Normal Language Development Exam 2-Chapter 5

superordinate level

uppermost level in the category hierarchy-describes the most general concept in a particular category

basic level

center of the category hierarchy-describes general concepts in a category

subordinate level

lowest level of the category hierarchy-describes specific concepts in a category

perceptual categories

categories based on similar-appearing features, including color, shape, texture, size, and so forth

conceptual categories

categories based on what an object does-balls roll, dogs bark, and airplanes fly

reflexive stage

sounds of discomfort and distress (crying, fussing) and vegetative sounds such as burping, coughing, and sneezing

control of phonation stage

beginning to produce cooing and gooing sounds

expansion stage

gain more control over the articulators and begin to produce isolated vowel sounds as well as vowel glides

basic canonical syllables stage

beginning to produce single consonant-vowel (C-V) syllables

advanced forms stage

beginning to produce dipthongs and more complex syllable forms including single-syllable types such as V–C (“am”) and C–C–V (“stee”), complex disyllables such as V–C–V (“abu”), and multisyllabic strings with and without varied stress intonation patterns (“odago”)

jargon

a special type of babbling containing at least two syllables and at least two different consonants and vowels, as well as varied stress or intonation patterns

paralinguistic features of IDS

Higher Overall Pitch, Exaggerated Pitch Contours, Slower Tempo

syntactic features of IDS

Shorter MLU

More Content Words; Fewer Function Words

Fewer Subordinate Clauses

discourse features of IDS

More Repetition

More Questions

Attendance to Social Partners

phase 1 of joint reference and attention

Emergence & Coordination of Joint Attention

phase 2 of joint reference and attention

Transition to Language

phase 3 of joint reference and attention

caregiver responsiveness

caregivers’ attention and sensitivity to infants’ vocalizations and communicative attempts

intraindividual differences

Differences or variations within the same individual — how a person’s performance, behavior, or characteristics vary across time, situations, or domains

interindividual differences

Differences or variations between different individuals — how people compare to each other in a particular trait or ability

expressive language

The language a person produces spontaneously, without imitating another person’s verbalizations. Includes content, form, and use.

receptive language

The language people comprehend

early talkers

children between ages 11 and 21 months who score in the top 10% for vocabulary production for their age on the MacArthur–Bates CDI. Producing an average of 475 words compared to the “typical” 200 words

late talkers

produces fewer than 50 words by age 2. about 13.4% of the general population. does not necessarily mean a child will have a language delay or impairment; however, it can be an important predictor of being diagnosed with a delay or impairment at a later age

informal language screens

checklists of common early language milestones that clinicians and parents can use to check off whether or not an infant exhibits each behavior in question

parent-report measures

having parents report directly on their infant’s development