Toddlers and Infant Exam 2 Flashcards

1
Q

Perlocution

A

prelinguistic; vegetative and play
sounds
infants

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2
Q

Illocution

A

prelinguistic; gestures and vocalizations
with intent
slightly older infants

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3
Q

locution

A

first words

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4
Q

Criteria for
a child’s
first word?

A
  • Clear intention
  • Recognizable pronunciation
  • Consistent and generalized to other contexts
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5
Q

Fast Mapping Skills

A

the ability to pick up novel words after only a few (or sometimes single) incidental exposure

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6
Q

Overextension

A

overgeneralization, using
words in an overly general manner. Toddlers
typically overextend 1/3 of the words they learn
Ex: Calling any animal a “dog”

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7
Q

Underextention

A

more common than
overextensions, using words for only a subset of
possible referents
Ex: only calling their dog “dog” and not other dogs

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8
Q

Prelinguistic

A

The early stages of language development in infants, usually from birth to around 12 months. These skills are the foundation for later language development

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9
Q

Examples of Prelinguistic skills

A

gestures, facial expressions, cooing, babbling

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10
Q

Linguistic

A

The study of language. This term includes the stages and set of skills that children use to communicate and learn language.

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11
Q

Declarative pointing

A

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.

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12
Q

Imperative pointing

A

is used to request or demand something from someone.
Pointing at a cookie because they want it

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13
Q

Reflexive Vocalizations

A

Sounds of discomfort and distress; vegetative sounds

Ex: crying, fussing, burping, coughing, sneezing

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14
Q

Controlled Phonation Vocalizations

A

Vowel-like sounds; consonant-like sounds

Ex: cooing, gooing, raspberries

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15
Q

Expansion Vocalizations

A

True vowel-like sounds; vowel glides; marginal babbling

Ex: squealing “eeeey”

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16
Q

Basic Canonical syllables Vocalizations

A

Single consonant-vowel syllables; babbling; reduplicated and variegated babbling

Ex: “ba”, “ma-ma-ma”, “ba-ma-goo”

17
Q

Characteristics of Infant-Directed Speech

A

-High pitch
-Exaggerated Intonation
-Slower rate
-Simplified vocab and sentences
-Repetition

18
Q

Joint Reference and Attention

A

Occurs when 2 or more individuals focus on the same object or event and share an understand the focus of the other person

19
Q

What are the phases of joint attention?

A
  1. Attendance to social partners
  2. Emergence and Coordination of Joint Attention
  3. Transition to Language
20
Q

Characteristics of Attendance to Social Partners

A

-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

21
Q

Emergence and Coordination of Joint Attention

A

-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

22
Q

Transition to language

A

-12+ months
-Incorporating language into joint attention interactions
-Active adult involvement is still important

23
Q

Criteria for first word

A

-clear intention
-recognizable pronunciation
-Consistent and generalized to other contexts

24
Q

How are late talkers distinguished?

A

-Fewer than 20-50 words by 18 months (also 5-10 words)
- Fewer than 100-200 words by 24 months

25
Q

How are early talkers distinguished?

A

-Produce an average of 475 words by 21 months
-Tend to have higher vocab, grammar, and verbal reasoning early in childhood

26
Q

List the Continuum of 1st words in order

A
  1. No words
  2. Protowords
  3. Context bound words
  4. Real words
27
Q

Turnabouts

A

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?”

28
Q

Imitations

A

he toddler says “car” and the caregiver might say, “yes, a car!”

29
Q

Expansions

A

A toddler says “see dog” the adult could expand by saying “I see a big dog”

30
Q

Extension

A

If a toddler points to a tree and says “tree” the adult might say “that’s a tall tree with green leaves”

31
Q
A