Exam 2

Schemas

Schemas

Mental file folders for categorizing information.

Piaget's Theory

Cognition precedes language learning.

Vygotsky's Theory

Language develops through social interaction.

Self-Talk

Child's private speech guiding behavior.

Egocentric Speech

Child labels environment without communicative intent.

Zone of Proximal Development (ZPD)

Distance between independent and assisted learning.

Assimilation

Integrating new information into existing schemas.

Accommodation

Creating new schemas for new information.

Equilibrium

Cognitive balance between assimilation and accommodation.

Deixis

Reference based on speaker's perspective.

Ex: Those are yours, these are mine

Anaphoric Reference

Pronoun referring to previous utterance.

Ex: Ryan is a boy. "He" is my friend

Deixis & Anaphoric reference to pronoun development. Why is it a difficult concept?

Language-disordered kids have difficulty tracking meaning and perspective.

Piaget's Sensorimotor Period

Cognitive growth from pre-linguistic to speech.

Vocalization

Early speech sounds like crying and cooing.

Verbalization

Use of linguistic words in speech.

Searle's Speech Acts

Stages of intention: perlocution, illocution, locution.

Perlocution

Caregiver's intention through sounds (1-8 months).

Illocution

Child shows intent (8-12 months).

Locution

Child uses words (12 months onward).

Owen's Perceptual Abilities needed for speech and language development. HINT: there are 5

• Pay attention to the speech

• Discriminate "mother tongue" phonemes

• Discriminate speech sound sequences correct order for processing

• Compare a sound sequence to a stored model

• Discriminate intonational patterns ( mommy vs.MAHMEEE)

Semantic Feature (Clark, 1975)

First words based on perceptual categories. the "feel of it"

Ex: the size and texture of a red playground ball is different than a yellow, fuzzy tennis ball

Functional Core (Nelson, 1974)

Categorizing based on object functions.

EX: Is it animate alive like a baby or inanimate like a doll?

Prototype Hypothesis (Bowerman 1978)

Best model represents a new concept.

THINK: assimilation and accommodation

EX: Jon has toy cars... Jon knows mommy car. Jon understands car. Now, Jon gets a toy train. At first, it matches it as a car..., but later accommodates it as a train.

Order of Negatives (Klima & Bellugi-Klima, 1971)

1. Negative no at beginning sentence E.g: "No Juice"

2. No placed before the verb. E.g: "no eat that!"

3. Negative to the proper form. E.g: "I don't like that"

4. adult forms of negatives - these occur later and later with development. E.g: contractive, negative adverbs, negative prefixes

Bloom's Agent-Action-Object-Location

most are a combination of agent and object, e.g. Mommy cake

The child intends agent-action- object-location, but the child hasn't "baked" or the action word yet

Brown's Stages

Categorization of grammatical development by age.

MLU= Total number of morphemes/ total number of utterances- this tells us what the child's language skill is, if in accordance with their age range

MLU

Mean Length of Utterance calculation.

Auxiliary Verbs

Helper verbs that can't stand alone.

Copula Verbs

Verbs that can stand alone.

Morphemes

Smallest units of meaning in language.

Bound Morphemes

Cannot stand alone; includes derivational and inflectional.

Free Morphemes

Can stand alone as words.

Bruner's Joint Attention

Caregiver-child engagement with objects.

Importance of Play

Enhances conflict management and community role understanding.

Babbling Types + what is the significance

Includes reduplicated, echolalia, variegated, and jargon.

Significance: Signals Start of real communication, reciprocal, pragmatic—a two-way street—you do it together

Dialogue (Kaye, 1979)

Caregiver-infant exchange with mutual participation.

Four reasons for child pre-linguistic expression

1. relief from discomfort

2. attainment of/reach desired goals

3. Establish proximity

4. To initiate, maintain & terminate interaction

Child's First 50 Words- types and examples

• Nominals- Nouns (50%) EX: Doggie, cup, boy

• Action- Verbs (50%) EX: Go, look, Run

• Modifiers- adjectives/possessives (10%) EX: hot, mine, little

• Social- Pragmatics (10%) EX: No, please, hi

• Functional- Syntax (5%) EX: that, this

Underextension

Schema too narrow; specific to one instance.

Overextension

Schema too broad; applies to multiple instances.

Preschool Language Expectations

1. rapid change in use, form and content

2. Use language to create context

3. Socialize outside of family members

4. Topic maintenance- successive utterances related to the same topic

5. Turn taking skills improve

6. Conversational repair- revision/repair to allow for increased understanding and clarification

Reduplicated babbling type Definition

(6 mo): CVCV same sequence EX: baba

Echolalia babbling type Definiton

(8-12 mo): immediate imitation of the caregiver

Variegated babbling type Definiton

(9-18 mo): more advanced EX: BA DE DO

Jargon babbling type Definiton

final phase, mimics real speech, sound patterns w/ gestures functioning as words