Preintentional communication WK 2 Flashcards
Provide reasons why babies are ready for language
-Vision
-Breathe/phonation(vibration of vocal folds)
-Hearing-in-utero
-Imitation
-Neuroplasticity
-Touch/smells
-Cognition (attention/perception /memory)
What do babies specifically attend to
-environmental sounds (specifically human voice)
-Facial expressions
-Speakers gaze
-Visual field
-Tone in voice/volume, inflection
-Speech sounds in own language (Own name/common words)
Describe/define innate abilities
Abilities present in brain at birth
-Not acquired/learned through experience after birth
-Newborn infants possess innate learning mechanism, equips for language acquisition
What is the connection between exposure and innate abilities in babies
posses innate perceptual abilities
-Prepares interaction w/others–>allow development of language
-Must then be exposed to spoken language environment
what are some examples of experiments with infant language perception
-head turn
-Sucking measurement
-EEG- electroencephalogram
-Eye gazing tracking
Describe infant perception from birth to 3mo
-startles to loud sounds
-Quiets/smiles when spoken to
-preference to mother
-Imitates human facial gestures at 2 months
-Turns head to sounds, eyes focus on speaker
-Detects intonational changes in speech patterns
-3mo infants vocal turn-taking in response to sounds from adults
Describe infant perception from 4-6mo
-eyes to sounds
-Responds to tone change
-Recognise difference between human and non-human sounds,
-6mo sensitive to sound difference e.g. p and b
-recognise/imitate some sounds
-Recognise names but confuse their names with similar words
-Tuning into ambient language 4-8mo but lose
Describe infant perception 7mo-1 year
-Enjoy turn-taking games (peekaboo)
-Listens when spoken to
- Recognise words-common items
-Begins to respond to requestions (come here, want more?)
-9-12mo follow direction of adults gaze (joint attention)
-6-12mo choose toy based on adult’s facial expression
-Sign of early development of theory of mind (provides ability to interpret feeling or thoughts)
Describe infant communication at 0-2mo
reflexive stage
-Burping, coughing (vegetative sounds)
-Cry, whinging-differently for different needs (noun)
-Social smiles
Describe infant communication at 1-4mo
control of phonation (vocal fold vibration)
-Cooing alongside/turn taking adult
-True vowel productions (fully resonant nuclei)
- Vocalisations combine vowel-like segment with consonant-lie segment (ooohhh…pp)
-Vocalises excitement/displeasure
-Vocal experimentation and play (louder/softer)
Describe infant communication at 3-8mo
expansion (more specificity)
-Isolated vowel prod. or 2/more vowel “aaa” and “ooo” (move tongue and lips)
-Marginal babbling-consonants and vowel (baba) or isolates consonants (p..p..p..) and vowels (ooh…ooh…)
Describe infant communication at 5-10mo
basic canonical syllables
-same consonant-vowel syllables (canonical babbling) e.g. bababa
-Different consonant-vowel sequences-(variegated babbling) e.g. ba-bi-bu-ta
Describe infant communication at 10-18mo
advanced forms
-Complex syllables such as CV (ub), CVC (bup) and CVCC (toks)
-Multisyllabic strings with intonation or stress
-Jargon
-9-12mo imitate others actions or movements (gestures/words)
Define jargon
syllable series w/ 2 different consonants and vowel with changes to stress and intonation
What is intentionality
to communicate with purpose
-Behaving with goal in mind, taking deliberate communicative actions to reach
Describe infant during pre-intentional communication (what is age as well/)
-0-8mo
-social behaviours (Smiling, laughing, Cooing, looking, babbling)
-reflexive/experimental
(Crying, fussing)
-Acts are treated as if communicative
What four steps must be taken by caregivers to prep for communication
- Preparatory activities:Reduce hunger/fatigue, sooth, calm
- State setting activities: change environment to improve communication
- Maintain communication framework
- Infant-like modification of adult actions: sue baby-talk
What is a caregivers role in development
-Repetitiveness of certain daily routines (frequent use of same language, referents)
-Willingness to assign meaningful intent to child speech (assume meaningfully, even when reflexive, encourage)
-Parental feedback-foster word-meaning associations
What is meant by baby talk? Why is it used? is it needed?
speaking to infants-modified from what is regular conversation
-obtains attention
-aids learning of language (simplifies)
-increase conversational participation development
no evidence/conclusions that is essential/beneficial
Describe characteristics of baby talk
-shorter utterance length
- Simple syntax/sentences
-Concrete topics-here and now
-Frequent questioning and greeting
-Facial expressions: exaggerated
-Proxemics: initially very close, gradually distancing
-Eye gaze: long gaze (directs infants gaze)
describe characteristics of toddler talk
-Increased pitch
-Reduced rate/speed
-Lexical simplifications e.g. Doggie
-Short utterances
-More paraphrasing/repeating
-More contextual support
-More directives/questions
Describe difference in communication significance in differing cultures
-Wide cross-cultural variation-children learn language regardless
-Different:
.Amount of feedback provided
-Views of need of explicit language teaching
.Time spent interacting with adult vs other children
.Role of fathers
.purpose and directness
what is essential in communication development
-Close bond with caregiver/s
-Physical needs met (hunger, warmth)
-Child spoken to, more=better
-Language present in ambient environment
