CSD300 exam3

What is communication used for?

needs/wants, ideas, information

What is social interaction used for?

relationship formation/maintenance, rapport, etiquette

form-meaning realtionships

the form of a message are the words and grammar. Meaning is related to form, but it is not a one-to-one relationship

narrative

single words, or phrases; or even sentences often are not sufficient to support complex meaning. Refers to how multiple sentences that support a single story are organized together.

personal narratives

past vs. future - asserts something about the self

fictional stories

retellings; novel stories from pictures or silent movies

monologue

kids produce their own narratives

co-constructed

kids sshow narrative-like skill and displacement in collaboration with others (adults, caregivers)

early “narrative”

longer, more complex monologues for chidlren often need to be scaffolded by conversation partners (adults)

scaffolding

can take multiple forms elaborative style vs. repetitive style

two-event narratives

emerge in spontaneous production around 3 years with the emergence of coordinating clauses in spontaneous speech- e.g. “she tripped and she cried.'“

leap-frog narratives

event structure is not clear “she cried and she was sitting and she tripped and she got up and tripped” produced later than two-event- sometime in middle preschool years (4 years)

narrative skill development end on a high point

resolution i not expressed- produced later than leap-frog - toward the end of pre-school/beginning of elementary (5 years)

elaboration

as narrative skill improves, children add details that are interesting and relevant, but not main details

evaluation

as narrative skill improves, children evaluate the elements of the story- giving information about the consequences of the event and revealing their attitudes and sense of what is important

turn-taking

talking when its your turn

respond appropriately to their interlocutors

depend on one another in conversation

provide “appropriate” information to their interlocutors

learn how to respond to questions with correct type of information

turn-taking in infancy

caregiver-infant interactions are often characterized by alternating action and inaction- heavily scaffolded by caregiver

turn-taking in 1-2 year olds

children appear to understand that active response to speech of an interlocutor is expected- responses may not reflect understanding of the speech- also scaffolded

turn-taking in preschoolers

children become more adept at using devices (i.e. filled pauses, sentence-initial ‘and’) to keep their conversational turns

conversational repair

• repetition and modification occurs preverbally

• by 2 children can appropriately repeat in response to “What?” query

• repetition of verbal messages gives way in preschool years to revision

appropriate information

• quality: be truthful

• quantity: be informative

• relation: be relevant to the current exchange

• manner: be clear

perlocutionary

communication that occurs without intent- 1-10 months- actions have consequences on others, but communication was not intended

illocutionary

communication is intended, but does not always take adult forms (protowords, pointing) 10-12 months

locutionary

communication is intended and take adult-like forms (1 year-older)

politeness- language use

indirect forms of request are considered more polite than direct forms. That is, “may i have the salt?” is more polite than “give me the salt.”

implicit information

if the puppet has grey hair and glasses, they know to be more polite

explicit information

being told to “ask nicely”

child-directed language

children addressing younger children use different types of speech than when addressing peers or older interlocutors

collective monologues

in pre-school, children often seem to be engaging in simultaneous, but parallel monologues- “conversations” sound good, but are not adult-like dialogue

private speech

may provide an opportunity to children to practice and explore language as a communication tool

input sources for language learning for children

goes from caregivers to education, peers, written material

development past age 5

becomes much harder to define. no clear milestones; progress often marked by refinement of existing skills

research approach changes past age 5

observation may have limited availability. improved proficiency means that novel stimuli will not be rejected are hard to come by

metalinguistic awareness

awareness about language; makes some things easier

perceptual development past age 5

increased facility with understanding speech in noisy circumstances and unfamiliar accented speech.

• children reach adult abilities at speech-in-noise around 9-10 years

• children reach adult abilities at speech-in-speech in the teen years

• accented speech recognition varies

phonological awareness past age 5

• in pre-school- awareness of syllable structure, onset, rhymes

• as reading begins, awareness of internal segmental structure

phonological production (5-8 years)

• late developing sounds are still emerging (affricates, fricatives, liquids)

• development of more complex phonological rules- especially related to morphophonological regularity

vowel shifting

five —> fifty

decide —> decision

development of dialect

• mid-school years: development of community (peer) dialect

• high school: development of identity-specific dialect

massive vocabulary increases

• around 5: 1500-2000 words

• 6-8 years: 10,500-20,000 words

• 8-10 years: 20,000-40,000 words

quick incidental learning

learning new words from a discourse context. 5 year-olds can do this, 3 year-olds cannot- remember learning from syntactic frame and mutual exclusivity improve with improvement in skill

expanded noun phrases

e.g., The big, hairy dog with the spots

subordinate clauses

e.g., The girl missed the bus because she

was playing with her friends. OR If you clean up, you

can have cake.

Improvement in discourse structure

children’s ability to correctly and functionally combine sentences and

phrases into multi-element discourse improves throughout the school

years improving story cohesion

Conversations increase in relatedness

– children’s conversations with other children have more turns that

are related to one another (they maintain the conversation topic)

- conversations get longer

- in later school years, responses are more nuanced and focused on

non-literal structure of the conversation content

Alphabetic principle

letters in the orthography correspond to sounds in the

spoken language (note: not all written languages use this principle)

shallow orthography

1:1 (or close) mapping from one letter to one

sound – e.g. Spanish, Portuguese, Korean

deep orthography

many:many mapping from letter to sounds

e.g., English, French

both?

some orthographies can be written in different ways – e.g.,

Arabic – depending on the style vowels can be specified (shallow) or not

(deep)

phonological awareness

onsets, rhymes, syllable

counting and phonemic awareness

Emergent literacy

infancy through preschool – exposure to reading builds

familiarity with the concept

children learn:

how to interact with text

that orthography is different from pictures

that text is related to speech

Decoding

5 years – 7 years (kindergarten – second grade) – beginning of

formal reading instruction

primary goal is to learn the orthography-phonology mapping

Ungluing from print

7 – 8 year olds (second grade)

orthography-phonology decoding transitions from controlled to

automatic

fluent reading:

efficient, even-paced reading with few errors

Reading to learn

9 – 14 year olds (4th grade to 9th grade)

attention shifts from decoding to content

vocabulary size predicts success here

details of structure

oarticulation, informality, etc, do not affect

writing making some structures more obvious

e.g., *silistine -> Silas Deane

vocabulary

formal registers, vast number of topics

Multiple viewpoints

high school – structure of the text can present

conflicting views, etc, and high school age children can follow it

Construction/ deconstruction

high school/college – at this point, readers should be able to critically evaluate what they are reading

simultaneous bilingualism

children learn two languages from birth (or before 1 year) to mastery – sometimes called bilingual first language acquisition

Heritage language user

children learn two languages – one a “home” or “family” language and the other the community language. “Home” language may not be learned to mastery (in some cases may not be produced)

Perception in infancy

Bilingual infants learn to distinguish sounds in two inventories – process is similar to monolingual children – timeline may be slightly different

perception in later years

focus turns to how the variability of perceptual experience affects children’s speech perception. Research is ongoing and complicated by difficulty in characterizing bilingual experience.

production of speech in bilingual children

do bilingual children use the same, overlapping, or completely separate phonetic inventories for their two languages? Research is ongoing – made difficult by phonological overlap between languages

Recall mutual exclusivity, how does it affect word learning in bilingual children

children seem to understand that they are learning words in two systems – knowledge in each language constrains word-learning in that language and not the other

How does simultaneous bilingualism affect morpho-

syntactic development?

if a bilingual child is using lexical items from one language, his word order and morphological structure will also be from that language.

code switching

bilingual’s use of two languages within a single conversation

e.g., No, no, amiga, do it this way, mira.

code-mixing

seems to be a function of low proficiency and is more typical of sequential bilinguals

balanced bilingualism

person is equally good at and comfortable with both of their languages

first language (L1) dominance

person is more comfortable with and maybe also more skilled in their first-learned language

second language (L2) dominance)

person is more comfortable with and maybe also more skilled in their second-learned language (sometimes called “cross-dominance”)