Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Developmental Year 2 > Lecture 3 - Language Development > Flashcards

Lecture 3 - Language Development Flashcards

1
Q

What is Halliday (1975)’s function of language?
7
- first 4 = physical, social and emotional needs
- last 3 = relate to env
***

A

First 4: Physical, social and emotional needs

  1. Instrumental - to express needs
  2. Regulatory - influence others behaiour
  3. Interactional - social relationships
  4. Personal - express identity

Last 3 relate to the environment

  1. Representational - exchange information
  2. Heuristic - learn about the environment
  3. Imaginative - explore the imagination
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q 
What are the 4 skills required for communication
*** phonoloy
- morph
master structure
context
A
  1. Produce basic sounds
    - phonology
  2. Understand meanings
    - Morphology
  3. Master structure
    - Syntax - rules
  4. Appreciate Context
    - Pragmatics - social conventions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are the 4 phases of spoken language development?

  • pre-linguistic stage
A
  1. Pre-linguistic Stage
    - perception and production
  2. First Words
  3. Further Words
  4. Grammar
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Outline perception in the pre-linguistic phase when born

  • Cat in the hat
A
  • Born with innate abilities
  • Can recognise mums voice (Cat in the Hat) - DeCasper and Spence 91986)
  • Discriminate all speech sounds
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Outline perception in the pre-linguistic phase at 1-2 months

- intonation

A
  • Attend to individual letter sounds - syllables and words
  • Sound-to-mouth match - perception (distress if not matched)
  • Intonation, pattern & stress
    • prefer positive tone
    • prefer musical patterns of intonation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Outline production in the pre-linguistic phase at birth

- types of crying - Dunstan (5 types)

A
  • Communicate through crying
  • Dunstan (photgraphic memory of sounds) argued this is the types of cries, that differ in sounds:
    1. Hungry
    2. Tired
    3. discomfort
    4. Gas
    5. Burp
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Outline Outline production in the pre-linguistic phase in babies
5 things
****

A
  1. Cooing (1-2 months) - practice sounds and move mouth
  2. Vocal Play - can control speech muscles, to explore
  3. Consonants (6-7 months) - similar to cooing, just different sounds
  4. Babbling - one syllable (Canonical/ reduplicated)
    - exploratory process, every baby does it, even deaf children
  5. Gestural language
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Outline pre-linguistic interactions in new borns

  • proto conversations
  • Motherese
A
  • interactions crucial for language development
  • pragmatics, joing attention, turn taking
    •not speaking over baby important for later conversations
  • Protoconversations - when baby stops feeding, mother makes a nonverbal action, then baby will feed again
  • Motherese - exaggerating words, high pitches. Infants more likely to respond to high pitches. Help acquire language as they are exposed to exaggerated forms.
  • Fitting language around the baby - teaches them conventions of language and turn taking
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Outline pre-linguistic interactions in 9/10 months

****

A

Communication: 9/10 months
- Meaningful gestures
•copying is important for bonding
- babbling changes - becomes more conversational/ intonations
- Comprehension (better than production)
- Triadic interactions occuring between mum, child and object

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Outline pre-linguistic interactions - receptive language

- Word growth from 10 months to 13 months

A

10 months = 30 words

13 months = 100 words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Outline first words: 1-2 years old

  • meaning to the baby
A
  • word = sound used to consistently represent something
  • Comprehension preceeds production
  • Phonologically consistent forms (meaning to the baby) - e.g. vroom= car
  • First conventional word at around 1 year - usually something they interact with (a noun)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Outline further words

***

A
  • Intially slow: 1-3 words per month
  • 10 months: 30 words, related to the context the child is in
  • 18-24 months: 10-20 words per week
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

How does this explosion in vocabulary happen?
***
Gopnik & Meltzoff (1987)

A
  1. Naming insight = realising everything has their own name - constantly asking: whats that?
  2. Categorisation = learn you can categorise everything. Finding out that ‘balls’ can include footballs, baseballs etc

(Gopnik & Meltzoff, 1987)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Outline further words by 6 years old

**

A

vocab = 15,000

  • Middle childhood = 10,000 a year
  • Categories, plurals, suffixes
  • underextention -> overextention
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Outline Underextension and overextension

A

Underextension = only apply a word to one object within a category

  • e.g. a cup only applys to my special cup
  • e.g. kitty only applys to my cat

Overextention = using one word for an entire categore
- e.g. Calling a dog, horse and cat a kitty because they have 4 legs

naming things is very important as adults correct and guide the child as the try to name things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Outline Grammar - Morphology & syntax

  • Holophrases
  • Grammar exlosion
A

Holophrases (precursors to sentences) = occur around 12-18 months

  • First sentence = short, inconsistent, just copying
  • e.g. “i tried”
  • Grammar explosion: 24mo 4-5 sentences
  • 30 months: 8-10 sentences

Over-regularisations of the rule: e.g. teeths

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Outline later grammar (3-4 years)

  • Complex
  • audience
A

Complex sentences

  • variations
  • tenses
  • ambiguity - sentences that could mean two things: the shooting of the hunters was awful
  • conversation
  • audience - adapt to who they are talking to
  • persuasion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Outline grammar at 8-9

*****

A

8-9 years: understand relationship between morphologically related words: enables vast and rapid vocab expansion

19
Q

Outline methods to stimulating childrens language development

A
  • Talk and listen to child - with child, not at child
  • encourage conversations
  • Ask open-ended questions
  • name things int he environment - look a cow
  • Answer their questions
  • check you understood their intended meaning
  • Read to them
  • Model good language
20
Q

Outline Zeedyk (2008)*** -Buggy

A

The direction buggy’s face is important for intellectual and cognitive development
- mother speech drops by half when buggy is forward facing

21
Q

How do children learn a language?

**

A

They dont set out to learn it, they just observe the movements of faces and voices and gradually reproduce these

22
Q

Outline Nativsit theories for how children learn language

A
  • A child is born with everything they will need for language
  • Born with ability to learn rules for word order speaking
  • We cant pick up all these rules and vocab from just observing
  • And that parents dont always speak in full grammatically correct, advanced language
  • Language Acquisition Drive (LAD)
  • Cross culturally similar but wide individual variation
23
Q

What are the 3 nativists theories

**

A

Chomsky, pinker, Slobin

24
Q

Outline Environmental theories for how children learn language**

A
  • Through imitating something, that gets reinforced by parents
  • Motherese/ parentese
  • Parents correct factual erros but not grammatical errors
25
Q

Outline limitations of environment theories

A

X - children say words they cant have ever heard - i goed over there
X - if childs mistake is funny/ cute, we may not punish it, so they could say it again
X - Motherese not in all cultures/ mothers (depressed)
X - over-regulation errors - parents dont do them

26
Q

Outline cognitive theories of language acquisition

  • Brain areas
  • **** twins
A
  • They try and locate where this LAD is in the brain
  • Several regions important: left hem: brocas/ wernickes
  • Also found that vocab was more similar in MZ twins - no difference in grammatically skills
27
Q

Outline the interactional approach for developing language

A
  • Genes + environment
  • We do have a strong biological predisposition to develop language - but need the environment to help us
  • if a brain area associated with language is damaged, other areas take back over
28
Q

Outline a limitation of nativist theories

** - language destroyed

A
  • Language is not destroyed if there is lesions - shows that there is not one single LAD
29
Q

Outline individual differences in typically developing children**
First word?
style

A

Rate:
- 25% complex sentences at 30 months
- First word: 8-18 months
X - But even at 3 years, some aren’t making simple sentences

Style:

  • Expressive/ holistic style (me, you) vs referential style (nouns/ objects)
  • different sytles result from different combinations of genes and environmennt
  • Style of parent/ child - eg. shy child
30
Q

What are the 4 categories of language impairment

**************

A
  1. Social/ env depreivation (Genie)
    - eg. mother depressed, socio/economic status
  2. Cognitive language impairment
  3. Physiological impairment
  4. Communication Problems
31
Q

Outline the case of genie*****

A

Extreme neglect and abuse from father (from 20 months)

  • no apparent cognitive impairment - just for sentences/ grammar
  • found emotionally disturbed, malnourished, completely mute
  • Susan Curtiss was the researcher
32
Q

Outline Genies development in receiving language

A
  • immediately responded to others speech
  • After 11 - understood words, but not grammatical sentence structure
  • Developed a large vocabulary but couldnt learn grammar/ sentences/ syntax
  • Parts of her brain responsible for grammar was not stimulated, so they died off
  • Eventually got some grammatical knowledge, but now much. She had missed the critical period
33
Q

Outline Genies development in producing language

A
  • Produced any sound sequwnce
  • Spoke spontaneously after about 5 months
  • 3-4 word sentences, plurals, possessives
  • Never reached normal levels of using language - issues with intonation, tenses and word order
  • better development on IQ than language
34
Q

Outline Lenneberg (1967) - critical period

A

compared childrens vs adults with lesions

  • Children can recover language skills after lesions, but adults were worse at recovery
  • downs syndrome older children were worse
  • there is also a Critical period for learning a second language, in which it is easier
  • In deprivation cases, better off if found before age 7
35
Q

What are the limitations of comparisons made from genies case?

A

X - single case study
X - Not clear how much language she had been exposed to
X - Uncertain exactly when she was deprived of language
X - Cant be sure she didnt have learning difficulties
X - psychological trauma - managed to recover, but children dont always do

36
Q

Outline cognitive impairment, the second category of language impairment

6 impairments

A
  1. Phonological dyslexia - difficulties with patterns of speech sounds
  2. Verbal dyspraxia/ developmental apraxia - difficulties with how brain communications with speech muscles
  3. Dysathria - neurological disturbances with using tounge/ lips etc
  4. Semantic pragmatic disorder/ high functioning autism - problems with perceptive/ expressive language/ conversational skills
  5. ASD/ ASperger’s syndrom - trouble with irony/ sarcasm/ metaphors - non-verbal signals too
  6. Selective mutism
37
Q

Outline deveopment dyslexia as a cognitive language impairment

A
  • one of most common developmental disorder
  • fail to attain language skills of reading, writing and spelling despite conventional classroom experience
  • not related to childs intelligence
  • Abnormalities in visual AND auditory processing - cant match speech and sound
  • Subtle speech impairments:
    • Mislabelling, mispronounciation, word-finding, limited verbal memory - of sequences of words
    • limited processing speed - takes age to link BBC to a tV channel
38
Q

Outline specific language impairment as a cognitive language impairment

A

Problems only in language domain

  • Some kids will progress to a normal capacity = delay
  • Some will never acquire normal skills for some underlying reason = disorder
  • 3 forms:
    1. Problems with comprehension + Expresion
    2. Problems with comprehension only
    3. Problems with expression only
39
Q

Outline Selective mutism as a cognitive language impairment

A
  • persistent silence in certain situations
  • NOT Shyness
  • psychological
  • more common if bilingual/ or have other SLI
  • may talk openly/ freely at home, but freeze in social situations
40
Q

What are some of the causes of selective mutism

A
  • Genetic predispositions for anxiety
  • Sleep problems
  • temperemant related?
  • Not linked to abuse/ trauma
41
Q

Outline Physiological impairment to language impairment

A
  • Deafness
  • Articulation difficulties
  • Aphasia (brain damage)
  • Paralysis
42
Q

Outline deafness as a physiological impairment to language impairment

A
  • Hearing loss impairs acquistion of oral language
  • Degree of loss of hearing, related to degree of loss of comprehension
  • Common features:
    •Syntax and morphology delayed
    • Intepret sentences based on word order
    •Omit function words
    • use mostly nouns with a few verbs (impacts academics)
43
Q

Outline Communication problems as a language impairment

A 
When things go wrong in:
• muscles
• conversation rules
• meaning
•language
- fairly easy to overcome these issues

Developmental Year 2 (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions