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CSD 599 > Test 2 > Flashcards

Test 2 Flashcards

1
Q

basic jobs of the brain

A

processing: controls info by analyzing, coding, and storing info (have I heard this before? where did i store it?)
formulation: controls preparation of intention and behavior (creating the message we want to convey to others)
regulation: aids in the performance of the other two functions by maintaining brain’s energy level and awareness

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2
Q

functional magnetic resonance imaging (fMRI)

A

allows us to id brain structures involved in specific mental functions
non invasive
maps neural activities to specific structures according to changes in brain oxygen levels
examine brain activity while a person is involved in a specific processing task

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3
Q

magnetic resonance imaging (MRI)

A

provides structural scans of the brain

static pictures are provided

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4
Q

positron emission tomography (PET)

A

shows how organs and tissues in the body are functioning
inject small dose of radioactive chemical into vein and watch it travel through the body and is absorbed by tissues and organs being studied
cellular level metabolic changes in an organ or tissue are revealed
several regions of the brain identified are active during speech sound processing

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5
Q

Neuron

A

made of cell body, axon, dendrites, and synapse

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6
Q

cell body

A

contains the center (nucleus) which contains genes and chromosomes. the human brain uses 40,000 genes

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7
Q

axons and dendrites

A

receive and transmit electrochemical impulses from other neurons

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8
Q

synapse

A

site where two neurons meet. for neurons to communicate, the impulse must cross the synapse

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9
Q

central nervous system

A

brain and spinal cord

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10
Q

peripheral nervous system

A

cranial spinal nerves

carries information to and from CNS to innervate rest of body

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11
Q

cranial nerves

A

allows body to perform different actions (smiling, kicking a ball, and producing a sound)
there are 12 cranial nerves

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12
Q

spinal nerves

A

come out of spinal cord

without cranial and spinal cords acting together, we would not function appropriately

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13
Q

brain

A

initiates and regulates all motor, sensory, and cognitive processes

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14
Q

spinal cord

A

carries sensory and motor information to and from the brain and rest of the body

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15
Q

PNS

A

system of nerves connected to the brainstem and spinal cord

nerves carry sensory information to the CNS and motor commands away from the CNS. Controls nearly all voluntary and involuntary activity of the body

cranial nerves and spinal nerves

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16
Q

cerebrum

A

located on top of the brainstem and cerebellum

there is a left and a right hemisphere

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17
Q

lobes of the cerebrum

A

frontal, temporal, parietal, occipital

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18
Q

frontal lobes

A

activate and control fine and complex motor activities (speech)

control executive functioning
reasoning, problem solving, planning, hypothesizing, being socially aware
allows us to monitor behaviors and control information processing

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19
Q

Theory of Mind

A

an evolving ability to understand that other people have their own thoughts, beliefs, and feelings

requires social and interactional experience over many years to reach mature form

self awareness generally develops along with ToM

children with earlier theory of mind usually make more friends. mothers who talk about peoples feelings more have children with earlier ToM

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20
Q

Broca’s Area

A

motor cortex of the left frontal lobe.
responsible for fine coordination of speech output
expressive speech. physically producing that speech.

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21
Q

Wernicke’s area

A

in temporal lobe

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22
Q

What happens in producing a message?

A

message conceived in Wernicke’s area then transmitted through the arcuate fasciculus then to broca’s area which programs the motor cortex to signal the muscles for speech

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23
Q

What happens if there is damage to either broca’s, wernike’s, or the arcuate fasciculus?

A

Broca’s area: expressive speech. Physically producing that message
It would be hard to communicate if there is damage to any area.
Wernike’s: formulation and reception of speech aka comprehension
Arcuate fasciculus: would be more of a speech issue if damaged. Aka can not produce the message.

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24
Q

Occipital Lobe

A

Visual perception and visual processing

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25
Q

Parietal Lobe

A

Perceive and integrate sensory and perceptual information
Comprehend oral and written language
Perform math calculations
Left inferior portion of the sensory system is linked to language ability, esp. reading and naming tasks

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26
Q

What lobe houses working memory?

A

Parietal lobe

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27
Q

What is working memory

A

Where information is held and manipulated in order to complete a tasks

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28
Q

temporal lobes

A

Processing auditory information and language comprehension

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29
Q

Important note on lobes

A

there is a lot of overlap between the lobes

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30
Q

what happens to understanding (comprehending) a message

A

Auditory signal>Primary auditory cortex (Heschl’s gyrus in the temporal lobes)>information separated>coded linguistic message sent to L temporal lobe for more processing>paralinguistic info sent to R temporal lobe.

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31
Q

Brainstem

A

Serves as a channel between the rest of the brain and the spinal cord by:
Transmitting sensory information to the brain and motor information away from the brain
Relay station for the cranial nerves supplying the head and face and for controlling visual and auditory sense
Structures associated with metabolism and arousal

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32
Q

cerebellum

A

Regulates motor and muscular activity

Coordinates motor movements, muscle tone, posture and equilibrium

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33
Q

muscle tone

A

flaccid, low tone, typical tone. (spaghetti like walking or facial drooping is low muscle tone)

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34
Q

Lateralization and the CNS

A

Certain activities are the almost exclusive domain of one of the 2 hemispheres.

In most people, the left hemisphere has more control over language, math, and logic.

While the right hemisphere is geared towards creativity, recognition of printed word, recognizing affect. (paralinguistic cues)

Most individuals with left cerebral dominance are right-handed.

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35
Q

Prenatal brain development

A

development starts very early, main outlines of brain are recognizable, cerebrum and cerebellum by mid-term

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36
Q

postnatal brain development

A

growth is rapid and massive, typical size 12 oz at birth rapid growth in cerebellum.
Because we expose them to so much is why.
First month of life: synaptic firings increases fifty-fold!
Connections devoted to S/L relatively mature by late preschool

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37
Q

How does language processing occur

A

Thought AND language processed by our information processing system

Attention (alertness) , Discrimination, Organization, Memory, Transfer….all overseen by Executive Function

Comprehension involves integrating ALL these processes

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38
Q

attention

A

awareness of a learning situation AND cognitive processing. Includes: orientation and reaction

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39
Q

orientation

A

holding attention over time

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40
Q

reaction

A

amount of time required before a response is received

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41
Q

important note on information processing

A

If a question is asked, it will take us a little bit of time to respond because we need time for the message to be receive, process, and formulate a response. Whether our mind is oriented to the task or not.
Orientation dependent on other distractors.

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42
Q

discrimination

A

How does the incoming information differ? If difficulty identifying related characteristics of the incoming information…will be difficult associating new information with old information. Requires working memory

You hear new info and think “I got it” but then an unfamiliar word is said. What info do I know and do not know and what associations can I make with the new word so I can remember and move on.

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43
Q

organization

A

Information is “chunked” into categories
Some stored semantically, phonologically, subjects etc.
Retrieval is all about how we organize our info

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44
Q

memory, recall, retrieval

A

: Recalling the information that was previously learned and stored

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45
Q

transfer

A

Applying previous knowledge to new information

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46
Q

Explain what is occurring and has to occur for a child to respond to the following question.

A

Recognize it is a question
What are they asking of me
Where did I store that info (math?)
Now I’m picturing my fridge because I hear eggs.

It’ll take kids with a deficit that longer processing time to go through all these steps.

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47
Q

Information processing

A

attention, orientation, reaction, discrimination, organization, memory/recall/retrieval, and transfer.

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48
Q

attention

A

awareness of a learning situation AND cognitive processing.

Includes: orientation and reaction

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49
Q

orientation

A

holding attention over time. It’s dependent on other distractors

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50
Q

reaction

A

amount of time required before a response is received

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51
Q

in regards to information processing, when asked a question, a child must…

A

it will take us a little bit of time to respond because we need time for the message to be receive, process, and formulate a response. Whether our mind is oriented to the task or not.

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52
Q

discrimination

A

How does the incoming information differ? If difficulty identifying related characteristics of the incoming information…will be difficult associating new information with old information.
Requires working memory

You hear new info and think “I got it” but then an unfamiliar word is said. What info do I know and do not know and what associations can I make with the new word so I can remember and move on.

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53
Q

organization

A

Information is “chunked” into categories

Some stored semantically, phonologically, subjects etc.
Retrieval is all about how we organize our info

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54
Q

memory/recall/retrieval

A

Recalling the information that was previously learned and stored

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55
Q

transfer

A

Applying previous knowledge to new information

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56
Q

Explain what is occurring and has to occur for a child to respond to the following question.

How many eggs are in a dozen?

A

Recognize it is a question
What are they asking of me
Where did I store that info (math?)
Now I’m picturing my fridge because I hear eggs.

It’ll take kids with a deficit that longer processing time to go through all these steps.

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57
Q

How children go about learning their native language

theoretically

A

build knowledge of language development as a uniquely human phenomenon that is remarkable for a variety of reasons

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58
Q

How children go about learning their native language

practically

A

better help children and adults who may have difficulties in this aspect of development

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59
Q

Language theories for younger kids

A

focus on approaches that have more nurture or interactionist approach

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60
Q

Language theories for older kids

A

more of a nature aspect usually when working with them.

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61
Q

considerations when discussing theories

A

Theories should provide testable explanations related to language development.
How do children learn their language?

Theories should help guide the clinician when addressing language development concerns.
Why am I using this particular approach?

Their interactions with us when we try to help them learn language. (how close they like us to be, focusing their attention on us..)

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62
Q

what do infants bring to the task?

A

Are they preprogrammed?
How do they learn their language. Pretty universal
Do they learn through
experiences?

Nature or nurture (nativist vs empiricist) debate
The reality…it is somewhere in between the two.

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63
Q

what inputs support learning

A

Is it the child’s own interest in learning social conventions and socializing that provides the strongest supports for learning?

Is it simply by hearing more and more language that children start to make assumptions about their language?

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64
Q

nature inspired theories

A

Nativist theories

Knowledge is innate and genetically transmitted not learned by experience.

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65
Q

nurture inspired theories

A

Empiricist theories

Humans gain all knowledge through experience.

“Tabula Rosa”

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66
Q

behaviorist theory (nurture)

A

Skinner: learning is the result of shaping…..
Operant conditioning: consequences of behaviors shape subsequent behaviors
Stimuli in the environment elicit verbal responses, or language from children
Each step stimulates each successive behavior
We perform an action, we get a response which then supports later behaviors and language.
All about responsiveness of the caregiver on how often the children will use it or not.

67
Q

Applied Behaviorist Analysis (ABA) (nurture)

“theory to practice”

A

Key terms of OC used in ABA: stimulus, response, and reinforcement

Discrete trial training (DTT): series of distinct trials that the adult or therapist repeats until the child masters the target skill
Application in building language skills
ABA: support language development to support child’s language skills.

68
Q

Social Interactionist Theory (nurture interactionist)

A

Vygotsky: language emerges through a child’s interactions

Initially…language and cognition intertwined…but by 2 years…separate capabilities

Vygotsky: language and cognition intimately linked until the age of two.

69
Q

zone of proximal development (ZPD)

“theory to practice” - S.I.T

A

difference between a child’s actual developmental level as determined by independent problem solving and his or her level of potential development as determined through problem solving in collaboration with a more competent adult or peer (Vygotsky, 1978)

As children learn language through social interactions with others, their general cognitive abilities progress

70
Q

Examples of ZPD

A

ZPD: knowing where the child is right now in terms of development and knowing we want to get them to this other level. Work JUST above where they. Challenging but attainable.
Example: teaching gestures, then teaching vocalizations, then verbalizations.
Example: child has issues with plurals and prepositions. First, ID child where they’re at. Then expand on what they know and expose them to a little bit more. Then after repeated exposures, we ask her to use what she has been exposed to previously. Learning through exposure to concepts.

71
Q

Cognitive Theory (nurture interactionist)

A

Piaget: the study of the development of knowledge

Children go through a series of experiences; emphasized that achievements in one stage must occur prior to a child moving into the next stage

Language follows closely behind children’s general cognitive development

72
Q

More on Cognitive theory.

“levels of play”

A

Talks about different levels of play: parallel play (moves from isolated play to this stage where they’re closer to peers but not much interaction with them still. Mostly just cognition), constructive play (playing together with a similar goal but not quite cooperative play), isolated play (could be stacking blocks, pushing car etc by themselves. Usually just vocalizing at this point), cooperative play (involves child to really engage with their peers. Can involve dramatic play which involves imaginary or pretend play. Language and cognition working together)

Isolated to parallel to constructive to cooperative

73
Q

Cognitive Theory Cont.

A

Children as active agents in constructing their understanding of language
Egocentric: developmentally predisposed to view the world only from their perspective
More so in earlier stages of learning and play
True dialogue once children are able to take the perspective of others
Aka during higher level of play

74
Q

Cognitive Theory Into Practice

A

Story retelling
Progression of stories from “me, me, me” to “my family” to the “rest of the world”

Present, past, past/present/future

Theory of Mind..perspective taking

Cooperative play needs to include theory of mind in order to work appropriately.
2-3 children start telling short stories but as they get older, it becomes more expansive and can go past the here and the now

75
Q

Intentionality Model (nurture Interactionist)

A

Children’s abilities in language, emotional expression, cognition, social interaction, and object play develop in tandem
Child is responsible for driving language learning forward
Children learn language (especially form and content) when what they have in mind differs from what others around them have in mind, because they must express themselves in order to share that information
Intention I have when I communicate with you.
When child really starts to show intentionality is when we believe they truly want to communicate with us.

76
Q

Intentionality Model (theory to practice)

A

Milieu approach to therapy
“Sabotage” the environment
Environmental changes so that they have to communicate

Intention…
The need to communicate

If they like books and they’re always around, hide the books so they have to ask for it. This doesn’t work well for someone like danielle

77
Q

The Competition Model (nurture inspired)

A

Children acquire language forms that are heard frequently and reliably early in life, and later in life they acquire forms that they hear rarely or inconsistently.
Overgeneralization: Language learners make an irregular past tense verb regular by adding /d/, /t/, or /Id/. (“I goed” instead of saying “I went”)…it takes repeated exposures before they master “I went.”
Direct imitation helps children learn the irregular wordings.

78
Q

What is answered by the “nurture-inspired” theories

A

how we can use our own behavior to shape kids speech. How you can manipulate environment to support child’s language.

79
Q

Universal Grammar (nature inspired)

A

A syntactic perspective

Focus on the commonality and universality to the grammatical rules of language

Rules drive system and are separate from meaning

We have this innate ability to use this rule system in order to produce a huge range of sentence structures. Universal grammar is the answer to this

Rapid acquisition proves language is NOT learned

Language is universal among humans

Children are born with a set of grammatical rules that exist in all languages, the input solidifies the parameters.

80
Q

Chomsky

A

Godfather of nature theories.

81
Q

Syntactic Perspective

A

hypothetical tool in our brain that allows us to learn language. Commonality related to all language with structure. The reason for this universal structure is because of this tool.

82
Q

More on Universal Grammar

A

Parents don’t teach language or use corrective feedback

Language acquisition device (LAD)
A hypothetical cognitive tool that allows children to rapidly learn and understandlanguage

Think about the linguistic competence and linguistic performance discussion.
Are children born with the competence…but due to processing limitations cannot demonstrate the performance?

About this cognitive tool instead of corrective feedback but the feedback fine tunes this cognitive tool.
It doesn’t explain acquisition of vocabulary though.
Children born with competence but need feedback for performance.

Evidence from cross-cultural examples show similarities in sentence structure at similar ages.
Note: Developmental similarities across languages

83
Q

Clinical Implications of Universal Grammar

A

Helps to explain the innate human ability to develop sophisticated language

84
Q

Discuss several theories and how they can explain the overall development of language (i.e. with a focus on each of the language areas)

A

good fucking luck

85
Q

Think of some very common toys that could be used with preschoolers. Identify a theory on which development of this toy may have been based.

A

lol

86
Q

You have been assigned your first client for an evaluation and likely therapy. The three-year old has very limited language. How could an awareness of theories of language acquisition help you in developing a lesson plan for this client?

A

Short term goals and individual objectives per session.
Manipulate environment
Reward for good language use.
Ask parents to work on certain areas

87
Q

Prevention: practice informed by theories

A

We want to prevent later difficulties for the “at-risk” populations

88
Q

Intervention: practice informed by theories

A

We want to develop programs to support a child’s language development

89
Q

Assessment: practice informed by theories

A

We want to collect sufficient data to support a child’s language development

90
Q

enrichment: practice informed by theories

A

teachers, clinicians, and other adults provide an enhanced language learning environment that builds upon existing skills and promotes the development of new and more advanced language abilities
The Hanen Program for Early Childhood Teachers and Educators
Also for parents. We can teach to others to support a child’s language. Gives different strategies to help the kiddos

91
Q

Early in the first years

A

Listening, watching, exploring (semantics), socializing (there is always turn taking going on)…does all this contribute to linguistic development?

92
Q

what are some early communication features seen in young infants

A

Visual preferences
Distance – 8 inches
Eye contact
Auditory preferences for human voice (esp. mom’s voice)
Movement of head – turn away if done communicating with you
Wakefulness – patterns occur between child and caregiver

93
Q

Infants

A

Recognize the phonetic details of speech (vs older children who are doing what?) and phonotactic combos of our language.
Form categories (strong predictors of cog/lang abilities at 2 yo)
Speech vs non-speech?
Voiced vs voiceless?
Allophonic variations
Attention to actions they see and the associated intentions

94
Q

Communication/socialization in 1 month old

A

Patterns for interaction begin as noted by gazing at faces and vocalizing. Social smile especially in presence of mother

95
Q

Communication/socialization in 2 month old

A

Infant starts to visually track mothers voice.. turning away from strange voices

96
Q

comm/social in 3 months

A

Caregiver changes facial expression to improve reaction from infant. Mutual gaze>gaze coupling (looking at each other>turn-taking)

97
Q

comm/social in 4 months

A

Infants most responsive to vocalizations vs non-vocalization. Change from simultaneous to sequential (waiting for adult to do something before they respond) At four months, make more vocalizations compared to non verbal gestures because that’s what they prefer
Rituals and game-playing show predictable patterns of speech and behavior

98
Q

Early gaze coupling, turn-taking, routines, and games are particularly importance for later communication. Why would this be the case?

A

They start to anticipate these rituals and will act accordingly

why? Starts teaching them conversational skills at an early. Sets stage with true communication

99
Q

communication and socialization in regards to games

A

While games have many attributes of conversations, they also contain identifiable, sequential interactional phases called protoconversations (quasiconversations).
Both partners are active participants in these exchanges.
MAY contain: initiation, mutual orientation, greeting, play dialog, disengagement

100
Q

comm/social 5 months

A

Recognize that vocalizations get reactions

If they make a sound and it’s not being responded to, they get that and eventually stop.

101
Q

reflexive vocalizations

A

Discomfort/distress and vegetative sounds
(0-2 months)
Child will have a different cry for different things (hungry, wet, sleepy, happy)

102
Q

control of phonation

A

Cooing and gooing, raspberries

1-4 months

103
Q

expansion

A

Truer adults vowels sounds, squealing
More control over articulators
Babblings starts…
(3-8 months)

104
Q

Canonical babbling (5-10 months)

A

CV syllables (e.g. “ba” and “goo”) moves into CVCVC = canonical babbling
Reduplicated babbling
Variegated babbling:
(Preference for nasals and stops in most cultures )

105
Q

Reduplicated babbling

A

repeated CV pairs (e.g. dadadada)

106
Q

Variegated babbling

A

non-repeated CV pairs (e.g. da-ma-ga-da)
usually different consonants with the same vowel sound
Nasals and stops: bc they’re easier to produce and easier for infant to see

107
Q

advanced vocalizations (9-18 months)

A

Varied combinations of syllables used
Jargon evidenced (2+ consonants and vowels with varied stress and intonation) – shows expressions and gestures.
She understood conversational turn taking while on the phone

108
Q

comm/social 7 months

A

Starts to take more control in interaction

109
Q

comm/social 8 months

A

Selectively listens to words and follows simple requests

110
Q

as communication skills improve…

A

caregiver starts to refer more to objects, events and “others.”
Up until 6 or 7 months, At 7 months, when child takes control in interaction, they’ll explode what they expose their child to

111
Q

comm/social 9 months

A

Follow maternal pointing and glancing or regard.

Infant’s gaze is more likely to be initiated and maintained when the mother is vocalizing and/or gazing back. Mother is more likely to initiate and maintain vocalization when infant looking at her

112
Q

joint attention

A

they start following mother’s pointing. More labeling will happen and more exposure to the world. This is where receptive vocabulary expands

113
Q

comm/social at 8-9 months

A

Infant begins to develop intentionality or goal directedness and the ability to share goals with others.
Child and caregiver now have a shared goal.

114
Q

Three-stage sequence in the development of early communication functions

A

perlocutionary, Illocutionary, and locutionary

115
Q

perlocutionary

A

(0–7/8 months)
Goal: To keep an interaction going (crying, cooing)
The action (e.g. crying/cooing) teaches the child how a “signal” can influence behavior
Caregiver “infers” an intention
Generally wanting to keep an action going
Goal is to keep the interaction going
This action is going to teach the child that whatever they do or say will get a response

116
Q

illocutionary

A

(8 - 9 months )
Emergence of intentional communication shown by:
• Gestures along w/eye contact with partner.
eye contact imp so caregiver knows how to respond
• Consistent sound and intonation patterns of her own invention as signals for specific intentions.
• Persistence in attempting to communicate.
Gestures really important for later communication
Child going to start requesting as part of their gestures. Try to maintain joint attention through their gestures

117
Q

locutionary

A

begins with the first meaningful word.
• Verbalizations are used with or without gestures to accomplish functions previously filled by gestures.
over time, we will see those gestures diminish but not fully go away .
Still asking for what they want but they’re starting to verbalize their requests more.

118
Q

gesture before illocutionary

A

Infant exhibits or shows herself (e.g. hiding face, raising arms) (before illocutionary) – 1st gesture we see usually. Not yet indicating intention

119
Q

stage 2 of gestures

A

Infant shows objects by extending them toward caregiver (won’t release, though…part of joint attention) they’re practicing what happens if they hold their hand out.

120
Q

stage 3 of gestures

A

full range of gestures (i.e. conventional means of showing: giving, pointing, requesting OR (nonconventional gestures, such as tantruming and showing off)

121
Q

Early gesture use is predictive of later vocabulary development (Rowe, Ozcaliskan, & Goldin-Meadow, 2008)
Gesture use at 14 mos>Predicted receptive vocabulary at 42 mos.
Gesture types even more predictive (i.e. different types)
What does this mean for encouraging a child’s language development?

A

Pointing and gesturing more so for gesture types.

What does this mean? We need to respond to gesturing, and to teach the simple and early gestures if they’re not doing it, encourage pointing in objects or people they care about. You don’t want to give everything to the child immediately if you want them to communicate.

122
Q

early gestures

A

Initially gestures appear without vocalizations but are gradually paired
Child points ONLY in presence of communicative partner
It tells us that it is a form of communication

123
Q

protoimperitives

A

Gestures indicating a request

124
Q

protodeclaratives

A

Gestures with a goal of maintaining joint attention

I don’t need it, but lets take the time to look at it anyways

125
Q

What are some important foundations for language development?

A

Infant directed speech
Joint reference and attention
Daily routines
Caregiver responsiveness

126
Q

influences of early development

A

The amount and quality of input infants receive is important for development.

127
Q

infant directed speech

A

caregiver going to modify how they communicate to the infant. : Change in speech & language addressed to infants.
• Short utterance length/simple syntax, small core vocabulary, more paraphrasing and repetition, beyond those found in adult-to-adult speech.
• Mothers using shorter sentences at nine months have toddlers with better receptive language abilities at 18 months
Want to have quality and quantity to it. No “boo noo boo boo” all the time.
The more receptive we are at a young age, the better for the child.

128
Q

joint reference and attention

A

there is a shared focus on either each other or something in the environment. Joint referencing is demonstrated by an infant prior to joint attention.
Referencing deals with looking at others, especially others’ eyes, for a number of purposes. Some include: attending to name or checking for emotional reactions

129
Q

daily routines

A

different scripts and schemas for the different activities

130
Q

caregiver responsiveness

A

we want them to response to attempts at vocalizations
Attention to infants’ vocalizations and communicative attempts
What they have to say is valued
The more consistent and contingent the response= longer periods of joint attention and more motivation to communication
More responsive maternal input = linked to when they say first-word and two-word utterances

131
Q

purpose of infant directed speech

A

To capture and maintain her infant’s attention.
To aid children in learning language.
To maintain the child’s responsiveness at an optimal level.
To communicate, understand and be understood, and to keep both partners focused on the same topic (content words placed at end of utterance).

At end more so because it’s the last thing they hear and the rising intonation at the end catches their attention.

Find out how the parents communicate with the child.

132
Q

purpose of infant directed speech continued

A

Both partners are focused on an external object
Looking where someone else is looking

In the first few months, infants start to follow the gaze of caregivers.
Great time to start labeling
Within this….infants develop gestural, vocal, and verbal signals of notice

133
Q

development of joint reference: phase I (0-6 months)

A

attend to communication partners
Attention maintained when engaged with other people
Joint reference is guided and controlled by the adult
Particularly interested in parents’ faces (caregiver responsiveness crucial)

134
Q

development of joint reference: phase II (6-12 months)

A

beginning of intentional communication.
Child starts to initiate and engage in joint attention (focus shifts from object of interest to another person) and the goal is to direct attention to an item
Phase II: child initiates through their gestures

135
Q

Infants engaged in longer periods of joint attention found to have relatively larger vocabularies at 18 mos than those with fewer experiences.
Way to keep joint attention?

A

Keep attention longer by being more animated and find things they’ll think is more interesting, not necessarily what you find interesting. Vary facial features. If a child continues to look around, just label what they look at. Always think about what the child would want.

136
Q

development of joint attention: phase III (8-12 months)

A

Infant begins to point and to vocalize.

Caregiver commenting on infant’s action or interest are positively related to greater comprehension later.

137
Q

Using strategies to maintain an infant’s attention positively related to sustained attention at 18 mos (vs redirecting).
What is redirecting imply?

A

When an adult redirects, it’s usually what’s of interest to us and not what is of interest to the child.
It’s ok to do when they’re sitting and doing nothing but if they’re in play, talk about what they’re doing

138
Q

why do we care about joint attention?

A

Word learning opportunities

Conversational schema

139
Q

what cues support an infants joint attention?

A

Line of regard
Gestures
Body posture

140
Q

conversational schema

A

Initiation, topic maintenance (or topic shifting), then disengagement. (conversational schema). We may also need to do conversational repair. Usually children don’t understand how to repair the conversation so we need to ask them if they understand. (it emerges pretty early though)

141
Q

daily routines of infancy

A

Conversation used during routines…beneficial to language development (scripts)
Hear same words, sound patterns, intonations
Engage in joint reference and attention

142
Q

key elements of caregiver responsiveness

A 
Waiting and listening
Following the child’s lead
Joining in and playing
Being face to face
Using a variety of questions and labels
Encouraging turn-taking
Expanding and extending.
143
Q

What are the foundations of language development and how can each contribute to language development?

A

Joint attention (core skill), gestures (core skill), turn taking, initial eye gaze

144
Q

The key period of development for physical and motor (gross or fine) development is

A

from birth -12 years of age. Children become physically ready for different aspects of motor development at different times.

145
Q

What comes first? Fine or gross motor?

A

Large motor skills (gross motor) , such as walking, tend to come before the refinement of fine motor skills, such as using a crayon or cutting.

146
Q

Early development. 1-3 months.

motor/communication

A

Limbs move reflexively/ Reflexive vocalizations

Lifts head while on stomach..cannot support head when upright/ Responds to human voices

This is a big milestone/Quasi-resonant nuclei
Swipes at objects/Throaty going

Cant grab or reach though/Coos single syllable (CV)

Opens/close hands/Responds vocally to others’ speech

Minimal head bobbing while sitting w/support/Hears mom’s voice and they squeal

Reaches and grasps/Most vowel sounds used

147
Q

early development 4-6 months
motor/communication
(This is when the child starts to develop a personality)

A

Turns head in all directions(Explore environment more)/Babbles strings of consonants (Babble more in general)
Raises head and chest on arms/Imitates tones and varies pitch
Holds to objects put in hands; brings objects to mouth/Vocalizes to toys
Sits, with supports, for @30 min./Imitates some sounds
Rolls from stomach to back/Smiles and vocalizes to image in mirror
Moves objects from hand to hand/Varies volume, pitch and rate
Balances well/Vocalizes pleasure and displeasure with squeals
Reaches with one hand
Creeps(Pulling themselves around)

148
Q

early development 7-9 months
motor/communication
(They move into becoming more of a social being.)

A

Bangs objects together
Cuts first tooth; has better chewing and jaw control; can eat some strained solids
Uses thumb-finger in opposition
Manipulates objects(Feel things in their hands. Appreciate things with different temperatures)
Crawls and pulls up to stand…needs help getting down
Drops and throws objects

Plays vocally
Recognizes some words and repeats emphasized syllables
Produces distinct intonational patterns
Uses social gestures
Such as waving “hi”
Uses jargon
Babbles with some true words
Responds to name and “no”
Attends to conversation
149
Q

Early development 10-12 months

motor/communication

A

Holds and drinks from cup
Momentary unsupported stand>stands alone by getting up from all-fours and pushing up
Feeds self with spoon
Climbs up and down stairs
Uses spoon, cup and crayon; releases objects
First steps with support

Imitates some adult speech
Obeys some commands
Imitates inflections, rhythms, facial expressions
Follows simple instructions if accompanied by a visual cue (“bye-bye”)
Speaks first words
Mixes words and jargon

150
Q

What role does physical development play in a child’s language development?

A

When a child hits a particular physical milestone, they’ll also hit a language milestone. As a child starts to explore their environment, they get to see more things and get labels for it.

During creeping, caregiver responsiveness needs to be big.

151
Q

Toddler (1-3 years)

A

Lot’s of exploration….lots o’ skills to help them explore.

What are the two major achievements during toddlerhood?
First words
Gestures
Encourage them to explore.

152
Q

toddler: First word

A

On average, first word occurs at 12 months

First words generally refer to salient people and objects in babies’ everyday life.
Mama, dada, doggie, bottle

153
Q

What constitutes a true word?

A

Word must be used with a clear purpose

Pronunciation must be recognizable to the adult form of the word (other people should recognize)
What are phonetically consistent forms (PCFs)?
Consistent sound patterns
Can be used for more than one referent
NOT considered a true word but a precursor to the true word
Think of “wa…..der” used by Deb Roy’s son

Word used consistently and meaningfully

154
Q

Example of a true word

A

Example:
The infant hears a knock on bedroom door.
“dada?” (questioning)
Father enters room. “Dada!” (greets father)
Father approaches and child lifts arms for a hug/to be picked up . “Dada!” (strong request or command)

Intonation changes, intent of communication changes, a single word/same word is uttered.

155
Q

The first true word contains four language components. What are they? What is lacking in the example? Why?

A

Four language components: phonology is there, semantics are there (dad is the referent), pragmatics there (communicating for different functions)
Syntax is missing because it’s only one free morpheme.

156
Q

role of gestures in first words

A

As child progresses from vocalizations> first words
Use referential gestures (fist to ear = telephone)
A precise referent which maintains stable meaning across contexts
(Note: Differs from deictic gestures which include pointing or giving because the gestures will have the same meaning across different contexts such as in the bedroom, to living room, to kitchen etc)
Use of referential gestures signals a transition from prelinguistic to linguistic communication.

Moving from one word>two word utterances
Use gesture – word combinations (points to chair > “Mommy”) and

Two gesture combinations (point to food while pretending to eat the food = to request being fed)

157
Q

Once at the two word utterance stage….toddlers stop combining two referential gestures. Why?

A

because they have a word for it.

158
Q

origin of gestures

A

An aside about mirror neurons

A type of visuomotor neuron
These neurons activate when people perform actions (including communication actions) and when they observe similar actions performed by others
Are mirror neurons responsible for the evolution of language and gestures in humans?
Could our ancestors have communicated primarily through gestures? Could this explain our early use and continued use of gestures?

159
Q

Specifically, what are major achievements during toddlerhood? Phonology

A

Phonology
Customary age of production: 50% of children
Age of mastery: produced in adult-like manner

How is production investigated?
Sound in various positions
Neighboring sounds
Coarticulation
Cluster productions
How are they producing a sound when in a cluster.
Original phoneme sound may vary due to the other sounds (two or three C together)

SLP’s in schools don’t really do language samples because it takes too much time.
Carrier phrase: same phrase you’re using for the different productions “I see a ____”

160
Q

Specifically, what are major achievements during toddlerhood? Phonology pt 2

A

Phonological Processes
Systematic, rule-governed speech patterns that characterize toddlers’ speech
Early errors are expected and rule-governed
An effort to simplify their inventory of sounds and sound combinations

final consonant deletion = rule governed.

161
Q

phonological processes simplifications

A

Phonological Processes
The simplifications can relate to:
(a) Syllable structure changes (e.g. banana = nana)
Initial syllable deletion
(b) Place of articulation changes (e.g corn = dorn)
fronting
(c) Manner of articulation (e.g. jeep = deep)
(d) Assimilation (e.g. dog = gog)
For typically developing children….all of these processes should be eliminated….with adult productions expected…by 5 years of age.

162
Q

major achievements during toddlerhood: phonological perception

A

Recognize a word…even when exact word produced by different people
Vocal characteristics ARE NOT properties of the individual words

Period around 18 months marks a transitional period of learning AND a period of partial phonetic information learning.
This will occur around single word utterances

163
Q

Specifically, what are major achievements during toddlerhood? Morphology

A

As a child reaches the 50 word mark (18-24 months) we see:

The emergence of the first grammatical morphemes
Or inflectional
Two word and some three word combinations
Different types of sentence forms

Earliest combos may lack a positional consistency> “eat cookie” or “cookie eat” or resemble adult speech “stop that” or “come here”

164
Q

morphemes and the different types in regards to development

A

As a child starts to put words together, they begin to use different sentence structures and morpheme structures.

Morpheme: smallest unit of meaning
Free morpheme: a morpheme that can stand alone (e.g. dog, car, house)
Bound morpheme: cannot occur alone and must be combined with a free morpheme (e.g. –s, -ed, -ing)
Bound morphemes start to occur at around 18-24 mos.

CSD 599 (1 decks)

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