language development final

Speech differs from language because…

speech refers to the physical act of our of sound production

Infants begin using jargon by…

10 months

form

• phonology= speech sound

• morphology= smallest unit of meaning

• syntax= combining words into sentences + phrases

Content

• semantics

• word meanings and vocab

(True or False) Pragmatics are influenced by culture

true

Which theory emphasizes reinforcement and imitation?

Behaviorist

around 6 months, what type of productions develop?

Canonical Babbling

A student who can’t inhibit blurting out irrelevant comments is demonstrating a deficit in…

Inhibition

What disorders diagnostic criteria include low IQ scores?

Intellectual Disability

What disorder has relative strengths in pragmatics but weakness in expressive language?

Down Syndrome

which researchers theory supports the language acquisition device?

Chomsky

(T/F) Social interactionist theories view caregivers as essential for acquiring language

True

Syllable structure is typically for true first words?

CVCV

Which phonological processes are reflected in “pane” for “plane”

cluster reduction

What is a skill of early print awareness?

Knowing books are read front to back

(T/F) decontextualized language refers to talking about things not in the immediate environment

True: starts at about preschool age (3-5 years old)

Shallow phonological awareness includes…

Rhyming and alliteration

Morphological milestone for school-aged children

Changin meanings based on morphemes (e.g., electric —> electricity)

Example of figurative language

idioms (understood by the end of middle school)

In autism, what area is almost always impacted?

Pragmatics

A type of low-tech AAC:

Core boards

Which type of AAC development overlaps with typical language development?

Symbolic representation

Syntax is established by…

18 months

Dialects

regional or social varieties of language that differ in…

• pronunciation

• vocabulary

• grammar

Accent

varieties of language that differ solely in pronunciation

True Language

• generative= can make up new phrases and word combinations

• symbolism= can represent language, ideas, events, and objectives

• displacement= talk about things not in the immediate environment

code switching

using 2 or more languages within the same utterance or conversational turn

Intentional Communication

• begins around 8-10 months

• transition from passive to active communication

• infants use intentional means to communicate, rather than caregivers interpreting their actions

Bootstrapping

process that uses knowledge of a vocab word in one language to help the other language develop.

• child doesn’t need to know the concepts of a word- rather just the label

• this happens when underlying cognitive skills are shared across languages, even if the surface features

Dual language System Hypothesis

establishes two different language “systems”

Use

• pragmatics

• social use of language

Responsive Interaction Style

infants are more likely to learn words if the caregiver joins in what they are interested in, rather than directing the infant to an item

Late Talkers

if they don’t have 50 words in their spoken vocab by 24mnths.

• not diagnosed with a disorder, they usually just catch up with their peers

infants respond to their name at…

6 months

By the first year of life…

• Begun to communicate intentionally

• Begun to point to objects and engage in joint attention

• Begun to identify statistical patterns in language

• first words

Phoneme

smallest unit of sound that changes meaning

protowords

unique words/vocalizations produced by the infant to symbolize something

Types of Morphemes

Free= can stand alone

bound= needs to be attached to a word.

Cooing

is the first in infancy

Types of Bilinguals

Sequential= starts learning a second language after their first language
Simultaneous= exposed to two languages at birth

Phoneme Manipulation

~2nd grade; blending & segmenting phonemes for decoding

Overextension

Using a word too broadly (all four-legged animals = “dog”).

Underextension

Using a word too narrowly (only the family pet is “dog”).

Categorizing Consonants

• Place: where made (bilabial /p/).

• Manner: how air flows (stop, fricative, nasal).

• Voicing: vocal-fold vibration (voiced /b/ vs voiceless /p/).

Phonological Awareness

Awareness of sound structure (rhyming, segmenting, blending); foundation for reading/spelling.

Children are fully intelligible by…

4 years old

MLU and Calculation

Average number of morphemes per utterance; measures grammatical complexity.

Total morphemes ÷ total utterances.

Joint Attention

Shared focus between child & partner on same object/event; foundation for language.

Communicative Competence

Ability to use language appropriately across contexts; includes pragmatics, discourse, sociolinguistics.

Final Consonant Deletion

Dropping final consonant (“ca” for “cat”); resolves ≈3 yrs.

types of play

• functional= Using objects as intended (e.g., pushing toy car).

• symbolic= Using objects to represent others (block as phone); builds language & symbolic thinking.

Fronting

Using front sounds for back sounds (“tar” for “car”); resolves ≈4 yrs.

Fast Mapping

Rapid word learning after minimal exposure; key to early vocabulary growth.

Register

Language style that changes by context/audience (teacher vs friend).

Story Grammar Elements (5)

1 Setting 2 Characters 3 Initiating event 4 Problem/goal 5 Resolution / ending.

True Narratives

Include both a problem and a resolution

3-Year-Old Narrative Type

Heap or sequence stories – unrelated or loosely connected events.

Typical words that toddlers use

Nouns. they hear them the most in their environment

Preschool Literacy Red Flag

Difficulty with rhyming or recognizing letters.

Communication Functions

• Informative: Sharing information (“I have a dog”).

• heuristic: Asking questions/learning (“Why is it raining?”)

• personal: Expressing feelings (“I’m happy”).

• interactional: Maintaining social contact (“Let’s play”).

Behaviorist Theory

B.F. Skinner – language as learned behavior through reinforcement

Nativist/Linguistic theory

Noam Chomsky – language is innate, LAD (Language Acquisition Device), universal grammar.

Cognitive theory

Jean Piaget – language follows cognitive milestones (sensorimotor, preoperational, etc.).

Social Interactionist theory

Lev Vygotsky – language is learned through interaction, joint attention, caregiver scaffolding.

Gestural/Usage-Based theory

Language roots are in gestures and communicative pointing; language emerges from repeated interactions

Young children learn vocabulary more quickly if:

Their caregiver has a verbally sensitive style

State one unique, biological feature of language in humans.

Examples:

• Specialized brain regions (Broca’s, Wernicke’s)

• Arcuate fasciculus connection

• FOXP2 gene (chromosome 7)

• Unique vocal tract/oropharyngeal anatomy

Chall’s Reading Stages

1. Pre-Reading= Birth–6 yrs; focuses on print awareness, rhyming, letter recognition.

2. Decoding: 6–7 yrs; explicit phonics & sound-symbol correspondence.

3. Fluency: 7–8 yrs; automatic, expressive, fluent reading.

4. Reading-to-Learn: 9–14 yrs; reading to gain knowledge & vocabulary.

5. Multiple Viewpoints: 14–18 yrs; understanding multiple perspectives & complex texts.

Brown’s Stages of Development

1. Stage I: 16–18 mo – one-word utterances; uses “no.”

2. Stage II: ≈24 mo – two-word combos; plurals, in/on, possessives.

3. Stage III: ≈30 mo – three-word sentences; basic SVO structure.

4. Stage IV: ≈36 mo – four-plus-word sentences; complex syntax.

Form- Syntactic Development in Children

Increased sentence complexity, more cohesive conjunctions (although, unless, whenever), and more sophisticated written and spoken grammar.

Content - Syntactic Development in Children

Larger vocabulary, abstract terms, multiple-meaning words, derivational morphology (prefixes/suffixes), figurative language understanding.

Use - Syntactic Development in Children

Improved perspective-taking, better conversational adjustments (text vs. email vs. social media), advanced argumentation and persuasion skills.

Executive Function

Cognitive system responsible for planning, organization, self-monitoring, working memory, inhibition, and flexible thinking

Role of EF in Language Development

Supports metacognition, verbal reasoning, organization of narratives, ability to “talk through” decisions, argumentation, and perspective-taking.

Examples of EF Skills

Working memory, inhibition control, cognitive flexibility, planning, task monitoring, metacognition.

Metacognition

Awareness of one’s own thinking/learning; includes self-reflection (“I need to reread this”).

Developmental Language Disorder (DLD)

A neurodevelopmental disorder with significant language impairment not explained by hearing loss, intellectual disability, or other conditions.

• Etiology: Some genetic basis; often late talkers.

• Diagnosis: >1.5 SD below mean on language tests; IQ >85; diagnosed after age 4.

• Interventions: Parent training, imitation, recasting, expansion, RTI, IEP/504 services.

• Language Impact: Weak lexicon, morphosyntax errors, circumlocutions, pragmatic difficulties.

Autism Spectrum Disorder (ASD)

A neurodevelopmental condition involving impairments in social communication and restricted/repetitive behaviors.

• Etiology: Genetic factors, prenatal exposures; no evidence for vaccines.

• Diagnosis: DSM-5 criteria; early signs by age 2; M-CHAT, CARS-2, team evaluation.

• Interventions: ABA, PRT, milieu therapy, DIR, TEACCH, AAC, intensive individualized therapy.

• Language Impact: Pragmatic deficits, theory of mind challenges, echolalia, varied verbal ability.

Down Syndrome (DS)

Genetic chromosomal disorder (trisomy 21) causing intellectual disability and physical features.

• Etiology: Extra chromosome 21; maternal age risk.

• Interventions: Early intervention, AAC options, pragmatic-focused goals.

• Language Impact: Stronger pragmatics; weaker morphosyntax, phonology, expressive vocabulary.

Severe Hearing Loss

Significant auditory impairment that affects language acquisition, especially when congenital/prelingual.

• Etiology: Genetic causes, illness, ototoxic medications, environmental exposures.

• Interventions: Newborn screening, hearing aids, cochlear implants, sign language exposure, IEP supports.

• Language Impact: Reduced input → delays in lexicon, grammar, working memory; variable speech intelligibility.

Language Delay

Child is developing language in the typical sequence but at a slower rate; often catches up.

Language Disorder

Atypical or deviant development where gaps do not close over time; structure or function of language is impaired.

Language Difference

Variations due to cultural or linguistic diversity; NOT a disorder.

AAC (Augmentative and Alternative Communication)

Any system that supports or replaces spoken communication (symbols, pictures, devices, gestures).

Aided AAC

Uses external tools (pictures, devices, communication boards).

Unaided AAC

Relies on the body only (sign language, gestures, facial expressions).

No-Tech AAC

Pictures, communication boards, written notes, PECS; no electronic voice.

Mid-Tech AAC

Simple voice output devices, single-message buttons, recorded messages.

High-Tech AAC

Speech-generating devices (SGDs), iPad apps like LAMP or Proloquo2Go, dynamic displays.

Typical Development vs. AAC Development

Similar overall trajectory but AAC users may differ in first “words,” morpheme development, and may use telegraphic messages; also requires motor planning for device navigation.

Differences From Speaking Development

Includes motor demands, visual scanning, device navigation, concrete referents, different first word patterns.

Barriers to AAC Implementation

Limited modeling, lack of training for partners, myths (e.g., AAC reduces speech), inconsistent use, motor challenges, access issues, funding.

Communication Bill of Rights (AAC)

All individuals deserve access to communication, autonomy, and participation regardless of spoken ability.