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 years old

·       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

screen time on children’s development

·       Reduce face to face interaction, critical for language learning

·       Programs provides opportunities for substantial language growth

prelinguistic stage of language development

·       Cooing, crying, babbling

·       Canonical babbling- consonant vowel syllables 4-6

prelinguistic stage

·       12 months of life

·       Foundation for later stages in language development

·       Speech-perception abilities allow children in this stage to recognize patterns in input

infant perception

prelinguistic stage

babies listen and process speech sounds before born

infant production

prelinguistic stage

beginning of vocal experimentation ex. Cooing, laughing, squealing and eventually babbling

infant-directed speech (IDS)

·       contains speech modifications

(eg high fundamental frequency, variable intonation)

child-directed speech (CDS)

special speech register used when talking to children, including short sentences, greater repetition and questioning, and higher and more variable intonation than that of speech addressed to  adults

prosodic

higher and more varied pitch, exaggerated stress

headturn preference procedure

·       used to learn more about babies’ perceptual abilities and interest, two speakers, turn head toward sound, measure how long they attend to the sound

conversational nature

·       Conversational structure

o   Pause for infant response

o   Contingent comments are made while focused on the same thing

o   Joint Attention

·       Input and characteristics

o   Formats

§  Eg games routine interactions and/or reading

o   Variation

§  Socioeconomic status (SES)

§  Cultural

categorical perception

·       Grouping sounds into categories despite physical variability -> infants gradually focus on sounds and distinctions in language around them

o   Sensitivity decreases at 10-12 months

early communicative behavior

·       2 main forms

o   Gestures

o   Sounds, then protowords

·       Variety of communicative functions

·       Baby sign

low-structured observation

caregiver instructed to play with child in natural way and trained observer scores child’s behavior either during session or from video recording

structured observation

manipulates situation somewhat to increase likelihood of observing behavior of interest

communicative temptation task- entice child to produce request

late talkers

fewer than 50 words in spoken vocab in 24 months

hearing impairment

lack of access to perceivable language

cochlear implants

electronic device that can help individuals with severe loss

otitis media with effusion (OME)

o   hearing loss is generally mild in children

build up of fluid in middle ear with middle ear infection

semantic development

ways in which speakers connect words to their referents and their meanings

linguistic competence

an individual who acquires the phronology, morpohology, syntax, and semantics of a language

communicative competence

include the ability to use language appropriately in different situations

pragmatics- social rules

cognitive interactionists

theories of Piaget and believe language is 1 facet of human cognition and that children in acquiring language are basically learning to pair words with concepts they have already acquired

social interactionists

emphasize child’s motivation to communicate with others

gestural and usage-based theorists

more concerned with roots of language that are demonstrated when young children, begin to communicate through gestures, pointing, shared attention, and other nonverbal but goal-directed and social behaviors

down syndrome

standard patterns of language development but at a slower rate than typical

autism spectrum

exhibit patterns of language development that are atypical in multiple ways,

ex. understanding what other people know and adjusting language accordingly

developmental language disorder

problems in language development accompanies by no other physical, sensory, or emotional difficulties

stutter or have motor or physical impairments

syntactic system

rules on how to combine words into acceptable phrases, sentences, and how to transform sentences into other sentences

nativist theorists

this kind of theorists thinks babies arrive in the world with a specific language already in their brains

psycholinguistics

linguists and psychologists combined the techniques of their disciplines to investigate whether the systems described by the linguist had psychological reality in the mind of speakers

adult-infant attachment

important for language attention and learn native language- sounds words and grammatical structure

joint attention

caregiver and child direct attention to same object

theory of mind

understand others are intentional beings, have thoughts and goals, and there can be a sharing of minds

Birth to 3 months key aspect

key aspect - peek-a-boo, showing different toys, turning towards musical sound or object

4 to 6 months key aspect

Key aspect - exaggerated faces, blowing raspberries at them, imitation

7 to 9 months key aspect

key aspect- preferred objects, read a book, point at pictures and say names of loved ones to see reaction

10 to 12 months key aspect

dance party, repeat/ copy games,

clear intentional communication gestures

4 to 6 months emerging, consistently after 7 months

birth to 3 months

make sounds that differ depending on whether happy or upset

4 to 6 months

blows raspberries

7 to 9 months

babbles long strings of sound like “mamamama”

10 to 12 months

imitates and initiates gestures for engaging social interactions and playing games, like blowing kisses or peek a boo

13 to 18 months

look around when asked where questions like where’s your blanket

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

2 to 3 years

uses word combinations often but may occasionally repeat some words or phrases like baby baby

3 to 4 years

compares things with words like bigger or shorter

4 to 5 years old

produces grammatically correct sentence

sentences are longer and more complex