Section 5 Flashcards
What are the 4 stages of normal language development?
Perlocutionary: 0-9mo Illocutionary: approx. 9mo Locutionary: 11-13mo 1 year 2 years
Describe the perlocutionary stage of language development.
Infant smiles, cries, coos (“functional communication”)
Adult responds as if this was intentional communication
3 pragmatic behaviors: eye contact, joint attention, turn-taking
Receptive: startles at loud sounds
Describe the illocutionary stage of language development.
Use of gestures that become conventionalized (e.g., wave, point)
Use ‘protowords’
Protoimperative pointing: affect others behavior (e.g., hand parent a container)
Protodeclarative pointing: affect other’s attention
(e.g., point to an airplane)
Babbling (canonical, variegated, jargon-> words)
Receptive: Turns and looks in the direction of sounds.
Describe the locutionary stage of language development.
First word milestone 11-13 months
“A true word has to have a ‘phonetic relationship’ to the adult word and the child must use the word a to mark a particular situation or object”
Unstable vocabulary for first 10 words (different from regression)
What should language look like around age 2?
Progress from 2 word to 5-6 word phrases. Begin with
subject-verb-object structure
Brown’s stage II (27-30 months): -ing, in, on, plural -s
Understands basic questions: who, what, where (begins asking ‘why’)
Increase symbolic play -> talk about imaginary and multi-step activities (including those from the past)
What browns stages would be expected around age 3?
Stage III: 31-34 months (should have developed).
Irregular past tense: me fell down
Possessive ‘s’: man’s book
Uncontractible copula: is it Alison? Yes, it is. Was it Alison? Yes, it was
Stage IV: 35-40 months (new skills).
Articles: A ball on the book
Regular past tense: she jumped
3rd person regular, present tense: the puppy chews it
Describe the content of a 3 year old’s language.
Expressive:
Vocabulary expands to include new word classes (e.g., spatial terms, temporal terms)
Around 3-3.5 the semantic relations between adjacent and conjoined sentences include the following: additive, temporal, causal, and contrastive
Receptive:
Understands abstract language e.g., colors, shapes, size
Understands who, what, where, when, and why questions
How is language used around the age of 3
Improved conversational skills including maintains topic approx. 50% and begins clarification speech
More language in pretend play
Beginning to lie and tease
Narratives (stories) become more complex and connected over the year (between 3-3.5 it is primitive: themes and some temporal organization)
More flexibility in requesting, including the following: Permission directives (can you…?) and Indirect requests (would you…?)
Direct requests decrease in frequency, as indirect requests increase
Around 3.5-4 new functions emerge (reporting on past events, reasoning, predicting, expressing empathy, creating roles and props, maintaining interactions)
What stage of language might you expect to see in a four year old?
Brown’s stage V: 41-46+ months
3rd person irregular:
Uncontractable auxiliary: are you helping?
Contractible auxiliary: they are laughing
Contractible copula: she’s smart!
Children’s progress from elaborating noun and verb phrases to producing complex sentences through
the processes of phrasal and clausal conjoining and embedding
Describe the content of a 4 year old language.
Understands comparative and superlative adjectives e.g., ‘big, bigger, biggest” and time concepts (e.g.,
yesterday, tomorrow, days of the week).
Understands and uses ‘when’ and ‘how’ questions
At 4 years children’s expressive vocabulary is 1,600 words
Knowledge of letter names and sounds emerges
Knowledge of numbers and counting emerges
Use of conjunctions when, so, because, and if
How might a four year old use language?
Uses words to invite others to play and to justify requests
Follows 3-step directions without cues
Talks about imaginary conditions “I wish” or “I hope”
Ability to address specific requests for clarification increases
Narratives are “chains” with some plot but no high point or resolution
How does language change between four and five years old?
Increase in figurative language, including jokes
Increase language development using explicit teaching in school and from texts (stories)
Improved language-based conversation and reasoning skills
Define the silent period.
In the early stages of learning L2 most students focus on comprehension and do very little speaking
Students introduced to L2 during the preschool years may speak very little in L1 or very little in L2 for one year or more
Generally, the younger the student, the shorter the silent period
This silent period can occur at home as well
What might you see in a child with DLD compared to normal language development (Form, content, use)?
Form: omitting morphosyntactic markers, forming wh- questions, understanding complex syntax
Content: poor vocab, inflexible word knowledge, trouble with verbs
Use: immature pragmatics, weak theory of mind, troupe understanding emotion and non-verbal cues.
What are some factors that have been linked to DLD?
Environmental factors: can be both protective or increase risk in the face of biological risk.
Biological: differences in genetic risk and neurological structure and function associated with disorder (ex. motor cortex anomalies)
Cognitive: differences in perception and information processing associated with disorder. (e. inefficient auditory processing)
Behavioural features: overt differences in behaviour that characterize the disorder (ex. delayed language acquisition)
What are some factors that can impact normal language development?
Sensory: Hearing difficulties can result in individuals receiving degraded auditory signals and therefore will produce speech that has decreased intelligibility as they have
difficulty perceiving accurate auditory signals
Motor: reduced sensorimotor interactions, fewer opportunities to interact, inappropriate device choice
Cognitive: concrete vs. abstract, reasoning skills, sequencing memory, recognizing relationships between pictures and situations, visual analogies
Environmental: poor social interactions, reduced meaningful exchanges
Cultural: handling statues, social organization, value of talk, intentionality, language learning.
How can prematurity and low birth weight affect language development?
Low birth weight associated with increased risk of developmental delay Premature infants also more susceptible to a range of illnesses and conditions that produce developmental disabilities: i.e. respiratory distress syndrome, apnea (interrupted breathing), bradycardia (low heart rate), necrotizing enterocolitis (a serious intestinal disorder), and intracranial hemorrhage Respiratory distress in premature babies can sometimes lead to the need for intubation and the use of ventilators to aid breathing--in a minority of cases this can lead to bronchopulmonary dysplasia (thickening of the immature lung wall that makes oxygen exchange difficult) - Children who have bronchopulmonary dysplasia may require long-term tracheostomy which can then affect both speech and language development