lecture 6 toddlers (quiz 4) Flashcards

1
Q

what is the time period of toddlerhood?

A

1-3 years

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2
Q

what is phonetic inventory?

A

a list of all the sounds that the child can say regarless of whether the child says a particular word correctly
- early words often contain early-developing sounds
- — /b, p, t, d, m, k, g/ and vowels

  • for example: a child says ma-ma-ma while babbling
  • that child can say m + a and reduplicated cv + cv with those sounds
  • child may be saying the word “mama” (but may not be as well)
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3
Q

what is a phonological process?

A

a rule governed pattern that toddlers use to simplify speech production

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4
Q

what are the 5 phonological processes?

A
  1. final consonant deletion
  2. cluster reduction
  3. fronting
  4. stopping
  5. assimilation

-should have grown out of these processes by the time they are 3

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5
Q

when should kids have grown out of their phonological processes by?

A

age 3

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6
Q

what are the criteria for first words?

(and how does this differ from proto words)

A
  1. word must be produced with clear purpose/intention
    – refer to salient objects/people
  2. the word must approximate the adult pronunciation
    – phonetically-consistent forms (PCFs/ protowords) do NOT meet that criteria
  3. the word must be used consistently and extend beyond the original

appear between 11-14 months (usually around 12)

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7
Q

what are overextensions and underextensions

A
  • underextensions: are when children use a word in fewer contexts than they should
  • —eg. using dog to refer to only collies
  • overextensions: are when children use a word in more contexts than they should
  • —using daddy to refer to all men
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8
Q

describe the word spurt

A

traditional theories of language development have argued that after children acquire 50 words (around 18 months) they begin to acquire words at a much faster rate
- the shift rate has been termed the vocabulary spurt, word spurt or naming explosion

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9
Q

what is mlu

A

mean length of utterance (of mlu) is a measure of linguistic productivity in children
- it is traditionally calculated by collecting 50-100 utterances spoken by a child and dividing the number of morphemes by the number of utterances
- a higher MLU is taken to indicate a higher level of language proficiency
- total number of morphemes/ total number of utterances

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10
Q

how does play support theory of mind?

A
  • the foundation of pretend (symbolic and representational skills)
  • serves as a step to ToM (which develops around 4 years)
  • requires awareness of pretend ideas and thought of self and others (sense of self ~17 months)
  • involves making inferences in the process of taking on roles that are essential for comprehension
  • demands cognitive flexibility
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11
Q

how does play support comprehension development?

A
  • play and reading entail building a mental representation
  • readers build a mental model or representation of the situation or world (real or imaginary) described in a text
  • —requires updating based on the mental model
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12
Q

importance of play in relation to narrative skills (involves stories)

A
  • stories are natural extensions of children’s earlier experiences of emotional sharing
  • learning to comprehend and tell stories develops theory of mind skills
  • competency with stories enables us to understand others and the reasons for their actions
  • narrative skills in kindergarten/early elementary predict later academic achievement
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13
Q

what are the benefits that children gain from play?

A
  1. thinking
  2. problem-solving
  3. decontextualization
  4. theory of mind
  5. flexible thinking
  6. comprehension
  7. building mental representation
  8. narrative skills
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14
Q

what are the three different forms of play?

A
  • solitary play
  • parallel play
  • group play
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15
Q

solitary play

A
  • infant/young toddlers (up to around 18 months)
  • playing on own
  • exporing all aspects of environment
  • taking information in through the senses (looking, grabbing, chewing, etc)
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16
Q

parallel play

A
  • 18-36 months
  • playing alongside other children without much interaction between children
  • may be engaged in similar activities
  • enjoy being around other children, don’t necessarily interact
17
Q

group play

A
  • develops around age 3
  • interactive play with play partners
  • develop ability to collaborate on “theme” of play activity
  • social interaction required and develops important social skills
18
Q

when do the different forms of play develop?

A
  1. solitary play: up to around 18 months
  2. parallel play: 18-36 months
  3. group play: around 3 years
19
Q

what are brown’s stages (ages, approx. MLU)

A
  • roger brown identified syntactical forms and constructions children produced at various stages based on MLU
    • stage I; MLU 1.31 (18 mo upper limit)
    • stage II; MLU 1.92 (2 yr upper limit)
    • stage III; MLU 2.54 (2 1/2- year upper limit)
    • stage IV; MLU 3.16 (3 yr upper limit)
20
Q

brown’s stage I

A

18 months
- communicates in single words and gestures (no syntax)
- chains single words (uses successive single words); eg. juice… hot
- —could be trying to put them together or not
- comprehends simple multi-word sentences

21
Q

brown’s stage II

A

2 years
- semantic relations (2 word combinations)
- present progressive -ing (18-28 mo.)
- may use can’t or don’t (but not as true contractions)
- negation = no +

22
Q

brown’s stage III

A

2 1/2 years
- two and three word combinations
- prepositions in and on
- plural and possessive morphemes and present progressive -ing
- pronouns: my, me, mine, and you
- modal (helping) verbs: hafta, gunna, wanna (not yet true modal verbs)
- some irregular past tense verbs (eg. saw, went)

23
Q

brown’s stage IV

A

3 years
- simple complete sentences
- pronouns
- modals can, will, have (have to), and do
- verb be as copula (is big) and auxiliary (is running)
- noun phrases with quantifiers such as two, some
- produces basic sentence types
- some contractions
- more than one semantic relation in an utterance

24
Q

what are the 3 types of communicative gestures?

A
  • contact gesture
  • —physically touches you (pulls you)
  • conventional gestures
  • —iconic-> used kinda like a word
  • —referential gestures
  • distal pointing (deictic gesture)
25
Q

referential gestures

A

stable meaning across different gestures
- waving bye, pick me up

26
Q

deictic gesture

A

relating to denoting a word or expression whose meaning is dependent on the context in which it is used
- such as here, you, me
- distal pointing

27
Q

characteristics of a protoword

[phonetically consistent form]

A

doesn’t match the adult pronunciation, but is consistent
- has meaning for the child
- has the same characteristics as babbling
- drops out as true words start being used