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Comprehensive Exam > Language Development > Flashcards

Language Development Flashcards

1
Q

0-3 months

A
  • prefers sounds of familiar language
  • can discriminate between syllables within words
  • can discriminate mothers’ voice from others
  • capable of spontaneous ohh sounds
  • communicates through cries
  • enjoys human voice to other sounds
  • smiles at a sound of a familiar voice (0-4mon)
  • quiets when held
  • startles to sounds
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2
Q

1-4 months

A
  • attempts to imitate some sounds
  • coos back and forth with caregiver
  • begins grouping language sounds in categories
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3
Q

Responding to own name

A

between 4-5 months old!

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4
Q

4-7 months

A
  • attempts to respond to sounds by making sounds
  • can verbalize happiness and displeasure
  • capable of responding to NO
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5
Q

Babbling

A
  • includes short strings of consonants (6-9mon)

- babbling appears less random and inflections become more apparent around 9-14 months!

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6
Q

7-12 months

A
  • learns to wait until someone else is finished before vocalizing
  • responds to simple verbal requests
  • uses gestures and sounds to communicate
  • capable of uttering mama and dada (8-12 mon)
  • begins to understand that words can refer to physical objects
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7
Q

12-24 months

A
  • begins to imitate spoken words
  • first words (12-19 months)
  • identifies names of familiar people, objects and body parts
  • can correctly identify a picture with its spoken name
  • commonly uses 2-4 word sentences (15-24 months)
  • vocabulary of 200 words (16-24 months)
  • a rapid increase in vocabulary around 15 months!
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8
Q

Beings to use combinations of words in meaningful ways

A

20-24 months

  • telegraphic speech
  • combinatory speech
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9
Q

2-3 years

A
  • grammar increases
  • strangers can understand most words spoken
  • uses pronouns (I, you, me, we, they)
  • uses some plurals
  • Can say name, age and gender (29 months)
  • vocabulary consists of 1000 words
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10
Q

3-5 years

A
  • can ask a grammatically correct question
  • inserts articles
  • understands the concept of the same and different
  • speaks in sentences of 5-6 words
  • speaks in more complex sentences!
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11
Q

Communication

A
  • much broader concept in which language is embedded
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12
Q

Language

A
  • socially shared and constructed
  • code for representing concepts through use of arbitrary symbols and rule governed combinations of symbols
  • languages evolve and change!
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13
Q

Speech

A
  • vocal/oral representation of language

- verbal means of communicating

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14
Q

syntax

A

placing/ordering of words

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15
Q

semantics

A
  • meaning of words
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16
Q

pragmatics

A

social uses

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17
Q

phonology

A

sounds

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18
Q

Culture and Language

A
  • Gaskins
  • Process of acquiring language and process of acquiring socio-cultural knowledge are intimately tied
  • children’s language is constructed in socially appropriate and culturally meaningful ways.
  • Learning language takes place in everyday interactions with others. Culture plays a huge role in language development!
  • Routines such as pointing, naming, play with physical objects are not common in many cultures!
  • what gets reinforced is what you are exposed to (sound combinations and emphasis patterns)
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19
Q

Gopnik: babies as “citizens of the world”

A
  • babies have capacity to differentiate sounds that we as adults do not!
  • babies haven’t structured/organized language yet, they don’t show a preference to one language system at birth
  • after six months, babies organize sounds, structure language and show a preference for there own language sounds by 9 months
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20
Q

9 factors influencing language learning (social interaction perspective)

A
  1. creatively constructed
  2. within long term relationships
  3. within predictable situations with people and topics
  4. capacity and opportunity for play
    5 adults fine tune and regulating children’s interactions (occurrence of people/situations, frequency of events, co-occurrence, degree of difficulty)
  5. Others act as if child is communicative partner
  6. Goals
  7. Universal use of language in all cultures: story telling
  8. variation
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21
Q

Language Development across age ranges

A

preverbal- one word- two words (telegraphic speech)- combinatory speech (narratives)

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22
Q

Universal language acquisition

A
  • general pattern of language development across cultures, but variable rates of language development particularly with lexicon/vocabulary
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23
Q

Language and Cognition

A
  • Role of cognition is huge in language development
  • word meaning develops in conjunction with cognitive development
  • reciprocal influence
  • word meaning changes over time
  • infants/toddlers learning what words do
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24
Q

Language is not just vocabulary….

A

it is how words are combined to express meaning!

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25
Q

Language is…

A
  • a social interactive tool
  • rule governed
  • generative/creative
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26
Q

Lindfors

A
  • child draws on making sense of social situations to construct language
  • language as a way to express meaning
  • child uses whatever is salient and interesting (children do not attend to all language equally)
  • first words usually include: objects children act upon or familiar people
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27
Q

2 year old question

A

“what is this?”

- looking for appropriate labels

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28
Q

3 year old question

A

“why?”

  • working on causal relationships
  • want to learn about world around them!
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29
Q

Parentese/Motherese

A
  • NOT universal: not essential to language development, but provides a basis for socialization and language development in western culture.
  • exaggerated intonation contours (up and down of voice)
  • higher pitch
  • exaggerated stress/emphasis
  • omissions
  • high amount of repetition
  • focus on here and now
  • shorter sentences
  • sentences simplified
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30
Q

Joint construction/Shared experiences

A
  • building on what child says/does
  • tuned into one another
  • joint constructions of conversations
  • adults accepting, responding and supporting child’s early language
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31
Q

Receptive and Expressive Language (2-3 years)

A
  • can follow two requests
  • puts two words together
  • simple sentences much like telegraphic speech
  • asks questions
  • easier to understand speech (can understand 75% of what child says)
  • talk about things in past and in future
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32
Q

Receptive and Expressive Language (3-4 years)

A
  • answers simple questions
  • listens attentively to stories
  • understands meaning of sentences
  • begins to use simple grammar
  • vocab expands
  • sentences are more complex
  • more sophisticated
  • understand just about everything child says
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33
Q

Receptive and Expressive Language (4-5 years)

A
  • hears and understands most of what is said at home and in school
  • grammar becomes more and more like an adult
  • vocab increases
  • social language skills improving
  • can tell little jokes/give hints!
  • may be a speech sound or two that is not mastered, but have learned all the rules of language for the most part
  • continuing to learn new and different ways of saying things
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34
Q

Lindfors (pre-verbal stage)

A
  • signals with cries, sensitivity to sound and rhythm patterns
  • Pointing
  • turn taking in interactions
  • gestures (points, gives)
  • conventional signs around 6-7 months
  • developing sound meaning patterns
  • non-random vocalization patterns
  • builds base of social and interactional understanding (initiating, responding, attending signaling)
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35
Q

Receptive language

A
  • receptive language comes in around 9-10 months!

- developing before expressive language!

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36
Q

Lindfors (one word stage)

A
  • initially only understood in context
  • one word + gesture that matches
  • one word: labels for items in environment
  • familiar persons, animals, movement, affect words, self-objects
  • heavy content words are first to be mastered (words that reflect things that child can act on, do and notice)
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37
Q

Holophrase

A
  • word that stands for an entire phrase or sentence of meaning (one utterance may represent many things)
  • often only those who know child can understand ( in order to understand you must look at child, context and gesture)
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38
Q

Lindfors (two word stage)

A
  • telegraphic speech
  • same two word order may convey different meaning
  • context, body language and tone needed for interpretation
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39
Q

Diverse use/functions of language

A
  • labeling (existence)
  • nonexistence (all gone)
  • attributes
  • reoccurence (more)
  • social greetings ( hi, bye bye)
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40
Q

Lindfors- Combinatory speech

A
  • preschool years and kindergarten
  • smoothness and fluency in sentences
  • morpheme fillers present (plural, possessions, prepositions, auxiliaries)
  • over extensions/over generalizations “eated”
  • different kinds of questions emerge
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41
Q

Order in which children acquire questions

A

What? Where?
Why? How? When? What do?
Who? Whose?

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42
Q

Expressing negation

A

first child uses no and not at beginning of sentence

  • next, inserts negative element like don’t or can’t
  • can not and do not emerge as separate words
  • distinction between first and third person
  • combining propositions
  • moving toward less reliance on here and now
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43
Q

Lindfors (school age years)

A

metalinguistic awareness

  • metacognitive awareness
  • greater use of language in variety of social situations
  • learn to persuade, inform, entertain and seek information
  • phonetic productions
  • invented spellings
  • increase in both oral and written language
  • by 6 years old: 8-14,000 words understood
  • many same words as adults, but concepts not always the same
  • increase in figurative language
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44
Q

Pragmatics in school age years

A
  • tone of voice, sentence length, considering needs and capacities of listener, improvement leads to better joke telling, improvement in ability to listen carefully, knowing what someone else will think is funny, remember right way to tell a joke, indirect requests, greater competence in conversations
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45
Q

1-2 months

A
  • vocalizes ah, eh , uh
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46
Q

2-4 months

A
  • coos and chuckles
  • vocalizes in response to being talked to
  • attends to voices
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47
Q

4-7 months

A
  • laughs
  • makes high pitched noise/squeals
  • babbles
  • vocalizing
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48
Q

7-10 months

A
  • vocalizes mmmm while crying
  • responds selectively to familiar words
  • raises arms in response to pick up gesture
  • dada and mama (all front of the lip sounds, easy to produce)
  • plays games like pat a cake and SO BIG on verbal cues
  • responds to NO
  • points and reaches to indicate wants
49
Q

10-13 months

A
  • offers toy or object to adult in play
  • has one or two words besides mama or dada
  • attempts to imitate common words
  • recognizes familiar objects by name
50
Q

13-18 months

A
  • indicates wants by pointing accompanied vocalizations
  • has 3 or 4 new words
  • uses jargon or expressive babbling
  • identifies one or more body parts
  • follows 2 specific verbal directions
51
Q

18-24 months

A
  • uses words to make wants known
  • has vocabulary or more than 20 words
  • combines 2 words
  • uses pronouns (I, me, you)
  • favorite words: mine, no
52
Q

24-30 months

A
  • uses three word sentences
  • follows 4 specific verbal directions
  • asks simple questions
53
Q

30-36 months

A

can respond to simple comprehension questions, such as “what do you do when you are hungry?”
- knows a few songs/rhymes

54
Q

Metalinguistic Awareness (3-4 years)

A

heck to see if listener has understood, if not, repair or try again
- correct others

55
Q

Semantics in infancy

A
  • babies can remember words by 7.5 months, but they don’t really what what words mean until around 9 months
56
Q

Acquisition of Meaning

A
  • language meaning is arbitrary, conventional and categorical
57
Q

Nature and Nurture

A
  • Early sequence of language acquisition is universal, but rates are variable
  • linguistic input does not impact babbling (even infants who are deaf babble orally)
  • large input on vocal though!
  • frequency of parental utterance of verbs has greatest impact on acquisition of those verbs
  • Variety
58
Q

First spoken word (between 12-20 months)

First understood word (between 9-12 months)

A
  • must have same meaning EACH time!
  • intention to use that word to communicate
  • flexible use of word across contexts
59
Q

Proto-imperatives

A

Juice= get me some juice

- child getting someone to do something for them

60
Q

proto-declaratives

A

Juice= look at the juice that boy has in his hand

- establishing joint attention, using words to share experiences

61
Q

6-10 years old

A
  • pronunciations mastered
  • meanings grasped on basis of definitions
  • appreciation of multiple meanings of words (increase in humor)
  • passive voice, infinitive phrases
  • complex grammar
  • advanced conversational strategies
  • metalinguistic awareness rapidly develops
62
Q

Receptive language before expressive

A

brain matures in a way that allows us to understand language before we can produce it! (matures from back to front progression)

63
Q

Bruner: learning to communicate/progression

A
  • enactive (actions, labels)
  • iconic (pictures, drawings, dolls, play figures)
  • symbolic (language, sign, written words)
64
Q

3 general theories of language development

A
  1. Nativist (innate, pre-wired) : Chomsky
  2. Cognitive (information processing) - cognitive development is a prerequisite (Piaget)
  3. Social Interactionist (social-cultural) : Vygotsky and Bruner
65
Q

Language learning (nature AND nurture)

A
  • basic capacity is innate, while the particular form/meaning connections of individual languages are acquired through prolonged exposure to a specific language community
66
Q

Formats

A
  • set of procedures/routines/structures
  • child becomes used to a predictable routine
  • done again and again
  • standardized pattern between a child and adult
  • roles that eventually become reversible
  • contingent interaction between at least 2 acting parties
  • Script like quality
67
Q

Bruner

A
  • saw cognitive development as important factor in language
  • fine tune language
  • guide/expert (more cog. advanced) scaffolds less cognitively advanced
68
Q

Vygotsky/Bruner

A
  • viewed culture as influential in language development
  • culture IS the ZPD!
  • play creates a zone of proximal development (vygotsky)
69
Q

Nursery Rhymes

A
  • appear across cultures
  • predictability
  • anticipating familiar
  • rhythmic flow/beat
  • intonations
  • draws attention to where sounds end/begin
70
Q

Narratives

A
  • spontaneous and guided descriptions of past events that children produce in conversation, starting before 3 years old.
  • Story-telling (exists in ALL cultures)
  • a description of an event, set in a time and place, has one or more characters, involves delivery
  • reflects experience
  • sense making tools
  • scripts foundations for narratives
  • learned in home and language community
  • strongest predictor of literacy!!!
71
Q

Scripts

A
  • dialogues that accompany familiar routines in the child’s everyday environment
  • scripts incorporated into narratives
72
Q

Narrative Types

A
  1. recount (past experience)
  2. event cast (explanation of current or anticipated event)
  3. accounts (spontaneous narrative in which experience are shared, usually listener has not shared in experience)
  4. fictionalized stories (problem to be overcome)
73
Q

Effective story-telling

A
  • includes content that is clear and consistent
  • keeps story going without getting side tracked
  • conveys chronological events that make sense
  • has social-emotional foundations
  • influenced by culture and community
  • Children become effective story-tellers by being accepted as story tellers and via interaction with others around them telling stories
74
Q

Why is story telling important?

A
  • to persuade, inform, delight
  • organizes experience, make sense of world, reflect on knowledge, reflects way of thinking/ sorting out social and emotional problems/concerns
  • through stories children develop a sense of self, and narrate their inner life/identity and share it with others
75
Q

3-4 year old/ stories

A
  • tells stories on own
  • add new elements
  • talk about what happens first, next and after that
  • autobiographical and fictional accounts
76
Q

5-7 year old/ stories

A
  • refer to past and future
  • relate opening, high point and end of story (plot emerges)
  • narrative function involves in children in listening, telling, reading, writing, acting
  • 70% anecdotal in personal nature
  • predominantly of actions
  • recounting
  • more coherent in nature
  • stories more complex/length increases
77
Q

2-3 year old/stories

A
  • can sequence in forward direction, difficulty with reverse
  • narratives lack coherence
  • use of scripts and descriptions of own behavior
78
Q

8 year old/stories

A
  • child able to manipulate text and audience to maintain attention
  • more complex episode structure
  • more intro ducting setting and character information
79
Q

Role of adult in narratives

A
  • children tend to tell stories with content, style and function similar to parents
  • engage in lots of lengthy, detailed conversations about things
  • converse about past and future
  • listen and respond with interest
    ask questions
  • participate in a variety of story-telling events
80
Q

Language and Cognition

A
  • language contributes to cognitive growth!
  • Language helps child make sense of world
  • language helps children comprehend and learn through questioning (gain information through verbal questioning, engage in conversation, inner speech)
  • private speech helps keep kids on task and resist distraction
  • adult/peer talk helps kids focus attention
  • Use of language in communication/interaction contributes to comprehension and learning!!!
81
Q

Code-switching

A

switching between dialects of one language: result of functional and grammatical principles, a complex rule governed phenomenon systematically influenced by context and situation

82
Q

Second language learning progression

A
  • uses 1st language in new environment
  • non-verbal, silent phase
  • join group, act like you know what is going on, use 1-2 word phrases
  • using 2nd language in creative constructions
83
Q

Dialect

A
  • language rule system used by an identifiable group of people that varies in some way from an ideal language standard, the ideal standard is rarely used except in formal writing
  • DIFFERENCE not deficit
  • to devalue a dialect or to presume that one dialect is better ultimately devalues individuals and cultures
84
Q

Bilingualism

A
  • true bilingualism is rare (equal proficiency in two languages)
  • non-balanced bilingualism more common
  • most learners are sequential (hear one language 1st few years and then learn 2nd language)
  • simultaneous (hear two languages from birth or within first 18 month- 2 yrs
  • some concern about delay or confusion, no delays in either language actually! only a brief delay in vocab development.
  • important to value both languages
85
Q

subtractive bilingualism

A
  • when learning 2nd language means losing the 1st
  • loss of language=loss of family
  • ADDITIVE bilingualism is preferred
  • ## preserve and expand skills in first language
86
Q

language disorders

A
  • stuttering (most common)- typical age of stuttering between 2-5 years old, 25% of kids stutter but grow out of it without intervention (important to follow after 5 years old though)
  • articulation disorders
  • voice disorders
  • childhood apraxia : brain based motor speech disorder
    difficulty saying sounds, syllables and words, brain has problems planning movement of speech parts , difficulty coordinating muscle movements needed for speech, child knows what he/she wants to say but can’t make movements for speech that are necessary
  • receptive vs expressive disorders
  • dsylexia
  • autism
  • specific language impairment (delayed language development)
87
Q

Language is..

A

a system of communicating and is not just limited to verbal abilities

  • language impacts how we think, learn and interact with others
  • language acquisition happens automatically in most individuals, children are primed for social interaction-tuned into others and biologically driven to be social
  • language allows children to express ideas, thoughts and emotions
88
Q

Chomsky

A
  • innate language acquisition device (LAD)

- primed for learning and acquiring language

89
Q

Bruner

A

Language acquisition support system (LASS)

  • defined as the environment and physical support of language that the child grows up with, children learn by listening to adults and from interacting with their environment and social world
  • CULTURE creates background for what kid of language he will acquire, every language and culture comes with their own elements and information for acquiring language in terms of quality of language that the child hears and way it is delivered
  • context and culture the child is born into will effect LASS, affects what, how much and how it is used
90
Q

3-6 months (pre babbling)

A
  • random vocalizations

- vocal play- learning how to make different sounds, responds to own name

91
Q

6-9 months (babbling)

A
  • string of syllables, sounds in their language/sounds they have been exposed to, differentiated cries
  • imitation of sounds/social games
92
Q

Pre-school

A
  • exposure to books important during this time
  • aids in developing a child’s pre-reading skills, letter recognition opportunities
  • begin to print letters
  • write own name
  • literary element in this period
93
Q

5- 8 years old

A
  • formal schooling
  • more demands to communicate and understand
  • express emotions through words
  • can read and write- INSTRUCTION
  • spelling/vocab lessons
  • increased negotiation skills
  • end of sensitive period of learning a second language (after SEVEN years old)
  • learning to read
  • understanding of metaphors/complexities in speech
94
Q

SES

A
  • plays a role in how many words are spoken to a child, when looking at child’s language development, it is important to appreciate and understand their culture and individual family
  • Professional families expose children to 2/3 more words per hour compared to poor parents (more negative language exposure)
95
Q

communicative gestures

A

7-18 months!

  • intended meanings
  • vocalizations with communicative intent
96
Q

Cultural differences

A

western: motherese, treat infants as legit social partners, look at and talk to face to face, turn taking in games, call attention to objects and label them
Yucatec Mayan: respond to negative expressions, hold but don’t verbalize to infants, goal to produce a quiet baby
- Gusii of East Africa: constant body contact, do not look at babies due to norm of avoidance of eye contact, respond to cries day and night, no motherese

97
Q

Scribbling

A

3- 4 year olds, due to fine motor skills increasing- more controlled scribble, relating written language to spoken language

98
Q

4-5 years old

A
  • rapid vocab growth
  • understand power of words
  • creating mock letters
  • focus on meaning rather than form
  • invented spelling around 5 years old
99
Q

5-7 years old

A
  • metalinguistic awareness
  • understands how language works
  • recognize when language is appropriate or not
  • word play
  • categorize by form, color and use
  • reading chapter books by age 8
  • can use non-contextual language
  • reading and writing (pre frontal lobe)
  • can read short/simple stories 5-6
  • ## ability to explain emotions/feelings
100
Q

fast mapping

A

age 2, can make a guess at words meaning in context

101
Q

Stern

A

Language as a double-edged sword!

- doesn’t always convey meaning/feelings appropriately

102
Q

What drives language development?

A
  • environment
  • input
  • social constraints
  • cognitive constraints
103
Q

Who teaches pragmatics?

A

PARENTS!

104
Q

Language in preschool

A

provides preschoolers a new way to be with or relate to others!
- move from home to preschool: way to express self through words, relating to others, exposed to others and new social partners!

105
Q

Language learning

A

first comes experience, then understanding and then language!

106
Q

How to build on language

A
  • allow child to lead by observing, waiting and listening
  • adapt to share the moment
  • add information and experience, add new word, action or expand topic, high light information
  • match child’s actions, sounds or words to confirm you have heard
  • model correct language
107
Q

The way a parent communicates depends on

A
  • mothers education level
  • emotional context of home
  • family system
  • perceived level of child’s language comprehension
    WE communicate in order to relate to another person! Communicative development emerges from parent/child relationship.
108
Q

2 yrs old

A

50% understandable to others

109
Q

3 yrs old

A

80% understandable to others

110
Q

Progression of language

A 
discoverer (birth to 8 mon)
communicator (8 to 13 mon)
first word user (12 to 18 mon)
combiner (18 mon to 24 mon)
early sentence user (2 to 3 yrs)
Later sentence user (3 to 5)
111
Q

Cooing

A

3 months!

112
Q

3-6 months

A
  • smiles, laughs, turn taking, reduplicated babble, increased awareness to speaker
113
Q

6-9 months

A

varied babbles, attends to pictures, waves bye bye, recognizes family members names

114
Q

9-12 months

A
  • looks at person saying child’s name
  • imitates non speech sounds
  • mama/dada
  • patty cake
  • sense of humor
115
Q

24 months

A
  • two step related commands
  • 50 word vocabulary
  • Whats that?
  • early pronouns
  • uses 5 actions words
    two word- telegraphic speech
116
Q

3 years old

A
  • can tell a story, respond to what and who questions, complex body parts, two step unrelated directions, more descriptive vocab, primary colors known
117
Q

4 years

A
  • regular and irregular past tense
  • 1500 vocab
  • describes procedures
  • feelings and emotions can be discussed
118
Q

5 years

A
  • vocab of 2000 words
  • 90% of grammar is acquired
  • few speech sound errors
  • uses complete and complex sentences

Comprehensive Exam (11 decks)

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