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Fall '12- Lang Dev exam #1 > Lang Dev exam #1 (lecture 2 & 3, lang Dev theories: practical implications PPT) > Flashcards

Lang Dev exam #1 (lecture 2 & 3, lang Dev theories: practical implications PPT) Flashcards

0
Q

When we look at language development what are the two fundamental variables?

A
  • The child’s cultural and linguistic Environment Is a big influence upon language learning
  • The child unique characteristic
    • Shyness
      - Speaks quietly
    • Avoiding eye contact
    • ADD & ADHD
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1
Q

When children begin developing language?

A

. At birth as they interact with their caregivers

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2
Q

What must the child how to develop language Optimally?

A
  • He needs language stimulation from his environment
  • In many cultures, adult interaction with infants and young children differs from mainstream US exceptions
    • Some cultures don’t believe babies understand so not all communicate with the babies
    • Suggest to mother the benefits of talking with your baby
      - If mother doesn’t want to maybe there is another family member can talk with the baby, or maybe singing to the baby
      - Present what is ideal to the parent
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3
Q

What is motherese?

A
  • Hi pitch
  • Longer pauses
  • Shorter sentences
  • Repetition

** Samoan moms don’t do this

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4
Q

What are the five theories of language?

A
  • Behaviorist theory
  • Social interactionism theory
  • Cognitive theory
  • Nativist theory
  • Information processing theory
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5
Q

Theories of language acquisition

Behaviorist theory- Who is the founding father?

A

B. F. Skinner

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6
Q

Theories of language acquisition

Behaviorist theory- What is it?

A
  • Explains acquisition of verbal behavior
  • verbal behaviors are learned under appropriate conditions of stimulation, response and reinforcement
  • Breaks verbal behavior down into echoics, mands, tacts
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7
Q

Theories of language acquisition

Behaviorist theory- What is Echoics?

A

Imitative verbal responses whose stimuli are the speech of another person

 - Baby imitates what someone saysr
    - Child is reinforced
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8
Q

Theories of language acquisition

Behaviorist theory- What are Mannds?

A

Requests. We motivate children to request things

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9
Q

Theories of language acquisition

Behaviorist theory- What are tacts?

A

Everything else (not echolic or mands)

  • Group of verbal responses that describe/comment on things around us

)

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10
Q

Theories of language acquisition

Behaviorist theory – how to tacts reinforced?

A
  • tacts are socially reinforced by social behaviors such as nods smiles of approval
    • I want a cookie (mand) That cookie was really good (tact
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11
Q

How would the behaviorist theory be used in therapy? Clinical implication

A

-Select specific target responses, create appropriate antecedent events, and reinforce correct responses

I.e. -working on -ing (Target response)

         - show card (antecedent event) and ask questioned 
         - reward with happy face
  • Clearly established criterion for success (e.g. 80% accuracy)
    • 80% because it’s achievable (Under promise and over deliver)

*** Dr. R uses this theory a lot

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12
Q

Kaderavek 2011 (behaviorist theory)

A

In Therapy: drill and practice

Drill focuses on discrete isolated aspects of language

SLP focuses on observable measurable behavior. (If it is not measurable it doesn’t exist

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13
Q

Social interactionism theory

Who is the founding father?

A

Vygotsky (Russian psychologist)

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14
Q

Social interactionism theory

-Language develops because….

A
  • children are motivated to interact socially with others around them
    • Kids don’t want to interact because they get picked on, they stutter, etc.
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15
Q

Social interactionism theory

According to social interactionism theory Children first learn language…

A
  • through interpersonal interactions, then use this language to structure thought
    • Kind of tired and overwhelmed and you talk to yourself through “I can’t find my lecture notes. I know they have to be somewhere, call me down!” (Talking to yourself in your head)
  • The environment and its experiences are critical to language development
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16
Q

Social interactionism theory

What are the clinical implications?

A
  • SLP’s increase children’s motivation to communicate
  • SLP’s supply verbal and nonverbal situations that encourage children to communicate to meet his needs
    • nonverbal example: bringing cookies in and just setting them on the table. They don’t get any until they verbally ask for it.
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17
Q

Social interactionism theory

Language develops for how long?

A

-Language continues to develop across the lifespan

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18
Q

Social interactionism theory

A
  • Language function, not structure is emphasize

- Language develops as a result of child’s social interactions with the important people in their lives.

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19
Q

Social interactionism theory

What is this not about?

A

Syntax, and the morphology

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20
Q

What did Turnbull & Justice, 2012 say regarding the Social interactionism theory ?

A

–All human knowledge first exists on the social plane

-Then it exists on the psychological plane

21
Q

Which theories account for interactions and environmens.

A
  • Social interactionism

- Behaviorism theory

22
Q

School age years

What is the expectation for kindergarten development?

A

Strengthen child’s oral language skills. In some states, child may be asked to read and write

22
Q

According to Vygotsky how is language Knowledge acquired?

A

-social interaction with more competent and experienced members of the child’s culture

23
Q

School aged years

What is the expectation in third grade?

A

Transition; children read and write in more complex ways. Most learn cursive

24
Q

School aged years

Clark, 2012 said what about researching on all day kindergarten?

A
  • Big help: all day kindergarten
    - Positive impact on both social and academic skills
    - Children especially learn to engage in more child to child interaction
    - Teachers have more time for small-group activities
25
Q

Cognitive theory

Who is the founding father?

A

Jean Piaget

26
Q

School age years

What is the expectation in first grade?

A

Increased focus on reading and writing; intro addition and subtraction

27
Q

School aged years

What is the expectation in second grade?

A

More independent skills in reading and writing

28
Q

School aged years

What are the expectations in grades fourth through sixth

A
  • Children go from learning to read and write, to reading and writing to learn
  • By sixth grade, children should understand about 50,000 words
  • Children with language impairments often are identified in grades fourth through sixth
29
Q

School age years

What did Montgomery, 2011 say?

A
  • Children begin first-grade with the spoken vocabulary of 6000 words
  • Only 400 words a year are directly taught by teachers
  • Students must learn 3000 words per year by third year
    - Where do they get the other 2600 words?
     - Parents
     - Environments
     - Books

-By 12th grade they learn 36,000 more words

30
Q

Cognitive theory

What are the basic concepts?

A
  • Emphasizes cognition, or knowledge and mental processes
  • Language acquisition is made possible by cognition and general intellectual processes
  • Language is made possible by cognition and there are two forms of the cognition hypothesis
    - Strong cognition hypothesis
    - Weak cognition hypothesis
31
Q

Cognitive theory

What is the strong cognitive hypothesis?

A
  • Cognitive abilities are prerequisite to language skills
    • Without a cone you won’t have ice cream

-Language will absolutely not develop without these cognitive abilities

32
Q

Cognitive theory

What is the weak cognition hypothesis?

A

Cognition can account for some of a child’s language abilities but not all

33
Q

Cognitive theory

What are Piaget’s stages of cognitive development?

A
  • Sensorimotor
  • Preoperational
  • Concrete operations
  • Formal operations
34
Q

Cognitive theory- Stages of cognitive development

What age is sensorimotor?

A

Birth to two years

35
Q

Cognitive theory- Stages of cognitive development

What age is Preoperational?

A

2 to 7 years

36
Q

Cognitive theory- Stages of cognitive development

What age is Concrete operations?

A

7 to 11 years

37
Q

Cognitive theory- Stages of cognitive development

What age is Formal operations?

A

Over 11 years

38
Q

Cognitive theory

What is sensorimotor?

A
  • Sensorimotor (Birth to two years)
    • Means – ends behavior
      • Cause-and-effect
    • Symbolic play
      • One thing substitutes for another Tissue could be adults blanket. Kids with autism might not engage in symbolic play
    - Object permanence
     - When an object disappears a child still knows that it exists. They develop this around a year
    -First word around 12 months of age
39
Q

Cognitive theory- Stages of cognitive development

Features of preoperational stage

A
  • Concreteness of thoughts
    • If they have that they are visualizing an actual fork in the road if you say there is a fork in the road. Raining cats and dogs, they think that dogs and cats will come down. Their cognitive skills haven’t developed yet
  • Children are egocentric; difficulty taking others perspective
    • Three-year-olds don’t have cognitive skills to share toys
  • Overextensions and underextensions occur
    • Over extensions – overgeneralize
      - If dad is tall with glasses and brown hair and a child sees a man at the store with the same description they think that is daddy
    • Under extensions – they have restrictive meanings
      • If they have a poodle, they have a dog. But if they go to a park and see a cocker spaniel that isn’t a dog
        - If they have a chocolate chip cookie sexy and Oreo that is not a cookie
      • When someone is grown up a child might not know that they have parents still
40
Q

Cognitive theory- Stages of cognitive development

Features of Concrete operations

A
  • Acquires conversation and classification skills
    • Conversation – two lumps of clay and they are the same kids will think one have more

-Child is less egocentric, Has ability to see others points of view

41
Q

Cognitive theory- Stages of cognitive development

Features of Formal operations

A
  • Increased ability to see others points of view
  • Can think and speak in abstract
  • Fluidly uses verbal reasoning and if – then statements
42
Q

What is the information processing theory?

A

-Concerned with how language is learned. We don’t care how they know we care about how it’s learned

  • Focus: steps involved in processing information
  • Steps: memory, attention and organization
    - It’s not about syntax, not about pragmatics. It’s about kids remembering what they hear, are they paying attention? - And how is the organization?

-Long and short-term memory are especially important

43
Q

Information processing theory

What is phonological processing?

A
  • Concerned with processes involved in a child’s ability to mentally manipulate phonological aspects of language
    • If I say to a child can fan are those the same? Can they recognize those are rhyming words

Or
-el-la-phant Will they be able to recognize there are three syllables?

44
Q

Information processing theory

What is Temporel auditory processing?

A
  • Child’s ability to perceive the brief acoustic events that make up speech sounds and track changes in these events as they happen quickly in the speech of other people
    • When someone’s talking fast can the kid keep up?
  • Child’s capacity for and speed of processing
    • Some kids might have capacity forgetting to directions. Get books and then turn to page 5 and then do your homework and then line up for recess. Kids with Temporal auditory processing issues can only get two of those directions.
  • Children with problems can’t remember and repeat back digit strings, lists of real or nonsense words, etc. especially if it’s fast
45
Q

Nativist theory

Who is the founding father?

A

Noam Chomsky

46
Q

Nativist theory

What are the basic concepts?

A
  • All children are born with a language acquisition device(LAD)
  • This is a specialized processor that is a physiological part of the brain
  • Children have an innate capacity to acquire language
47
Q

Nativist theory

What are the concepts that Chomsky introduced

A
  • Language competence – innate ( All born with it)
  • Language performance what we actually see
  • Surface structure – phrase or sentence you actually hear
  • Deep structure – holds rules of sentence formulation
48
Q

Nativist theory

What are the scant clinical implications of the nativist theory?

A
  • In therapy, focused heavily on syntax
  • Reinforcement is unnecessary
  • Language is innate; so is walking. We don’t reinforce a child for walking, and don’t reinforce for talk
49
Q

Nativist theory

What does Kaderavek 2011 say?

A
  • Nativist theory does not account for children’s environments or interactions with caregivers
  • Chomsky’s work was created at the theoretical level; not based I’m listening to what children do when they learn language
51
Q

What are the clinical implications of cognitive theory?

A

Clinicians must assess cognitive precursors to language and treat these precursors before working on language itself

Fall '12- Lang Dev exam #1 (6 decks)

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