SLP EXAM PREP

Reflexive Babbling

makes sounds of discomfort, distress

crying/fussing, burping,coughing, sneezing

Control of Phonation

-cooing and gooig

-combines vowel-like segments with constant like segments

-isolated constant sounds and raspers, trills or clicks

Expansion

-experiments with pitch and loudness

-may squeal and use marginalized babbling with prolonged transitions between sounds

Basic Canonical Syllables

-single constant vowel syllables

-cannocial babbling emerges

-infants produce more than two c-v syllables in a sequence

Reduplicated babbling

repeating c-v pairs

non-reduplicated babbling

non repeating c-v combinations

Advanced Form

-begin producing diphthongs

-more complex syllable forms and multi syllable strings with and without varied stress intonation patterns

Why is babbling helpful

social and psychic training ground for speech where infants build muscle control, practice rhythm of communication and invite convo from caregiver

Infant directed speech (motherese)

the speech adults use with younger language learners

Paralinguistic features of IDS

high pitch , exdatrted pitch contours , and slower tempo

Synatactic characteristics of IDS

shorter MLU , more content words and fewer subordinate clauses

Discourse features of IDS

more repetition and questions

protoconversations

not a real conversation, preverbal interaction between caregiver and baby that has structure of metal exchange ( uses vocalizations, mutual gaze, facial expressions and body language)

Still Face Experiment

mother is engaging with the baby, then stops engaging with the baby and holds a “still face”

Perceptual Narrowing

infants begin to distinguish differing sounds among all world languages and only focus on differences that are relevant ti them

Intentional Communication

infants learn to view humans as goal orientated and are able to understand the intentions behind the actions they can engage in inetional communication ( pointing, gesturing)

Intonation

babies can begin to pick up things such as pitch , helps differnate/indicate emotions (surprised, disagreement)

Allophone

two or more variants of the same phenomenon in a language and they do not signal a difference in meaning between the words

Expressive Language

language that is used primarily for social exchanges

Receptive Language

ability to understand and comprehend spoken written or non verbal language

Prosody

the rhythm, stress , intonation and melody of spoken language that convey grammar, meaning or emotion

Routines

infants benefit from hearing the same words and phrases repeated , allows them to segment phrases, clauses and words

Use of gestures

vital building block and serves as early bridge for communication before word acquisition

MLU

mean length of utterance, measures how many morphemes child says in a statement

First Words

usually happens around 12 months and usually refers to salient people/objects

First grammatical Morpheme

present progressive (ing) , usually happens around 19-18 months

Derivational Morpheme

changes meaning of root word

Grammatical Morpheme

shows tense of word, possession or relationship ( ed)

Waiting and Listening

listen and wait for ignitions from child , keep slow pace

Joining in and playing

build on the child’s focus of interest and be able to play without dominating the play area

Following the child’s lead

child initiates verbally or nonverbally, and parents follow the child’s lead

Being face to face

adjusting your physical level by sitting on the floor and leaning forward towards the child

using a variety of questions and labels

Encourage conversation by asking a variety of WH questions and yes no questions to clarify

encourage turn taking

waiting for a response from the child and being able to balance the length and number of turns

Expanding and extending

expand and extend by repeating the child’s words and grammar