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Language Development > Test 2 > Flashcards

Test 2 Flashcards

1
Q

~Brain Growth~
Brain development begins ______

All neurons are developed by _____
-neuron basic info:

A
  • Brain development begins within 18 days of conception
  • All neurons are developed by six months of pregnancy
  • multiply exponentially
  • migrate to form specialized areas of function
  • communicate with one another utilizing
    neurotransmitters
  • begin myelination
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2
Q

1/2 genes concerned with ______

Neurons connect with each other by ____

______ neurons must

A
  • ~1/2 genes are concerned with the central nervous system (CNS)
  • Neurons connect with each other through synaptic activity
  • 100 billion neurons must fire to begin the organization/networking process
  • synaptogenesis
    *these connections are very important to development
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3
Q

~2 Months~
motor cortex:

~3 months~
Visual cortex:

A

2 months:
* motor cortex in frontal lobe increases activity
* control of voluntary movements
* reflexive patterns begin to disappear

3 months
* visual cortex in occipital lobe increases activity
* activation of limbic system (emotion & memory)
* higher level thinking (cerebral cortex) activated and increases

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4
Q

~Sensation- Fetal~
Touch:
Pain:
Startle:
Ears:

A
  • Touch is the first sense to develop in utero 8-14 weeks
  • Pain receptors are formed by week 26
  • Startle to both sounds and movement at 8 weeks
  • Middle & inner ears full adult size at 20 weeks
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5
Q

~Sensation- newborn~

A

*Auditory cortex is not mature & middle ear is filled with fluid
* Immaturity of the cortex & the lack coordination of brain’s hemispheres make it difficult to integrate sounds.
* Have difficulty controlling attention or concentrating mental activity.
* Moderate stimulation captures attention

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6
Q

~Sensation- infant~

A

*Most receptive when alert but not overly active.
*Within a few months, level of stimulation determines attention
* 2 months-exhibits selective attention can ignore background stimulus
*Habituation (becoming used to a stimulus) enables attention to new stimuli without competition from older less novel stimuli

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7
Q

~Visual Perception~
Within a few days:
3 months:
4-5 months:
5-8 months:
4-6 months:

A
  • within a few days infants can discriminate facial expressions & their mother’s face
  • 3 months perceive facial differences
  • 4-5 months facial recognition
  • 5-8 months perceive their own face
  • 4-6 months respond to a smile
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8
Q

~Cognition~
Consists of:
Involves:

A
  • consists of mental activities
    • comprehension of information
    • knowledge
      • acquisition
      • organization
      • storage
      • memory
      • use
  • Involves thought, learning, problem solving etc.
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9
Q

~Language shapes thought- Vygotsky~
cognitive development is product of:
shaped by:

A
  • cognitive development is product of interaction/social experiences
  • cognitive development is shaped by influences of people and culture important to child
    • child uses language to direct his actions & get things done
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10
Q

~Growth in cognitive development depends on experiences~

A
  • activity is thought = produces cognitive growth
  • language built on cognitive abilities arise in sensorimotor period (birth to age 2)
    • essential for all future development
  • Cognitive development similar for all children
    • order of milestone achievement similar but rates may vary (order more stable than rate)
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11
Q

~Prelinguistic Stages~
* Stage 1 (birth to 2 months)

A

~Prelinguistic Stages~
* Stage 1 (birth to 2 months)
* reflexive vocalizations: automatic responses to physical state
* cries
* grunts
* coughs
* burps

  • vegetative sounds: associated
    with activities (e.g., feeding)
  • grunts
  • sighs
  • clicks
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12
Q

~Prelinguistic Stages~
Stage 4:P

A
  • Stage4– Canonical (~7-10+months)
  • beginning is still stimulatory, not to communicate specifically with adult; end is imitation of adults
  • reduplicated
  • similar strings of consonant-vowel sounds(CV)
    *variation in vowel but consonant stays (e.g.,mama) *

non-reduplicated/variegated
*variation in vowel & consonant (e.g.,bada)
* smooth transition between syllables

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13
Q

~Prelinguistic Stages~
Stage 5

A
  • Stage5–10+months
  • Jargon
    • strings of babbled utterances with modulated intonation, rhythm, pauses & eye contact
    • sounds like child is attempting sentences without actual words
  • Gestures begins with imitation around 8 months (prefrontal cortex activity)
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14
Q

Cognitive and Language Development
Attention:
Representational Competence:

A

Attention
*ability to engage, maintain, disengage and alternate focus

Representational Competence
*ability to establish relationships between words and referents
*e.g., object permanence, symbolic play

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15
Q

~Newborn~
Prefers_____

Hearing range is _____

A

-Prefers human face
-Care giver interprets eye contact as a sign of interest or attention

-Hearing range is tuned to human speech
-Prefer acoustic patterns of mother’s speech
-Conversational patterns are preferred

-Those children who avoid eye contact (e.g.,blindness, autism) have a difficult time connecting to parents/caregivers

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16
Q

~1 Month~
1st week:
2 weeks:
3 weeks:
1 month:

A

1st week: gross hand movements; tongue protrusions; mouth opening/closing patterns

2 weeks: distinguish maternal face over others; will turn to mother’s voice; gaze at mother’s mouth eyes; utilize facial expressions when doing so

3 weeks: social smile

1 month: pitch and speech sound durations follow patterns of caregiver

17
Q

~3 months~

A

-visually discriminates between people

-caregiver must provide more than face to hold attention
-exaggerate expressions & voice
-vocalize more frequently

-attend for longer periods of time
-related to level of stimulation
-overload – turns away

-immediate positive responsiveness increases child’s motivation to communicate

-maternal level and quality of engagement linked to security of attachment at 9 months

18
Q

~Deictic Gestures: 10-12 months~
Ritual request:

A

 Ritual Request: conveys infants wants/needs by reaching with open hand or moving an adults hand to the referent
-Show
-Give
-Point

-Pragmatic function to gain or maintain adult interaction, or to request, or draw attention to a referent

19
Q

~Gesture Development~
Between 12-16 months:
Between 18-24 months:

A

-Between 12-16 months of age, infants communicate with gestures OR words

-When symbols (lexical and gestured) are combined, it is referred to as conceptual vocabulary

-Between 18-24 months, the child is putting two word utterances together but “gesture + word” occurs before

-Clinicians should ALWAYS observe gestures when determining linguistic knowledge of a child.

20
Q

~Basic Facilitation~

A

-Exchanges result from modifications made by an adult to accommodate a child

  • The caregiver monitors the exchange, obtains the child’s attention and optimizes the interaction.
  • Caregivers make exaggerated facial expressions, body movements, positioning, timing, touching, prolonged gaze, and baby talk (simplifications)
21
Q

~Gaze~

A
  • Caregivers modify their typical gaze pattern when interacting with an infant
  • A caregiver may remain in eye contact with an infant for more than thirty (30) seconds; adults maintain eye contact for no more than a few seconds
  • During play, gazing occurs up to 70% of the time simultaneous with vocalization
  • A caregiver monitors a infant’s gaze, adjusting conversational topic accordingly
22
Q

~Joint reference~

A

-Two or more individuals share a common focus on one entity
-Important for language development
-in this context that infants develop gestural, vocal, and verbal signals

3 components:
-indicating
-deixis
-naming

23
Q

~How a child learns sounds + how those sounds relate to growth in language~

A

-Prelinguistic behavior refers to all vocalizations prior to first word
-speech sound development refers to the gradual articulatory mastery of speech sound forms within a given language
-phonological development refers to the acquisition of speech sound form and function within a given language system

24
Q

~Criteria for First Word~

A

1.) produce the word with clear intention and purpose

2.) recognizable pronunciation

3.) used consistently and extends beyond the original context

25
Q

~Expansive Strategies~
Evocative utterances=

A

Evocative utterances – child names & factors in adult feedback

-The child is testing if they know the meaning as they name entities.
-The child states a word and waits for a response

-There is a positive
relationship between the amount of verbal
input from adults at 20 months and vocabulary size and average utterance length of the child at 24 months.

26
Q

~Expressive Strategies~
Hypothesis-testing utterances and interrogative utterances=

Hypothesis testing:

Interrogative Utterance:

A

Hypothesis-testing utterances and interrogative utterances are direct – child seeks feedback from adult for confirmation

-Hypothesis-testing – child uses rising intonation to see if what they thought was correct.
-When seeking confirmation of a word meaning, the child may say a word or word combination with rising intonation; an adult either confirms or denies the child’s hypothesis.

-Interrogative utterance
-If unaware of a label a child will utter “what?”,“that?” or “wassat?” and wait for confirmation
-When unaware of an entity label, a child uses an interrogative utterance

At 24 months there is a positive correlation between the number of interrogative utterances used by children and their vocabulary size.

27
Q

~Expressive Strategies~
Selective imitation-

Focus operations-

Substitution operations-

A

Selective imitation is used in the acquisition of words, morphology, and syntactic-semantic structures.
-toddlers imitate ~ 20%
-important for vocabulary growth
-self-imitation important for transition from single-word to multiword language
-decreases after age 2.
-child must understand utterance’s meaning to imitate

-Focus operations - until about age 3, consist focusing on one or more
words and repeating them

-Substitution operation - child repeats only a portion of the utterance but replaces words
-As children become more proficient with a structure in spontaneous speech, their imitation of it decrease

28
Q

~Expressive Strategies~
Formulas:

A

Formulas:
-verbal routine or segment of language used in everyday conversation
-initially used as memorized unit

segmentation – analysis of those formulas into its parts coincides with vocabulary spurt at 20 months
-aids language development

29
Q

~Preschool Learning Strategies~
Bootstrapping:
Questions:

A

Bootstrapping – using what you know to learn something you don’t yet know

semantic bootstrapping – analyzing syntactic structure based on semantic information
syntactic bootstrapping – using sentence structure to determine word meaning

Questions
-yes/no learned 1st

30
Q

~Universal language learning principles~
Avoid Exceptions:
Grammatical markers should:

A

Avoid exceptions
-rules are used before exceptions
-order of learning: no past tense –> regular past tense –> generalize to regular past tense (overextension) –> irregular past tense

Grammatical markers should make semantic sense
-words are substituted within the same class
-e.g., error with particular preposition will result in use of another preposition NOT an article

31
Q

~Adult Speech to toddlers~

A

12 months: nonverbal adult behavior influence an infant’s vocabulary
-Maternal verbal behavior is important for a child’s vocabulary growth from 13-17 months
-especially feedback and supportive directions
-Intrusive verbal directions by the mother negatively influence vocabulary
growth.

-In conversational context, parents facilitate acquisition by engaging in
-modeling
-cueing
-Prompting
-Especially useful with children with language disorders
-responding

32
Q

~TYPCAL MOTHER’S MODEL
SPECIFIC HELP FOR TODDLER LANGUAGE LEARNING~

A

 Grammatical structures modeled most frequently are most used by child

 Compared to adult-to-adult speech, child directed speech (CDS) exhibits
a) greater pitch range
b) lexical simplification (diminutive and syllable reduplication)
c) shorter, less complex utterances
d) more paraphrasing and repetition
e) limited, concrete vocabulary and a restricted set of semantic relations
f) more contextual support
g) more directives and questions

33
Q

~TYPICAL MOTHER’S MODEL
SPECIFIC HELP FOR TODDLER LANGUAGE LEARNING~

The decrease in mothers MLU=

At age 2=

A

 The decrease in a mother’s mean length of utterance MLU, beginning months prior to her child’s first words, is positively related to better receptive language skills by her child at 18 months of age.

 At age 2, the amount of shared attention and maternal gestures and relevant comments are positively correlated with a child’s verbal learning a year later.

34
Q

~Other specific help for toddlers language learning~
Fathers:

A

Fathers’
-Provide even more examples of simplified speech
-Fewer common words
-They are less successful at communicating with toddlers as they have more communicative breakdowns than mothers

-Other children (as young as 4) make language and speech modifications when addressing younger language-learning children.

-There are clear language-learning advantages for children attending preschool when the curriculum emphasizes language and literacy.

35
Q

~Other specific help for toddler language learning~
Expansion:
Extension:

A

-Expansion is a more mature version of a child’s utterance with word order preserved
-Children typically perceive expansions as a cue to imitate.

-Extension is a comment or reply to a child’s utterance
-child says “Doggy eat,” and the partner replies,“Doggie is
hungry.”
-Conversational manner provides positive feedback

36
Q

~Turnabout~

A

-A response to the previous utterance that requires a response in return
-These resemble a conversational dialogue
-Adult questions help a preschooler develop adult-like questions

-Responses should be grammatically correct – they are a model
-if something is not understood a request for clarification should be made

-Younger children (2-3 yrs) use frequent yes/no questions
-3-5 1⁄2 simple questions work best

Language Development (4 decks)

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