Toddlers and Infant Exam 2 Flashcards
Perlocution
prelinguistic; vegetative and play
sounds
infants
Illocution
prelinguistic; gestures and vocalizations
with intent
slightly older infants
locution
first words
Criteria for
a child’s
first word?
- Clear intention
- Recognizable pronunciation
- Consistent and generalized to other contexts
Fast Mapping Skills
the ability to pick up novel words after only a few (or sometimes single) incidental exposure
Overextension
overgeneralization, using
words in an overly general manner. Toddlers
typically overextend 1/3 of the words they learn
Ex: Calling any animal a “dog”
Underextention
more common than
overextensions, using words for only a subset of
possible referents
Ex: only calling their dog “dog” and not other dogs
Prelinguistic
The early stages of language development in infants, usually from birth to around 12 months. These skills are the foundation for later language development
Examples of Prelinguistic skills
gestures, facial expressions, cooing, babbling
Linguistic
The study of language. This term includes the stages and set of skills that children use to communicate and learn language.
Declarative pointing
is used to share or draw attention to an object or event with the intent of sharing information or eliciting a response from the listener.
Imperative pointing
is used to request or demand something from someone.
Pointing at a cookie because they want it
Reflexive Vocalizations
Sounds of discomfort and distress; vegetative sounds
Ex: crying, fussing, burping, coughing, sneezing
Controlled Phonation Vocalizations
Vowel-like sounds; consonant-like sounds
Ex: cooing, gooing, raspberries
Expansion Vocalizations
True vowel-like sounds; vowel glides; marginal babbling
Ex: squealing “eeeey”
Basic Canonical syllables Vocalizations
Single consonant-vowel syllables; babbling; reduplicated and variegated babbling
Ex: “ba”, “ma-ma-ma”, “ba-ma-goo”
Characteristics of Infant-Directed Speech
-High pitch
-Exaggerated Intonation
-Slower rate
-Simplified vocab and sentences
-Repetition
Joint Reference and Attention
Occurs when 2 or more individuals focus on the same object or event and share an understand the focus of the other person
What are the phases of joint attention?
- Attendance to social partners
- Emergence and Coordination of Joint Attention
- Transition to Language
Characteristics of Attendance to Social Partners
-0-6 months
-Receptive to interpersonal interactions
-Learning how to maintain sustained and organized attention
-Focus on faces
-Spontaneous expressiveness w/ head, body, and limbs
Emergence and Coordination of Joint Attention
-6-12 months
-True joint attention
-shifting attention between object and person
- joint attention results in higher vocab
-Intentionally communicating w/ others
-Imperative and declarative pointing
Transition to language
-12+ months
-Incorporating language into joint attention interactions
-Active adult involvement is still important
Criteria for first word
-clear intention
-recognizable pronunciation
-Consistent and generalized to other contexts
How are late talkers distinguished?
-Fewer than 20-50 words by 18 months (also 5-10 words)
- Fewer than 100-200 words by 24 months
How are early talkers distinguished?
-Produce an average of 475 words by 21 months
-Tend to have higher vocab, grammar, and verbal reasoning early in childhood
List the Continuum of 1st words in order
- No words
- Protowords
- Context bound words
- Real words
Turnabouts
when a child asks about something the adult asks for more information. To train to give more info when making statements. If a toddler says “I want juice”, the caregiver might respond, “Juice?
What kind of juice do you want?”
Imitations
he toddler says “car” and the caregiver might say, “yes, a car!”
Expansions
A toddler says “see dog” the adult could expand by saying “I see a big dog”
Extension
If a toddler points to a tree and says “tree” the adult might say “that’s a tall tree with green leaves”
