CSD 350 FINAL

Behaviorist theory (nurture)

- B.F. Skinner

- All learning is the result of operant conditioning

- Behaviors that are reinforced become strengthened, and behaviors that are punished become suppressed

Operant conditioning (behaviorist theory)

associations made between behavior and consequence (whether negative or positive)

social interactionist theory (nurture)

Developed by Lev Vygotsky. Social interaction through interpersonal communication and culture shape higher mental functions.

Zone Of Proximal Distance

the gap between what children can do and what they are not quite ready to accomplish by themselves

The Intentionality model

engagement (social and emotional development) + effort (cognitive development) = language acquisition

•Milieu approach to therapy

-"Sabotage" the environment

Cognitive Theory

Piaget: the study of the development of knowledge

Sensorimotor (Piaget)

Birth-2

gets surroundings through experiences

preoperational (piaget)

2-7

gets surroundings through language and mental images

concrete operational (piaget)

7-12

gets wold reasoning and categorizing information

formal operational (piaget)

12+

gets world through hypothetical thinking and scientific reasoning

Universal grammar (nature)

-Chomsky

-language in innate

-brain already comes equipped

why are theories important for SLP

prevention and intervention

functions of brain to communicate

formulation

transmission

reception

comprehension

basic jobs of the brain

•Processing: controls information by analyzing, coding and storing information

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•Formulation: controls preparation of intention and behavior

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•Regulation: aids in the performance of the other two functions by maintaining brains energy level and awareness.

fMRI

a form of magnetic resonance imaging of the brain that registers blood flow to functioning areas of the brain

MRI

allows us to see structures within the brain

static pictures

PET

•Shows how the organs and tissues of the body are functioning

cell body

contains

the center or nucleus ...which contains genes and chromosomes...the human brain uses ~40,000 genes

axons and dendrites

receive and transmit electrochemical impulses from other neurons

synapse

site where two neurons meet...for neurons to communicate, the impulse must cross the synapse

CNS

Brain and spinal cord

Brain initiates and regulates all motor, sensory, and cognitive processes

Spinal cord

carries sensory

information from the body to brain &

motor commands from the brain &

rest of body

PNS

cranial and spinal nerves

Nerves carry

sensory information to (afferent) the CNS and motor commands away from (efferent) the CNS...control nearly all voluntary

and involuntary activity of the body

cerebrum

located on the top of the brainstem and cerrebellum

left and right hemispheres

frontla lobe

•Activate and control fine and complex motor activities (speech)

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•Control executive functioning

•Motor cortex of the left side of frontal lobe = Broca's Area

•Responsible for fine coordination of speech output

occipital lobe

visual processing

parietal lobe

receives sensory input for touch and body position

comprehend oral and written language

•Likely houses working memory

temporal lobe

A region of the cerebral cortex responsible for hearing and language.

brainstem

•Serves as a channel between the rest of the brain and the spinal cord

Cerebellum

Balance and coordination

morphosyntax

•Requires specialized areas which involve both the right and left hemispheres

-complex task

Phonology building blocks

•1. Using cues to segment streams of speech

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•2. Developing a phonemic inventory

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•3. Developing phonological awareness

morphology building blocks

interactional morphemes

•Small units added to words to change the grammar of the word (e.g. number, tense, posseser)

derivational morphemes

•Morphemes added (prefix or suffix) to root words to DERIVE a different word

syntax building blocks

•1. Utterance length

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•2. Different sentence types

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•3. Development of complex syntax

semantics building blocks

•1. A mental lexicon of 60,000

•2. Rapid learning of new words

•3. Organizing the lexicon into semantic networks

pragmatics building blocks

•1. Using language for different communication functions

•2. Developing conversational skills

•3. Gaining sensitivity to extralinguistic cues

1 month

Patterns for interaction begin as noted by gazing at faces and vocalizing. Social smile especially in presence of mother

2 months

Infant starts to visually track mothers' voice..turning away from strange voices

3 months

Caregiver changes facial expression to improve reaction from infant. Mutual gaze>gaze coupling (looking at each other>turn-taking)

4 months

infants most responsive to vocalizations vs non-vocalization. Change from simultaneous to sequential

5 months

recognize that vocalizations get reactions

vocalizations (reflexive 0-3 months)

Discomfort/distress and vegetative sounds (burping/coughing)

Quasi-resonant nuclei (partial vowel production)

vocalizations (some control of phonation 2-4 months)

Cooing and going

Velars!

Full resonant nuclei (true vowel production)..think earlier video

Laughter!

vocalizations (expansion 3-6 months)

Truer adults vowels sounds, squealing

More control over articulators..testing out vocal organs

Babblings starts...

vocalizations (canonical babbling 5-10 months)

Reduplicated babbling: repeated CV pairs (e.g. dadadada)

Variegated babbling: non-repeated CV pairs (e.g. da-me-boo-da)

vocalizations (jargon stage 10+ months)

unintelligible, 2+ consonants and vowels with varied stress and intonation, mimic adult speech, considered social and interactive)

7 months

starts to take more control on interaction

8 months

selectivley listens to words and follows simple requests

9 months

follow maternal pointing and glancing

8-9 months

Infant begins to develop intentionality or goal directedness and the ability to share goals with others.

perlocutionary stage

keep interaction going

illocutionary stage

emergence of intentional communication

locutionary stage

begins with the first meaningful word

influences/support for infant langauge development

infant directed speech

Joint reference and attention

Daily routines

Caregiver responsiveness

toddlerhood period of rapid growth

18-24 months WITH errors such as overextensions, overexagerations, underextentions, and overlap

toddler uses language for what purposes

requests, commands, interactional, personal, imaginative, informative

toddlerhood expanding utterances

Recombinations: child starts to combine different two-word combinations

Expansions: Expand to express attribution, possession, or recurrence

preschool 3 main milestones

1. decontexualized language

2.emergent literacy

3.theory of mind

emergent literacy skills

alphabet knowledge, print awareness, phonological awareness, oral lanuage

preschool pragmatic advnaces

conversational skills

conversational repair

communicative functions

adult teaching strategies

modeling (conversational recast, expansion, extension), prompting, imatation

conversational recast

Goal is to maintain the meaning, but repeat to:

▪Add more to the grammatical form, OR

▪Correct grammatical form

solitary play (birth-30 months)

-no interactive play

-babies curious of other babies and will touch

-toddlers show affection for young children

parrallel play (30-36 months)

-two or more children play side by side but without exchange

associative play (30-36 months)

children playing the same things but without interaction and conversation

cooperative play (36 months +)

shared experinces including disscusing and playing together to accomplish a goal