Quiz 2 Study Cards - Chapters 5-8

Question 1

Social Smile

Answer 1

Occurs around 3 weeks and is one of the first signs of recognition/response rather than driven by internal state

Around 3-6 wks, infants will smile in response to human face and eye gaze, human voice, tickling

Question 2

Perlocutionary

Answer 2

Stage of development around 0-8mo

Intention is INFERRED by adults

Attentional interactions: no goal awareness, attends to and responds to stimuli

Contingency interactions: awareness of goal
undifferentiated behavior to initiate or continue a stimulus, anticipates events, vocalizes for attention

substage1: shows self - raise arms to be picked up, pull string to get object, etc.

Question 3

Illocutionary Stage

Answer 3

Around 8-12 months of age

Emergence of intentional communication

Encoded interactions: coordinated plan to achieve goals

Gestures, brings objects to caregiver for help, climbs for desired objects

substage 1 - shows objects
substage 2 - full range of gestures (e.g. pointing, showing, giving, protesting, etc.)

Question 4

Locutionary Stage

Answer 4

12+

Words accompany or replace gestures to express communication functions previously expressed in gestures alone or gestures plus vocalization

symbolic interactions

Question 5

Hypothesis testing

Answer 5

language learning strategy - child seeks confirmation of the name of an entity by naming it with rising intonation - posing a yes/no question

Question 6

Bootstrapping

Answer 6

The child using what they know to decode more mature language

child may use semantic knowledge to aid in decoding + learning syntax

Semantic:

used by children to analyze syntax based on semantic structures

persons and things become nouns, actions become verbs, attributes become adjectives and so forth

SYNTACTIC:

A child will use syntactic structures to deduce word meanings

you likely do this when you read and come across a word you don’t know (context clues)

Question 7

interrogative utterance

Answer 7

Language learning strategy

Child attempts to learn name of an entity by asking “what? that? or what’s that?”

Question 8

Evocative utterance

Answer 8

like hypothesis testing in that the child names an entity and then awaits for the adult feedback as to the correctness of the label

Question 9

Intentionality

Answer 9

Also called goal directedness
incudes the ability to share with others
is exhibited when a child begins to encode a message for someone else

• a child may touch his mother, gain eye contact, and then gesture toward an object

Refers to the communicative intent or purpose of an utterance - the infants gestures or language signaling a need or want from the infant

Really develops around 8-12 months where some infants can comprehend as many as 20 words

There are three stages of communication intent

prelocutionary, illocutionary (communication intent becomes more apparent through gestures and coordinated plans to achieve goals), locutionary

Question 10

protoconversations

Answer 10

vocal interactions between mother and child that resemble verbal exchanges in mature conversations

identifiable interaction phases in routines and game playing

includes initiation, mutual orientation, greeting, a play dialog, disengagement

both partners are active participants

Question 11

clustering

Answer 11

the use of predictable phonotactic units within words

Question 12

bracketing

Answer 12

The use of prosodic or rhythmic cues to detect divisions between clauses and phrases

marked by pauses, changes in pitch, vowel lengthening

“you want the baaallll”

Question 13

Event-based knowledge

Answer 13

Based on the familiar environments, experiences, routines

sequences of events/routines, such as birthday parties, that are temporal or causal in nature and organized towards a goal

The sequences of events contain actors, roles, props, and options/alternatives

Question 14

Taxonomic Knowledge

Answer 14

Consists of categories and classes of words

New words are compared categorically and organized for retrieval

e.g. identifying an unknown fruit in the produce section

Question 15

turnabout

Answer 15

conversational device used by a mother with a preschooler to maintain the conversation and aid the child in making on-topic comments. In its usual form, the turnabout consists of a comment on or reply to the child’s utterance followed by a cue, such as a question, for a child to reply

wh ?
yes/no
tag? I bet you love pizza, don’t you?
respond for clarification - general, specific, confirming

Question 16

phonetically consistent forms

Answer 16

consistent vocal patterns that accompany gestures prior to the appearance of words

Question 17

Basic sentence structure

Answer 17

Subject verb object

John ran home

Question 18

fast mapping or initial mapping

Answer 18

Quick, sketchy, and tentative formation of a link between a particular referent and a new name that enables a child to have access to and use the word in an immediate although somewhat limited way. Gradually, the meaning of the referent widens as the word is freed from aspects of the initial context

Strategies:

Reasoning to discern the meaning of word

word order + bound morphemes may give a clue as to a word meaning

use of phonotactic probability enables rapid recall of newly learned words

Question 19

holophrases

Answer 19

early one-word utterances that convey a holistic communicative intent

up - meaning pick me up or hold me
mine
me - my turn or give me the object etc.

Question 20

chaining (development of narratives)

Answer 20

narrative form consisting of a sequence of events that share attributes and lead directly from one to another

Question 21

lexicon

Answer 21

dictionary

each child has their own personal dictionary with words that reflect in part the child’s environment

Question 22

overextension

Answer 22

meanings that are too broad when compared to the adult meaning

calling all men “daddy” -overextending that word to men outside of just daddy

Question 23

underextension

Answer 23

when the meaning is restricted

“cup” only means this one cup instead of all cups with different shapes, sizes, etc.

Question 24

theory of mind

Answer 24

Ability to attribute and infer mental states in other people

The realization that others have their own thoughts and feelings and perspectives

key factor in regulating communicative exchanges

18 mo - children become aware of themselves
2 years - they express their own emotional states
4 years - most children can relate the emotions of others to desires/intentions and can understand that others have different perspective

As children mature, they begin to understand that conversations/interactions is a “meeting of the minds” in which being aware of your partner’s intentions and information needs is essential

In later child years, apologies is a great example of this shifting from parent led to child considering how the other child feels and then taking direct steps to amend. Self-awareness and sociocognitive abilities are important here

Question 25

presupposition

Answer 25

The process by which a speaker makes background assumptions about a listener’s knowledge

in preschool an example is the child becoming more aware of knowing what information to include, how to arrange it, and which lexical items and linguistic forms to use in conversation

Question 26

phonological processes

Answer 26

systematic procedures used by children to make adult words pronounceable.

Common phonological rules of toddlers:

1. reduplication - water becomes wa wa
2. assimilation - dog becomes gog
3. CVCV construction - horse becomes hawsie
4. open syllables - blanket becomes bakie
5. cluster reduction - stop becomes top

Question 27

register

Answer 27

Different styles of speaking when playing roles

Children demonstrate this by imitating vocally different roles in play e.g. motherese, child etc.

differences in tone, register, words used, etc.

Question 28

scaffolding

Answer 28

routines support this

the adult adjusts language and teaches child how to talk about events/objects that are not in the immediate environment (takes cognitive load off)

accounts for about 50% of conversational time between mom and child

e.g. looking at a book about cows…mom prompts do you remember when we saw a cow at the farm the other day? tends to rely on shared knowledge or past events

Question 29

ellipses

Answer 29

The child omitting language based on shared assumptions

e.g. if child is asked “what are you doing?” by mom, they reply with “playing”, leaving out the assumed “i am”

Question 30

Characteristics of newborns

Answer 30

Can track using their eyes, at very close range, within a few hours after birth

Show a preference for human faces

Able to discriminate some parameters of voice and speech

Will stop crying to attend to mother’s voice

Will actively search for the human voice and demonstrate pleasure/surprise when finding the face that is the source of the voice

Different states are regulated by bodily processes such as ingestion, elimination, respiration, and hunger

Question 31

Role of cognition and perception on language development

Answer 31

certain levels of cognitive functioning must precede language

The child needs perceptual skills to discriminate the smallest units of speech and to process speech-sound sequences

both skills require auditory memoryy and the ability to match sound sequences with entities and actions

attention, processing, assimilation, expressive use

Question 32

Motherese

Answer 32

Infant directed speech

The adapted speech and language that an adult will use in interacting with an infant

Characteristics:

short utterances; simple syntax

topics limited to immediate present

heightened use of facial expressions/gestures

frequent questioning/greeting

treats infant behaviors as meaningful

Exaggerated pitch and loudness

frequent verbal rituals

Question 33

What things can impact interactions between caregiver and child

Answer 33

Child temperament
- heavily influences interaction process
- negative traits include short attention span, diminished eye contact (autism), easily aroused emotions, and high activity level

parental stress
- related to poor expressive and receptive language development
- diminished vocabulary
- adverse cognitive and behavioral outcomes

in general, mother’s sensitivity to her infant facilitates the early communication process
- attentive to sleep/wake cycles
- using feeding/bath time and other routines as a means to facilitate language learning s

immediate positive parental responsiveness increases a child’s motivation to communicate

Question 34

How production and comprehension relate to each other

Answer 34

within the first 50 words a child will, comprehension precedes production

in general a child will understand approx 50 word before they are able to produce 10

the range of comprehended words varies across children

ability to comprehend words develops gradually and is dependent on the context in which the word occurs

Toddlers rely on semantic relations, use of objects, and routines for comprehension

two strategies:

do what you usually do: ball will be rolled, thrown, dropped, no matter what child heard

act on object in the way mentioned

Question 35

Importance of daily routines

Answer 35

Provide the child with predictable patterns of behavior and speech

Question 36

Caregiver Modifications

Answer 36

1. PREPARATORY ACTIVITIES:

Free infant from physiological state dominance

Reduce hunger pains/fatigue; sooth or calm infant when upset

2. State-setting activities

Manipulate physical environment to optimize interaction

Move into infant’s visual field; attain attention by modifying vocalizations (motherese)

3. Maintenance of communication framework

Use of continuates by caregiver

Modulate speech; provide infant with focus of attention and action

4. Infant-like modifications of adult actions

Variation of caregiver activities

Motherese or baby talk; imitate baby movements

Question 37

Teaching strategies

Answer 37

parallel talk
self talk
recast
questioning
expansion
extension
repetition
direct teaching

Question 38

3 language behaviors used by toddlers

Answer 38

1st words, pcfs, babbling?

utterances will consist of animate or action-causing subjects (mommy, baby, dog) called agents

learn basic sentence type - subject, verb, object

bootstrapping - using what they already know to decipher more mature language

semantic: used by children to analyze syntax based on semantic structures - person/things become nouns, actions verbs, etc.

syntactic: use syntactic structures to deduce word meanings (context clues)

Question 39

Importance of Play

Answer 39

much of a child’s language development occurs within the context of play

• not goal oriented so removes pressure/frustration
• attention and semantic domain are shared by interactive partners
• games have reciprocal role structure and variations in the order of elements
• games, like conversations, contain turn-taking

play and language are very concrete and depend on the here and now

with maturity becomes less concrete: can begin to play symbolically in which one play object is used for another

thematic role playying/accompanying linguistic style changes begin around age 3

Question 40

comprehension development

Answer 40

8 months some infants have as much as 20 words

use two strategies for comprehension: bracketing and clustering

Question 41

characteristics of 1st word

Answer 41

normally appears around first birthday

must have phonetic relationship to some adult word

child must use the word consistently

word must occur in the presence of a referent, thus implying an underlying meaning or concept

Question 42

importance of gestures and development of gestures

Answer 42

Very young children will rely primarily on gestures to get their needs/wants met

Gestures - many early words can only be interpreted with the consideration of the accompanying gesture

Words and gestures - with age/maturity, words begin to replace gestures

Words

12-18 mo child will increasingly gesture and verbalize

18-28 - vocab tends to be related to child’s ability to make functional gestures

2+ - gestures/words become more coordinated

dev of multi-word utterances seems to be associated with production of gestural combinations

Question 43

characteristics of early words

Answer 43

single word utterances

phonetic approximations to adult words “doggie”

concrete language - talk about the world they know - request toys, ask for help to get dressed etc.

holophrase - one word to express whole intent

1st words will consist of single CV syllables - front consonants and back predominate - clusters too hard at this stage

first words usually nouns, then verbs

Question 44

reasons for vocabulary spurt

Answer 44

18 mo - toddler has about 50 words

18-24 mo - rapid expansion of vocabulary - children understand a greater # of words than they can express

Reasons:

emerging control of articulation

increase in variety of syntactic forms - child learns where diff words “fit”

vocab growth reflecting overall cognitive growth

child’s ability to learn and use new words via play, story telling etc.

underextension and overextension

Question 45

characteristics of preschool language abilities

Answer 45

improved control of intonation
increased memory
expressive - 900-1000 words
receptive 12,000 words

learn language within conversational context, most often with an adult

conversation embedded in the here and now

can sustain topic maintenance for longer

by age 4, most aware of listener’s shared assumptions or presuppositions (knowledge of topic)

use of elliptical responses - omission of details

use of registers

conversational repair

scaffolding - learn how to talk about things not in immediate environment

monologues

Question 46

similarities and differences of narratives and conversations

Answer 46

Similarities:

1. sense of purpose
2. relevant information (topic is relevant and understood)
3. clear and orderly exchange of info
4. repair when needed
5. ability to assume the perspective of the listener
6. presupposition - give listener some background info so they are understood

DIFFERENCES:

NARRATIVES (monologues) are decontextualized meaning not in the here and now.

concerns people, animals, imaginary events

CONVERSATIONS are dialogs.

Involves activities within the immediate environment

topic varies tremendously

Question 47

characteristics of theory of mind

Answer 47

ability to attribute and infer mental states in others - key factor in regulating communication exchanges

self-awareness happens first before they can become aware of others

18 mo- aware of self first
2 years - express own emotional states
4 years - most children can relate the emotions of others to desires/intentions and can understand others might have different perspective

older children will engage in pretend play more frequently

use more mental state terms (sad, angry) in convo

considered to have more developed social and interactive abilities

Question 48

counting morphemes