comm development: exam 1

3 components of extralinguistic communication

• paralinguistic: intonation, stress, rate, emotions, and pauses

• metalinguistic: talk, think, analyze, judge language

• nonlinguistic: gesture, facial expressions, eye contact, movement

3 components of linguistic communication

• form: structure of language→ syntax, morphology, phonology and connect sounds and symbols in order

• content: meaning of language (semantics)

• use: pragmatics

language definition

socially shared code or system for representing concepts through use of symbols and rules that govern how they are combined

phonology & phoneme. definition

phonology: study of speech sounds (phonemes) system of a language, including the rules for combining and using morphemes

phoneme: smallest linguistic unit that can signal change in meaning

morpheme and morphology

• internal organization of words

• smallest grammatical unit that does not violate teh meaning or producing of meaningless units

the 4 speech parameters

• articulation

• voice

• fluency

• resonance

_____ connects Wernicke’s area to Broca’s area

arcuate fasciculus

brocas vs wernickers area

broca: speech production in frontal lobe

wernickes area: understanding speech in temporal lobe

voice parameters

• pitch

• loudness

• quality

what month in the womb can babies hear sounds?

5 months

in what month milestone does child vocalize during play or with objects in mouth, vocalize diff vowel sounds combined with consonant, and blow rasberries?

4-6 months

babbling & looking at you when you say their name occurs when?

• 7 to 9 months

• note that babbling occurs after cooing

age to use possessives, follow 2 step commands, and understand around 50 words

19-24 months

using ing verbs occurs when

2-3 months

neurological vs cognitive development

neurological:

• increases in brain size

• rapid neuronal growth

• synaptogensis

• myelination

cognitive:

• sensation

• perception

• attention

• motor development allows more exploration

• object permanence

a language sample examines what four categories?

• morphoology

• semantics

• syntax

• pragmatics

how many utterances must you collect for a language sample?

50 to 100 purposeful utterances

for MLU you count number of morphemes in first ___ consecutive utterances

50

children play active vs passive role in language learning

active: interactionalist → emergentism & constructionism, piagets cognitivist learning theory, social constructivist learning theory

passive: behavioral learning theory

behavioral learning theory: tact

verbal behavior that associates the na,es with an object, action, or event. ex. parent holds up ball and child responds “ ball”

behavioral learning theory: intraverbal

social talk freely associated with situational contexts. parent says “mommy went to the store” and child says “go outside and play now?”

behavioral learning theory: autolicit

linking words into sentences based on observations and experiences

• child comments “mommy cooking food”

the three stimuli in behavioral learning theory

• discriminative: reminds about the reinforcement that will follow the target behavior

• delta: indicate that reinforcement will not follow particular event

• aversive: warns that there will be an unpleasant consequence for particular behavior

two complementary processes in cognitivist learning theory

1. adaption: function/tendencu of all organisms to change in response to the environment

2. organization: tendency to organize processes into systems

the two processes related to adaptation

1. assimilation: integrating information into existing scheme

2. accomodation: creating new schemes or modifying new schemes

sensorimotor stage

1. sensorimotor (0-2 years)

• critical for early speech and language development

• uses senses to explore the world

• egocentric perspective

• events may be caused by intentional actions

• focus on present

preoperational stage

• 2 to 7 years

• rapid language development

• less dependent on senses

• clasifies objects based on one feature

• believes everything happens for a reaspn

concrete operational stage

thinks logically about objects and events

• learns to read and write

• numbers

• diff forms

• manipulation of objects to solve problems

formal operations stage

• 11 years and up

• solves complex problems

• thinks through symbols

• able to reason scientifically and logically

• abstract thinking: past, present, future

• able to discuss what they read and predict

axon

transmits impulses away from the cell body

dendrites

receive information impulses from other cells and transmit them to the cell body

how many cranial nerves & how many spinal nerves?

12 cranial, 31 spinal

central nervous system is about ____% of nervous systems neurons

85%

• spinal cord transmits impulses between brain and PNS

• brainstem is at the top of the spinal cord

4 parts of brainstem

• medulla oblongata

• pons

• thalamus

• midbrain

cerebellum

• vermis

• motor learning

cerebrum

• on top of brainstel and cerebellum

• right and left hemispheres

• largest portion of the brian → 40% of total brain weight

gray matter vs white matter

gray matter: nerve cell bodies - quarter inch thick - covers the white fibrous connective tracts

white matter: mainly axons or tracts

3 types of fiber tracts

1. association: connects within same hemisphere

2. projection: cortex to other parts of brain

3. transverse: connects 2 hemispheres

what is in between right and left hemisphere?

corpus callosum

between the hemispheres, is language processing symmetrical or assymetrical

assymetrical- mainly in left

three functions of the brain

• regulation

• processing

• formulation

location in the brain for regulation

reticular formation

location in the brain for processing

posterior portion of cortex

what increases for brain weight

mylenatiion - the formulation of myelin sheath on nerve axons

note the # of neurons do not change, there is however and increase in dendrites where axonos grow to form a denser interconnected web

where does INITIAL phonological processing begin

• heschls area: the hearing part!

processing theories

Information Processing Theory

• Language learning occurs through the way the brain receives, stores, retrieves, and uses information.

• Focuses on cognitive processes such as attention, memory, perception, and problem-solving.

• Children learn language by processing linguistic input from their environment.

Bottom-Up Processing

• Processing starts with individual sounds or words and builds toward meaning.

• Information flows from the smallest units → larger units.

• Example: Hearing /k/, /æ/, /t/ and combining them to recognize the word cat.

Top-Down Processing

• Processing starts with prior knowledge, expectations, and context.

• The listener uses what they already know to interpret language.

• Example: Predicting a missing word in a sentence based on context.

Passive Processing

• Information is received with minimal active involvement from the learner.

• The learner acts more as a recipient of information.

• Example: Simply hearing language without actively analyzing it.

Active Processing

• The learner actively attends to, interprets, and organizes information.

• Involves making connections between new and existing knowledge.

• Example: Using context clues to understand an unfamiliar word.

Serial Processing

• Information is processed one step at a time, in sequence.

• One stage must be completed before moving to the next.

• Example: Sound recognition → word recognition → sentence meaning.

Parallel Processing

• Multiple types of information are processed simultaneously.

• Different aspects of language are analyzed at the same time.

• Example: Processing sounds, word meanings, grammar, and context all at once during conversation.

brain development begins with how many days of conception

18

QRN/ non crying sounds

partially resonated elements of speech sounds - individual sounds, contains phonation, initially produced by accidental movements of vocal cords→ mouth opens less than adults

lots aur through nasal cavity so partiaalized nasal sounds

gooing at 2 months → QRNs produced with near closure at back of the mouth

GENETIC AND EPIGENETIC FACTORS for langauge development issues

• FOXP1 - ID/ autism

• FOXP2 - verbal dyspraxia

• CNTNAP2- specific langauge impairment

• ROBO1 - dyslexia

pre-intentional stage of intentionality

• 0 to 8 months:

• sustains interactions through crying and parent interpretes

• PERLOCUTIONARY

intentional stage

• 8 to 12 months

• communicates through requesting, sharing info, or using gestures or vocalizations

• protodeclaritives and protoimperatives

• Illocutionary

Symbolic communication

over 12 months with meaningful words and words without gestures

• LOCUTIONARY

difference in IDS across cultures

• degree of speech modifcation

the 4 phases of joint reference

• Phase 1: mastering joint attention (4 weeks - 6 months)

• Phase 2: intention to communicate (7 to 8 months)

note from 5 to 7 months- interaction topics change from social mode to activity mode

• phase 3: gestures and vocalizations (8 to 12 months)

• phase 4: naming and topicalization (12 months)

protodeclaritives vs protoimperatives

protedeclaritives: pointing or showing - to direct attention or shared attention

protoimperatives: request objects, participation, or actions

protoconversations

interactional exchanges that take place before the infant starts speaking

semantic bootstrapping

using semantic feature to decioher another

when is cds most effective

between 18 months and 21 months

solitary play age

below 12 months

pretend/symbolic play

12 to 24 months

parallel play age

24-36 months

associative play

36-48 months

cooperative play

above 48 months