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NESPA Studying Guides > Typical Development > Flashcards

Typical Development Flashcards

including linguistic stages, speech and language milestones, morphological development, normal development, normal language development, theories of development, and phoneme development

1
Q

perlocutionary period

A
  • unintentional communication
  • 0-8 months
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2
Q

illocutionary period

A
  • intentional communication
  • 9-12 months
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3
Q

perlocutionary period includes…

A
  1. reflexive vocalizations
  2. cooing
  3. vocal play
  4. babbling
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4
Q
  1. reflexive vocalizations
A
  • 0-2 months
  • sounds reflect automatic responses of body
  • defined by anatomy of child (e.g., burping, crying etc.)
  • nasalized vowel-like sounds with minimal resonance
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5
Q
  1. cooing
A
  • 2-4 months
  • sound made in back of mouth
  • back vowels /u, ʊ, o, ɔ, a/ and consonants /k, g, ŋ/
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6
Q
  1. vocal play
A
  • 4-6 months
  • raspberries, growls, squeaks
  • begin to see CV syllables
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7
Q
  1. babbling
A
  • 6+ months
  • reduplicated babbling: CVCV syllable chains (e.g., “dada”)
  • variegated babbling: CV chains (with variations in Cs and Vs)
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8
Q

illocutionary period includes…

A

emergence of speech patterns

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9
Q

emergence of speech patterns

A
  • 9+ months
  • jargon, longer strips of variegated babbling
  • babbling is accompanied by sentence like intonation patterns
  • Phonetically Consistent Forms (PCFs)
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10
Q

receptive milestones: birth-3 months

A
  • reacts to loud sounds
  • smiles to familiar voices
  • quiets to familiar speakers
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11
Q

receptive milestones: 4-6 months

A
  • recognizes changes in vocal tone
  • eyes move toward sounds
  • responds to toys with noise
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12
Q

receptive milestones: 7-12 months

A
  • recognizes and turns to name
  • comprehension of simple words
  • plays games, listens to songs
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13
Q

receptive milestones: 1-2 years

A
  • follow simple 1-step directions
  • understands simple questions
  • points to objects/pictures named
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14
Q

receptive milestones: 2-3 years

A
  • follows 2-step directions
  • simple opposites (e.g., big vs. small)
  • easily comprehends new words
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15
Q

receptive milestones: 3-4 years

A
  • simple concepts (e.g., colors, shapes)
  • responds to name (from other room)
  • understands family words (e.g., sister)
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16
Q

receptive milestones: 4-5 years

A
  • understands order words (e.g., first)
  • understands time words (e.g., today)
  • follows longer multi-step directions
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17
Q

expressive milestones: birth-3 months

A
  • cries for basic needs
  • begins to smile at familiar people
  • begins to make cooing sounds
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18
Q

expressive milestones: 4-6 months

A
  • babbles and coos during play
  • sounds for various emotions
  • begins to laugh
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19
Q

expressive milestones: 7-12 months

A
  • shows objects by pointing
  • begins to use gestures (e.g., waving)
  • first word emerge (around 12 months)
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20
Q

expressive milestones: 1-2 years

A
  • begins to put 2 words together
  • asks simple questions
  • many new words emerge
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21
Q

expressive milestones: 2-3 years

A
  • begins to put 3 words together
  • asks “why?”
  • simple prepositions (e.g., in, on)
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22
Q

expressive milestones: 3-4 years

A
  • puts up to 4 words together
  • asks “when?” and “why?”
  • simple pronouns and some plurals (-s)
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23
Q

expressive milestones: 4-5 years

A
  • tells short stories, holds convos
  • code switches (based on listener, place)
  • naming of letters, numbers
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24
Q

morphological development: Brown’s stage I

A
  • 12-26 months
  • about 50 words in vocabulary
  • basic phrases with communicative intent: “more juice”, “my doll”
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25
Q

morphological development: Brown’s stage II

A
  • 27-30 months
  • present progressive -ing: “man running”
  • in and on: “in house”, “on book”
  • regular plurals -s: “my kids”
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26
Q

morphological development: Brown’s stage III

A
  • 31-34 months
  • irregular past tense: “me drew”
  • possessive ‘s: “daddy’s hat”
  • uncontractible copula: “He is sick”
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27
Q

morphological development: Brown’s stage IV

A
  • 35-40 months
  • articles (a, the): “the bucket”, “a drink”
  • regular past tense: “she shopped”
  • 3rd person regular present tense: “he runs”
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28
Q

morphological development: Brown’s stage V

A
  • 41-46+ months
  • 3rd person irregular: “doggy does tricks”
  • uncontractible auxiliary: “He was jumping.”
  • contractible copula: “She’s happy.”
  • contractible auxiliary: “She’s dancing.”
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29
Q

mean length of utterance

A

average number of morphemes per utterance

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30
Q

formula for calculating MLU

A

(total # of morphemes) / (total # of utterances)

31
Q

morphological development: MLU

A

12-26 months = 1.0-2.0
27-30 months = 2.0-2.5
31-34 months = 2.5-3.0
35-40 months = 3.0-3.75
41-46 months = 3.75-4.5
47+ months = 4.5+

32
Q

white matter

A

cortical changes

33
Q

grey matter

A

volume loss

34
Q

presbycusis

A
  • age-related hearing loss
  • sensorineural hearing loss
  • high frequency loss (hair cell damage)
35
Q

presbyopia

A
  • age-related vision loss
  • farsightedness
  • tx: reading glasses
36
Q

presbyphonia

A
  • age-related voice changes
  • weaker, breathy voice; more breaks/stops
  • higher pitch in men, lower pitch in women
  • reduced loudness, laryngeal tension, tremor
37
Q

presbyphagia

A
  • age-related swallow changes
  • decreased strength and sensation (taste)
  • slower swallow response
  • laryngeal penetration is more common
38
Q

motor changes (white matter, cortical changes)

A
  • general slowing of motor skills
  • voice changes
  • smaller, slower, more fatigued muscles
  • other health issues exacerbate motor
39
Q

cognitive changes (gray matter, volume loss)

A
  • language typically remains intact
  • difficulty recalling new info/specific details
  • difficulty with multitasking/executive function
40
Q

language

A

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

41
Q

receptive language

A
  • language comprehension
  • listening and reading
  • develops before expression
  • understanding of language
  • vocabulary, questions, concepts, directions
42
Q

expressive language

A
  • language production
  • speaking and writing
  • expression of wants and needs
  • words, nonverbal communication
  • gestures, pointing, expressions, grammar
43
Q

receptive: form

A
  • phonology = speech sounds
  • syntax = word order
  • morphology = word endings
44
Q

expressive: content

A
  • semantics = word meanings
  • vocabulary
  • how word meanings link
45
Q

receptive and expressive: use

A
  • pragmatics = social rules
  • matching language and situation
46
Q

nature

A
  • Nativist-Generative View (Chomsky)
  • language is innate and pre-specified
  • we are born with LAD (acquisition device)
  • language is separate from other cognitive systems
47
Q

nuture

A
  • Constructionist-Interactionist View
  • environment guides language
  • no processor in brain specific for language
  • can’t separate language from cognitive systems
48
Q

limitations of nature

A
  • non-literal language (i.e., idioms)
  • strict focus on syntax
  • no single grammar to account for all languages
  • no evidence that children need adult-like rules to acquire language
49
Q

evidence for nature

A
  • deaf babies babble: speech and language deficits may be inheritable
  • children follow sequence of developmental milestones
  • language aspects learned without direct instruction (i.e., grammar rules)
  • we are born with a Language Acquisition Device (LAD) which determines how we learn language
50
Q

evidence for nurture

A
  • operant conditioning
51
Q

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 though
52
Q

semantic theory (Filmore, Bloom)

A
  • interpretation of messages requires consideration of meaning
  • acquisition stimulated by child’s desire to communicate and knowledge
53
Q

behavioral theory (Skinner)

A
  • children learn through conditioning (only what they are exposed to)
  • stimulus-response drives language acquisition; drill and practice (reinforcement)
54
Q

social interactionism

A
  • encourage social interactions; desire to communicate and use drives acquisition
  • incorporate caregivers and multiple environments into learning
55
Q

emergentist theory

A
  • data and pattern driven, child’s ability to use cues develops over time
  • neurologically based
56
Q

critical period hypothesis

A

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

57
Q

critical period hypothesis: phonology

A
  • shortest optimal/critical period
  • need exposure to phonology in 1st years of life to have native accent
58
Q

phonemes developed: 0-3 years

A

/p, m, h, n w/

59
Q

phonemes developed: 0-4 years

60
Q

phonemes developed: 2-4 years

61
Q

phonemes developed: 2-6 years

62
Q

phonemes developed: 2.5-4 years

63
Q

phonemes developed: 3-6 years

64
Q

phonemes developed: 3-8 years

65
Q

phonemes developed: 3.5-7 years

66
Q

phonemes developed: 3.5-8 years

67
Q

phonemes developed: 4-7 years

68
Q

phonemes developed: 4-8 years

69
Q

phonemes developed: 4.5-7 years

70
Q

phonemes developed: 5-8 years

71
Q

phonemes developed: 6-8 years

72
Q

phoneme development: early 8

A

/m, b, j, n, w, d, p, h/

73
Q

phoneme development: middle 8

A

/t, ŋ, k, g, f, v, tʃ, dʒ/

74
Q

phoneme development: late 8

A

/ʃ, ʒ, l, r, s, z, ð, θ/

NESPA Studying Guides (18 decks)

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