Typical Development Flashcards
Perlocutionary period
0-8 months, consists of: reflexive vocalizations, cooing, vocal play, and babbling
Illocutionary period
9-12 months, consists of: emergency of speech patterns, speaker becomes INTENTIONALLY communicative
Average Number of Words @ 12 months
first few words
Average Number of Words @ 18 months
50
Average Number of Words @ 24 months
200-300
Average Number of Words @ 3 years
1, 000
When is situational code switching developed?
4-5 years old
Presbycusis
- age-related, sensorineural hearing loss
- high frequency loss due to hair cell damage
Presbyopia
- age-related vision loss
- farsightedness, treatment is typically reading glasses
Presbyphonia
- age-related voice changes
- pitch and voice quality changes: voice becomes weaker and more breathy
- males –> more high pitch
- females –> more low pitch
Presbyphagia
- age-related swallow changes
- decreased strength overall: decreased lingual pressure, slower swallow response
- laryngeal penetration more frequent
- decreased sensation or loss in taste
White & gray matter changes in typical geriatrics population
- white matter: cortical changes, more lesions
- gray matter: volume loss, may begin to decrease after age 20
Receptive vs. Expressive Language
- Receptive: listening and reading (comprehension), developed BEFORE expression
- Expressive: speaking and writing (production), how someone expresses wants/needs
Form-Content-Use
Framework of Language as a whole.
- Form = phonology, syntax, morphology
- Content = semantics
- Use = pragmatics
Nature vs. Nurture Theories of Development
Nativist (nature): Chomsky, language is innate and we are born with a language acquisition device (LAD)
Constructionist (nurture): environment is a major role in guiding language, there is no processor in brain specific to language
Cognitive Language Theory (Piaget)
- Children learn language like other cognitive skills (concepts first, THEN language)
- Language is only possible because of cognition and other intellectual processes
- Observe child in play to determine level of representational thought
Semantic Theory (Filmore, Bloom)
- Interpretation of messages requires consideration of meaning
- acquisition is stimulated by the child’s desire to communicate and know things
Behavioral Theory (Skinner)
- Children learn language through conditioning (only what they are exposed to)
- stimulus-response drives language acquisition
- drill and practice - reinforcement
Social Interactionism
- encourage social interactions
- driven by the desire to communicate and connect
Emergentist Theory
- data and pattern driven, child’s ability to use cues develops over time
- a neurologically based theory
Critical Period Hypothesis (CPH)
Full native competence is possible when acquiring a language. Overall early childhood to adolescence. Critical age is 5-7 years old.
Extralinguistic communication
involves metalinguistics, paralinguistics, and nonlinguistic cues
Components of Speech
- respiration: inhalation and exhalation
- phonation: creation of voice sounds caused by rapid vibration of VFs when air passes between them
- resonation: phonation is enhanced by the air-filled cavities
- articulation: shaping and manipulating voice phonation into distinct sounds –> words
Consonant Features
Voice: Activity of vocal cords; can be voiced, voiceless
Place: point of contact where sound is produced; can be labial, labio-dental, linga-dental, alveolar, palatal, velar, glottal
Manner: configuration/interaction between articulators; can be stop, fricative, affricate, nasal, liquid, glide
Source-filter Theory
- sound source filtered or shaped by resonant properties of vocal tract
- sound source –> filter –> speech sounds
Sonorants
produced with uninterrupted air
e.g. nasals, liquids, glides + vowels
Consonantal
partial or complete obstruction of airflow
e.g. consonant sounds
Continuants
flow of air is not blocked in oral cavity
e.g. anything other than a stop (includes vowels)
Sibilants
high-frequency sounds
e.g. fricative consonants like /s,z/, “sh”
Stridents
produced by forcing air through a small opening
e.g. fricatives and affricates
Obstruents
produced by some type of air obstruction
e.g. fricatives or stops
Nasals
lower velum + air flow through nasal cavity with closure of oral cavity
e.g. /m,n/ and “ng” sound
Semi Vowel
constriction in vocal tract, no turbulence (AKA somewhere between a vowel and consonant)
e.g. /w/ or /j/
Stops
complete vocal tract closure; pressure builds up –> sudden release of constriction
e.g. /t,d/ /k,g/ /p,b/
Fricative
Air through small whole or gap in the mouth
e.g. /f,v/, /s,z/, /h/ “th” and “sh” sound
Affricates
sudden release of constriction, turbulence noise (like combining a stop with a fricative)
e.g. d͡ʒ and tʃ
Liquids
tongue produced partial closure in mouth
e.g. /r/ and /l/
Glide
consonants with no stop or friction
e.g. /w/ /j/
Labial
obstruction at the lips
e.g. /p,b/ /m/
Alveolar
top of tongue to hard ridge behind upper front teeth
e.g. /t,d/ /n/
Palatal
front part of tongue to/near hard palate at roof of mouth
e.g. /j/
Velar
back of tongue to/near velum
e.g. /k,g/ “ng” sound
Physiological continuum of speech sounds
vowels & dipthongs –> liquids & glides –> nasals –> stops, fricatives, & affricates
