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language development > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Language Definition:

A

Socially shared code that uses a conventional system of arbitrary symbols to represent ideas about the world that are meaningful to others who know the same code

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2
Q

Characteristics of Language

A

LANGUAGE IS SOCIALLY-SHARED

-Shared by members of a community.
-Language community shares a common
language
-Emerge from geographical circumstances, sociological regions, or economic reasons
-change and evolve = generative

LANGUAGE IS A CODE THAT USES A SYSTEM OF ARBITRARY SYMBOLS

-Code utilizing a set of symbols, specifically morphemes.
-Morphemes: smallest grammatical units of language that carry meaning; combined to create words.
-Relationship between words and their referents is arbitrary

THE LANGUAGE CODE IS CONVENTIONAL

-Specific, systematic, and rule-governed conventions that remove the randomness from language
-Rules govern the way a particular linguistic community arranges sound into words and words into phrases, clauses, and sentences.

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3
Q

Characteristics of language cont.
Onset
Suppressible
universals

A

-onset is predictable – typical
development is the same worldwide.

-not suppressible – typically developing children will learn to talk from an adult model

-has universals – it is structured within principles of cognition; components of language (e.g. grammar rules, social rules) are consistent across cultures

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4
Q

Model of Speech Production
Stage 1: Perceptual Event

A

-Initiated with a mental, abstract representation of the speech stream to be produced.
-Abstract representation is the language code and provides a PERCEPTUAL TARGET of what is to be produced by speech
-Code is represented at the level of the phoneme.

Phoneme: the smallest unit of sound that can signal a difference in meaning.

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5
Q

~Model of Communication~
Feedback:

~Types of Feedback~
Linguistic Feedback:

Extralinguistic Feedback:
Nonlinguistic:
Paralinguistic:
Metalinguistic:

A

Feedback: information provided by the receiver to the sender

~Types of Feedback~
Linguistic Feedback: speaking/listening, writing/reading, signing

Extralinguistic Feedback:
Nonlinguistic: eye contact, facial expression, body movement, posture & proximity

Paralinguistic: use of pitch, loudness, and pausing, stress, and intonation

Metalinguistic: the ability to reflect on, talk about, analyze, judge & separate content from its context
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6
Q

~Components of Content, Form and Use~

A

Content= semantics
Form= phonology, morphology, syntax
Use= pragmatics

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7
Q

~Content~
Semantics:

A

Semantics: Govern the meaning of individual words and word combinations.

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8
Q

~Form~
Phonology:
Morphology:
Syntax:

A

Phonology: sound units & sequences

Morphology : words and word beginnings (e.g., un, non) or word endings (e.g., -s, -ed)

Syntax : word order and relationships

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9
Q

~Use~
Pragmatics:

A

Pragmatics: Govern how language is used for social purposes

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10
Q

Dialects Definition:

A

◦ Variations that reflect intricate language patterns & rich cultural history
◦ Everyone speaks a dialect of a language
◦ These differences are not considered negative or positive

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11
Q

~General American English~
Formal:
Informal:

A

◦Formal: applies to written language and formal speaking situations, found in grammar texts

◦Informal: relies on grammatical structure & semantics, not pronunciation patterns (phonology)

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12
Q

1st Word Criteria:

A

Three components that make a “true” word:

-Word uttered with clear intention and purpose ( e.g says “doggie” while petting a dog

-Have a recognizable pronunciation (PCF=Phonetically Consistent Form)
“doddie” for “doggie”

-One that a child uses consistently and in contexts beyond the original context (e.g. says “doggie” while petting a dog, says doggie while looking at a picture of a dog.

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13
Q

Rate of Acquisition

A

-First 5 to 7 years of life are a critical period (or sensitive period) for language development

    -“Window of opportunity” during which language develops most rapidly and with the greatest ease
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14
Q

Morphology:
Free:
Bound:

A
  • Morphology is the internal organization of
    words
  • Morphemes are the smallest grammatical
    units
    – they have meaning
    – they cannot be divided

Free or bound:
– free: are independent and can stand along
– bound: are grammatical markers that CANNOT
function independently

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15
Q

~The study of language development~
Background knowledge:

Individuals who study language development:

A
  • Interest in language development represents a part of a larger concern for human development.
  • Studying language development can help us understand our own behavior.
  • Language‐development studies examine the relationship between language and thought.
  • Individuals who study language include linguists, psycholinguists, sociolinguists, behavioral psychologists, and speech-language pathologists.
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16
Q

4 major theories:
New approach:

A
  • Behavioral
  • Syntactic
  • semantic‐cognitive
  • Sociolinguistic
  • A new approach, Emergentism, answers some concerns expressed about the initial four.
17
Q

~Structure by Use Focus: Social Interaction~
Who:
Factors:
LASS:

A
  • Bruner and Vygotsky
    – Vygotsky: also called constructionism

*Both biology and environment are factors

  • Language acquisition support structure (LASS) allows children to learn language as a result of social interactions

*child’s attempts prompt caregivers to interact
~zone of proximal development are opportunities to help children make progress

*as interactions mature more skills are acquired

18
Q

~Structure by Use:
Social Interaction~

A

*Children will imitate communication and interactions as often as presented
* Language structure emerges from language use
*Structure is a means of accomplishing intent
– grammar leads to understanding

  • Parentese builds language in incremental steps
    allowing child to gain skills
    – short simple sentences with prosodic patterns directs attention
    – use of questions and feedback
19
Q

~Pragmatic Focus/ speech act~
3 acts:

A
  • Searle
    *context of language influences meaning & how language serves different functions for speakers in varying circumstances
    *a child learns to use words to get things done
  • Every speech act consists of 3 acts
    – locutionary act – the utterance
    • subject (referring expression
    • predicate (predicating expression

– illocutionary act - motive or purpose of utterance

– perlocutionary act – effects the listener; was the message received as intended

20
Q

~Language Acquisition Device~

A
  • Chomsky developed theory
  • all humans are born with a LAD
    – mostly left hemisphere
    – universal; across all languages of the world
    – contains information about the rules of a language
  • babies are preprogrammed to learn but nurture provides the trigger
21
Q

Neuroscience-
Neuroanatomy-
Neurophysiology-

Human nervous system=
Central nervous system-
Peripheral nervous system-

A

Neuroscience: branch of science that focuses on the anatomy and physiology of the nervous system

Neuroanatomy: anatomy of the nervous system

Neurophysiology: physiology of the nervous system

Human nervous system = central nervous system + peripheral nervous system
– Central nervous system: brain and spinal cord
– Peripheral nervous system: cranial and spinal nerves that carry information inward to and outward from the brain and spinal cord

22
Q

~Nuerons~
Nuerons def-
-carry ____
-Grey matter:
-White matter:

A

Neurons: billions of highly specialized cells that make up the nervous system

– Carry electrical-chemical nerve impulses

– Grey matter: cell bodies of neurons and the dendrites; where information is generated and processed

– White matter: carries information among grey matter

23
Q

4 Neuron Components:
cell body-
axon-
presynaptic terminal-
dendrites-

A

– Cell body: center of the neuron, containing its nucleus

– Axon: single efferent nerve extension which carries nerve
impulses away from the cell body

– Presynaptic terminal: distal end of each terminal branch; sites at which the axonal connection of one neuron corresponds with the dendritic extension of another neuron

– Dendrites: afferent extensions of a neuron; receive/bring nerve impulses to the cell body

24
Q

Synapse-
Myelin-
Myelinization-

Nervous System consists of:

A
  • Synapse: miniscule space between the axon of one neuron and the dendrite of the next where chemical-electrical impulses jump
    sites at which the axonal connection of one neuron corresponds with the dendritic extension of another neuron

Myelin: neuron coating
* particularly within white matter; protects the neuron; facilitates rapid relay of nerve impulses

  • Myelinization: growth of the myelin sheath; slow process not
    complete until late in childhood
  • Nervous system consists of:
    – Brain
    – Spinal cord
    – Associated nerves & sense organs
25
Q

~Cerebrum~
Divided into ____
Transverse fibers ____
Wrinkled appearance ____
Sensory and motor functions ____
Specialized functions ____

A
  • The cerebrum is also divided into left and right hemispheres
    – Transverse fibers connect the two hemispheres; the largest is the corpus callosum.
    – The cortex has a wrinkled appearance caused by little
    hills called gyri and valleys called fissures, or sulci.
  • Most sensory and motor functions in the cerebrum are contralateral.
    – Two exceptions to this crossover are vision and hearing
  • For specialized functions such as language, the hemispheres are asymmetrical.
26
Q

~Brain Function~
3 basic brain functions:

A

– Regulation (reticular formation)
* responsible for the energy level
* overall tone of the cortex
– enables you to monitor, evaluate, and flexibly adjust behavior for successful performance

– Processing (posterior cortical areas)
* controls information analysis
* coding
* storage

– Formulation process (frontal lobes)
* intentions
* programs for behavior

27
Q

~Hemispheres~
RIGHT

A
  • Holistic processing
  • Visuospatial processing
    – Perception & recognition of faces, pictures & photographs
    * includes depth & orientation
    in space
  • comprehension of
    – speech prosody & affect
    – metaphors & semantics
    – complex linguistic &
    ideation material
    – environmental sounds (e.g.,
    laughing, music)
    – emotional language
28
Q

~Hemispheres~
LEFT

A
  • Sequential/step by step information
  • Specializes in all language modalities
    – oral
    – visual
    – written
    – arithmeticcalculations – logic
29
Q

~Language Comprehension~
Comprehension=

Auditory processing-
language decoding-

Begins with-

A
  • Comprehension = auditory processing + language decoding and involves many areas of your brain working together

– Auditory processing
* incoming auditory signal

– Language decoding
* representational meaning and underlying concepts

  • Begins with attention to stimuli
    – If you do not attend you cannot process information which leads to language comprehension
30
Q

Pathway of language comprehension

A

*Auditory signal –> brainstem –> Heschl’s gyrus –> temporal lobe –> Broca’s area –> Wernicke’s area –> angular gyrus & supramarginal gyrus

*Visual cortex –> angular gyrus –> Wernicke’s area

  • Right hemisphere –> frontal lobe
  • Hippocampus –> memory storage
31
Q

Details of Pathway (right)

A
  • Well-rehearsed, automatic speech seems to be processed and stored in the right hemisphere as whole units
  • RIGHT hemisphere also interpretation of figurative and abstract language areas corresponding to Broca’s and Wernicke’s areas in temporal lobe
  • Limited word-recognition, semantic decoding & paralinguistic processing RIGHT hemisphere
  • The right hemisphere may also work to suppress ambiguous or incompatible interpretations.
  • Prior to storage, incoming information is transmitted to the hippocampus in the LEFT temporal lobe for consolidation.
  • Pragmatic analysis & paralinguistic information from RIGHT hemisphere are integrated in the frontal lobe
32
Q

~Attention~
Includes:
Orientation & Reaction:
Children have difficulty:

A

*Includes awareness of learning & active cognitive processing

Orientation & reaction:
– Orientation is the ability to sustain attention over time.
– Reaction refers to the amount of time required for an
individual to respond to a stimulus.

Children have difficulty
– allocating attention
– limited attention capacity

33
Q

~Long Term Memory~

A
  • Information is retained in LTM by rehearsal or repetition and by organization.
  • Memory is best when it includes semantic interpretation and elaboration as well as relating information to your prior experience and existing knowledge.
  • Information in LTM is stored at an unconscious level and must be brought to a conscious level in order to use it.
34
Q

~Processing Models~
Top-down/ Bottom up:

Top-down:

Bottom-up:

A
  • Top-down/ bottom up:
    – bottom level of hierarchy makes few demands on
    brain
    – top level of hierarchy includes extraction & synthesis;
    higher demands on cognitive processes
    – we use both types simultaneously on the need
  • Top-down
    – conceptually driven
  • Bottom-Up
    – data driven
35
Q

~Processing Models~
Passive/ Active:

Serial/ Parallel:

A

Passive/Active:
– Passive: based on
pattern recognition of information
* expectations
– Active: involves comparisons to
previously stored information
* world knowledge

  • occur simultaneously

Serial/Parallel:
– serial: processes one
level then moves to the next until understood
* sound –> syllable –> word
-parallel: accesses
multiple levels at the same time
* underlying meanings and relationships
* occur simultaneously

36
Q

~Executive Function~
Metacognition:

A

The ability to process information is not limitless.

  • Language processing may be limited by the amount of incoming and stored language data, the demands of the task, and your available cognitive resources.
  • As in any system, overloads decrease efficiency

Executive function allocates and coordinates mental resources.

-determines cognitive strategies and activities needed for a task and monitors feedback and outcomes in order to reallocate resources if necessary

  • Metacognition, or your knowledge of your own cognitive and memory processes, can facilitate encoding and retrieval and the use of problem-solving strategies.

language development (4 decks)

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