First words, semantic roles and construction WK3 Flashcards
Describe what occurs during the illocutionary stage of communication
-8-12mo
-Intentionality developed
-expressed through; Eye gaze, Vocalisations, Gestures, Phonetically consistent forms (PCFs)
-Small range of functions expressed: (To obtain something; proto-imperative)
(To socially share experience: proto-declarative)
What type of gestural development is prevalent in 10mo (provide examples)
draw attention/point to objects or events (socially share)
-Show (hold up object)
-Give (give object to someone)
-Point (toward specific object, location, event)
What type of gestural development is prevalent in 9-13mo (provide examples)
start to make requests using gestures
-Reaching with open/closed grasping motion
-Putting adult hand on an object
-Pulling said hand towards a desired item or action
What type of gestural development occurs from 12-18mo and at 18mo
-12-18mo rarely use gestures and spoken words at same time
-18mo, children begin to combine gestures and words
What are functional gestures
depict object through actions demonstrating the objects function (pretend to eat from empty spoon)
what are symbolic gestures
appear at same time as first words, and develop in parallel
(putting finger to mouth for “shush” making a thumbs up)
what are the two types of gestures-speech combinations
-Reinforcing: convey matching info e.g. Point at dog saying ‘dog’
-Supplemental: convey different info e.g. Put hand out when saying juice
Why are gestures useful to new talkers
-Compensates for limitations in articulation/phonology
-Visual rep. of word may free cognitive resources for other tasks
-Toddlers may rely on caregiver gestures for comprehension
what is an expression gap
<18 mo, children usually understand more words than they say (reception: expression gap)
-early language development
-Need more exposure to start using not much needed to understand
what is the vocabulary spurt?at what age may it occur?
after 100 words acquired=big jump in number of words spoken
-Usually between 12-24mo
-Variability high
Summarise the six pragmatic categories (owens intentions) describing purpose of early language development
-Control
-Representational
-Expressive
-Social
-Tutorial
-Procedural
What is meant by control intention of first words? provide an example
wanting demands, direct request or command, protest
e.g. Cookies, help (hand object to) , no (push away)
What is meant by representational intention of first words? provide an example
content questioning, naming/ labelling, statement/declaring, answering, reply
E.g. Wassat (point), doggie (point), horsie (in response to question)
What is meant by expressive intention of first words? provide an example
exclaiming, verbal accompaniment to action, expressing state of attitude
E.g. Squeal when picked up, Uh-oh (with spill)
What is meant by social intention of first words? provide an example
greeting/farewell
E.g. Hi, bye bye
What is meant by tutorial intention of first words? provide an example
repeating/practicing
E.g. Cookie, cookie, cookie
What is meant by procedural intention of first words? provide an example
calling
E.g. Mummy
Describe the order in which intentions of first words occurs. What are the attached ages?
-15mo: most utterances representational, expressive, procedural (name/calling predominate)
-21mo: control functions increase and expressive function reduced
-24-36mo: wanting demands, name/ labelling….
Describe intonation during first words. State the types of contour with examples.
develops sound patterns for different intentions
-Naming: flat/level contour
-Requesting, attention, curiosity: rising contour
-Surprise, recognition, insistence, greeting: high falling contour
-Playful anticipation: high rising contour
What are the types of words acquired first? Explain why. provide some examples
concrete words: here and now in environment
-Important people e.g. Mummy, daddy
-Favourite food e.g. Juice, banana
-Daily routine e.g. Bath, dinner
-Animals e.g. Dog, cow
-Regulatory words e.g. Ta, more, no, up, open
-bias towards objects that change/ move in response to action
Describe the semantics of first words and provide some examples
-High frequency words (used by parents with child)
-Mid general words, refer to entities no actual categories or specific types:
-Animals e.g. Dog, not spaniel (specific), not animals (categories
-Toys e.g. Car, not Ute, not toy
-Food e.g. Cheese, not camembert, not food
What are extensions? differ between over and under
not fully developed semantic features e.g. cant understand dog+cow different category
Over-extensions: over-extends use of word, cover objects
.from same semantic category e.g. Baby all children, hot for cold, dada for mother
.related by physical features- shape, texture, size e.g. Ball for round objects
.to cover similar sounds e.g. Cloud for clear
Under-extensions
-Uses word to refer to particular person/thing only in particular situation
E.g. Cup used only for a “tommy tippee cup’
-Declines with age
What are the 5 grammatical categories of first words in order of predominance? Define
-Nouns: people, animals, objects within environment (predominate)
-Verbs/action words: not always true verbs e.g. Give, do, bye-bye, down
-Modifiers (adjectives/adverbs) e.g. No, dirty
Personal: social/greeting e.g. No, please, hello, goodbye
-Functional: articles, pronouns e.g. This, for, me
Why do nouns predominate first words
-perceptually/conceptually distinct e.g. Chair vs car
-Concepts stable-not changing like verbs
-appear frequently in adult-child speech
-More frequent in toy play and in short maternal utterances
Define phonological composition. How is it made?
words with sounds that are easiest to produce. Made by the lips with short bursts (stop/plosive sounds)
Describe the phonology of first words
-No consonant clusters
-Syllabic construction is usually
* VC (vowel-consonant): up, eat
* CV (consonant-vowel): no, car
* CVCV (same pattern): mama, wawa (water)
* CVCV (different sounds): doggie
What are child learning strategies for first words
-use words to refer to things
-Words extendable-don’t refer to only one thing
-Given word refers to whole entity, not parts
-Label can reply to other related thing based on shared features (kitties-tigers, lions)
-New word likely linked to unnamed referent
-Word used consistently, not likely to change
Differ between joint attention and action
-Joint attention: infant and person share same direction of eye gaze
-Joint-action: two individuals share action on same object or task
What is meant by mutual exclusivity bias
-Presented with new word and new object gaze only at object that is new
-If provided multiple known items and one unknown, they well look at unknown
What is meant by cross situational statistical learning
track co-occurrence of a word and potential meaning across diff. contexts/exposures, acquiring knowledge about meaning over time
Provide some examples of negative effects on language development
-Neglect and abuse: caretaker failing to meet essential needs for physical, intellectual and emotional development
-Being premature
-Teratogens (alcohol, drugs, tobacco while mother is pregnant)
-Younger mothers
-Poorer economic environment/less educated mother
