Lang Dev exam #1 (lecture 2 & 3, lang Dev theories: practical implications PPT) Flashcards
When we look at language development what are the two fundamental variables?
- 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
- Shyness
When children begin developing language?
. At birth as they interact with their caregivers
What must the child how to develop language Optimally?
- 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
What is motherese?
- Hi pitch
- Longer pauses
- Shorter sentences
- Repetition
** Samoan moms don’t do this
What are the five theories of language?
- Behaviorist theory
- Social interactionism theory
- Cognitive theory
- Nativist theory
- Information processing theory
Theories of language acquisition
Behaviorist theory- Who is the founding father?
B. F. Skinner
Theories of language acquisition
Behaviorist theory- What is it?
- 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
Theories of language acquisition
Behaviorist theory- What is Echoics?
Imitative verbal responses whose stimuli are the speech of another person
- Baby imitates what someone saysr
- Child is reinforced
Theories of language acquisition
Behaviorist theory- What are Mannds?
Requests. We motivate children to request things
Theories of language acquisition
Behaviorist theory- What are tacts?
Everything else (not echolic or mands)
- Group of verbal responses that describe/comment on things around us
)
Theories of language acquisition
Behaviorist theory – how to tacts reinforced?
- tacts are socially reinforced by social behaviors such as nods smiles of approval
- I want a cookie (mand) That cookie was really good (tact
How would the behaviorist theory be used in therapy? Clinical implication
-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
Kaderavek 2011 (behaviorist theory)
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
Social interactionism theory
Who is the founding father?
Vygotsky (Russian psychologist)
Social interactionism theory
-Language develops because….
- children are motivated to interact socially with others around them
- Kids don’t want to interact because they get picked on, they stutter, etc.
Social interactionism theory
According to social interactionism theory Children first learn language…
- 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
Social interactionism theory
What are the clinical implications?
- 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.
Social interactionism theory
Language develops for how long?
-Language continues to develop across the lifespan
Social interactionism theory
- Language function, not structure is emphasize
- Language develops as a result of child’s social interactions with the important people in their lives.
Social interactionism theory
What is this not about?
Syntax, and the morphology
What did Turnbull & Justice, 2012 say regarding the Social interactionism theory ?
–All human knowledge first exists on the social plane
-Then it exists on the psychological plane
Which theories account for interactions and environmens.
- Social interactionism
- Behaviorism theory
School age years
What is the expectation for kindergarten development?
Strengthen child’s oral language skills. In some states, child may be asked to read and write
According to Vygotsky how is language Knowledge acquired?
-social interaction with more competent and experienced members of the child’s culture
School aged years
What is the expectation in third grade?
Transition; children read and write in more complex ways. Most learn cursive
School aged years
Clark, 2012 said what about researching on all day kindergarten?
- 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
Cognitive theory
Who is the founding father?
Jean Piaget
School age years
What is the expectation in first grade?
Increased focus on reading and writing; intro addition and subtraction
School aged years
What is the expectation in second grade?
More independent skills in reading and writing
School aged years
What are the expectations in grades fourth through sixth
- 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
School age years
What did Montgomery, 2011 say?
- 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
Cognitive theory
What are the basic concepts?
- 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
Cognitive theory
What is the strong cognitive hypothesis?
- 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
Cognitive theory
What is the weak cognition hypothesis?
Cognition can account for some of a child’s language abilities but not all
Cognitive theory
What are Piaget’s stages of cognitive development?
- Sensorimotor
- Preoperational
- Concrete operations
- Formal operations
Cognitive theory- Stages of cognitive development
What age is sensorimotor?
Birth to two years
Cognitive theory- Stages of cognitive development
What age is Preoperational?
2 to 7 years
Cognitive theory- Stages of cognitive development
What age is Concrete operations?
7 to 11 years
Cognitive theory- Stages of cognitive development
What age is Formal operations?
Over 11 years
Cognitive theory
What is sensorimotor?
- 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 - Means – ends behavior
Cognitive theory- Stages of cognitive development
Features of preoperational stage
- 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
- 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
- Over extensions – overgeneralize
Cognitive theory- Stages of cognitive development
Features of Concrete operations
- 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
Cognitive theory- Stages of cognitive development
Features of Formal operations
- Increased ability to see others points of view
- Can think and speak in abstract
- Fluidly uses verbal reasoning and if – then statements
What is the information processing theory?
-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
Information processing theory
What is phonological processing?
- 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?
Information processing theory
What is Temporel auditory processing?
- 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
Nativist theory
Who is the founding father?
Noam Chomsky
Nativist theory
What are the basic concepts?
- 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
Nativist theory
What are the concepts that Chomsky introduced
- 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
Nativist theory
What are the scant clinical implications of the nativist theory?
- 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
Nativist theory
What does Kaderavek 2011 say?
- 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
What are the clinical implications of cognitive theory?
Clinicians must assess cognitive precursors to language and treat these precursors before working on language itself
