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Language Disorders Birth 0-5 > Introduction > Flashcards

Introduction Flashcards

1
Q

Language

A

systematic and conventional use of sounds or signs for the purpose of communication or self-expression

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2
Q

Perceptual Precursors

A
  • attention to language/speech
  • discriminate speech sounds
    -remember sequences
  • discriminate sequences
  • remember/recall
    discriminate intonations
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3
Q

Measuring Infant perception: Physiological Measures

A
  • Heart rate
  • ERP
    -fNIRP
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4
Q

Measuring Infant perception: Habituation Dishabituation

A

-high amplitude sucking
head-turn technique
preferential listening

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5
Q

Innately Guided Learning

A
  • evidence of response to loud sounds by 26th week of gestation
  • fetuses not only hear but they remember
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6
Q

Hydrophone Studies: with sheep

A

Armitage

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7
Q

Hydrophone Studies: with humans

A

Querleu and Renard

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8
Q

Listening in Utero

A

sounds with frequency 1000 Hz or less are transmitted with little attenuation, whereas higher freq. are greatly attenuated

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9
Q

Babies prefer:

A
  • native language
  • mothers voice
  • particular stories
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10
Q

Development of Responses to Sound: Newborn

A

-startled by loud noise
-turns head to look in direction of sound
-calmed by voice
- prefers mother’s voice
- discriminates many speech sounds

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11
Q

Development of Responses to Sound: 1-2 months

A

-smile when spoken to

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12
Q

Development of Responses to Sound: 3-7 months

A

-can perceive intonation, responds differently to friendly vs angry voice

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13
Q

Auditory developments post birth

A

-higher thresholds (dB) throughout the first year
- babies who are hard of hearing are not born with the same thresholds at birth

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14
Q

spacial localisation

A
  • newborns generally turn head in correct direction, general areas
  • minimal audible angles, approx 19 degrees at 7 months
    -poor localisation even at 5 years
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15
Q

Visual Perception

A
  • newborn vision 20/400
  • 6 times worse than normal adults (but good enough to see facial features, hands)
  • at birth, lens is fully developed
  • poor control of ciliary muscles
  • increases to 35% by 10 weeks
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16
Q

Prefer visual objects such as:

A

-sharp contours
-moving objects
- faces
- light/dark contrasts

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17
Q

Auditory/Visual Links Dodd 1979

A
  • recognises synchrony at 10-16 weeks
  • looked longer ash the face in front of them when the speech was in synchrony with facial movements
18
Q

Auditory/Visual Links Kukl and Meltzoff 1982, 1984

A

-recognize correspondence between sight and sound of speech by 18 weeks

19
Q

cocktail party problem

A

-noise in the environment can play a large role in how children perceive speech

20
Q

noise with younger infants

A
  • infants ability to recognise their own name in the presence of background noise
  • ex. client with language disorders
21
Q

Categorical Perception

A
  • the ability to differentiate speech sounds
  • speech sounds are perceived categorically rather than continually
  • adult listeners cannot distinguish all speech sounds
  • adults only distinguish the speech sounds that result in meaningful differences in their native language
22
Q

speech perception over the lifespan

A

-infant perception is quite good for native as well as non-native contrasts
- by 10 months, discrimination of non-native contrasts declines

23
Q

critical period in language acquisition

A
  • idea that there is a window for learning language
24
Q

innateness hypothesis

A

-the idea that infants are born with a certain degree of knowledge regarding the fact that languages have features and they are supposed to “figure out” what those features are

25
Q

linguistic universals

A
  • the concept that there are nouns and verbs
26
Q

universal grammer

A
  • the set of known features shared by all languages
27
Q

critical period hypothesis

A

-“normal” language acquisition must occur in early childhood
- there is a circumsized developmental period before adulthood during which either first or second language acquisition is essentially guaranteed, and after which mastery of a language is not attainable

28
Q

empathetic stress

A
  • how are you emphasising the words
  • highlighting the words that the baby may not know or they want the child to learn
29
Q

Vocalisations: Stage 1

A

reflexive vocalisations (crying, burping, coughing)

30
Q

Vocalisations: Stage 2

A

cooing and laughter

31
Q

Vocalisations: Stage 3

A

isolated vowel-like sounds (ah-ah)

32
Q

Vocalisations: Stage 4

A

canonical babbling
- consonant vowel cluster
- rhythmic
“gaga gaga”

33
Q

Vocalisations: Stage 5

A

jargon babbling
- no real words but has prosody to depict what they are speaking

34
Q

overextensions

A

sees any man and calls them all daddy
sees any animal and calls them all dog

35
Q

under extensions

A
  • if you have a dog and call your dog, dog, and see another dog out of your house and dont call it dog
    -less common than overextensions
  • children attempt to be conservative in their use of language
    -seen in older children with larger vocabularies
36
Q

word spurt

A
  • happens around 50 words/18 months
  • 20-40 new words a month
    debate on existence of the spurt
37
Q

Typical 2 year old

A
  • has at least 50 words
  • has begun to combine words into two word combinations
38
Q

Langauge Mixing/Code switching

A
  • a speech style in which fluent bilinguals move in and out of two (or more) languages when speaking
39
Q

language borrowing

A
  • use of a word from another langue, which demonstrates morphological and phonological adaptation to the native language
  • if there is not a word for a thing in the language you are speaking you borrow a word from another language
40
Q
A

Language Disorders Birth 0-5 (1 decks)

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