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Language Development > Test 4 > Flashcards

Test 4 Flashcards

1
Q

~Language Growth Continues~
Early school-age years:
Syntax:
Metalinguistics:

A

Early school-age years:
-all aspects continue to advance
-greatest growth in pragmatic & semantic skills

Syntax:
-refinement of noun and verb phrases
-redundancy is avoided

Metalinguistics:
-think about language
-increase in writing and reading skills

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2
Q

~5 year olds~
Motor Skills:
Cognition:

A

Motor skills:
 gross & fine motor control  body awareness
 plays complex games
 hand preference

Cognition:
 maintains rules through activities
 knows own right & left
 counts to 13; shows up to 5 objects
 time concepts: yesterday, today & tomorrow
 understands parts of whole
 accepts the unknown (magic)
 begins to realize their reality it not the only one

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3
Q

~5 year old~
Social skills:
Communication:

A

Social skills:
 plays simple games
 selects playmates based on gender
 enjoys dramatic play; tells stories to entertain
 plays in groups
 plays purposefully & constructively

Communication:
 express vocabulary (5-6) of ~2,600 words
 talks about feelings
 humor develops; can tease  understands before & after
 follows 3-step directions
 90% of grammar is correct

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4
Q

~8 year olds~
Motor skills:
Cognition:

A

Motor skills:
 improved fine motor manipulation

Cognition:
 knows right & left of others  understands conservation
 can note similarities and differences reads spontaneously

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5
Q

~9-10 year old~
Pragmatics:
Semantics:

A

Pragmatics:
 sustains topics over many turns
 addresses perceived, specific breakdown in
conversation for repair
 all elements of story grammar present

Semantics:
 begins to interpret psychological states (e.g., cold, blue)
 understands in/on within temporal relationship
 understands most familial terms

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6
Q

~11-12 year olds~
Pragmatics:
Semantics:

A

Pragmatics:
 sustains abstract topics
 use adverbial conjucts (otherwise, anyway,
therefore, however)
 use disjuncts (really, probably)

Semantics:
 creates abstract definitions  Definitions socially shared  understands adult definitions
 understands psychological states with physical terms (cold, blue)

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7
Q

~Pragmatic Development~
Throughout school years:
Ecocentrism–>
decentration–>
Facilitates:

A

Throughout school years:
-egocentrism –> nonegocentrism
* world centers around their perspective –> takes
the perspective of another person, child considers audience

-decentration moving from rigid, one-dimensional descriptions to multiattributional increasing listeners understanding of varying dimensions and perspectives

  • Facilitates growth in conversational and narrative skills
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8
Q

~Narratives (familiar by school age)
Recount:
Eventcast:
Accounts:
Stories:

A

Recount:
-tells about past experience (participated, observed or read about)
-typically requested by another person

Eventcast:
-explanation of event (current or future)
-used for imaginative play

Accounts:
-a sharing of experiences -not a result of a request

Stories:
-fiction
-character must overcome a challenge

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9
Q

~Narrative Development~
Begin as:
_____ introduced:
Between 5-7:
By 7:
7-8:

A

Begin as rambling, sequential accounts
 linear in nature

Causality introduced
 use conjunction “and” for cohesion, intentions, emotions

Between 5-7 plots emerge

By 7:
 beginning, problem, plan, resolution

7-8:
 beginning & ending markers
 evaluation skills
 story length & complexity increases

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10
Q

~Narrative Development~
At age 8:

A

At age 8:
 narratives are clear
 plot is apparent in fiction
* Fewer unresolved problems and unprepared resolutions
* Less extraneous detail
* More overt marking of changes in time and place
* More introduction, including setting and character
information
* Greater concern for motivation and internal
reactions
* More complex episode structure
* Closer adherence to the story grammar model

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11
Q

~Story Grammar~
Developed from:
Components:

A

Developed from participating in conversations these grammars aid:
 information & narrative processing
 interpretation
 memory
 comprehension

Components:
 setting
 initiating event
 internal response  internal plan
 attempt
 direct consequence
 reaction

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12
Q

~Sequences of stages of story development~
BY 9-10:

A

*These sequences coincide with development as a child increases in skill the stories increase in complexity

descriptive: characters, settings, actions

action sequence: order but no causal effect

reaction sequence: cause action without goals

abbreviated episode: setting, goals, initiating event,
internal response & direct consequence

complete episode: more complex than abbreviated

interactive episode: 2 characters with separate goals

  • By 9-10 years a child will produce all these sequences but not in the same narrative
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13
Q

~Cultural Considerations~
Similarities:
Differences:

A

Similarities:
 Narration varies with size of audience, goals, time constraints
 As child matures narratives become more complex and coherent
 Dialog is increasingly used

Differences:
 EU-American sequentially organized
 African American multi-event stories
 Mexican American process more important than
product

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14
Q

~Figurative Language~
Sarcasm:
Idioms:

A
  • increases with cognitive processing advances
  • used in a imaginative & emotional sense
  • correlates with literacy skills

Sarcasm:
not understood by preschoolers
5-6 begin to understand
9-10 grasp speaker’s intention but often see it as
“mean”

Idioms & proverbs:
6-8 tend to take these literally

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15
Q

~Reading and Writing~
Characteristics:
Factors in early reading success:

A

Characteristics:
* lack the give and take of conversation
* more permanent
* lack the paralinguistic features of speech (stress, intonation, fluency, etc.)
* have their own vocabulary and grammar
* are processed in a different manner

Literacy rests on a language base.

Factors in early reading success:
– early exposure to reading by parents
– a literate atmosphere at home
– an absence of preschool speech and language problems.

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16
Q

~Process of Reading~

A
  • language-based skill
  • requires language processing that is decontextualized (speaker &
    listener not sharing the immediate experience)
  • synthesis of a complex network of perceptual and cognitive acts
    – word recognition
    – decoding skills
    – comprehension
    – integration
  • conclusions and inferences need to be determined
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17
Q

~Process of Reading~
Comprehension:
Requires:

A
  • Comprehension emerges from the interaction of letter, sound, word meaning, grammatical and contextual processes, and a reader’s prior knowledge

Requires:
– decoding: breaking a word into its component sounds and then
blending them together to form a recognizable word.
* Phonological skills are required for decoding
– interpretation based on grammar, word meanings, and context

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18
Q

~Comprehension~
Vital broad Skills:
Specific Skills:

A

Vital Broad Skills:
* Syntax
* Morphology
* Semantics
* Pragmatics

Specific Skills:
* Self-monitoring
* Semanticorganization
* Summarization
* Interpretation
* Mentalimagery
* Connection with prior knowledge
* Metacognition

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19
Q

~Phonological Awareness~
Phonological Representation:
Phonological Awareness:
Phonemic Awareness:
Phonological Awareness skills are the best predictor of:

A

Phonological Representation: or speech-sound information in a child’s memory, forms the basis for phonological awareness

Phonological Awareness: is knowledge of sounds and syllables and of the sound structure of words

Phonemic Awareness: the specific ability to manipulate sounds, (e.g., segmentation – dividing words into parts, blending sounds to create new words, segmenting words into sounds, identifying syllables, rhyming)

Phonological Awareness skills are the best predictor of:
– spelling ability in elementary school.
– reading ability from preschool through kindergarten

20
Q

~Processing~

A
  • the efficient reader uses self-regulation
    – makes hypotheses and predictions
    * either confirms or rejects these hypotheses and predictions
21
Q

~Fluency~
Fluency:
Reading fluency uses:
Steps:

A

Fluency:
* Rapid, accurate reading requires rapid efficient retrieval of orthographic, phonological and semantic processes
– Effective reading speed allows comprehension to occur
– Allocation of attention, word units, language skills and cognitive processes foster comprehension

Reading fluency uses:
– Phonological awareness
– Visual perception
– Knowledge of orthographic representation
– Word recognition
– Speed of lexical access and retrieval
– Higher level language skills
– Conceptual knowledge

Steps:
1. Child uses knowledge of language to help figure out a word and predicts the next word, phrase or clause
2. Auditory and/or visual features are used to enter a reader’s mental lexicon/ dictionary
3. Comprehension (higher processing) of longer sentences & inferred meaning uses linguistic & conceptual knowledge

22
Q

~Comprehension~
Basic:
Critical Literacy:
Dynamic Literacy:

A
  • Basic:
    –primarily concerned with decoding (breaking a word into
    sounds & blending together into word)
  • critical literacy
    –actively interprets, analyzes, and synthesizes information –able to explain the content
  • dynamic literacy
    –relate content to other knowledge
23
Q

~Metacognition~

Two aspects important for reading:

A

–Knowing what to do and how to do it

–two aspects important for reading:
*self-appraisal
*executive function (self-regulate: attend, set goals, plan/organize to achieve goals, initiate, monitor, evaluate, revise plans based on feedback)

24
Q

~Word Recognition~

A
  • It takes a child 1⁄2 second to recognize a familiar short word; an adult 1⁄4 second
  • Oral and visual language share the same cognitive process for word
    recognition
  • Children initially read aloud, then move to visual analysis then to word recognition
25
Q

~Emerging Reading~
As early as 2:
Prior to age 6:

A
  • As early as age 2, some children show awareness of sounds in their speech, in rhyming, and in sound play.
  • book sharing is usually conversational in tone – book serves as the focus of communication.
  • actual reading by parents usually begins late in a child’s 2nd year
  • prior to age 6, a child gains an awareness of print and sounds while gradually learning to make associations between the two
26
Q

~Emerging Reading~
By age 3:

A
  • By age 3, children have gained the rudiments of print awareness
    – knowing the direction in which reading proceeds
    – interest in print
    – recognizes some letters
    • words may be stored by their visual features
  • For most children, emergent story reading in which a child pretends to read a book or uses a book to tell a story begins between ages 2 1⁄2 and 4.
27
Q

~Formal Reading Instruction~
Shift from:
Secondary School:
College:
Difficulties attributed to:

A
  • SHIFT from learning to read to reading to learn: ~3rd grade – emphasis on comprehension
  • Secondary school age
    – inferences and viewpoint aid comprehension
  • College-level
    – cohesiveness of text aids comprehension
  • Difficulties attributable to
    – deficits in oral language
    – family
    – education
    – Instructional variables
    – dialect
28
Q

~Mature Readers~

A
  • use little cognitive energy to determine pronunciation
  • language & world knowledge aid comprehension
  • prediction becomes automatic
  • use reading to advance vocabulary and knowledge
29
Q

~Spelling~
Only ___ words taught in school:
Strategies used:

A
  • Only ~4,000 spelling words taught in elementary school
  • most self-taught through trial & error

Strategies used:
– memory
– reading experience
– phonological, semantic & morphological knowledge
– orthographic knowledge
– mental grapheme representations
– analogy

30
Q

~Spelling~
1.
2.
3.
Spelling requires:

A
  1. mechanics of forming letters and learning to spell
  2. text generation
  3. executive function
  • Spelling requires a large amount of information to be extracted from memory and competes for cognitive processing capacity.
    *Poor or inexperienced spellers generally produce poorer, shorter texts.
31
Q

~Writing Skilling Mature~
8-13 years old:
8-9:

A

8 -13 years old:
– clause length increases in sentence writing - similar to speech – increase in pre- and post-noun modifiers
– Verb phrases expanded by use of
* modality – expresses necessity or possibility (e.g., must shall, will, should)
* tense – expresses time (e.g., present, past, future)
* aspect – ongoing or completed action (e.g., fell, had fallen, was falling)

8-9 years old begin to proofread and revise

Until adolescence (junior high) need guidance in planning and revising their writing

Early adulthood develop the cognitive processes and executive functions needed for mature writing

32
Q

~Language Development as we age~
Myelination:
brain activation:

A

*development slows
*new skills, new words, and new problem- solving skills are attained
*myelination is not complete until early adulthood
* dendritic pruning continues into adolescence in higher-order cognitive areas, such as the angular gyrus.
*brain activation continues to increase in senior years in Broca’s (R&L area) & Wernicke’s areas

33
Q

~Language development as we age~
Social and communicative abilities:
Slow decline in:
Presbycusis:

A

*Social and communicative abilities adapt to functional environments
*increasing flexibility
*slow decline in oral & written language
comprehension (syntactically complex sentences, & inferencing)
*evolution & shift in recall patterns
*presbycusis in old, old age OR if damage when younger

34
Q

~Pragmatics-general~
Adult narratives:

A

*adult narratives improve steadily in terms
* main themes
* details
* into middle age and the early senior years
* decrease in abilities 79+ years
* Flexibility
* Word retrieval
* morphosyntax

35
Q

~Conversation~
Middle and high school:
Patterns in middle/ high school:
Verbal feedback:

A

*middle & high school most time with peers

  • Communication occurs largely in conversations.
    *gaze at their partner - especially during listening
    *nod & show neutral and positive facial expressions
    *use feedback
    *majority of utterances are contingent on the previous utterance

*Verbal feedback ~ 20% of the utterances
*Includes utterances to indicate agreement e.g., yeah, ok

36
Q

~Gender-vocab-women~

A
  • less coarse language
  • more polite
  • increase in descriptive words
  • vocabulary for nuances of color
  • expressions are used for emphasis or emotion
  • see conversation as facilitative or sharing
  • topics explored at length & thoroughly
  • interrupt for clarity and to support speaker
  • give up conversational turn easily
37
Q

~Gender-vocab-men~

A
  • expletives are used for emphasis or emotion
  • speak more in public less at home
  • direct
  • tend to lecture
  • may appear inattentive to conversation
    • Often do not face conversation partner
    • Make fleeting eye contact
    • Look around room
  • use conversation for debate
  • give little feedback
  • talking maintains status/independence
  • verbose
  • interrupt to make suggestions/argue/complete speakers sentence
38
Q

~Gender vocab starts in childhood~
When speaking to daughters:
When speaking to sons:

A

When speaking to Daughters:
* imitated more by mothers
*spoken to for more time
*addressed with terms of endearment or with
diminutives by fathers
*interrupted more frequently
*spoken to about school
*play in pairs – sharing, telling secrets

When speaking to sons:
* imperatives are used
* interactions are more
“doing” than talking
* spoken to about sports
* use practical jokes, put-downs, insults & verbal aggression more frequently

39
Q

~Semantics~
As we develop:

A

*add new words lexicon throughout life
*if deficits appear - primarily in accuracy & speed of word retrieval & naming
*older adults use more indefinite words vs specific names
* deficits from changes in working memory
*older adults tend to use terminology they grew up with ~ can appear to be age related but more GROUP related

40
Q

~Semantics~
Word definitions:
Adults:

A

Word definitions
* Metalinguistic skill
*Improvement occurs in adolescence

Adults
*Are more abstract
*Include explanations, categorizations and synonyms, can specify what an entity is not

Reflect individual’s biases & experiences
*impacted by educational level

41
Q

~Syntax~
Increasing abstract thought:
Explaining or describing:

A

*increasing abstract thought enables adolescent to integrate new information into existing knowledge systems

*explaining or describing uses greater syntactic complexity than when they are speaking in conversations or relating narratives

42
Q

~Syntax~
Length and complexity of oral sentences:
With increased age and education:

A

*length & complexity of oral sentences
* increases into early adulthood
* stabilizes in middle age
*sentences more complex when explaining than conversational

*With increased age and education, written texts become richer in complex noun structures, especially in written expository texts

43
Q

~Adolescents & adults become more adept with~
Syntax-verbal phrase:
Syntax- conjuncts & disjuncts:

A

Syntax – verb phrases
* tense & aspect (features of something)
* Multiple auxiliary verbs Would you like to have some pizza?
* Frequency in verbs within conversation

Syntax – conjuncts & disjuncts
* Cohesion & connective devices that may be concordant (conjuncts) e.g., similarly, consequently or discordant (disjuncts) e.g., but, in contrast
* Bridge utterances and convey the speaker’s attitude toward the content e.g., frankly, to be honest

44
Q

~Phonology~
Explain the development of adolescents and adulthood:

A

Finer aspects of speech development continue into late adolescence.

Adults use
* frequency, intensity, and duration to determine speech
sounds.
* increase in fluency due to skill in coarticulation – the
mouth moves in anticipation of sounds needed moving forward in a word/utterance
* High neighborhood density (the number of possible words that differ by one phoneme) can benefit word learning in adults.

  • Adults ability to comprehend unfamiliar dialects
  • Speech reflects group membership & listener’s perspective
45
Q

~Literacy~
Internet:
Mature writing skill:

A

*Internet use requires literacy skills
*Until adolescence writers need adult scaffolding or guidance in planning and revising their writing
*Mature writing skill requires cognitive processing & executive function developed in early adulthood

46
Q

~Literacy~
Writing of adults:

A

*In general, the writing of adults as compared to adolescents is longer, with longer, more complex sentences; uses more abstract nouns; and contains more metalinguistic and metacognitive words.
*Adults continually refine both writing & reading skills
*Adults read more than adolescents *Adults read in work settings

47
Q

~Bilingualism~
Adults exposed during early childhood:
Non-native English listeners:

A
  • Adults exposed to a second language in early childhood have nativelike accents and intonation, while those not exposed until adulthood or late adolescence do not achieve nativelike speech
  • Non-native English listeners rely on social cues more than grammatical analysis to determine meaning.
  • This may be due to slower processing speed and cognitive resource allocation.
  • When more resources are allocated to phonological analysis, fewer are left for comprehension.

Language Development (4 decks)

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