communication development from birth to 2

two essential elements of preverbal behavior

caregiver interest and the intuitive adaptation in response to infants abilities; infants corresponding interaction to this

contingent responding

parent's prompt response to child's behavior or verbalization; vital for infant's development of self-awareness and efficacy, they seek this out and gain feedback from reactions

joint attention/reference

shared focus of two individuals on each other or on an object/event; begins with gaze following at 2 months, shifting gaze to follow shifts in others' eye direction at 3 months, coordinated attention, point-following, and means end at 5-10 months

expansions

caregiver models the expanded form of the child's utterance, modeled utterance is more complete and therefore more correct, offer child exposure to higher levels of grammar he will need

extensions

caregiver does more than expand child's utterance; provides not only a more syntactically accurate model but also adds additional semantic info

owen's speech and language development depends on 6 perceptual abilites

1. ability to attention specifically to speech

2. ability to discriminate speech sounds

3. ability to remember sequence of speech sounds in correct order

4. ability to discriminate between sequences of speech sounds

5. ability to compare sequence of speech sounds to model stored in memory

6. ability to make discriminations among intentional patterns

fast mapping

a process whereby children hear and understand words in the absence of direct teaching and is associated with the large vocabulary spurt that children achieve at about 2 years; verbs and prepositions are easy to fast map

semantic feature hypothesis

each word has its own set of semantic features that distinguishes it from other words; features are perceptual characteristics such as shape and size

functional core hypothesis

early word meanings are learned primarily on the basis of the function of objects -> ball throwing, catching, rolling, bouncing, and the interaction with other objects such as hands, hoop, sidewalk, etc.

prototype hypothesis

early word meanings are based on experiences with the object the word represents; this experience forms a model (prototype) against which the child can compare other words and that objects or actions which they represent

0-1 month

reflexive cries and vegetative noises

1-4 months

cooing

4 months

laughing

5 months

transitional or marginal babbling: single-syllable productions of vowel-and-consonant like sounds

6-8 months

reduplicated babbling: repeated productions of the same syllable

8-12 months

echolalia, variegated babbling, jargon babbling, vocables, phonetically consistent forms, performatives, protowords

echolalia

imitation of sounds and syllables

variegated babbling

productions with changes in consonant vowel combinations

jargon babbling

intonational changes added to syllable productions to give impression of sentence-like behavior

protowords

productions unique to each child that are consistent patterns of sounds used in reference to particular things or situations

age 2 expressive vocabulary

150 to 300 words

2 year old gross motor skills

walk on tiptoes, stand on one foot with assistance, jump with both feet, and bend at the waist to retrieve an object

18 months

child recognizes pictures of common objects; plays appropriately with play objects

24 months

children pretend to read books and can turn pages one at a time

lexicon

personal dictionary that partly reflects the child's environment

child's first words

requests for information, for objects or aid, or as comments

to be considered a true word

child's utterance must have a phonetic relationship to an adult word; the child must use it consistently; the word must occur in the presence of a referent, implying an underlying concept or meaning

Dore model

observed a large sample of young children's utterances; he looked at the utterance itself, its social context, additional actions or gestures by the child, and adult responses to utterances

primitive speech acts

labeling, answering, requesting an action, requesting an answer, calling, greeting, protesting, repeating/imitating, practicing

mean length of utterance

a calculation of the average number of morpheme a child produces in a representative sample of utterance

morpheme

smallest meaningful unit of language

free morpheme

can stand alone and be meaningful

bound morpheme

a unit of meaning that must be attached to a free morpheme to be meaningful; can be derivational or inflectional

derivational morphemes

can either be a prefix or a suffix; will change class or category of word

inflectional

only a suffix; changes meaning of a word by adding plurality, possession, or verb tense

mlu formula

total # of morphemes/total # of utterances

brown's early stage 1: 12-22 months

mlu of 1.0-1.5; children use one word utterances, so only one morpheme is used at a time; whole words are not combined with bound morphemes at this stage; according to some observers, children go through a transitional stage between single word and multiple word productions

brown's late stage 1: 22-26 months

mlu of 1.5 to 2.0; children typically begin to put two words together between the ages of 18-24 months; these 2 word combinations represent the beginning of syntax; there is evidence that the child will begin to produce 3 and 4 word combos at approximately 24 months

sentence

rules for putting words together in a manner that creates meaning greater than the added meanings of the words alone

vocab growth rate from 18 months to 6 years

9 words per day

songs between mothers and infants allow several aspects of human development to occur

conveyance of emotional info, synchronization of mother/infant emotional states, establishment of a secure relationship between mother/infant, contribution to language acquisition

characteristics of rhymes serve to

capture and hold the attention of children, provide prolonged joint interaction, develop coordination of the rhymes with accompanying gestures contribute to the social relationship of the participants, focus infants on the variation in word structure to create new meanings

substantive forms

words that refer to objects or events that have perceptual or functional features in common; serve as labels for objects and actions

functional or relational forms

words that reflect the child's understanding of object permanence and causality, as they refer to actions or state of being that can affect a variety of categories; describe some relationship or state, which might apply to any objects or events