Exam 2: chapter 5 Flashcards
1
Q
Infants learning language must be able to segment
the speech they hear into ________
A
meaningful phrases and words
2
Q
___ ____ _____, the ability to devote
attention to the prosodic and phonetic regularities
of speech, develops greatly over the first year
Large patterns (rhythm) to smaller patterns
(combinations of specific sounds)
A
Speech perception ability
3
Q
Prosodic characteristics:
Frequency
A
pitch of sounds
4
Q
Prosodic characteristics:
Duration:
A
length of sounds
5
Q
Prosodic characteristics:
Intensity:
A
loudness of sounds
6
Q
Combinations of prosodic regularities produce distinguishable ____ & _____ patterns that infants can detect.
A
stress and intonation
7
Q
prominence placed on certain syllables of multisyllabic words
A
Stress
8
Q
prominence placed on certain syllables; applies
to entire phrases and sentences
A
Intonation
9
Q
Infants become familiar with the dominant stress patterns of one’s ____ ____
English: strong/weak stress patterns
A
native language
10
Q
Preference for the ___ ____ patterns of
one’s language can help infants begin to isolate
words in continuous speech
A
dominant stress
11
Q
Phonetic details of speech: (2)
A
Phonemes (speech sounds)
Combinations of phonemes
12
Q
Infants who are not yet learning words devote ___ attention to the phonetic details of speech
A
greater
13
Q
Infants who are not yet learning words devote greater attention to the ____ ____ of speech
A
phonetic details
14
Q
Older children concentrate their efforts on word learning at the expense of fine ___ ____
A
phonetic detail
15
Q
T/F: Ability to notice fine phonetic detail is limited to one’s native language
A
false
16
Q
In the first year, infants are able to distinguish
among the sounds of the world’s ___
___ do not possess this ability
As infants become attuned to the sounds they hear on a regular basis, their ability to distinguish non-native phonemic contrasts _____
A
languages; Adults; diminishes
17
Q
permissible combinations of phonemes in one’s native language.
A
Phonotactic regularities
18
Q
As infants hear their native language more and more, they also develop the ability to recognize….
Examples: /ps/ and /h/
A
phonotactic regularities
19
Q
Ability to detect phonotactic regularities in one’s language helps infants segment words from ____ speech
A
continuous
20
Q
Infants’ ability to differentiate between permissible and impermissible sequences of sounds in their native language present by about ______
A
9 months
21
Q
Children’s perception of speech is ____
A
categorical
22
Q
Children categorize incoming sounds into two categories: ___ & ____
A
“speech”
and “non-speech sounds”
23
Q
We are able to distinguish between sounds in
___ ____ (/p/ vs. /b/), but without
special training, we are not able to distinguish
between variations of sounds within the___ ____ (the first and last /p/ sounds in pup)
A
different categories; same category
24
Q
Allophones:
A
variations of sounds in the same
category
25
```
interval between the release of a
stop consonant (e.g., p, b, t, d) and the onset of vocal cord vibration: ????
Used to distinguish between sounds in different categories
```
Voice onset time
26
By 4 months, infants can distinguish between
| _____ & ______ actions
purposeful and accidental
*Appear to focus upon the intentions underlying actions rather than the physical details of the actions
27
what is an important precursor for
| language development
ability to tell the difference between purposeful and accidental actions.
28
Ability to form categories, or to group items and events according to the ____ & ____ features they share is crucial for language development
*One of infants’ earliest developing and most robust predictors of later cognitive and linguistic outcomes
perceptual and conceptual
29
What Major Language Development Milestones
Occur in Infancy?
```
I____ S____ P____
A____ of A____ and I____
C____ F____
E____ V____
A____ M____
```
```
Infant Speech Perception
Awareness of Actions and Intentions
Category Formation
Early Vocalizations
Additional Milestones
```
30
Infants’ ability to form categories between 3 and 9 months of age is predictive of their general cognitive abilities and language abilities at __ years and of cognitive outcomes at __ years of age
2; 2½
31
Category formation is hierarchical:(3)
Superordinate level
Subordinate level
Basic level
32
Uppermost level in a category hierarchy
Most general concept in a particular category
Among the later words children acquire
Superordinate level
33
Lowermost level in a category hierarchy
| Specific concepts in a category
Subordinate level
34
Center of a category hierarchy
| General concepts in a category
Basic level
35
Two basic types of categories that infants utilize at
| each level of the hierarchy:
perceptual categories and
| conceptual categories
36
_____ Categories
Based on similar appearing features, to include color,
shape, texture, size, etc.
Used to recognize and identify objects around them
Perceptual Categories
37
____ categorization describes knowing what
| something looks like, whereas ____ categorization describes knowing what something is
Perceptual; conceptual
38
_____ Categories
Based on what objects do, rather than what they look like
Used to make inductive generalizations about new objects
without relying on perceptual similarity at all
Conceptual Categories
39
_____ differ in how they categorize these concepts and children who are learning different languages ultimately come to perceive the world in different ways because of the way their language categorizes concepts.
Languages
40
Infants follow a fairly predictable pattern in their early use of ____
vocalizations
41
```
5 distinct stages of early vocalization development:
_____ (0-2 months)
Control of _____ (1-4 months)
______ (3-8 months)
Basic Cononical ______ (5-10 months)
_____ forms (months)
```
5 distinct stages of early vocalization development:
Reflexive (0-2 months)
Control of phonation (1-4 months)
Expansion (3-8 months)
Basic Cononical Syllables (5-10 months)
Advanced forms (9-18 months)
42
very first kinds of sounds infants
produce
Sounds of discomfort and distress (crying, fussing)
Vegetative sounds produced during feeding (burping,
coughing)
Reflexive sounds (0-2 mo)
43
Infants have ___ control over the reflexive sounds produced
Adults tend to respond as if they are true
communication attempts
no control
44
Cooing and gooing sounds
Vowel sounds and some nasalized sounds (airflow directed through nose)
Infants typically produce consonant sounds far back in the oral cavity (e.g., “gooo”)
Control of Phonation (1-4 months)
*Early consonant sounds are easier for infants to produce than those sounds that require more precise manipulation of the tongue, lips, or teeth
45
Gain more control over the articulators
Produce 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
Expansion (3-8 months)
46
Early infant vocalizations are one component of a
| dynamic mother-infant ____ system
communication
47
short strings of consonant-like and
vowel-like sounds
Emerge as infants gain control of their articulation
Marginal babbling
48
Basic Cononical Syllables (5-10 months)
True babbling appears
Reduplicated
Non-reduplicated or variegated
49
Contains pairs of consonants and vowels (called CV
| sequences when the consonant precedes the vowel)
True babbling
50
repeating consonant and vowel pairs
| ma ma ma ma
Reduplicated
51
non-repeating consonant and vowel combinations (da ma goo ga)
Non-reduplicated or variegated
52
Infants prefer ___ sounds and ___ sounds in
| their variegated babbling
nasal & stop
53
combinations of two vowel sounds within the
| same syllable
Diphthongs
54
Advanced Forms (9-18 Months)
Diphthongs
More complex combinations of consonants and vowels
Jargon
55
VC (e.g., am)
CCV (e.g., stee)
VCV (e.g., abu)
More complex combinations of consonants and vowels in the Advanced Forms (9-18 Months)
56
special type of babble that contains the melodic
patterns of an infant’s native language
Not true words because not referential and don’t convey meaning
Jargon
57
What Are Some secondary sources of the Early Foundations for Language Development?
Importance of the environment in language
development
Linguistic input adults provide
Social interactions that infants engage in with
others
58
Infant-directed speech
Joint reference and attention
Rituals of infancy
Caregiver responsiveness
Some of the Early Foundations for Language
| Development
59
Also called motherese, baby talk, and child-directed speech
Speech we use in communicative situations with young language
learners
Paralinguistic characteristics: describe the manner of
speech outside of the linguistic information
High overall pitch, exaggerated pitch contours, slower tempos (as
compared to adult-directed speech)
Infant-Directed Speech
60
smaller mean length of utterance
| (MLU), few subordinate clauses, more content words, fewer function words
Syntactic characteristics of Infant-Directed Speech
61
greater use of repetition, more questions than adult-directed speech. These are characteristics of what?
Infant-Directed Speech
62
Infant-Directed Speech Attracts infants’ attention and infants ____ it to adult directed
(AD) speech, even as newborns
prefer
63
Infant-Directed Speech Aids in communicating emotion and speakers’ communicative ____
intent
64
In Infant directed speech, Adults might universally modify the ____ (i.e., stress and rhythm) of their speech to infants
prosody
65
what kind of speech:
Contains exaggerated vowels
Highlights content words (e.g., nouns, verbs)
relative to function words (e.g., prepositions,
articles)
Infant-Directed Speech
66
IDS
Places these words on exaggerated ___ peaks at the ends of utterances where infants are likely to remember them
Exaggerates ____, creating a salient cue to help infants detect major syntactic units in speech
Rhythm marked by the presence of reliable
acoustic correlates of both utterance and phrase
boundaries in other languages as well
pitch
| pauses
67
Adamson and Chance (1998): 3 major
developmental phases with respect to joint
reference and attention:
1. Emergence to ___ ____
2. Emergence and coordination of ____ ___
3. Transition to ____
1. Emergence to social partners
2. Emergence and coordination of joint attention
3. Transition to language
68
Joint Reference and Attention
Vygotsky: language development is a dynamic
process that occurs within children’s __ __ ___ as they engage with more advanced peers and adults
ZPD
69
Joint Reference and Attention, cont
Adults view infants’ interactions as ____
through the lens of their own culture
Adults support infants’ expressions in each of the phases until infants can independently ____
components of social ____
meaningful
| master; exchange
70
What phase is this?
Infants develop patterns of attending to social partners
Infants value and participate in interpersonal interactions
Interested in looking at people’s faces, especially the faces of their parents
Caregiver responsiveness is an important feature
Phase One: Birth to Six Months
71
What phase is this?
Increasing interest in looking at and manipulating
the objects around them
Begin to navigate attention between an object of
interest and another person
Signals the emergence of joint attention
Joint attention: simultaneous engagement of two
or more individuals in mental focus on a single
external object of focus.
Symbolizes a critical avenue for early communication
development;
Phase Two: Six Months to One Year
72
(during Phase Two: Six Months to One Year) simultaneous engagement of two or more individuals in mental focus on a single external object of focus.
Joint attention
73
(during Phase Two: Six Months to One Year)
techniques such as speaking with an animated voice or showing an infant novel objects
maintaining infant’s attention related to an infant’s
ability to engage in sustained attention at 18 months
(Bono & Stifter, 2003)
redirecting infant’s attention negatively related to infants’
ability to engage in sustained attention (Bono & Stifter,
2003)
Supported joint engagement
74
In the absence of joint attention (during Phase Two: Six Months to One Year), infants may miss
out on what?
word learning opportunities
75
By about 16 to 19 months, infants are adept at
using several of the following cues for what purpose?
line-of-regard,
gestures (e.g., pointing),
voice direction,
body posture
To support inferences about a speakers’ referential intentions
76
(during Phase Two: Six Months to One Year) the recognition of when one shares a mental focus on some external object or action with another person
Intersubjective awareness
77
(during Phase Two: Six Months to One Year) the infants’ attempts to deliberately communicate with others
When infants have intersubjective awareness, they begin to interpret others’ referential actions as intentional and begin to use their own actions referentially
Intentional communication:
78
These are indicators of what (during Phase Two: Six Months to One Year)?
a) Infant alternates eye gaze between an object and a communicative partner
b) Infant uses ritualized gestures, such as pointing
c) Infant persists toward goals by repeating or modifying
their gestures when communicative attempts fail
Indicators of intentionality
79
(during Phase Two: Six Months to One Year) requests to adults to retrieve objects; around 10 mos.
Imperative pointing
80
(during Phase Two: Six Months to One Year) social process between an infant and an adult
--Call adult’s attention to objects, and to comment on objects
Declarative pointing
81
Which comes first, Imperative pointing or Declarative pointing
Imperative pointing is usually first
82
Production of declarative pointing is linked to
| infants’ understanding of what??
Others' intentions
83
What phase is this?
Children begin to incorporate language into their
communicative interactions with others
Able to engage socially with others and to use language to
represent events and objects within these interactions
Active involvement of parents and other adults is still
important during this phase
Phase Three: One Year and Beyond
84
Routines of Infancy Provide a _____ and _____ and
| many opportunities for language learning
sense of comfort; predictability
85
Routines of Infancy Provide opportunities to engage in episodes of j___ ____ with caregivers
joint attention
86
By r______ hearing words and phrases, infants
learn about the sounds and structure of their
language
Phonotactics
Where pauses occur
repeatedly
87
attention and sensitivity to infants’
vocalizations and communicative attempts
Teaches infants that others value their behaviors and communicative
attempts
Caregiver Responsiveness
88
Consistent, contingent, and appropriate ___ to an
infant’s communication attempts promotes a child’s ability and desire to sustain long periods of joint attention and increases children’s motivation to communicate.
responses
89
More responsive language input by mothers is
| linked to children’s language milestones (2)
saying first word
| producing two-word sentences
90
What is More important than infant’s own behaviors (vocalizations and play)
Caregiver Responsiveness
91
```
What are these indicators of?
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
```
caregiver responsiveness
92
3 rule-governed domains:
_____: words we use and meanings behind them
Vocabulary system, lexicon
______: how we arrange words, sentences, and sounds to convey content
_____: language pragmatics, or how we use language in interactions with others in order to express personal and social needs
Content
Form
Use
93
Form, Content, or Use?
When infants begin to use true words, they generally utter these words in isolation for several months before they begin to combine words to make short phrases
Form
94
Form, Content, or Use?
```
3 criteria for a true word:
Clear intention and purpose
Recognizable pronunciation
Used consistently and generalized beyond the original context to all
appropriate exemplars
```
Content
95
Form, Content, or Use?
Communicate intentionally (usually by 8 months of age) by using a variety of pre-verbal language functions
```
Attention seeking to self
Attention seeking to events, objects or other people
Requesting objects
Requesting attention
Requesting information
Greeting
Transferring
Protesting/rejecting
Responding/acknowledging
Informing
```
Use
96
Form, Content, or Use?
Produce first true word at 12 mos, on average
Usually refer to salient people and objects in infants’ everyday lives
*Must be able to generalize words to several appropriate cases for them to meet the criteria for a true word.
Content
97
4 main areas that exhibit substantial variability
Variations in _____ and expressive language
development (intra-individual)
Variations in ____ __ ____ development (interindividual)
Variations in infants’ learning ___ (inter-individual)
Variations at the ___ of the typical range (interindividual)
receptive
rate of language
styles
extremes
98
At all stages of life, _____ development outpaces
| _____development
receptive language
| expressive language
99
______ requires only that we retrieve words from our lexicon, whereas ______ requires that we retrieve words and apply proper pronunciation as we utter them
Language comprehension
| language production
100
With _______, sentences are pre-organized with lexical items, a syntactic structure, and intonation as we hear them
language comprehension
101
Language that adults use in communicative interactions with infants is usually highly c_____
contextualized
102
2 variations in Language Development...
```
socioeconomic status (SES)
quantity of talk parents provide to their children
```
103
The Amount of time parents talk to their infants and young children is related to parents’ ____
SES
104
Regardless of SES, the more parents talk to their children, the more rapidly children’s own vocabulary grows, and the better children perform on measure of ____ and ____
competence at age 3
verbal; cognitive
105
Variations in learning styles
______ use language
primarily for social exchanges
Express their needs and describe their feelings as they interact with others
“Hi” and “bye-bye”
Expressive language learners
106
Variations in learning styles
______ use language
primarily to refer to people and objects
Enjoy labeling things
Early vocabularies contain a large proportion of object
labels, “ball,” “doggie,” and “juice” (Nelson, 1973)
Referential language learners
107
Children who exhibit delays in their expressive
language development
Many are able to recover to normal language levels by age 3 or 4, but they may still exhibit delays in subtle aspects of language development
Late Talkers
108
Ahead of their peers in expressive language use
Bates, Dale, and Thal (1995) definition:
Between the ages of 11 and 21 months of age who are in
the top ten percent for vocabulary production for their
age on the MacArthur CDI
Early talkers maintain an advantage over their agematched,
typically developing peers in measures of
vocabulary, MLU, and verbal reasoning throughout
early childhood
Early Talkers
109
Late talkers are Children who exhibit delays in their ____ _____ development, and early talkers are Ahead of their peers in ___ ___ use
expressive language;
| expressive language
110
```
Researchers
Habituation-Dishabituation Tasks
Switch Task
Intermodal Preferential Looking Paradigm (IPLP)
Naturalistic Observation
Clinicians
Informal Language Screens
Parent Report Measures
```
The ways Researchers and Clinicians Measure
| Language Development in Infancy
