Exam 2 Flashcards
1
Q
Major language development milestones
A
Infant speech perception
Awareness of Actions and Intentions
Category Formation
Early Vocalizations
Other Milestones
2
Q
Prosodic regularities
A
frequency
duration
intensity
stress
intonation
3
Q
phonetic regularities
A
combinations of phonemes
differences between sounds
4
Q
phonotactic regularities
A
permissible combinations of phonemes one’s native language
5
Q
infants ability to differentiate between permissible and impermissible sequences of sounds in their native language is present by about
A
9 months
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)
7
Q
voice onset time
A
interval between the release of a stop consonant and the onset of vocal cord vibrations
8
Q
infants can distinguish between purposeful and accidental actions by
A
4 months
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
10
Q
hierarchy of category formation
A
superordinate
subordinate
basic
11
Q
superordinate category
A
uppermost level
most general concepts
among later words children acquire
food, clothing, animals, toys, vehicles
12
Q
subordinate category
A
lowermost level
specific concepts
green apple, tank top, nigthstand
13
Q
basic category
A
middle of category of hierarchy
general concepts in a category
apple, shirt, chair
14
Q
perceptual categories
A
based on similar appearing features
15
Q
conceptual categories
A
based on what object do
16
Q
stage model
A
describes infants’ vocalizations to follow an observable and sequential pattern
17
Q
Stark Assessment of Early Vocal Development 5 Stages
A
reflexive
control of phonation
expansion
basic canonical syllables
advanced forms
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
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
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
21
Q
Marginal babbling
A
short strings of consonant-like and vowel-like sounds
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
23
Q
Reduplicated
A
repeating consonant and vowel pairs (mamamamam)
24
Q
Non-reduplicated or variegated
A
non-repeating consonant and vowel combinations (da, ma, goo, ga)
25
Advanced forms
9-18 months
diphthongs
more complex combinations of consonants and vowels
jargon
26
diphthongs
combinations of two vowel sounds within the same syllable
27
jargon
special type of babble that contains the melodic patterns of an infant's native language but isn't true words
28
Infant-directed speech (IDS)
motherese, baby talk
aids in communicating emotion and speakers' intent
important in language development
29
Vygotsky theory
language development is a dynamic process that occurs within children's ZPD as they engage with more advanced peers and adults
30
3 Major developmental phases with respect to joint reference
attendance to social partners
emergence and coordination of joint attention
Transition to language
31
attendance to social partners
0-6 months
interested in looking at people's faces
caregiver responsiveness is an important feature
32
emergence and coordination of joint attention
6-12 months
increasing interest in looking at and manipulating the objects around them
navigate attention between an object of interest and another person
33
Joint attention
simultaneous engagement of two or more individuals mental focus on a single external object of focus
34
joint attention helps babies develop
line of regard (following a person's gaze)
gestures
voice direction
body posture
35
supported joint engagement
techniques such as speaking with an animated voice or showing an infant novel objects to encourage joint attention
36
intersubjective awareness
the recognition of when one shares a mental focus on some external object or action with another person
- this spurs intentional communication
37
indicators of intentionality
alternates eye gaze
uses ritualized gestures such as pointing
persists towards goals if original communicative attempts fail
38
imperative pointing
requests to adults to retrieve objects
10 months
39
declarative pointing
social process
call adult's attention to objects and to comment on objects
develops later than imperative pointing
40
transition to language
1 year and beyond
begin to incorporate language into their communicative interactions with others
41
routines of infancy
provide a sense of comfort and predictability and provide many opportunities for language learning
42
even more important than an infants own behaviors in language acquisition
caregiver responsiveness
43
Weitzman and Greenberg's Key indicators of caregiver responsiveness
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
44
Language form development
-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)
45
primitive vowel sounds
2-8 months
46
vowel-like sounds that approximate adult vowels
3-8 months
47
canonical syllables (mature consonant, vowel combinations)
5-10 months
48
Language content development
Produce first true word at 12 months on average
49
3 criteria for a true word
clear intention and purpose
recognizable pronunciation
used consistently and generalized beyond the original context to all appropriate exemplars
50
Pre-verbal language functions (use development)
○ Attention seeing to self
○ Requesting info
○ Greeting
○ Transferring
○ Protesting/rejecting
○ Informing
51
late talkers
children who aren't able to produce 50 words by age 2, many recover to normal language levels by age 3 or 4
52
early talkers
between 11 and 21 months of age and are in the top 10% for vocab production for their age
53
Lexical entries
series of symbols that comprise the word
- sound of the word
- meaning of the word
- words part of speech
54
3 criteria for a true word
produce the word with clear intention and purpose
recognizable pronunciation
used consistently and extends beyond the original context
55
Phonetically consistent forms
word-like productions that children use consistently and meaningfully, but do not approximate adult forms
"aaaa" or water
56
Referential gestures
precise referent and stable meaning across different contexts - share some properties of first true words
57
Transition from 1-word to 2-word stage
Gesture-word combinations
Two-gesture combinations
Once children begin to use two-word utterances, cease to use two gesture combinations
58
Customary age of production
50% of children are able to produce a given sound in an adult-like way in multiple positions
59
Age of mastery
majority of children produce a sound in an adult-like manner
60
Phonological processes
systematic and rule-governed speech patterns that characterize toddlers' speech
61
examples of phonological processes
Syllable structure change
assimilation
place of articulation change
manner of articulation change
62
syllable structure change
repeat the syllable stress in the word (water -> wawa)
removing a portion of the cluster of a consonant (tree -> tee)
63
assimilation
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
place of articulation changes
- 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
Manner of articulation changes
produced in a different manner
- replace a stop with a fricative for example
66
Grammatical morphemes
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
Two word stage
combining words to make utterances, marks beginning of syntax
68
functions of two word combos
commenting, negating, requesting, questioning
69
Brown's Stages of Language Development
stages for utterances of varying syntactic complexity
70
General standard
calculate MLU using a language sample of 50 utterances or more
71
Telegraphic quality
omit key grammatical markers
72
Quinean Conundrum
uncertainty surrounding mapping words to their referents in the face of seemingly limitless interpretations
73
Thematic rules toddlers acquire
○ 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
Vocab spurt, word spurt, naming explosion
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
overextension
overgeneralization
76
Categorical overextension
extend to a known word to other words in the same category (use the word cat to describe dogs and goats)
77
Analogical overextension
extends a known word to other words that are perceptually similar (use the word ball to describe the moon)
78
Relational overextension
extends a known word to other words that are semantically or thematically related (tub to describe soap or washcloth)
79
Underextension
-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
Overlap
overextend in some circumstances and underextend in some circumstances
81
Reasons for overextension, under extension, and overlap
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
Instrumental functions
satisfy needs
request
83
regulatory functions
control others' behaviors
come here
84
personal interactional functions
share info about themselves and their feelings
i love you mom
85
heuristic functions
requesting info from others
where is that
86
imaginative functions
telling stories to make believe and pretend
i am a princess
87
informative functions
give info to others
my name is kate
88
Toddler conversational skills
-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
Decontextualized Language
relies heavily upon language itself in construction of meaning
90
contextualized language
grounded in our immediate context - the here and now
91
emergent literacy
earliest period of learning about reading and writing
92
metalinguistic ability
ability to view language as an object of attention
93
3 important emergent literacy achievements
alphabet knowledge
print awareness
phonological awareness
94
Alphabet knowledge theories
own-name advantage
letter-name pronunciation effect
letter-order hypothesis
consonant-order hypothesis
95
levels of print awareness
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
shallow level of phonological awareness
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
deep level phonological awareness
count the number of phonemes in words
segment words into their constituent phonemes
manipulate phonological segments within words
98
by the end of preschool, most children have mastered nearly all phonemes in their native language, some kids may still struggle with
ch
sh
voiced and voiceless th
r and l sounds
99
percentage of intelligibility and age
50% by age 2
75% by age 3
95-100% by age 4
100
5 year olds may still struggle with
liquid gliding (rain -> wain, little -> wittle)
substituting/stopping (thin - > tin, that -> dat)
101
grammatical morphemes
units of meaning we add that provide additional grammatical precision (ed, possessive s, etc)
102
derivational morphology
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
frequent occurrence in utterance-final position
most sensitive to words and sounds that fall at the end of utterances
104
syllabicity
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
single relation between morpheme and meaning
learning morphemes with only one meaning before those with multiple meaning
106
consistency in use
learn the names of morphemes that are used consistenly
107
allomorphic variation
learn morphemes that have a consistent pronunciation
108
clear semantic function
first learn morphemes that have a clear meaning
109
which verb serves as an important marker in times in the preschool development period
be
110
copula
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
auxiliary
when the verb "be" or its derivatives serve as a helping verb in a sentence
112
fast mapping
acquire a general representation of a new word with as little as a single exposure
113
children learn
an average of 2 words per day or about 860 words per year
114
slow mapping
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
Dale's 4-stage vocab knowledge development
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
extended mapping
full and complete understanding of a word's meaning
117
principle of novel name-nameless category
select nameless objects as the recipients of novel labels; fast map novel words through this process
118
Relational terms
terms that allow speakers to express logical relationships
deictic terms, interrogatives (questions), temporal terms, opposites, locational perspectives, and kinship terms
119
Deictic terms
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
Interrogatives
Concrete = what, where, who, whose, which
Abstract = when, how, why
121
temporal terms
order of events (before and after), duration of events (since, until), concurrent of events (while, during)
understand order before concurrence
122
opposites
learn opposites that they can perceive physically before they understand abstract opposites
123
locational prepositions
describe spatial relations
develops by the end of the preschool years
124
kinship terms
§ 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
Preschoolers' expanded communicative functions
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
Preschooler conversational skills
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
Preschoolers' narrative skills
○ 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
