Typical Development Flashcards
Describe the preluctionary period of language development
The period between 0-8 months where communication is unintentional
Four stages of preluctionary period
Reflexive vocalizations, cooing, vocal play, babbling
Reflexive Vocalizations
0-2 month period; sounds reflect automatic responses of the body (e.g., burping, crying, etc.); nasalized vowel like sounds with minimal resonance
Cooing
2-4 month period; sound made in the back of mouth
back vowels and back consonants
Vocal Play
4-6 month period; raspberries, growls, squeaks; begin to CV syllables
Babbling
6+ months; reduplicated babbling- CVCV syllable chains (e.g., mama, dada); variegated babbling- CV chains with variations in C’s & V’s
Describe the Illocutionary period of language development
The period between 9-12 months where communication becomes more intentional
Emergence of speech patterns during illocutionary period
jargon, longer strips of variegated babbling; babbling accompanied by sentence like intonation patters
Expressive language at 12 months
1-3 words
Expressive language at 18 months
3-20 words
Expressive language at 24 months
50-100+ words
Expressive language at 36 moths
50-250+ words; vocabulary rapidly growing at this period
Receptive language at 12 months
Understands “no”, “hot”, own name, recognizes common items
Receptive language at 18 months
Follows simple commands, identifies 1-3 body parts
Receptive language at 24 months
receptive vocabulary of 300+ words
Receptive language at 36 months
Receptive vocabulary of 500-900+ words
Birth-3 receptive milestones
Reacts to loud sounds, smiles to familiar faces, quiets to familiar speakers
Birth-3 expressive milestones
Cries for basic needs, begins to smile at familiar people, begins to make cooing sounds
4-6 months receptive milestones
Recognizes changes in vocal tone, eyes move toward sounds, responds to toys with noise
4-6 months expressive milestones
Babbles and coos during play, sounds for various emotions, begins to laugh
7-12 months receptive milestones
Recognizes and turns to name, comprehension of simple words, plays games, listens to songs
7-12 months expressive milestones
Shows objects by pointing, begins to use gestures, first words emerge around 12 months
1-2 years receptive milestones
Follows simple 1-step directions, understands simple questions, points to objects/pictures named
1-2 years expressive milestones
Begins to put two-words together, asks simple questions, many new words emerge
2-3 years receptive milestones
Follows 2-step directions, understands simple opposites, easily comprehends new worda
2-3 years expressive milestones
Begins to put 3 words together, asks “why?”, uses simple prepositions (e.g., in, on)
3-4 years receptive milesontes
Understands simple concepts (e.g., colors, shapes), responds to name from other room, understands family words (e.g., sister)
3-4 years expressive milestones
Puts up to 4 words together, asks “when?” and “why?”, uses simple pronouns, and some plurals
4-5 years receptive milestones
Understand order words (e.g., first), understands time words (e.g., today), follows longer multi-step directions
4-5 years expressive milestones
Tells short stores, holds conversations, code switches based on listener/place, names letters and numbers
Brown Stages of Language Development: Stage 1
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
Brown Stages of Language Development: Stage 2
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
Brown Stages of Language Development: Stage 3
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)
Brown Stages of Language Development: Stage 4
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
Brown Stages of Language Development: Stage 5
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
Mean Length Utterance (MLU)
total # of morphemes/total # of utterances —-MLU is usually in line with age
Language
Social, rule-governed tool used to send and receive messages
Receptive Language
Language comprehension- listening and reading; develops before expression; understanding of language–for example vocabulary, questions, concepts, directions
Expressive Language
Language production-speaking and writing; expression of wants, needs, opinions, ideas etc., words and nonverbal communication, gestures, pointing, expressions, grammar
Language Form
Consists of phonology, syntax, and morphology
Phonology
study of speech sounds and the rules of combining and using phonemes
Syntax
rules that pertain to ways words can be formed to make sentences – word order
Morphology
study of rules that govern how morphemes (smallest meaningful lexical unit) are used in a language
Language Content
Semantics-meaning of words
Semantics
Meaning of words and combinations of words in a language
Language Use
Pragmatics-social rules of language; matching language and situation
Pragmatics
rules associated with the use of language in conversation and broader social situations
Nature Language Theory–Nativist Generative View (Chomsky)
language is innate and pre-specified; we are born with language acquisition device, language is separate from other cognitive systems
Limitations of nativist/nature language theory
non0literal language; strict focus on syntax; no single grammar for all languages; no evidence that children need adult-like rules to acquire langauge
Evidence for nativist/nature language theory
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
Nurture Language Theory – Constructionist-Interactionist View
Environment guides language, no processor in brain specific for language, can’t separate language from cognitive systems
Evidence for nurture language theory
Operant conditioning
Language Theory: Cognitive Theory (Piaget)
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
Language Theory: Semantic Theory (Filmore, Blloom)
Interpretation of messages requires consideration of meaning; acquisition stimulated by child’s desire to communicate and knowledge
Language Theory: Behavioral Theory (Skinner)
child learn language through conditioning (only what they are exposed to) stimulus-response drives language acquisition; drill & practice- reinforcement
Language Theory: Social Interactionism
Encourage social interactions; desire to communication & use drives acquisitions; incorporate caregivers and multiple environments into learning
Language Theory: Emergentist Theory
data and pattern driven, child ability to uses cues develop over time; neurologically based
Critical Period Hypothesis
Must have adequate stimuli before “critical age” (5-7 years old) or full language command cannot be achieved
