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Comm Development 1201 > Pre-Verbal Communication > Flashcards

Pre-Verbal Communication Flashcards

1
Q

What are the main Pre-linguistic skills observed in children?

A
  • Joint reference
  • Joint attention
  • Joint action
  • Turn taking
  • Imitation
  • Representational competence
  • Causality
  • Play
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2
Q

What are the cognitive skills observed in children?

A
  • Working memory

- Memory

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3
Q

What does Joint Reference refer to?

A

2 communication partners share a common focus on an object/entity

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4
Q

What are the phases of Joint Reference?

A
  1. Early referencing
  2. Phase 1
  3. Phase 2
  4. Phase 3
  5. Phase 4
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5
Q

What does Early Referencing encompass?

A
  • Indicating (get attention, attain eye contact then reaching gesture)
  • Deixis (spatial, temporal & interpersonal features)
  • Naming
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6
Q

What does Phase 1 encompass?

A

Mastery of joint referencing

  • Maintaining eye contact
  • Looking at objects/events in tandem with mum
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7
Q

When does Phase 1 occur?

A

Within the first 6 months of life

  • 4to6w: Objects in field of vision
  • 8w: Mother’s movements visually
  • 4m: Mother’s line of pointing
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8
Q

What does Phase 2 encompass?

A

Intentional Communication

- Reaching gesture, ftf contact reduces

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9
Q

When does Phase 2 occur?

A

8m: Looks at mum while reaching

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10
Q

What does Phase 3 encompass?

A
  • Pointing and vocalising

pointing separated from intention to obtain object

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11
Q

What does Phase 4 encompass?

A
  • Mastery of naming and vocalisation
  • Increasing exchanges with mother
  • Child looks, points and verbalises
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12
Q

What type of parents will have difficulty relating to their children?

A

Parents of children with congenital blindness or children who avoid eye contact, e.g. ASD

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13
Q

When does mastery of joint attention commence from?

A

Birth

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14
Q

What is Joint attenton?

A

2 people focus on an object or event for the purpose of interacting with each other

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15
Q

What type of form of behaviour is Joint attention?

A

Early social and communicative behaviour

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16
Q

How does a child show mastery of joint attention?

A

Looks at objects/events in tandem with mother and maintains eye contact

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17
Q

What does the development of joint attention have correlation with?

A

Cognitive development (Mundy et. al, 2007)

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18
Q

Why is joint attention important?

A

Learning and precursor of focusing on a topic together in a conversation

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19
Q

How are routine activities an example of Joint action?

A

They allow a child to encounter rules within pleasurable experience

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20
Q

What does a child learn during Joint action?

A

Turn taking and conversational skills

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21
Q

What is the focus of play in the first 6 months of life?

A

Social: X specific game rules, spontaneous, occurs frequently during routines

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22
Q

What increases during the second 6 months of life?

A

Object play and mother with child participate in a ritualised give and take of objects as infant possession time

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23
Q

Why is turn taking essential in communication development?

A

Development of later conversational skills

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24
Q

What are some games that incorporate turn taking?

A

Tickling, lifting and bouncing (pause for responses like gaze, facial expression, body movement, vocalisation)

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25
Q

Why is imitation important?

A

Learning strategy to develop language

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26
Q

Is early physical imitation a pre-requisite to speech?

A

No, but it has correlations

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27
Q

What does Imitation encompass?

A
  1. Attending to action
  2. Turn taking
  3. Replicating action’s salient features
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28
Q

When does Imitation commence?

A

9-10m

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29
Q

What type of imitation is a pre-requisite to speech?

A

Facial and vocal imitation

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30
Q

What is selective imitation?

A

Whole or partial imitation of another speakker

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31
Q

What can a child imitate?

A

Actions and gestures

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32
Q

When does Imitation typically occur?

A

During daily routines that are predictable and repetitious

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33
Q

What is Representational Competence?

A

Ability to extract commonalities from experiences and represent them abstractly and symbolically

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34
Q

How can Representational Competence be observed in a child?

A
  • Anticipation of future events
  • Object Permanence
  • Symbolic play
    (require infant to represent things and locations not immediately available to senses)
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35
Q

What is symbolic play?

A

Using an object for other than its intended purpose

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36
Q

When can object permanence be seen?

A

When an infant searches for a missing object (knowing object exists though not readily visible = representations organised and stored in brain)

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37
Q

What is Causality a pre-requisite for?

A

Communication and language

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38
Q

What does causality encompass?

A
  • Understands that they can be source of action, vehicle of change
  • Solves problems by representing them internally (symbolic function of language)
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39
Q

When does Causality in social behaviour develop?

A

Before 1st birthday

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40
Q

When does Causality with objects develop?

A

Late in Piaget’s Stage 4 Sensori-motor development

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41
Q

When does the correlation between play and language begin?

A

10-13m

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42
Q

Why is symbolic play important?

A

Child uses one object to represent another -> Similar to words having similar represent referents

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43
Q

When does Symbolic play occur?

A

Middle of second year of life

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44
Q

What do Speech Acts refer to?

A

Moments in which statements occur in the comm act within given context

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45
Q

What function do Utterances serve?

A

A single interactional unit

46
Q

What is typical of Primitive Speech Acts?

A

Frequently lack words, depends on gestures to convey intent

47
Q

What are Primitive Speech Acts?

A

Patterns in child’s vocalisations/gestures to express intentions

48
Q

What are primitive speech acts precursors to?

A

Adultlike speech acts

49
Q

Up to which age are children’s speech act unifunctional?

A

2y

50
Q

What are the types of Primitive Speech acts?

A
  1. Requesting action (hand object)
  2. Protesting/rejecting (cry/push)
  3. Requesting an answer (point/gesture)
  4. Labeling (point/gesture)
  5. Answering (nod/gesture)
  6. Greeting (wave)
  7. Repeating/Practicing (imitate/copy)
  8. Attention seeking to self (tug)
  9. Transferring (give toy)
  10. Informing (point)
  11. Attention seeking to events, object or people (point)
  12. Requesting objects (imperative pointing)
51
Q

When is an infant at the pre-intentional communication stage?

A

Birth to 6m

52
Q

What is the theory of pre-intentional communication?

A

Children who have yet to reach Piaget’s sensori-motor stage 4 (obtaining desired environmental event, object-related schemes, development of visual pursuit, permanence of objects)

53
Q

What must communicative partners do for their infants in the pre-intentional communication?

A

Identify and respond to facial expressions, body movements and attach meaning and respond as if they were communicative signals

54
Q

What are the 4 crucial meanings?

A
  1. like
  2. dislike
  3. want
  4. reject
55
Q

What are the stages of pre-intentional communication?

A
  1. Reflexive level
  2. Reactive level
  3. Proactive level
56
Q

How is the communicative behaviour of the child at the reflexive level?

A
  • small range of early behaviours, sound and reflexes to inputs from all available sensory channels
  • responds to limited range of stimuli
  • orients to events controlled by comm partner
  • cries
57
Q

How is the communicative function of the child at the reflexive level?

A

crying = general pain, discomfort or need (x cause of problem)

58
Q

How is the communicative partner of the child at the reflexive level?

A
  • responds instinctively to behaviours and relationship

- infers

59
Q

How is the communicative behaviour of the child at the reactive level?

A
  • reactive behaviours in response to wide range of stimuli
  • stimuli include events, people within environment
  • turn taking with vocalisation, movement of head, body and hands
  • responds to some familiar, non-verbal comm by comm partner
60
Q

How is the communicative function of the child at the reactive level?

A
  • contingency interactions
  • awareness of goal
  • undifferentiated behaviour to initiate or continue a stimulus, anticipates event, vocalises for attention
61
Q

How is the communicative partner of the child at the reactive level?

A
  • concentrates on caregiving activity and within a turn-taking interaction
  • follows child’s line of visual regards
62
Q

How is the communicative behaviour of the child at the proactive level?

A
  • differentiated interactions

- abstract meaning from intonational patterns, voice and facial expression

63
Q

How is the communicative function of the child at the proactive level?

A
  • designs, plans and adjusts behaviour to achieve goal

- raises arms to be picked up, pulls string to get object, looks at adult and desired object

64
Q

How is the communicative partner of the child at the proactive level?

A
  • selective in behaviours they respond to
  • respond to vocalisation, looking and reaching behaviours
  • interpret behaviour as an “intention” to carry out some “action” or “find out about” something
  • tries to shape behaviour towards intentional communication by referencing object, person, event in close proximity
  • focus of attention shifts from caregiving activities towards objects and toys
65
Q

When is an infant at the intentional communication stage?

A

7-12m

66
Q

What are the stages of intentional communication?

A
  1. Primitive level
  2. Conventional level
  3. Symbolic level
67
Q

How is the communicative behaviour of the child at the primitive level?

A
  • acts on env to create specific effect
  • whole body actions
  • facial expns and emotional display
    vocalisations mainly babble and vocalic consonant forms with varied paralinguistic cues
68
Q

How is the communicative function of the child at the primitive level?

A
  • Request

- Shared attending (using an object/event to gain attention from adult)

69
Q

How is the communicative partner of the child at the primitive level?

A

Infers from

  • context indicating goal desired
  • emission of movement or sound, alternating eye contact
  • persistence by child until goal is achieved
  • consummatory behaviour confirming that child has goal in mind
70
Q

How is the communicative behaviour of the child at the conventional level?

A
  • works on env more sophisticatedly
  • more conventional, less reliant on context
  • mainly gestures
  • vocalisations and verbalisations and early words
  • decode shared knowledge
  • developing skills for convo and discourse management
71
Q

How is the communicative function of the child at the conventional level?

A
  • drawing attention to self, events, obj, ppl
  • req objects , actions, info and recurrence
  • greeting
  • protesting
  • rejecting obj, events, ppl
  • responding/acknowledging
72
Q

How is the communicative partner of the child at the conventional level?

A
  • QnA
  • statement and reply
  • emerging convo where child initiates/terminate convo
73
Q

When is an infant at the symbolic stage?

A

12m

74
Q

How is the communicative behaviour of the child at the symbolic level?

A
  • 1st meaningful words
  • words accompany/replace gestures to express comm functions
  • gestures become more symbolic, may be used to represent words
75
Q

How is the communicative function of the child at the symbolic level?

A
  • drawing attention to self, obj, events, ppl
  • req obj, actions, info and recurrence
  • greeting
  • protesting
  • rejecting obj, events or ppl
  • responding / acknowledging
76
Q

What are the 2 general comm functions of initial gestures?

A
  1. Protoimperatives

2. Protodeclaratives

77
Q

What are protoimperatives?

A

Request for objects, participation or action

78
Q

What does the infant realise with requests?

A

Must be reasonable or ask for something she can do herself

79
Q

What are protodeclaratives?

A

pointing or showing with the goal of maintaining joint / shared attending

80
Q

How many % of comm episodes between pre-symbolic children and caregivers compose of protodeclaratives?

A

30%

81
Q

What is a widespread pattern cross-culturally?

A

Gestures

82
Q

How does the development of gestures go?

A
  1. Early use of gestures prior 8m (understanding of obj purpose or use)
  2. Development of conventional gestures to show, give, point and request
  3. Other nonconventional gestures (tantrums, show off)
  4. Development of functional gestures with specific meaning (touch mouth, run to door, twist legs)
83
Q

What is the assumption about comprehension?

A

Occurs prior to production when a child begins to attach meaning to symbols

84
Q

By when can infants associate 2 spoken syllables with 2 moving objects?

A

7-8m

85
Q

By when can infants comprehend as many as 20 words?

A

8m

86
Q

How do infants divide speech stream into units resembling words, phrases and sentences?

A

Prosody, flow of speech, intonation, pitch changes

87
Q

By when do children understand words based on a combination of sound, non-linguistic and paralinguistic cues and context?

A

9-13m

88
Q

Up till which age is comprehension highly context dependent?

A

Up through age 2

89
Q

When does comprehension precede production?

A

At approximately 50 word

90
Q

How many words are children able to produce after comprehending 50 words?

A

10

91
Q

What are the 2 features that infants pay attention to?

A
  1. Prosodic regularities: prefers strong-weak patterns

2. Phonetic regularities

92
Q

What are the biological processes for infant’s development of speech sounds?

A
  • Physical growth (small oral cavity)

- Maturation of CNS system (brain steam > limbic system > motor cortex)

93
Q

What are the milestones of Prespeech vocal development?

A
  1. Reflexive crying and vegetative sounds: Birth
  2. Cooing: 6-8w
  3. Laughter, vocal play: 16w (30w for vocal also)
  4. Canonical babbling: 24-36w
  5. Variegated babbling: 48w
94
Q

When does the first word of a child typically occur?

A

52w

95
Q

What elicits cooing?

A

Social interaction

96
Q

What do coos sound like?

A

Long vowels at the start, series of different vowel-like sounds strung together as they develop

97
Q

What is marginal babbling?

A

Long series of sounds infants produce by the end of expansion stage

98
Q

When do infants start producing consonant-like sounds articulated in the front of the mouth?

A

6m

99
Q

What type of infants rarely produce canonical babbling?

A

Deaf infants

100
Q

What is the first development that distinguishes the vocal development of hearing children from that of deaf children?

A

Canonical babbling

101
Q

What is variegated babbling?

A

Random sound play of infinite variety

102
Q

What is jargon?

A

Wordless sentences, special type of babbling containing at least 2 syllables, and at least 2 diff consonants and vowels, varied stress and intonation patterns

103
Q

How many % of consonant sounds produced by 12mo are the 11 different consonants?

A

90%

104
Q

What is rarely formed towards the end of babbling stage?

A

consonant clusters

105
Q

What type of syllable is more frequent towards the end of babbling stage?

A

Single syllables

106
Q

When do children start transitioning from babbling to words?

A

12mo

107
Q

What do these sound sequences typically overlap with?

A

Comm gestures

108
Q

What influences the order in which speech sounds are produced by children?

A

Functional load

109
Q

When are first words typically produced?

A

10-15m

110
Q

What are first words?

A

Approximations of words in language

111
Q

What are the 2 stages of speech sound production?

A
  1. Prelexical (context-bound)

2. Referential

Comm Development 1201 (7 decks)

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