Unit 1 Language Development Exam

Language

Complex and dynamic system of conventional symbols that is used in various modes for thought and communication

Skinner

Behaviorist- operant condition

Language is a result of connecting responses to stimuli

Chomsky

Nativists- language acquisition device (LAD)

Children are born with innate grammar rules

Piaget

Cognitive theory- intelligence develops in stages

Cognitive growth

Vygotsky

sociocultural theory

Development and learning through social interactions

broca’s area

left frontal region

info is programed for production

difficulty with pronunciation and grammar

wernicke’s area

Posterior left temporal lobe

Incoming info is processed

Poor comprehension

arcuate fasciculus

Band of subcortical fibers that connects Wernicke’s area with Broca’s area

Sends info processed from Wernicke’s area to Broca’s area

angular gyrus

Damage to this area impairs the ability to read

Critical on processing written symbols and connecting them to spoken language

Encoding and decoding

3 areas of language

form, content, use

5 domains of language

morphology, syntax, semantics, pragmatics, phonology

phonology

study of speech sounds

ex. fe instead of the

sound patterns

phonological awareness

being able to hear, remember, and manipulate sounds at different levels, such as sentences, words, syllables

phonemic awareness

recognizing and using individual sounds to create words

phonological processes

patterns of speech sound errors that children use to simplify speech

morphology

·       Study of word structure and their parts

·       Incorrect tense

·       Smallest meaningful units of meaning, including prefixes, suffixes, and base words

morpheme

smallest grammatical unit that carries meaning

free morpheme

stand alone

ex cat happy danger

bound morphemes

always attached

ex. -ness, -ing

inflectional morphemes

bound morphemes do not change basic words’ meanings but modify

ex. tones, person, number, gender

derivational morphemes

bound morphemes used to change 1 word into another words that may be a different part of speech

ex. - ness turns adjective happy into noun happiens where as adding -ily changes happy into an adverb

syntax

Rule system for creating sentence structure

Words combine to form phrases, clauses, and sentences 

Arrangement of words in sentences

semantics

·       Study of word meanings and relationship between words

·       Necessary words to form a sentence

lexicon

mental dictionary

part of semantics

overextension

semantics

a word is given a broader, more general meaning than it should have

ex. calling all males a child sees “dad”

underextension

semantics

occurs when a word is given a narrower meaning

ex. only use the word’ dog’ for family dog, not any other dog

pragmatics

social rules for language use

birth to 3 months

·       Alerts to sound

·       Quiets or smiles when you talk

·       Makes sounds back and forth with you

·       Makes sounds that differ depending on whether they are happy or upset

·       Coos, makes sounds like oooo, aahh, and mmmm

·       Recognizes loved ones and some common objects

·       Turns or looks toward voices or people talking

4 to 6 months

·       Responds to facial expressions

·       Looks at objects of interest and follows objects with their eyes

·       Reacts to toys that make sounds, like those with bells or music

·       Vocalizes during play or with objects in mouth

·       Vocalizes different vowel sounds- sometimes combined with a consonant-like uuuuumm, aaagoo, or daaaaa

·       Blows “raspberries”

7 to 9 months

·       Looks at you when you call their name

·       Stops for a moment when you say “No”

·       Babbles long strings of sound, like mamamam, upup, or babababa

·       Looks for loved ones when upset

·       Raises arms to be picked up

·       Recognizes the names of some people and objects

·       Pushes away unwanted objects`

10 to 12 months

·       By age 10 months, reaches for objects

·       Points, waves, and shows or gives objects

·       Imitates and initiates gestures for engaging in social interactions and playing games, like blowing kisses or playing peek-a-boo

·       Tries to copy sounds that you make

·       Enjoys dancing

·       Responds to simple words and phrases like “Go bye-bye” and “Look at Mommy”

·       Says 1 or 2 words- like mama, dada, hi and bye

13 to 18 months

·       Looks around when asked “where” questions- like “Where’s your blanket?”

·       Follows directions- like “Give me the ball”, “Hug the teddy bear, “come here”, or “Show me your nose”

·       Points to make requests, to comment, or to get info

·       Shakes head for “no” and nods head for “yes”

·       Understand and uses words for common objects, some actions, and people in their lives

·       Identify 1 or more body parts

·       Uses gestures when excited, like clapping or giving a high-five, or when being silly, like sticking out their tongue or making funny faces

·       Uses a combination of long strings of sounds, syllables, and real words with speech-like inflection

19 to 24 months

·       Uses and understands at least 50 different words for food, toys, animals, and body parts. Speech may not always be clear- like du for “shoe” or dah for “dog”

·       Puts 2 or more words together- like more water or go outside

·       Follows 2-step directions- like “Get the spoon, and put it on the table”

·       Uses words like me, min, and you

·       Uses words to ask for help

·       Uses possessives like Daddy’s sock

2 to 3 year olds

·       Uses word combinations often but may occasionally repeat some words or phrases, like baby- baby- baby sit down or I want-want juice

·       Tries to get your attention by saying, Look at me

·       Uses some plural words like birds or toys

·       Uses -ing verbs like eating or running. Adds -ed to the end of words to talk about past actions, like looked or played

·       Gives reasons for things and events, like saying that they need a coat when it’s cold outside

·       Asks why and how

·       Answer questions like “What do you do when you are sleepy?” or “Which one can you wear?”

·       Correctly produces p, b, m, h, w, d, and n in words

·       Correctly produces most vowels in words

·       Speech is becoming clearer but may not be understandable to unfamiliar listeners or to people who do not know your child

3 to 4 year olds

·       Compares things, with words like bigger or shorter

·       Tells you a story from a book or a video

·       Understands and uses more location words, like inside, on, an dunder

·       Uses words like a or the when talking, like a book or the dog

·       Pretends to read alone or with others

·       Recognizes signs and logos like STOP

·       Pretends to write or spell and can write some letters

·       Correctly produces t, k, g, f, y and -ing in words

·       Says all syllables in a word

·       By age 4 years, your child talk smoothly. Does not repeat sounds, words, or phrases most of the time

·       By age 4 years, your child speaks so that people can understand most of what they say. Child may make mistakes on sounds that are later to develop- like l, j r, sh, ch, s, v, z and th

·       By age 4 years, your child says all sounds in a consonant cluster containing 2 or more consonants in a row- like the tw in tweet or the -nd in sand. May not produce all sounds correctly- for example spway for “spray”

4 to 5 year olds

·       Produces grammatically correct sentences. Sentences are longer and more complex

·       Includes (1) main characters, settings, and words like and to connect info and (2) ideas to tell stories

·       Uses at least 1 irregular plural form, like feet or man

·       Understands and uses location words, like behind, beside, and between

·       Uses more words for time- like yesterday and tomorrow- correctly

·       Follows simple directions and rules to play games

·       Locates the front of a book and its title

·       Recognizes and names 10 or more letters and can usually write their own name

·       Imitates reading and writing from left to right

·       Blends words parts, like cup + cake= cupcake. Identifies some rhyming words, like cat and hat

·       Produces most consonants correctly and speech is understandable in conversation

·       Readiness to engage with the world