Exam 2: chapter 6 Flashcards by kyler sutton

What Major Language Development Milestones

Occur in Toddlerhood? (2)

 First Words

 Gestures

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 Pre-verbal to verbal communication

 ~12 mos of age, on average

first words

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 Composed of meaningful sounds
 Symbolic
 Arbitrary

words

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Each new word creates

an entry in lexicon

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idiosyncratic word-like productions that children
use consistently and meaningfully, but do not
approximate adult forms
-Ex. “water” as “ahhhh”

Phonetically-consistent forms, or PCFs

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_____ Precedes spoken language

gestures

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precise referent and stable meaning
across different contexts
 Ex. Holding a fist to the ear to indicate “telephone”

Referential gestures

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Gestures transition from 1-word stage to 2-word stage: (2)

 Gesture-word combinations

 Two-gesture combinations

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eventually, Begin to use ___-____ ______, cease to combine

two referential gestures

two-word utterances

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visuomotor neurons– vision and

muscular movement:

Mirror neurons

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Mirror neurons perform what?

Perform actions (including communicative actions) and observe others perform actions

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 3 rule-governed domains:

Form Content & Use

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In what time of life do single-word utterances combine to words

toddlerhood

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

Customary age of production

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majority of children produce a sound in an

adult-like manner

Age of mastery

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Systematic and rule-governed

speech patterns that characterize toddlers’ speech

Phonological Processes

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Achievements in Form-Phonology include changing syllable structure how?

changes to syllables in words

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change one sound in a syllable so that
it takes on the features of another sound in that same
syllable

assimilation

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Context dependent change: changes to certain sounds on the

basis of ____ ____ sounds.

influential neighboring

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Achievements in Form-Phonology

Place of articulation changes how?

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

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In relation to articulation change, “replacing sounds produced farther back in the
mouth with sounds produced farther forward in the
mouth”

Fronting

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Concerning Achievements in Form-Phonology, replace a sound produced in a particular MANNER with a sound produced in a different manner

change in Manner of articulation

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Achievements in Form-Phonology:

Phonological Perception–Toddlers must possess skills to integrate incoming speech sounds with their existing ___ and ______ knowledge if they are to continue to acquire new words.

linguistic; conceptual

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Achievements in Form-Phonology

Being familiar with the differences in speech that do and do not signal a difference in ___.

meaning

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Achievements in Form-Phonology Learning of novel nonneighbors (new words that are ____ ____ to known words) and difficulty in learning novel neighbors (new words that are phonologically _____ to known words).

phonologically dissimilar; similar

Achievements in Form-Morphology meaningful linguistic units that cannot be divided into smaller meaningful parts are learned

morphemes

Achievements in Form-Morphology inflections added to words to indicate aspects of grammar  Appear in speech between 18 and 24 mos of age, or after first 50 words acquired

Grammatical morphemes

Achievements in Form-Syntax Combining Words to Make Longer ____

Utterances

Achievements in Form-Syntax combine words to make utterances  Marks the true beginning of syntax

Two-word stage

Achievements in Form-Syntax commenting, negating, requesting, questioning

functions of the two-word stage

Achievements in Form-Syntax average length, in morphemes, of children’s utterances. calculate using a language sample of 50 utterances or more

Mean length of utterance (MLU)

Achievements in Form-Syntax As language develops, MLU increases/decreases?

increases

Achievements in Form-Syntax Sentence Forms omit key grammatical markers  Toddlers tend to omit or misuse pronouns in their sentences

Telegraphic quality

Achievements in Content The Receptive and Expressive Lexicon words that children comprehend: _____ words that children produce: ____

Receptive lexicon

Achievements in Content between approximately 18 and 24 months of age, or around the time they are able to produce 50 words, Children learn an average of 9 new words per day!

Vocabulary spurt, word spurt, naming explosion

Achievements in Content Overextension: children use words in an ___ ___ manner

overly general

Achievements in Content 3 major kinds of overextensions made by toddlers: "extend a known word to other words in the same category"

Categorical

Achievements in Content 3 major kinds of overextensions made by toddlers: "extend a known word to other words that are perceptually similar"

Analogical

Achievements in Content 3 major kinds of overextensions made by toddlers: "extend a known word to other words that are semantically or thematically related"

Relational

Overgeneralize about ___ of new words

1/3

use words to refer to only a subset | of possible referents

Underextension

which is more common, over or under-generalizations?

Underextensions are more common than overextensions

Overextend in some circumstances and | underextend in other circumstances

overlap

explanations for why children make overlap errors know that 2 objects are conceptually different, but do not yet have a name for one of the objects and intentionally substitute a semantically related word

Pragmatic error

explanations for why children make overlap errors now a certain word, but unable to retrieve that word and unintentionally select a different word

Retrieval error

Learning New Words: The Quinean Conundrum  Segment words from continuous speech  Find objects, events, actions, and concepts in the world  Map the word in question to its corresponding object, event, action, or concept

Steps for new lexical entry

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

Quinean conundrum

 Lexical Principles Framework for early object labels ____: principles of reference, extendibility, and object scope ____: principles of conventionality, novel namenameless category (N3C), and categorical scope

Tier One | Second Tier

Children utilize tier one principles early on as they | begin ___ ____ _____

to acquire words

First tier principles: symbolize objects, actions, events, and concepts

Principle of reference

First tier principles: label categories of objects, and not just the original exemplar

Principle of extendibility

First tier principles: words map to whole objects

Principle of object scope

Second tier principles adopt the terms that people in their language community understand

Principle of conventionality

Second tier principles limiting the basis for extension to words that are taxonomically similar Builds upon tier one principle of extension

Principle of categorical scope

Second tier principles select a nameless object as the recipient of a novel label Supports tier one principle of object scope

Principle of novel name-nameless category (N3C)

Overcome the Quinean conundrum in the course of | interactions with experienced ____ ____

language users

Follow another’s gaze and pointing gestures, engage in joint attention, and imitate actions by ____ mos of age

9-12 mos

By 12 mos of age infants use social cues, including line-of-regard, gestures, voice direction, and body posture to make inferences about ____ underlying others’ actions

intentions

How Do Toddlers Acquire Words So Quickly? learn novel words with just a few incidental exposures (Lexical representation from brief exposure to the novel word and its referent)

Fast mapping

Thematic Roles Toddlers Acquire entity that performs the action

Agent

Thematic Roles Toddlers Acquire entity undergoing an action or movement

Theme:

Thematic Roles Toddlers Acquire starting point for movement

Source:

Thematic Roles Toddlers Acquire ending point for movement

Goal:

Thematic Roles Toddlers Acquire place where an action occurs

Location

Discourse Functions By the time children begin to combine words, they are capable of using a variety of ____

language functions

satisfy their needs | including requests

Instrumental functions

control others’ behavior | imperatives

Regulatory functions

share information about themselves and their feelings with others

Personal interactional functions

requesting information of others to | learn about the world

Heuristic functions

telling stories to make believe and | pretend

Imaginative functions

give information to others Success at using communication for a variety of purposes is one of the most important aspects of communicative development during toddlerhood

Informative functions

 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

Conversational Skills

What Factors Contribute to Toddlers’ Individual Achievements in Language? L___ ____t is not linear  Children tend to experience a series of spurts and plateaus in their language abilities as they develop

Language development

Variation in Receptive and Expressive Language Development  Comprehension generally precedes _____ in language learning  Disparity between size of one’s receptive and ___ lexicon continue throughout toddlerhood, school-age years, and into adulthood

production | expressive

Effects of Gender Girls produce a greater number of ___ than boys and also produce more two-word combinations than boys

words

Effects of Gender ___ lag behind ___ in their lexical development

Boys | girls

Effects of Gender Differences in boys’ and girls’ ____ ____, particularly with respect to neurological development, may contribute to gender differences in language acquisition

maturation rates

T/F: Parents interact with boys and girls equally

False

Effects of Birth Order Children’s language development might differ according to the order in which they are born Firstborn children are more likely to have ____ vocabularies in their second year, and to reach the 50-word mark sooner than their ________ counterparts

larger | later-born

Effects of SES and Parental Education Some measure of family income, parental education, or occupational status Associated with a variety of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into _____

adulthood

____ is associated with toddlers’ receptive and | expressive language development

SES

Methods for assessing children’s language  P_____ tasks  C______ tasks  J______ tasks

Production Comprehension Judgment

Produce, or say, the language targets under | investigation

Production Tasks

Production Tasks naturalistic observations

Unstructured or semi-structured

Production Tasks elicited imitation tasks and elicited production tasks

Structured and systematic:

Comprehension Tasks Match ____ to target words and phrases or ___ out phrases that they hear an experimenter say

pictures | act

Ask children to decide whether certain language constructions are felicitous in order to understand their level of grammatical competence

Judgment Tasks

How Clinicians Measure Language Development? Three assessment purposes:  S_____  C____ E___  P____ M_____

screening Comprehensive Evaluation Progress Monitoring

To determine whether or not the child is experiencing difficulty in a particular area and whether or not the child needs a more comprehensive evaluation

Screening

This is designed To determine whether a child has a language disorder and, if so, learn more about the nature of the disorder.

Comprehensive Evaluation

Comprehensive Evaluation Generally structured, standardized, norm referenced and designed to only be given to the same child how many times?

only once

Comprehensive Evaluation extent to which the data resulting from these tools can be extended to multiple contexts, including the child’s home and daycare surroundings

Ecological validity

Used to measure and monitor a child’s progress in a certain area of language development

Progress Monitoring

Progress Monitoring Instruments can be administered multiple times and are generally ___ and __ to administer.

quick | easy