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CAL: Communication Across The Lifespan > Module 2 (Part Two): Development Birth to First Words > Flashcards

Module 2 (Part Two): Development Birth to First Words Flashcards

1
Q

What does APGAR stand for?

A 
Activity
Pulse
Grimace
Appearance
Respiration
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2
Q

Brain Development

Define: Pruning

A

The loss of synapses which are not used

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3
Q

Brain Development

Identify the two spurts of brain development

A

Two growth spurt in brain development:
Utero to 18 months
10 to 13 years

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4
Q

Brain Development

What changes occur in neurons and synapses from birth to 3 years of age?

A

Number of neurons remains the same, number of synapses increases

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5
Q

Explain the significance of the Universal Hearing Screen

2 points

A

Hearing kicks in early (at birth)

Hearing has a short critical window

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6
Q

Explain the 2 vision indicators at 3 months

A

Visual tracking assessment indicates eye movement only

Reaching for things by 12 weeks is an indicator for typical vision

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7
Q

Markers for early cognitive development: Reflexes

Describe: MORO REFLEX

A

Rhythmic sucking

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8
Q

Markers for early cognitive development: Reflexes

Describe: PALMAR REFLEX

A

Grasp something placed in hand

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9
Q

Markers for early cognitive development: Reflexes

Describe: BABINSKI REFLEX

A

Fan toes when foot is touched

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10
Q

Markers for early cognitive development: Reflexes

Describe: ROOTING REFLEX

A

turn and open mouth when cheek is stroked

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11
Q 
Describe the motor development milestones reached at:
3 months
4 months
5 months 
7 months
A 
Motor Development Milestones:
3 months: reach out and grasp/hit
4 months: head control
5 months: sit up with support
7 months: crawling
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12
Q

List Piaget’s Four Stages of Cognitive Development

with ages

A

Senosorimotor (birth - 2)
Pre-operational (2-7)
Concrete Operational (7-11)
Formal Operational (12+)

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13
Q

Piaget’s Four Stages of Cognitive Development
Briefly Describe:
Senosorimotor Stage (birth - 2)

A

development of senses and movement, reflexes and habits, recognise external objects, intentional actions, and realisation object permanence, curiosity, egocentric = can think/see only from our own point of view

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14
Q

Piaget’s Four Stages of Cognitive Development
Briefly Describe:
Pre-operational Stage (2-7)

A

Categorised thinking through symbolic and intuitive thoughts,
Cannot apply specific operation,
Recognise words and pictures are symbols,
Age 4 = birth of primitive reasoning (intuitive age)
Still ego-centric

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15
Q

Piaget’s Four Stages of Cognitive Development
Briefly Describe:
Concrete Operational Stage (7-11)

A

Discover logic and concrete cognitive operations, sorting, generalisation, conversation, learn to rearrange thoughts e.g. reversibility of actions and practise these processes. understand we and everyone is unique and can put ourselves in other’s perspective

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16
Q

Piaget’s Four Stages of Cognitive Development
Briefly Describe:
Formal Operational Stage (12+)

A

can think abstract, hypothetical, identity, morality, understand other people’s perspective => compassion, deductive reasoning, philosophise (establishment of identity returns egocentric thoughts)

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17
Q

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 1: birth - 1 month

A

Substage 1: birth-1 month

Survival driven reflexes

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18
Q

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 2: 1 month - 4 months

A

Substage 2: 1 month - 4 months
First habits and primary circular reactions
Repetitive reactions, practise grasping, looking, sucking

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19
Q

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 3: 4 months - 8 months

A

Substage 3: 4 months - 8 months
Secondary circular reactions
Combining repetitive reactions, involving objects actions outside their own body, beginning of object-concept

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20
Q

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 4: 8 months -1 2 months

A

Substage 4: 8 months -1 2 months
Co-ordination of secondary schemes, Deliberate/intentional behaviour, understand causal connections, can use a tool (means-end), gestures, objects and vocalisations are tools. intention to influence other’s behaviour or get a desired outcome
Develop OBJECT PERMANENCE

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21
Q

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 5: 12 months - 18 months

A

Substage 5: 12 months - 18 months
Tertiary circular reactions
Time of experimentation - deliberate actions to observe consequence, crawling and walking, period of trial and error

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22
Q

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 6: 18 months - 24 months

A

Substage 6: 18 months - 24 months
Beginning of thought
Beginning of representational thought, start of symbolic play, environment exists outside of themselves

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23
Q

Piaget’s Four Stages of Cognitive Development
Key Features:
Pre-operational Stage (2-6)

A

Pre-operational Stage (2-6)
Development of symbolic behaviour
Explosion of language as words are symbols
Beginning of pretend play and problem-solving
Still mostly egocentric thought

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24
Q

Piaget’s Four Stages of Cognitive Development
Key Features:
Concrete Operational Stage (6-12)

A

Concrete Operational Stage (6-12)
Start of logical thinking (concrete thought) how things relate to each other
Child develops abstract rules and strategies to interact
Develop flexibility in thought and problem solving - reversibility
Continued development of perspective taking - decentration

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25
Q

Piaget’s Four Stages of Cognitive Development
Key Features:
Formal Operational Stage (12+)

A 
Formal Operational Stage (12+)
Can think of abstract ideas and hypotheticals
Can adeptly consider other viewpoints
More organised thinking
Systematic problem solving
Can consider multiple possibilities
Can think of things they have never experienced
Can use reasoning
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26
Q 
Explain the types of reasoning:
inductive
deductive
hyopothetico-deductive
flexible
A

Types of Reasoning
inductive: specific —> general
deductive: general —> specific
hyopothetico-deductive: hypothesis testing
flexible: complex problems using language

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27
Q

Explain the main concept of Neo-Piagetian Theory

A

Neo-Piagetian Theory = stages + information processing
Increased capacity of working memory and improved efficiency at information processing, allows for storage of more information and reduced demand on working memory

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28
Q

Define: Symbol

A

A symbol is an object, gesture or label that is used to represent a concept, a thought or other object.

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29
Q

Qualities of Play (6)

A 
pleasurable 
intrinsic 
spontaneous
voluntary
active engagement
what kids do best
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30
Q

Define: Decontextualisation

A

Decontextualisation

the ability to use less realistic substitute objects and to use them in a different context than usually occurs

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31
Q

Define: Decentration

A

Decentration

incorporating others as participants into pretend activities

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32
Q

Define: Sequential Organisation

A

Sequential Organisation

the ability to organise action schemes in sequence

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33
Q

List: Piaget’s 3 types of Cognitive Play

A

Piaget’s 3 types of Cognitive Play
Practice play (sensorimotor play)
Symbolic play
Games with rules

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34
Q

List: Smilansky’s 4 Types of Cognitive Play

A

Smilansky’s 4 Types of Cognitive Play
Functional play – similar to practice Constructive play
Dramatic play
Games with rules

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35
Q

Define: Practise/Sensorimotor Play (Piaget)

A

Practise (sensorimotor) Play
Reflexive movements become more controlled and intentional interactions with objects
e.g. rough and tumble play
(incl. Simlansky’s functional play)

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36
Q

Fill in the Blanks:
Describe Piaget’s Stages of Symbolic Play
1,6-2 Start pretending with real objects
2-2,6
2,6-3 Dissimilar objects substitute for others
3-3,6
3,6-4 Socio-dramatic play and role playing involving co-operation and stories
4-5

A

Piaget’s Stages of Symbolic Play
1,6-2 start pretending with real objects
2-2,6 one object stands for another, early sequences
2,6-3 dissimilar objects substitute for others
3-3,6 pretend without props, act out things they have seen but not experienced
3,6-4 socio-dramatic play and role playing involving co-operation and stories
4-5 novel play activities which the child has not experienced, making up their own ideas as they go

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37
Q

What is Piaget’s third and final stage of play?

A

Games with Rules

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38
Q

List the Social Types of Play (5)

A 
Social Types of Play (5)
Onlooker
Solitary
Parallel
Associative
Co-operative
39
Q

Define the type of social play:

ONLOOKER

A

ONLOOKER

Child observes particular groups of children but does not enter into the play

40
Q

Define the type of social play:

SOLITARY PLAY

A

SOLITARY PLAY

Child plays alone using toys different from children nearby. Not influenced by others.

41
Q

Define the type of social play:

PARALLEL PLAY

A

PARALLEL PLAY
Child plays independently beside other children and chooses toys like those of the children nearby. No sharing of materials.

42
Q

Define the type of social play:

ASSOCIATIVE PLAY

A

ASSOCIATIVE PLAY
Child plays with other children in which there is a common activity but each child acts on their own interests. Have own play and may share some materials.

43
Q

Define the type of social play:

CO-OPERATIVE PLAY

A

CO-OPERATIVE PLAY
Child plays with other children and there is organisation for the purpose of working together toward a common goal. Often 1 or 2 leaders.

44
Q

Fill in the Blanks:
Describe Piaget’s Stages of Symbolic Play
1,6-2
2-2,6 one object stands for another, early sequences
2,6-3
3-3,6 pretend without props, act out things they have seen but not experienced
3,6-4
4-5 novel play activities which the child has not experienced, making up their own ideas as they go

A

Piaget’s Stages of Symbolic Play
1,6-2 start pretending with real objects
2-2,6 one object stands for another, early sequences
2,6-3 dissimilar objects substitute for others
3-3,6 pretend without props, act out things they have seen but not experienced
3,6-4 socio-dramatic play and role playing involving co-operation and stories
4-5 novel play activities which the child has not experienced, making up their own ideas as they go

45
Q

Types of Play

Define: Functional Play (Smilansky)

A

Functional Play

using object how they are intended 50% at 3y/o, solitary or in parallel

46
Q

Types of Play

Define: Constructive Play (Smilansky)

A

Constructive Play

manipulating objects to make something, important for problem-solving and creative thinking

47
Q

Types of Play

Define: Dramatic Play (Smilansky)

A

Dramatic Play
fantasy/pretend play, transformative into make-believe, attributing new properties to an object, solitary, parallel or group play most prevalent in pre-school/prep-grade 1 age

48
Q

Types of Play

Define: Games with Rules

A

Games With Rules
Play which requires mutual understanding, cooperation, accepting rules
e.g. board games, card, ball, skipping, problem solving,

49
Q

Define: Pre-linguistic Phase

A

Pre-linguistic Phase

phase before language, before the establishment of a symbolic system in their head

50
Q

Define: Social Interactive Learning

A

Social Interactive learning
Early learning from social interactions that have modelled/practised turn taking, gestures, changes in pitch e.g. mother and baby and talking twins

51
Q

Define: Social Interaction

A

Social interaction

The mutual influence of two or more people on each other’s behaviour

52
Q

Describe the 3 main ideas of Lev Vygotsky’s Socio-cultural theory for language learning

A

Lev Vygotsky’s Socio-cultural theory
Child is an active learner but social learning precedes cognitive development
Children learn from the MKO: more knowledgeable other
Optimal learning occurs in the Zone of Proximal Development

53
Q

Describe the 3 zones in Vygotsky’s model for the Zone of Proximal Development

A

Tasks the learner can do without assistance
(ZPD) Tasks the learner can do with assistance
Tasks the learner cannot do even with assistance

54
Q

Describe the key concepts (3) of Social Interaction theory for language learning

A

Key concepts (3) of Social Interaction theory for language learning

Children cannot learn language on their own
Adult interpretation of infant vocalisations or intended actions gives meaning to what the baby is doing
Adult language provides structure for infant’s thoughts and actions

55
Q

Social Interaction Theory of Language learning

Describe: SYNCHRONICITY

A

when a mother/MKO intuitively works together with the baby, building on infant’s vocalisations within the ZPD e.g. intuitiveness of motherese and child-directed speech

56
Q

Infant-Caregiver Interaction

List external factors (care-giver focussed) which can affect emerging language skills

A

Infant-Caregiver Interaction: External factors/Caregiver focussed
Child-directed speech: quantity, quality and type
Home and Family Environment: SES, birth order
Parent Characteristics: parent education, maternal depression

57
Q

Infant-Caregiver Interaction

List internal factors (infant focussed) which can affect emerging language skills

A

Infant-Caregiver Interaction: Internal factors/Infant focussed
Pre-linguistic skills: Temperament, intentionality, joint attention, emotion & eye gaze, gesture

58
Q

List the Infant Prelinguistic Skills (6)

A 
Temperament
Intentionality
Joint attention
Emotion & eye gaze
Gesture
Language Comprehension
59
Q

Infant Prelinguistic Skills

Define: TEMPERAMENT

A

TEMPERAMENT
Innate difference in behavioural style: how they behave toward objects and individuals and how they are affected by their environment

60
Q

Infant Prelinguistic Skills

Define: INTENTIONALITY

A

INTENTIONALITY

How deliberate communication is

61
Q

At what age do we see co-ordinated joint attention?

A

JOINT ATTENTION

Skill emerges in infancy but is not fully developed until around 18 months when we see co-ordinated joint attention

62
Q

Infant Prelinguistic Skills

Define: EMOTION AND EYE GAZE

A

EMOTION AND EYE GAZE

Ability to communicate emotion or attention using facial expression, eye contact and eye gaze

63
Q

Infant Prelinguistic Skills

Define: GESTURE

A

GESTURE
Thought to precede language development
e.g. word + gesture before two word combinations

64
Q

Infant Prelinguistic Skills

Define: LANGUAGE COMPREHENSION

A

LANGUAGE COMPREHENSION

Thought comprehension is required to precede expressive language

65
Q

Describe the two forms of Joint Attention

Responding to joint attention (RJA)

Initiating joint attentions (IJA)

A

Two Form of Joint Attention

RJA: child follows adult’s lead

IJA: child uses eye gaze, conventional gesture, and vocalisations to direct the attention of others (happens as early as 12 months of age when children are looking to learn words) uses proto-declaratives for the purpose of commenting or sharing interest

66
Q

List the Characteristics of temperament (9)

A

Characteristics of temperament

Activity, Persistence, Distractibility, Reactivity, Adaptability, Mood, Intensity, Sensitivity, Regularity

67
Q

List the Characteristics of temperament (9)

A

Characteristics of temperament

Activity, Persistence, Distractibility, Reactivity, Adaptability, Mood, Intensity, Sensitivity, Regularity

68
Q

Describe the shift in intentionality in prelinguistic development

A

Prelinguistic shift in intentionality

Pre-intentional 0-6 months (actions are reflexive)
Developing intentionality 6-12 months: after it clicks that children can influence their environment and action becomes intentional (means-end)

69
Q

Describe the shift in intentionality in prelinguistic development

A

Prelinguistic shift in intentionality

Pre-intentional 0-6 months (actions are reflexive)
Developing intentionality 6-12 months: after it clicks that children can influence their environment and action becomes intentional (means-end)

70
Q

List the Classes of intention (4)

Dores’ Primative Speech Acts (5)

A

Classes of intention (Dores’ Primative Speech Acts)

Calling, greeting, protesting, requesting answer or (action, answering, labelling, repeating, practicing )

71
Q

Describe the 4 stages of Intentionality development

A

4 stages of Intentionality development

  1. Encoded interactions: Gestures, Brings objects to caregiver, Climbs for objects
  2. Shows objects
  3. Full range of gestures emerges: Conventional (e.g. waving/drink); tantrums; showing off
  4. Words accompany & then replace gestures
72
Q

Define proto-imperatives and proto-declaritives

used ~9 months

A

Proto-imperatives: non-word vocalisation that are a ‘demand’
Proto-declaratives: non-word vocalisations that draw the caregiver’s attention

73
Q

Definine the Two Types of gestures:
Deictic:
Representational:

A

Types of gestures:
Deictic: contact and distal
Representational: object related (symbolic/iconic) and conventional (e.g. waving, shh)

74
Q

Describe the 3 stages of the Framework of Prelinguistic Development

Perlocutionary

Illocutionary

Locutionary

A

3 stages of the Framework of Prelinguistic Development

Perlocutionary: based on listener’s interpretation
(Birth-6 months)
baby’s actions are not deliberate, adult is interpreting and imposing meaning to baby’s actions

Illocutionary: speaker’s intention starts to become more clear: is making intentional actions and sounds
(6-12 months)
Baby is deliberately signalling intention, beginnings of goal-directed behaviour, emergence of social behaviours

Locutionary: speaker’s intent encoded in words: verbal communication

75
Q

Define: Brain Plasticity

A

Brain Plasticity
The brain’s ability to change/learn
Is highest/requires the least effort to change in the first few years

76
Q

Describe the three complex tasks performed in a baby’s brain

Taking Statistics

Making Predictions

Compound Interest

A

Taking statistics on the language they hear, interactions they have (e.g. selecting for language-specific sounds)

Make predictions/develop expectations and test hypotheses (e.g. using prosody patterns to segment words)

Compound interest: cumulative practice ~ compound interest e.g. dependence on input provides concentrated perception practise on that input which leads to optimum language development (hearing input for speech development, visual input for sign development)

77
Q

List the four main theories of Speech Perception Development

A

Bootstrapping
Specialised Neurological Structures
Language is Innate
Experience

78
Q

Four main theories of Speech Perception Development

Define: BOOTSTRAPPING

A

BOOTSTRAPPING

“using what one knows in one area to enhance performance in another”

79
Q

Four main theories of Speech Perception Development

Define: Specialised Neurological Structures

A

Specialised Neurological Structures
there are specific structures/pathways in the brain that are be developed for language perception that must be stimulated in a critical period

80
Q

Four main theories of Speech Perception Development

Define: Language is Innate

A

Language is Innate
learning language is a complex specialised skill which develops in the child spontaneously, without conscious effort or formal instruction, is qualitatively the same in every individual

81
Q

Four main theories of Speech Perception Development

Define: Experience Theory

A

Experience Theory
Factors of a child’s experience influences their speech perception e.g. frequently experienced sound constrasts, exemplars

82
Q

List the Four steps in speech perception

A

Four steps in speech perception

detect, identify, discriminate, and comprehend

83
Q

Boothroyd’s model of speech perception:

List the 3 key features

A

List the 3 key features of Boothroyd’s model of speech perception

Evidence available (to the listener)
Listener knowledge (of language, the world, and people) Listener skill level (ability to make fast decisions about input while extracting meaning)
84
Q

Boothroyd’s model of speech perception:
Provide examples of how we assess the 3 key features

Evidence available (to the listener)

Listener knowledge (of language, the world, and people)

Listener skill level (ability to make fast decisions about input while extracting meaning)

A

Evidence available to the listener:
hearing - audiogram/detection test
situational context - pragmatics and proxemics assessment

Listener’s knowledge of language, the world, and people
vocabulary test e.g. PPVT
language test e.g. CELF
pragmatics assessment

Listener’s level of skill in decision-making and extracting meaning
information processing assessment e.g. digit span, articulation rate

85
Q

Boothroyd’s model of speech perception:
Describe 3 approaches which work together in speech perception

top-down
bottom-up
combination

A

top-down (language and knowledge) = knowledge of the world & understanding speech sounds as meaningful units

bottom-up (sensory input) = analysis of incoming sounds by cochlear and auditory nerve in the cerebral context & isolation of acoustic features that determine phonemes ->

combined with multi-tasking, decision making and speed/accuracy contribute to speech perception

86
Q

Describe: Discontinuity theory (Jakobson 1941/1968)

A

Babble is not related to sound/phonological development
Babble is merely an ‘egocentric soliloquy’ which has nothing in common with the phonemes in a linguistic system
Has since been disproved

87
Q

Describe: Continuity theory

A

There IS continuity from babble to speech
Babbling and early speech share the same sound types and syllable shapes/phonetic properties (supported by Locke, 1983)
Early babbling is universal across languages, an infant’s sound repertoire is shaped towards the ambient language

88
Q

Define PRACTISE and FEEDBACK in early Infant Speech Production

A

Practice: repeated production of sounds and vocalisations (more practise leads to better control and precision)
Feedback: hearing and monitoring of practised productions

89
Q

Pre-Linguistic Speech Perception Development

At what age is there a decline in ability to detect contrasts that are not marked in the child’s native language?

A

6-10 months

90
Q

Pre-Linguistic Speech Production Development

Stage 1/6: Crying, vegetative sounds, early pleasure sounds (0-1 month)

A

Reflexive cry starting with the first breath and in reaction to internal stimuli such as pain & hunger

Oral vegetative sounds (lip & tongue clicks, burps, coughs) associated with feeding & digestion

Pleasurable sounds (sigh-like sounds) called quasi-resonant nuclei (QRN)

91
Q

Pre-Linguistic Speech Production Development

Stage 2/6: Cooing (1 - 4 months)

A

COOING
sound productions that are more vowel-like in nature, typically with an (‘oo’) quality
May be preceded by velar or uvular sounds that approximate /k//g/
Cooing is thought to occur when the infant is in a comfortable, pleasurable state
Often occurs in face-to-face interactions with others, esp. caregivers

92
Q

Pre-Linguistic Speech Production Development

Stage 3/6: Marginal Babbling (4 - 6 months)

A

MARGINAL BABBLING
production of vowel-like sounds with occasional vocal tract closure which together approximate simple consonant-vowel (CV) syllables as in ‘ba’ or vowel- consonant (VC) syllables as in ‘ab’
Initially, there are fewer consonants in this period
Sounds approach consonants
Mainly bilabial and stop-plosives in this phase
Vowels resonate more fully (fully resonant nuclei, FRN)
Pitch & durations of vowel sounds varies

93
Q

Pre-Linguistic Speech Production Development

Stage 6/6: Jargon (9 - 12 months)

A

JARGON
strings of syllables produced with stress & intonation that mimic real speech
May overlap with & extend into the onset of first meaningful words
May sound like adult statements, commands, protests, questions

CAL: Communication Across The Lifespan (5 decks)

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