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Child Language Development > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Major language development milestones

A

Infant speech perception
Awareness of Actions and Intentions
Category Formation
Early Vocalizations
Other Milestones

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2
Q

Prosodic regularities

A

frequency
duration
intensity
stress
intonation

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3
Q

phonetic regularities

A

combinations of phonemes
differences between sounds

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4
Q

phonotactic regularities

A

permissible combinations of phonemes one’s native language

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5
Q

infants ability to differentiate between permissible and impermissible sequences of sounds in their native language is present by about

A

9 months

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6
Q

we are able to distinguish between sounds in ___ without special training, we are not able to distinguish between variations of sounds within the ___ without special training

A

different categories (P and B)
same category (the first and last p sounds in pup)

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7
Q

voice onset time

A

interval between the release of a stop consonant and the onset of vocal cord vibrations

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8
Q

infants can distinguish between purposeful and accidental actions by

A

4 months

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9
Q

infants ability to form categories between ____ is predictive of their general cognitive abilities and language abilities at ___

A

3 and 9 months
2 years

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10
Q

hierarchy of category formation

A

superordinate
subordinate
basic

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11
Q

superordinate category

A

uppermost level
most general concepts
among later words children acquire
food, clothing, animals, toys, vehicles

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12
Q

subordinate category

A

lowermost level
specific concepts
green apple, tank top, nigthstand

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13
Q

basic category

A

middle of category of hierarchy
general concepts in a category
apple, shirt, chair

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14
Q

perceptual categories

A

based on similar appearing features

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15
Q

conceptual categories

A

based on what object do

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16
Q

stage model

A

describes infants’ vocalizations to follow an observable and sequential pattern

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17
Q

Stark Assessment of Early Vocal Development 5 Stages

A

reflexive
control of phonation
expansion
basic canonical syllables
advanced forms

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18
Q

Reflexive

A

0-2 months
very first sounds produced
sounds of discomfort or distress
vegetative sounds
no control over the reflexive sounds produced
adults respond as if they were true communicative attempts

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19
Q

Control of phonation

A

1-4 months
Cooing and gooing sounds
Vowel sounds and some nasalized sounds
Infants typically produce consonant sounds far back in the oral cavity such as gooo

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20
Q

Expansion

A

3-8 months
Gain more control over the articulators
Produce a series of vowel sounds as well as vowel glides
Experiment with the loudness and pitch of their voices
Yell, growl, squeal, and make raspberries and trills
Marginal babbling

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21
Q

Marginal babbling

A

short strings of consonant-like and vowel-like sounds

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22
Q

Basic Canonical Syllables

A

5-10 months
True babbling appears: CV sequences appear
Reduplicated: repeating consonant and vowel pairs (mamamama)
Non-reduplicated or variegated: non-repeating consonant and vowel combinations (da, ma, goo, ga)
Infants prefer nasal sounds and stop sounds in their variegated babbling (mmm, pa, ta, da)
Deaf babies babble with their hands

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23
Q

Reduplicated

A

repeating consonant and vowel pairs (mamamamam)

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24
Q

Non-reduplicated or variegated

A

non-repeating consonant and vowel combinations (da, ma, goo, ga)

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25
Q

Advanced forms

A

9-18 months
diphthongs
more complex combinations of consonants and vowels
jargon

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26
Q

diphthongs

A

combinations of two vowel sounds within the same syllable

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27
Q

jargon

A

special type of babble that contains the melodic patterns of an infant’s native language but isn’t true words

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28
Q

Infant-directed speech (IDS)

A

motherese, baby talk
aids in communicating emotion and speakers’ intent
important in language development

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29
Q

Vygotsky theory

A

language development is a dynamic process that occurs within children’s ZPD as they engage with more advanced peers and adults

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30
Q

3 Major developmental phases with respect to joint reference

A

attendance to social partners
emergence and coordination of joint attention
Transition to language

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31
Q

attendance to social partners

A

0-6 months
interested in looking at people’s faces
caregiver responsiveness is an important feature

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32
Q

emergence and coordination of joint attention

A

6-12 months
increasing interest in looking at and manipulating the objects around them
navigate attention between an object of interest and another person

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33
Q

Joint attention

A

simultaneous engagement of two or more individuals mental focus on a single external object of focus

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34
Q

joint attention helps babies develop

A

line of regard (following a person’s gaze)
gestures
voice direction
body posture

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35
Q

supported joint engagement

A

techniques such as speaking with an animated voice or showing an infant novel objects to encourage joint attention

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36
Q

intersubjective awareness

A

the recognition of when one shares a mental focus on some external object or action with another person
- this spurs intentional communication

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37
Q

indicators of intentionality

A

alternates eye gaze
uses ritualized gestures such as pointing
persists towards goals if original communicative attempts fail

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38
Q

imperative pointing

A

requests to adults to retrieve objects
10 months

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39
Q

declarative pointing

A

social process
call adult’s attention to objects and to comment on objects
develops later than imperative pointing

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40
Q

transition to language

A

1 year and beyond
begin to incorporate language into their communicative interactions with others

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41
Q

routines of infancy

A

provide a sense of comfort and predictability and provide many opportunities for language learning

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42
Q

even more important than an infants own behaviors in language acquisition

A

caregiver responsiveness

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43
Q

Weitzman and Greenberg’s Key indicators of caregiver responsiveness

A

waiting and listening
following the child’s lead
joining in and playing
being face to face
using a variety of questions and labels
encouraging turn taking
expanding and extending

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44
Q

Language form development

A

-Infants start to produce sounds as soon as they are born (crying)
- Primitive vowel sounds (2-8 months)
- Vowel-like sounds that approximate adult vowels (3-8 months)
- Primitive consonant-vowel combinations
Canonical syllables (mature consonant vowel combinations) (5-10 months)

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45
Q

primitive vowel sounds

A

2-8 months

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46
Q

vowel-like sounds that approximate adult vowels

A

3-8 months

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47
Q

canonical syllables (mature consonant, vowel combinations)

A

5-10 months

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48
Q

Language content development

A

Produce first true word at 12 months on average

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49
Q

3 criteria for a true word

A

clear intention and purpose
recognizable pronunciation
used consistently and generalized beyond the original context to all appropriate exemplars

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50
Q

Pre-verbal language functions (use development)

A

○ Attention seeing to self
○ Requesting info
○ Greeting
○ Transferring
○ Protesting/rejecting
○ Informing

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51
Q

late talkers

A

children who aren’t able to produce 50 words by age 2, many recover to normal language levels by age 3 or 4

52
Q

early talkers

A

between 11 and 21 months of age and are in the top 10% for vocab production for their age

53
Q

Lexical entries

A

series of symbols that comprise the word
- sound of the word
- meaning of the word
- words part of speech

54
Q

3 criteria for a true word

A

produce the word with clear intention and purpose
recognizable pronunciation
used consistently and extends beyond the original context

55
Q

Phonetically consistent forms

A

word-like productions that children use consistently and meaningfully, but do not approximate adult forms
“aaaa” or water

56
Q

Referential gestures

A

precise referent and stable meaning across different contexts - share some properties of first true words

57
Q

Transition from 1-word to 2-word stage

A

Gesture-word combinations
Two-gesture combinations
Once children begin to use two-word utterances, cease to use two gesture combinations

58
Q

Customary age of production

A

50% of children are able to produce a given sound in an adult-like way in multiple positions

59
Q

Age of mastery

A

majority of children produce a sound in an adult-like manner

60
Q

Phonological processes

A

systematic and rule-governed speech patterns that characterize toddlers’ speech

61
Q

examples of phonological processes

A

Syllable structure change
assimilation
place of articulation change
manner of articulation change

62
Q

syllable structure change

A

repeat the syllable stress in the word (water -> wawa)
removing a portion of the cluster of a consonant (tree -> tee)

63
Q

assimilation

A

Change one sound in a syllable so that it takes on the features of another sound in that same syllable
dog -> gog
swim -> mim

64
Q

place of articulation changes

A
  • Replace a sound that is produced at one location in the mouth with a sound that is produced at a different location in the mouth
  • Fronting -> replace sounds produced in the back of the mouth with sounds produced in the front of the mouth
  • Backing -> opposite of fronting.
    Example: goat would become toat
65
Q

Manner of articulation changes

A

produced in a different manner
- replace a stop with a fricative for example

66
Q

Grammatical morphemes

A

inflections added to words to indicate aspects of grammar
Appear in speech between 18 and 24 months of age or after first 50 words acquired
Typically the first to appear is the “ing” around age 28 months

67
Q

Two word stage

A

combining words to make utterances, marks beginning of syntax

68
Q

functions of two word combos

A

commenting, negating, requesting, questioning

69
Q

Brown’s Stages of Language Development

A

stages for utterances of varying syntactic complexity

70
Q

General standard

A

calculate MLU using a language sample of 50 utterances or more

71
Q

Telegraphic quality

A

omit key grammatical markers

72
Q

Quinean Conundrum

A

uncertainty surrounding mapping words to their referents in the face of seemingly limitless interpretations

73
Q

Thematic rules toddlers acquire

A

○ Agent = entity that performs the action
○ Theme = entity undergoing an action or movement
○ Source= starting point for movement
○ Goal = ending point for movement
○ Location = place where action occurs
Toddlers 2.5 years of age attend to the overall structure of sentences when interpreting new words

74
Q

Vocab spurt, word spurt, naming explosion

A

between 18 and 24 months, or around the time they are able to produce 50 words
- children learn an average of 9 new words a day

75
Q

overextension

A

overgeneralization

76
Q

Categorical overextension

A

extend to a known word to other words in the same category (use the word cat to describe dogs and goats)

77
Q

Analogical overextension

A

extends a known word to other words that are perceptually similar (use the word ball to describe the moon)

78
Q

Relational overextension

A

extends a known word to other words that are semantically or thematically related (tub to describe soap or washcloth)

79
Q

Underextension

A

-use words to refer to only a subset of possible referents
-More common than overextensions
-Only refer to their baby bottle as bottle and not to other glass or plastic bottles in their house as bottle

80
Q

Overlap

A

overextend in some circumstances and underextend in some circumstances

81
Q

Reasons for overextension, under extension, and overlap

A

Category membership -> milk and juice are both beverages so they use milk to describe both
Pragmatic error -> know things are different but don’t know the word yet so use one word to refer to both
Retrieval error -> know the word, but can’t retrieve it so they use a different word

82
Q

Instrumental functions

A

satisfy needs
request

83
Q

regulatory functions

A

control others’ behaviors
come here

84
Q

personal interactional functions

A

share info about themselves and their feelings
i love you mom

85
Q

heuristic functions

A

requesting info from others
where is that

86
Q

imaginative functions

A

telling stories to make believe and pretend
i am a princess

87
Q

informative functions

A

give info to others
my name is kate

88
Q

Toddler conversational skills

A

-Initiate a conversational topic, sustain that topic for several turns, and then appropriately take leave of the conversation
-Difficulty keeping their audience’s needs in mind
-Not yet proficient at realizing when they are not following along in a conversation; unlikely to seek clarification

89
Q

Decontextualized Language

A

relies heavily upon language itself in construction of meaning

90
Q

contextualized language

A

grounded in our immediate context - the here and now

91
Q

emergent literacy

A

earliest period of learning about reading and writing

92
Q

metalinguistic ability

A

ability to view language as an object of attention

93
Q

3 important emergent literacy achievements

A

alphabet knowledge
print awareness
phonological awareness

94
Q

Alphabet knowledge theories

A

own-name advantage
letter-name pronunciation effect
letter-order hypothesis
consonant-order hypothesis

95
Q

levels of print awareness

A

print interest
print junctions - print conveys meaning
print conventions - read from top to bottom, left to right
print forms - specific units, words and letters
print part-to-whole relationships

96
Q

shallow level of phonological awareness

A

segment sentences into words
segment multi-syllable words into syllables
detect and produce rhymes
combine syllable onsets with the remainder of the syllable to produce a word
detect beginning sound similarities across words

97
Q

deep level phonological awareness

A

count the number of phonemes in words
segment words into their constituent phonemes
manipulate phonological segments within words

98
Q

by the end of preschool, most children have mastered nearly all phonemes in their native language, some kids may still struggle with

A

ch
sh
voiced and voiceless th
r and l sounds

99
Q

percentage of intelligibility and age

A

50% by age 2
75% by age 3
95-100% by age 4

100
Q

5 year olds may still struggle with

A

liquid gliding (rain -> wain, little -> wittle)
substituting/stopping (thin - > tin, that -> dat)

101
Q

grammatical morphemes

A

units of meaning we add that provide additional grammatical precision (ed, possessive s, etc)

102
Q

derivational morphology

A

describes the prefixes and suffices we add to a word to change its meaning and sometimes its part of speech (pre, est, ness, ly)

103
Q

frequent occurrence in utterance-final position

A

most sensitive to words and sounds that fall at the end of utterances

104
Q

syllabicity

A

children learn morphemes that make up their own syllables before they learn morphemes that make up only a single sound
ing and ed before third person singular s

105
Q

single relation between morpheme and meaning

A

learning morphemes with only one meaning before those with multiple meaning

106
Q

consistency in use

A

learn the names of morphemes that are used consistenly

107
Q

allomorphic variation

A

learn morphemes that have a consistent pronunciation

108
Q

clear semantic function

A

first learn morphemes that have a clear meaning

109
Q

which verb serves as an important marker in times in the preschool development period

A

be

110
Q

copula

A

when the verb “be” or any of its derivatives serve as the main verb in a sentence
- they are happy on vacation
- she is happy

111
Q

auxiliary

A

when the verb “be” or its derivatives serve as a helping verb in a sentence

112
Q

fast mapping

A

acquire a general representation of a new word with as little as a single exposure

113
Q

children learn

A

an average of 2 words per day or about 860 words per year

114
Q

slow mapping

A

refine representations over time with multiple exposures to a word in varying contexts (may be refining meanings for 1600 different words at any given time)

115
Q

Dale’s 4-stage vocab knowledge development

A

Stage 1: no knowledge of a word
§ Recognize an unfamiliar word
Stage 2: emergent knowledge
§ You’ve heard the word before, but you don’t yet know what it means
Stage 3: contextual knowledge
§ Recognize the word if it’s presented in context
§ General idea of what it means
Stage 4: full knowledge

116
Q

extended mapping

A

full and complete understanding of a word’s meaning

117
Q

principle of novel name-nameless category

A

select nameless objects as the recipients of novel labels; fast map novel words through this process

118
Q

Relational terms

A

terms that allow speakers to express logical relationships
deictic terms, interrogatives (questions), temporal terms, opposites, locational perspectives, and kinship terms

119
Q

Deictic terms

A

use and interpretations depend on the location of a speaker and listener with in a particular setting
§ Here and this indicate proximity to the speaker, and there and that indicate proximity to the listener
§ Children must be able to adopt the perspective of the listener
Generally mastered by the time the child enters school

120
Q

Interrogatives

A

Concrete = what, where, who, whose, which
Abstract = when, how, why

121
Q

temporal terms

A

order of events (before and after), duration of events (since, until), concurrent of events (while, during)
understand order before concurrence

122
Q

opposites

A

learn opposites that they can perceive physically before they understand abstract opposites

123
Q

locational prepositions

A

describe spatial relations
develops by the end of the preschool years

124
Q

kinship terms

A

§ Initially interpret kinship terms such as mommy, daddy, sister, brother to refer to specific individuals
□ Come to understand general meaning of these and other kinship terms including son, daughter, grandfather, grandmother, and parent
§ Complexity of each term has the greatest impact upon the order in which children learn them, followed by children’s familiarity with the family member to which each kinship term refers
Difficulty with the reciprocity (the practice of exchanging things with others for mutual benefit) that some kinship terms possess

125
Q

Preschoolers’ expanded communicative functions

A

Interpretive functions = make clear the whole of one’s experience
Logical functions = express logical relations between ideas
Participatory functions = express wishes, feelings, attitudes, and judgments
Organizing functions = manage discourse

126
Q

Preschooler conversational skills

A

Most preschoolers are able to maintain a conversation for 2 or more turns, especially when the toddler picked the topic of conversation
Understand that they should respond to questions and that speaker over someone makes for ineffective conversation

127
Q

Preschoolers’ narrative skills

A

○ Personal = an individual shares a factual event
○ Fictional = an individual shares an imaginary event
○ Causal sequence = unfolds following a cause-and-effect chain of events or provides a reason or rationale for some series of events
○ Temporal sequence = unfolds over time
○ Most children are not able to construct true narratives with a problem and resolution until around age 4
One of the best predictors of later school outcomes

Child Language Development (1 decks)

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