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Comprehensive Exams > Typical Development > Flashcards

Typical Development Flashcards

1
Q

Describe the preluctionary period of language development

A

The period between 0-8 months where communication is unintentional

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2
Q

Four stages of preluctionary period

A

Reflexive vocalizations, cooing, vocal play, babbling

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3
Q

Reflexive Vocalizations

A

0-2 month period; sounds reflect automatic responses of the body (e.g., burping, crying, etc.); nasalized vowel like sounds with minimal resonance

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4
Q

Cooing

A

2-4 month period; sound made in the back of mouth

back vowels and back consonants

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5
Q

Vocal Play

A

4-6 month period; raspberries, growls, squeaks; begin to CV syllables

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6
Q

Babbling

A

6+ months; reduplicated babbling- CVCV syllable chains (e.g., mama, dada); variegated babbling- CV chains with variations in C’s & V’s

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7
Q

Describe the Illocutionary period of language development

A

The period between 9-12 months where communication becomes more intentional

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8
Q

Emergence of speech patterns during illocutionary period

A

jargon, longer strips of variegated babbling; babbling accompanied by sentence like intonation patters

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9
Q

Expressive language at 12 months

A

1-3 words

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10
Q

Expressive language at 18 months

A

3-20 words

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11
Q

Expressive language at 24 months

A

50-100+ words

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12
Q

Expressive language at 36 moths

A

50-250+ words; vocabulary rapidly growing at this period

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13
Q

Receptive language at 12 months

A

Understands “no”, “hot”, own name, recognizes common items

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14
Q

Receptive language at 18 months

A

Follows simple commands, identifies 1-3 body parts

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15
Q

Receptive language at 24 months

A

receptive vocabulary of 300+ words

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16
Q

Receptive language at 36 months

A

Receptive vocabulary of 500-900+ words

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17
Q

Birth-3 receptive milestones

A

Reacts to loud sounds, smiles to familiar faces, quiets to familiar speakers

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18
Q

Birth-3 expressive milestones

A

Cries for basic needs, begins to smile at familiar people, begins to make cooing sounds

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19
Q

4-6 months receptive milestones

A

Recognizes changes in vocal tone, eyes move toward sounds, responds to toys with noise

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20
Q

4-6 months expressive milestones

A

Babbles and coos during play, sounds for various emotions, begins to laugh

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21
Q

7-12 months receptive milestones

A

Recognizes and turns to name, comprehension of simple words, plays games, listens to songs

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22
Q

7-12 months expressive milestones

A

Shows objects by pointing, begins to use gestures, first words emerge around 12 months

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23
Q

1-2 years receptive milestones

A

Follows simple 1-step directions, understands simple questions, points to objects/pictures named

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24
Q

1-2 years expressive milestones

A

Begins to put two-words together, asks simple questions, many new words emerge

25
Q

2-3 years receptive milestones

A

Follows 2-step directions, understands simple opposites, easily comprehends new worda

26
Q

2-3 years expressive milestones

A

Begins to put 3 words together, asks “why?”, uses simple prepositions (e.g., in, on)

27
Q

3-4 years receptive milesontes

A

Understands simple concepts (e.g., colors, shapes), responds to name from other room, understands family words (e.g., sister)

28
Q

3-4 years expressive milestones

A

Puts up to 4 words together, asks “when?” and “why?”, uses simple pronouns, and some plurals

29
Q

4-5 years receptive milestones

A

Understand order words (e.g., first), understands time words (e.g., today), follows longer multi-step directions

30
Q

4-5 years expressive milestones

A

Tells short stores, holds conversations, code switches based on listener/place, names letters and numbers

31
Q

Brown Stages of Language Development: Stage 1

A

Age 12-26 months; about 50 words in vocabulary; basic phrases with communicative intent (e.g., more juice, my doll)–first words; linear simple sentences

32
Q

Brown Stages of Language Development: Stage 2

A

Age 27-30 months; use of present progressive “-ing”, prepositions “in” and “on”, and regular plural -2 (e.g, “man running”, “in house”, “on book”, “my kids”)– simple sentences with the emergence of grammatical morphemes

33
Q

Brown Stages of Language Development: Stage 3

A

Ages 31-34 months; use of irregular past tense, possessive ‘s, and uncontractible copula (e.g., “me drew”, “daddy’s hat”, “he is sick”)–noun phrases, auxiliary verbs, emergence of different sentence modalities (e.g, questions, negatives, imperatives)

34
Q

Brown Stages of Language Development: Stage 4

A

Ages 35-40; use of articles (a, the), regular past tense, third person regular present tense (e.g., “the bucket”, “a drink”, “she shopped”, “he runs”)–emergence of complex sentences, embedding of sentence elements

35
Q

Brown Stages of Language Development: Stage 5

A

Ages 41-46; use of third person irregular, uncontractible auxiliary, contractible copula, contractible auxiliary (e.g., “doggy does tricks”, “he was jumping”, “she’s happy”, “she’s dancing”)–compound sentences

36
Q

Mean Length Utterance (MLU)

A

total # of morphemes/total # of utterances —-MLU is usually in line with age

37
Q

Language

A

Social, rule-governed tool used to send and receive messages

38
Q

Receptive Language

A

Language comprehension- listening and reading; develops before expression; understanding of language–for example vocabulary, questions, concepts, directions

39
Q

Expressive Language

A

Language production-speaking and writing; expression of wants, needs, opinions, ideas etc., words and nonverbal communication, gestures, pointing, expressions, grammar

40
Q

Language Form

A

Consists of phonology, syntax, and morphology

41
Q

Phonology

A

study of speech sounds and the rules of combining and using phonemes

42
Q

Syntax

A

rules that pertain to ways words can be formed to make sentences – word order

43
Q

Morphology

A

study of rules that govern how morphemes (smallest meaningful lexical unit) are used in a language

44
Q

Language Content

A

Semantics-meaning of words

45
Q

Semantics

A

Meaning of words and combinations of words in a language

46
Q

Language Use

A

Pragmatics-social rules of language; matching language and situation

47
Q

Pragmatics

A

rules associated with the use of language in conversation and broader social situations

48
Q

Nature Language Theory–Nativist Generative View (Chomsky)

A

language is innate and pre-specified; we are born with language acquisition device, language is separate from other cognitive systems

49
Q

Limitations of nativist/nature language theory

A

non0literal language; strict focus on syntax; no single grammar for all languages; no evidence that children need adult-like rules to acquire langauge

50
Q

Evidence for nativist/nature language theory

A

deaf babies babble, speech and language deficits may be inheritable, children follow sequence of developmental milestones, language aspects learned without direct instructions (e.g., grammar rules), we are born with language acquisition device which determines how we learn language

51
Q

Nurture Language Theory – Constructionist-Interactionist View

A

Environment guides language, no processor in brain specific for language, can’t separate language from cognitive systems

52
Q

Evidence for nurture language theory

A

Operant conditioning

53
Q

Language Theory: Cognitive Theory (Piaget)

A

Children learn language like other cognitive skills (concepts first, then language); language is made possible by cognition and other intellectual processes; observe child in play to determine level of representational thought

54
Q

Language Theory: Semantic Theory (Filmore, Blloom)

A

Interpretation of messages requires consideration of meaning; acquisition stimulated by child’s desire to communicate and knowledge

55
Q

Language Theory: Behavioral Theory (Skinner)

A

child learn language through conditioning (only what they are exposed to) stimulus-response drives language acquisition; drill & practice- reinforcement

56
Q

Language Theory: Social Interactionism

A

Encourage social interactions; desire to communication & use drives acquisitions; incorporate caregivers and multiple environments into learning

57
Q

Language Theory: Emergentist Theory

A

data and pattern driven, child ability to uses cues develop over time; neurologically based

58
Q

Critical Period Hypothesis

A

Must have adequate stimuli before “critical age” (5-7 years old) or full language command cannot be achieved

Comprehensive Exams (15 decks)

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