q

Infancy Milestones

A
  • @ birth: discriminate mother’s voice from others; see best @ distance of 7 inces; sensitive to actions & mvmt
  • by 3 mos: distinguish b/t cats & dogs ( category formation)
  • by 4 mos: distinguish b/t animals & furniture
  • by 5 mos: realize their vocalizations have impact
  • by 6 mos: show expression; sustained periods of engagement
  • ab 6 mos: discriminate among stimulus of nonnative sounds & faces diminishes
  • by 9 mos: show preference for major stress pattern of their native language
  • ab 10 mos: imperative pointing
  • by 1 yr: shift attention b/t people & objects
  • ab 1 yr: 1st true word
  • In 1st yr: pass through the 5 stages of vocalizaion
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41
Q

Perceptual narrowing

A

discrimination among stimulus of nonnative sounds & faces

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42
Q

Language in Toddlerhood

A

b/t ages 1-3
- time of exploration

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43
Q

Major toddlerhood language development milestones

A
  • first words
  • gestures (gesture use & mirror neurons)
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44
Q

Theory of Mind

A
  • understanding one’s own mental & emotional state
  • realizing others have mental & emotional states
  • realizing the 2 may not be the same
  • connection b/t TOM & language development strengthens in toddlerhood
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45
Q

Toddlerhood achievements in form

A
  • Phonology: rule-governed phon. processes (Table 6.1); syllable structure changes; assimilation; place of artic. changes; manner of artic. changes
  • Phonological Perception: recognize same word, different speakers; recognize words from parts (incremental processing)
  • Morphology: biggest achievement during this period is emergence of grammatical morphemes; GMs are inflections; change in form of a word (NOT part of speech or word class)
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46
Q

Mastery

A

90% correct usage in obligatory contexts

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47
Q

Free morphemes

A

stand alone

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48
Q

Bound morphemes

A

carries meaning but can’t stand alone
- derivational & inflectional

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49
Q

Derivational morphemes

A

Prefixes (ex: de-, pre-, in-, un-)
Suffixes (ex: -ion, -ly, -able, -er)

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50
Q

Inflectional (grammatical) morphemes

A

Suffixes (ex: plural -s, -ing, -ed) ONLY

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51
Q

Brown’s 14 grammatical morphemes

A
  1. present progressive -ing
    2&3. prepositions in & on
  2. regular plural -s
  3. possessive ‘s
  4. regular past tense -ed
  5. irregular past tense
  6. regular 3rd person singular -s
  7. articles a, the, an
  8. contractible copula ‘be’ - ex: I’m late
  9. contractible auxiliary - ex: I’m going
  10. uncontractible copula ‘be’ - ex: He was sick NOT he’s sick
  11. uncontractible auxiliary - ex: he was playing
  12. irregular 3rd person past tense - ex: he broke it
52
Q

Toddlerhood achievements in Syntax

A
  • inflecting words with GMs AND creating multiword utterances (mommy go)
  • marks TRUE beginning of syntax (basic rules of combining words into sentences
  • express more communicative functions (commenting, negating, requesting, questioning)
  • MLU measures complexity of child’s language
  • early sentences (mommy go, that puppy)
53
Q

What toddlers do with syntax

A
  • telegraphic speech sounds with GMs & word combos (movie downtown tonight)
  • omission of function words (mommy no go, fishy swims)
  • misuse or omit pronouns (me do it, her going)
  • begin using ‘Wh’ questions, make commands & using negation
54
Q

Why calculate MLU?

A
  • provides estimate of syntactic growth
  • allows for phonological inventory
  • specifies which grammatical morphemes have been acquired
  • specifies what semantic relations are being expressed
55
Q

Toddlerhood achievements in language content

A
  • large gains in receptive & expressive lexicons
  • expert word learners
56
Q

Toddlerhood learning new words

A
  1. segment the speech stream
  2. identify objects, actions, concepts
  3. map those to referent
    mapping is KEY to learning new words
57
Q

Quinean Conundrum

A

the mapping problem
- uncertainty surrounding mapping of a word to what it refers to - given all the possibilities

58
Q

Theories of word learning

A
  • lexical principle framework
  • social-pragmatic framework
59
Q

Lexical principles framework tier 1

A

does not require linguistic sophistication & depends on cognitive-perceptual abilities

  • reference: words symbolize objects, actions, events & concepts
  • extendibility: words label beyond the original
  • object scope: words map the WHOLE
60
Q

Lexical principles framework tier 2

A

requires greater linguistic sophistication as children refine their ideas about nature of words

-conventionality: recognize some of their baby names aren’t recognized ‘blankie’
- categorical scope: words can only be extended in same category
-novel name-nameless category: mutual exclusivity (process of elim)

61
Q

Social-Pragmatic framework of word learning

A

Social cues
- joint attention
- gestures
- voice direction
- body language
use social cues to determine what someone is talking about

62
Q

Toddler fast mapping

A

typically developing toddlers can fast map
- exposure 1, exposure 2, then got it
- child with language delay need multiple exposures
- with hearing delay, double amount of exposures

63
Q

Toddler thematic roles: content knowledge

A

part a word plays in an event
- agent; doers of action (ex: Abby)
- action (ex: run)
- object (ex: balloon)
- location (ex: here, chair)
- possession (ex: mine)
- rejection (ex: no)
- disappearance (ex: all-gone)
- nonexistence (ex: no)
- denial (ex: no)

64
Q

ICA semantics relations

A
  • agent-action: mommy go
  • agent-object: daddy ball
  • action-object: blow balloon
  • action-location: come here
  • entity-location: spoon in
  • possessor-possession: my dolly
  • demonstrative-entity: that puppy
  • attribute-entity: big truck
65
Q

Classifying 1st words: Lois Bloom

A

2 types of early words: substantive; cause action (agents & objects) & relational; receive action (actions & states of being)

66
Q

Classifying 1st words: Nelson

A

5 major categories
- nominals: objects specific & general
- action words (go, up)
- modifiers (hot, big)
- personal-social words (no, please)
- functional words (for, that)

67
Q

Mental lexicon

A

explosive period between 18-24 months
- receptive lexicon: words I understand
- expressive lexicon: words I say (don’t always use in an adult way)

68
Q

Overextension/overgeneralization

A

very common; 3 kinds
- categorical: all 4-legged animals are dogs
- analogical: knows ball so all round things are ‘balls’ (moon, orange)
- relational: flower is used to label watering can or flowerpot

69
Q

Underextension

A

use word that’s very restrictive in meaning compared to adults; more common than overextension
- only use ‘bottle’ when referring to their own bottle

70
Q

Why overextension or underextension

A
  1. may truly believe ‘cow’ is a ‘horse
  2. may know 2 things are similar but may only have word for 1
  3. may have challenges retrieving a word - so use a close second
71
Q

Toddler achievements in language use: pragmatics

A

discourse functions & conversational skills

72
Q

Discourse functions

A
  • instrumental: ask for something
  • regulatory: control behaviors of others
  • interactional: establish/maintain social interaction
  • personal: express emotion. attitude, interest
  • heuristic: find out info
  • imaginative: us language to play
  • informative: share knowledge
73
Q

Toddler conversational skills

A
  • NOT very skilled in convo
  • may start convo but lasts for 1-2 turns
  • sharing reference not always clear
  • not clear on obligatory turns
  • don’t seek clarification
  • not about eye contact, gestures, or extralinguistic cues
74
Q

Toddlerhood intra-individual differences

A

within same child
- spurts & plateaus
- receptive lexicon ALWAYS exceeds prductive (if not, red flag)

75
Q

Toddlerhood inter-individual differences

A

between children
- effects of gender (boys lag behind)
- effects of birth order (1st born more advances language skills)
- SES & parental education (lower SES tend to perform more poorly on standardized language tests)

76
Q

How do researchers and clinicians measure language development in toddlerhood?

A
  • productions tasks (naturalistic observation, elicited imitation tasks, elicited production tasks)
  • neuroimaging studies
  • comprehension tasks (picture selection tasks, act-out tasks-have cow kiss pig)
  • judgment tasks (correct/incorrect, grammatical or not) older kids
  • neuroimaging
77
Q

Toddlerhood clinician measures

A
  1. screening
  2. comprehensive evaluation
  3. progress monitoring
78
Q

Language in preschool

A

ages 3-5

79
Q

Major Preschool Milestones

A
  • decontextualized language
  • emergent literacy
80
Q

Decontextualized language

A
  • adding decontextualized language to their convo
  • no longer grounded in the intermediate context (here & now)
  • now can talk about people, places, objects, events not present
  • no longer assume that the speaker & receiver share the same knowledge (TOM)
  • fundamental to academic sucess
81
Q

Emergent literacy

A

idea that learning literacy actually begins at a very early age, long before official lessons
- argues that right after birth, children already in process of becoming literate

82
Q

Foundations of emergent literacy

A
  1. oral language
    - must have well-developed phonological system before they can understand grapheme to morpheme correspondence
  2. metalinguistic ability
    - use language to talk about language
83
Q

3 important achievements in EL

A
  1. alphabet knowledge
  2. print awareness
  3. phonological awareness
84
Q

Alphabet knowledge

A
  • kids in literate homes show emerging AK during 1st 3 yrs, may recognize a letter or 2 by 2nd bday
  • During PS: recognize letters in name, signs/logos, may even write some letters
    By 5: letters of their name (own name adv), learn letters at beginning of alphabet before the end
85
Q

Achievements in print awareness

A
  1. print interest
  2. print functions
  3. print conventions
  4. print forms
  5. part-to-whole

children need to be PROMPTED to pay attention to print

86
Q

Print interest

A

exposed to print
- VERY imp kids are exposed to print

87
Q

Print functions

A

print has meaning
- ex: grocery list, words in a book

88
Q

Print conventions

A

organized in a certain way
- ex: left to right, top to bottom

89
Q

Print forms

A

they need to describe - different forms of print
- letters, words

90
Q

Part-to-whole

A

letters make words, words make sentences, etc

91
Q

Phonological awareness

A

GROUP of skills
*sensitivity to sound structure of words
- emerges incrementally beginning at age 2
- goes from shallow to deep

clinical ideas: word/syllable awareness, rhyming, segments sounds, phoneme blending, segmenting phonemes, number of SOUNDS in a word, etc

92
Q

Shallow skills

A
  • segment a sentence into words
  • recognize rhyming words
  • isolate an initial sound
  • blend an initial sound with rest of the syllables
  • ID sounds at beginning & end of words
  • ID words that start with the same sound
93
Q

Deep skills

A
  • blend phonemes to make a word
  • segment a word into phonemes
  • count the number of phonemes in a word
  • delete, add, rearrange phonemes in aw word
94
Q

PS Achievements in language form - phonology

A

refining speech sound repertoire
- by end of PS, most have mastered majority of phonemes in their language
- 4&5 yr olds show minimal difficult with some later-developing sounds
- highly intelligible with adult like phonemic inventory
- phonological processes diminish except gliding (wabbit/rabbit) and stopping (tink or dink / think)
- phonological representations (phoneme-alphabet) continue to develop (know what sounds go with what letter)

95
Q

PS achievement in language form - grammatical & derivational morphology

A
  • children acquire grammatical & derivational morphemes in about the same order- even in different languages
  • most significant achievement in morphology is VERB morphology
  • master verb ‘to be’ copula & auxiliary forms (contracted & uncontracted) copula
96
Q

Contractible vs. uncontractible auxiliaries

A

Uncontractible: daddy was drinking, they were going to the store, she was leaving early

97
Q

PS achievements in lang form - syntax

A
  • move from simple S+V+O constructions to more elaborate sentence patterns
  • begin to embed phrases & clauses in utterances to create complex & compound sentences
  • they do this by using coordinating conjunctions & subordinating conjunctions
98
Q

Coordinating conjunctions

A

conjunction that connects words, phrases, clauses, & sentences
Ex: FANBOYS

99
Q

Subordinating conjunctions

A

conjunction that intros a dependent clause joining to a main clause
Ex: that, because, if, etc

100
Q

Phonology

A

study of the organization of sound; the sound system of a language

101
Q

Phonological development

A

how children learn to organize sounds intomeaningor language (phonology) during their stages of growth

102
Q

Phoneme

A

units of SOUND that distinguish meaning

103
Q

Phonics

A

a way of teaching how to read -matching sounds to letters

104
Q

Phonemics

A

the study of phonemes or units of sound

105
Q

Phonemic inventory

A

the phonemes one can produce

106
Q

Phonetics

A

study of the production and perception of sounds of human speech

107
Q

Phonotactic

A

rules governing the possible sequence of sounds in a language

108
Q

Phonological awareness

A

the awareness of and ability to work with sounds in spoken language

109
Q

PS achievements in language content

A
  • fast mapping
  • knowledge of semantics & syntax
  • shared storybook reading
  • relational terms
110
Q

Fast mapping

A
  • startling pace to word learning (~2 per day for avg preschooler)
  • strategies for *learning word meanings differs from what we saw in infancy & toddlerhood
  • N3C strategy still used (novel name-nameless category - I know what this is so it can’t be that)
111
Q

Knowledge of semantics & syntax

A
  • preschoolers use the function (animacy) of an object to decipher meaning - more important than perceptual features
  • also use syntactic cues to infer meaning… what class of words does it belong to? (This is dax, who is daxing, etc)
112
Q

Shared storybook reading

A
  • acquire new words through shared story book reading
  • language of storybooks is exceptionally rich
  • incidental exposure to new words
  • repeated & elaborated exposures facilitate new word learning
  • active dialogic reading by adults improves learning of new words
  • using an expressive reading style helps with story comprehension
  • single most important thing parents can do is read aloud
113
Q

Relational terms

A
  • specific kinds of language content acquired
  • deictic terms
  • requires advanced cognitive & pragmatic processes
  • mastered by time they get to school
114
Q

Deictic terms

A

words that can only be used & comprehended depending on the location of the speaker & listener in a setting

115
Q

Deixis types

A
  • person: indicates people
  • spatial: indicates location
  • temporal: indicates time
116
Q

Why is understanding deictic terms so important?

A
  • requires child to take perspective of another
  • individuals with autism lack this ability
117
Q

Interrogatives

A
  • what, where, who, which, when, how, why
  • may respond inappropriately to questions they don’t understand
  • teaching who questions answer a person, etc
  • can’t teach all at same time, one at a time
  • ORDER: what, who, where earlier then why comes later
118
Q

relational terms - opposites

A
  • those they can perceive physically, they learn first
    Ex: HOT/cold, hard/SOFT, TALL/short
119
Q

PS achievements in language use

A
  • discourse functions
  • conversational skills
  • narrative skills

pragmatics- how we use language in context

120
Q

Discourse functions

A

One way convo
- Interpretive
Ex: I was excited to go to the zoo
- Logical
Ex: let’s do this so we can…
- Participatory
Ex: I wish… I feel…
- Organizing
Ex: first..then
Informative function from toddlerhood still dominates
Ex: using language to convey info

121
Q

Conversational skills

A
  • increased ability to take turns - 2 or more
  • better at initiating conversation - using comments & directives
  • still has difficulty recognizing signs of a breakdown in communication
  • understands that questions require answers
  • knows not to speak when someone else is speaking
122
Q

Conversational pragmatics

A

emerging sensitivity in the PS years

Grice’s Maxims
- quality: don’t give false/unsupported info
- quantity: say enough info but not too much
- relation: stay relevant to topic
- manner: be clear, brief & orderly

123
Q

Narrative skills

A
  • may be about past, present, or future
  • develop in a specific way
  • stream on info from 1 person rather than a convo
  • stykes differ from culture to culture
  • can be personal or fictional
124
Q

intraindividual differences

A

Each child has
- their own language profile with strengths & weaknesses across the language domains
- their own literacy profile like competency in PA or narrative structure

profiles help us individualize our treatment & educational programs

125
Q

interindividual differences: SES

A
  • benefits of attending preschool programs (SES)
  • quality of teacher-child interactions in the class & quality of teacher language in class positively impact language growth in preschool
  • teachers can be trained to incorporate high-quality language interactions
126
Q

Measuring PS language development

A

Lang Sample Analysis
TNW: total number of words
TTR (VOCD): type token ratio
MLU (syntactic complexity): mean length of utterance
- code for pragmatics
- % response to questions
Grammaticality Judgment Tasks
- Does this sentence sound good or bad?
- would it be OK to say…

127
Q

vgClinicians measuring PS language development

A
  1. screening
  2. comprehensive evaluation
  3. monitoring progress

CSD 410 (2 decks)

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