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ENG216: Principles and Theories of Language Acquisition and Learning > Neurological Development > Flashcards

Neurological Development Flashcards

1
Q

Most linguists agree that there is a what for human language?

A

Biological foundation

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2
Q

Biology alone is not sufficient to explain the process of language development. _____ plays a significant role, with _____ changes in infants being crucial for language development.

A

Brain maturation; physiological

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3
Q

When do the development of brain starts?

A

Within eighteen days of conception and continues for many years after birth.

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4
Q

What is the slowest organ to mature?

A

Brain

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5
Q

What age do the motor cortex in the frontal lobe becomes more active? This allows the child to gain more control over voluntary motor actions and reducing reflexive behaviours.

A

2 months

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6
Q

What age does the visual cortex becomes more active? It enables the child to focus on objects both near and far.

A

3 months

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7
Q

After 3 months, what happens next?

A

Activation of the limbic system, seat of emotion and memory.

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8
Q

What happens last?

A

The cerebral cortex where higher thinking resides is last.

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9
Q

What are the 4 Early Cognitive Development?

A
  • Sensation
  • Perception
  • Motor Control
  • Cognition
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10
Q

It is the ability to register sensory information.

A

Sensation

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11
Q

What is the first sense to develop in utero?

A

Touch

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12
Q

Sensation spreads to the entire body by what week of fetal development?

A

Week fourteen

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13
Q

When are pain receptors formed?

A

26th week

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14
Q

The fetus is sensitive to sounds early, startling to both sounds and movements at what week?

A

8th week

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15
Q

The inner ear is formed by what week? Fetal hearing is functional at this point.

A

20 weeks postconception

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16
Q

Fetuses can sense … and … tastes in amniotic fluid.

A

Sweet and noxious

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17
Q

This sense must also be activated in utero.

A

Sense of smell

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18
Q

Limited attending abilities affect these abilities?

A

Discrimination and perception abilities

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19
Q

At what age do infants exhibit selective attending skills?

A

2 months

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20
Q

When presented with stimulus repeatedly an infant will react less as they are used to stimulus, it is exhibited in both vision and audition (hearing). What is it called?

A

Habituation

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21
Q

It is the process of using sensory information and prior knowledge to gather and to make sense of stimuli registered by senses.

A

Perception

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22
Q

It involves the ability to discriminate differences in incoming formation, it is a portion of that. It is a process of gaining awareness of what is happening around us.

A

Perception

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23
Q

A newborn can discriminate between different s… duration and l… levels, different p…, and c…

Newborns are capable of discrimianting different p… or f…, especially in the human speech range.

A

sound durations; loudness levels; phonemes; consonants

pitches; frequences

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24
Q

In this month, infants prefer an “average” face, probably because it matches an internalized concept of a face.

A

2 months

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25
Q

In this month, infants can perceive facial differences.

A

3 months

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26
Q

In these months, infants begin to perceive their own face but they don’t understand exactly who is that vision in the mirror.

A

5 and 8 months

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27
Q

It is the muscle movement and the sensory feedback that informs the brain of the extent of that movement.

A

Motor control

28
Q

Fetal movements become noticeable at what week? Isolated limb movement?

A

7th week post-conception; 9 weeks

29
Q

Hand-to-face contact and body rotation are seen at what week? It is the stage where mothers feel fetal movement.

A

10 weeks

30
Q

Newborns lack smooth and voluntary motor controls, exhibiting twitches, jerks, and random movements. These are also called as?

A

Reflexes

31
Q

By this month infants develop oral muscle control to stop and start movement, although tactile stimulation is still needed.

A

2 months

32
Q

At this month infants vocalize in response to speech, with greater responsiveness when caregivers interact. Vocal turn-taking produces speech-like syllabic vocalizations.

A

3 months

33
Q

Sustained laughter emerges at what week?

A

16 weeks

34
Q

By this month, an infant is able to imitate a few general sounds, usually vowels and tone, and pitch signals.

A

5 months

35
Q

Most infants imitative and nonimitative vocalizations are single-syllable consonant-vowel or vowel-consonant units. These sound units are called what?

A

Babbling

36
Q

At what month can infants pout and close lips without moving the jaw, and chewing becomes more rotary.

A

6 months

37
Q

At what month is this, tongue control includes lateral movement?

A

8 months

38
Q

By what months infants have neuromuscular control to elevate the tongue tip and bite soft solid foods.

A

11 months

39
Q

This occurs when holding an object or while exploring this environment and is similar to the rhythmic pattern of hand movement in this activity. A long strings of consonant-vowel syllable repetitions or self-imitations, such as “ma-ma-ma”.

A

Reduplicated babbling

40
Q

Between these months infants imitate the communication of others, exhibiting echolalic speech.

A

8 and 12 months

41
Q

It is an immediate imitation of some other speakers.

A

Echolalia or echolalic speech

42
Q

Babbling is more variegated at this month and the babbling has more of the intonation of speech.

A

6 months

43
Q

In these month, children begin to recognize recurring patterns of sounds within specific situations.

A

Second half of the first year.

44
Q

It involves mental activities for comprehending perceived information, encompassing acquisition, organization, storage, memory, and use of knowledge.

A

Cognition

45
Q

A face is insufficient to hold an infant’s attention for long periods. Rather, an infant focuses on the contrast between the face and her or his internal representation of a face. What is this called?

A

Concept of scheme

46
Q

Stimulation is coming from both the s… and the s…

A

Stimulus; scheme

47
Q

These provide an infant with an expectation of the properties of objects, events, and people in the environment.

A

Schemes

48
Q

Repetition of speech sounds stimulates connections in the … over time, helping a child construct auditory mental maps from the phonemes they hear.

A

Auditory cortex

49
Q

In this month, infants start to “understand” one or two single words by associating them with entities in their environment.

A

7 months

50
Q

Between these months, children understand words based on sound, nonlinguistic and paralinguistic cues, and context.

A

9 - 13 months

51
Q

It is important for retention and integration of input in order both to map or form a representation of the entire word connecting semantics and phonology and to retrieve that representation.

A

Memory

52
Q

It is a process where information is placed in long-term storage and maintained by repetition.

A

Rehearsal

53
Q

Transferal to long-term memory requires a special type of rehearsal, in which new material is integrated into the structure of information already store in long-term memory. What is it called?

A

Integrative rehearsal

54
Q

What are the 6 Maternal techniques for infant participation?

A
  • Phasing
  • Adaptive
  • Facilitative
  • Elaborative
  • Initiating
  • Control
55
Q

Monitors infant behavior to determine when to slot her behavior for most impact; must know when to intervene to attain predictable outcome.

A

Phasing

56
Q

Exhibits behaviors that enable infant to assimilate information more rapidly; maintains infant’s attention and provides highly ordered, predictable input.

A

Adaptive

57
Q

Structures routine and environment to ensure infant success.

A

Facilitative

58
Q

Allows child to indicate an interest, then elaborates upon it; talks following the infant’s activities and interests closely.

A

Elaborative

59
Q

Directs infant’s attention to objects, events, and persons; follows sequence of gaining infant’s attention, directing it, and looking back to ensure that the infant is attending.

A

Initiating

60
Q

Tells infant what she is to do; pauses after key words that are emphasized and makes extensive use of gestures.

A

Control

61
Q

Examples:
- Mother attains infant’s attention to an object before using it in some way.
- Mother monitors infant’s gaze and follows it for clues to infant interest

A

Phasing

62
Q

Examples:
- Mother uses slower arm movements than with adults.
- Mother has more emphatic gestures and more exaggerated facial expressions than with adults.
- Mother’s speech is simpler and more repetitive than with adults.

A

Adaptive

63
Q

Example:
- Mother holds toy so child can explore.
- Mother assists infant physically.
- Mother supplies needed materials for task completion.

A

Facilitative

64
Q

Example:
- Mother demo play with object of infant’s interest.
- Mother talks about infant’s behavior as she performs (parallel talking).

A

Elaborative

65
Q

Example:
- Mother points to direct attention.
- Mother brings object into child’s view.

A

Initiating

66
Q

Examples:
- Mother insists that infant eat.
- Mother stresses what she wants the infant to do.

A

Control

ENG216: Principles and Theories of Language Acquisition and Learning (12 decks)

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