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How does the relationship of language and comprehension shift over development?
They become inseparable.
Why do language comprehension and production become less separable with development?
By having complexity in one component alludes to having complexity in another category.
they develop logical reasoning
How do changes in cognition relate to school-age language development?
They are still learning and advancing in the same skills as each other.
Why are conversation with peers challenging for school-age children?
There are new social functions that require new world knowledge.
Why is conversation in an academic setting challenging?
Informal, every day communication
What is casual talk?
formal, complex communication
What is academic talk?
Casual Talk | Academic Talk |
Questions are genuine requests for information | Questions are often not genuine requests for information |
More high-frequency words and colloquial vocabulary | More low-frequency words and literary vocabulary |
Shorter sentences | Longer sentences |
More literal language | More inferential language |
More language about doing (less language about thinking) | More language about thinking (less language about doing) |
What are some of the linguistic features that differ between casual and academic talk?
Learn new pragmatic skills
Require a different and harder vocabulary
New and elaborated syntactic structure
Think more about what you are saying
How does the difference between casual and academic talk relate to language development?
Bilingual children
Dialect users
What groups of language developers that may be more impacted than others by the shift from casual to academic talk?
They learn new dialects.
How does dialect impact language learning during the school-age?
Occurs at natural word or phrase boundary
Depends on type of discourse
Can be a stylistic device
What are some of the rules of code-switching?
Proficiency in both languages/dialects
Language/dialect preference
Social identity
What are three characteristics of the speaker related to the use of code-switching?
The # of words you know
Vocabulary breadth
How well you understand the semantic characteristics of those words
Vocabulary depth
You can know a word without really understanding its meaning
How does this distinction of vocabulary breadth & depth relate to vocabulary growth?
Stage 1: Action +Perceptual features + Own experiences
Ex: Define oranges. “Oranges make my hands sticky.”
Stage 2: Perceptual features + (not directly) own experiences
Ex: Define oranges. “Oranges are orange and juicy.”
Stage 3: Elaborate perceptual features + Broad shared relationships
Ex: Define oranges. “Oranges are things that are juicy, have a peel, and are orange in color.”
Stage 4: Shared meaning + complex shared relationships
Ex: Define oranges. “Oranges are a type of fruit that is often drank as a juice.”
How would you characterize children’s stages of vocabulary definition development?
Sarcasm
When you say something that is intened to mean the opposite, directed
Example: “I like your hair.” “Come on, you’re gonna fail your exam.”
Irony
Something that is intended to mean the opposite, indirect
Example: “Nice weather today, huh?” (when it’s blizzarding)
Idioms
Phrases or words with a socially or cultural agreed on meaning, when the meaning is not obviously related to the literal words
Examples: “It’s raining cats and dogs.” “Bite the bullet.” “He missed the boat.”
Similes
figure of speech that compares an actual entity with a descriptive image, where the comparative is explicit (like or as)
Example: “You were as brave as a lion.” “She is as cute as a button.”
Metaphors
figure of speech that compares an actual entity with a descriptive image, where the comparison is not explicit
Example: “I’m feeling blue.” “She was fishing for compliments.”
Not having that background knowledge or experience to determine the full sense or meaning.
What is something that might affect understanding figurative language?
Involves complex processing- literal linguistic transmission (I say one thing) & the speaker’s intention and reference to get to the meaning.
How does figurative language relate to language development?
A figurative expression is learned as a single lexical unit, so the meaning is carried by the entire phrase not each individual word.
Why is figurative language related to semantics development?
Derivational
Does more development occur for inflectional or derivational morphemes in school-age children?
The agent & the patient/instrument are reversed.
Why are passives hard to understand and produce?
Reversible
Instrumental non-reversible
Agentive nonreversible
Different types of passives:
Reflects the child's growing ability to understand and express increasingly complex relationships between ideas, actions, and events.
What’s the general pattern of development for conjunctions and conjoining?
The more positive the relationship, the easier the conjunction is to learn. They rely on semantic & pragmatic factors.
Why are the later developing conjunctions hard to understand and later to develop?
Subordinate clause
Relative pronoun deletion
Center embedding
What is the general pattern of development for embedding?
It increases in semantics and pragmatics.
How does a child’s syntax change during the school-age period?
Narrative
An uninterrupted stream of language
Centering
A linking of entities to form a story nucleus but there is no temporal/casual information.
Chaining
A sequence in events that share attributes and more directly from one to another.
Topic-centered narrative
Tells a consecutive story
Topic-association narrative
Narratives around a series of episodes centered around a series or thing, tells a bunch of mini stories to get to what happened.
Literacy
Reading & writing
Goal of reading
To understand what you read
Relation of reading and language
Reciprocal; to have to have good language to have good reading
Decoding/word reading & language comprehension
What two components contribute to reading comprehension in the Simple View of Reading?
Print knowledge
Phonological awareness
Writing
Oral language
Four domains of early literacy
How often a child is engaged in a conversation & how well the child is supported.
Why are quantity and quality of the print environment important?
Shared reading
When a parent reads to a child and engages that child in the process of reading by asking them questions, pointing out aspects of the print, or pointing out rhyming.
Talk
What is the most important thing an adult (at home or at daycare/preschool) can do to support literacy?
Decoding
Ability to read words
Phonological awareness
Rhyme, syllables, onsets, rimes
Phoneme awareness
Individual sounds
Alphabetic principle
The ability to match sounds the in the spoken language to the letters in the written language.
Fluency
The ability to read accurately and fluidly with natural intonation.
Metacognition
Thinking about thinking
Metalinguistics
Thinking about language
|
| Decoding/Word Reading | |
|
| Poor | Good |
Listening/ Language Comprehension | Good | Dyslexia/Poor Decoder | No Impairment |
Poor | Mixed Deficit | Specific-Reading Comprehension Deficit/ Poor Comprehended | |
Interpret the chart
Inverse-U definition
In early life, children are developing skills to then reach mastery in middle adulthood, then see a decline as people age.
Inverse u
What is the general pattern of development that we see with executive functions?
Word definitions: adolescents
Include category membership
Sharpen core features and include subtle aspects
Begin to define abstract words
Word definitions: adults
Present exclusionary criteria, what it is not
Define abstract word
it growz
How does morphosyntax change in adolescence?
Characteristics of developmental language disorder (DLD)
Everyday communication difficulties
Unresolved by 5 years
Not associated with known condition
All could maybe be impacted
(Phonology/Speech, Vocabulary/Semantics, Morphosyntax & Pragmatics)
What areas of language are impacted/not impacted in DLD?
Unknown/Not a lot known
What are some causes/explanations or outcomes of DLD & SLI?
SLI only includes children with IQs > 85
SLI primarily has only structural impairments
What are the characteristics of specific language impairment (SLI)?
Phonology/Speech, Vocabulary/Semantics, & Pragmatics- are sometimes impacted
Morphosyntax- is impacted
What areas of language are impacted/not impacted in SLI?
DLD
_ has boarder- you are having difficulty I any of the language components.
SLI
_ had to have cognitive alibities in a certain range
What do outcomes look like for those with SLI?
Language delay
What are the characteristics of DLD associated with hearing impairment?
When no device or sign is used, all areas are affected.
What areas of language are impacted/not impacted in DLD associated with hearing impairment?
Family history of hearing loss
Congenital infection (herpes, rubella)
Craniofacial anomaly affecting the ear
Low birth weight
Bacterial meningitis
Measles
Head trauma soon or shortly after birth
What are some causes/explanations of DLD associated with hearing impairment
Variable for all-
mild- early use of hearing aid helps
severe- no device=poor
What do outcomes look like for those with DLD associated with hearing impairment?
IQ over 70
What are the characteristics of DLD associated with intellectual disability?
Social communication & Restricted/repetitive behaviors and interests
What are the characteristics of DLD associated with autism spectrum disorder (ASD)?
Phonology/Speech- no
Vocabulary/Semantics & Pragmatics- yes
Morphosyntax- maybe
What areas of language are impacted/not impacted in DLD associated with ASD?
Neurobiology, genes, & environment
What are some causes/explanations of DLD associated with ASD?
Extremely variable
What do outcomes look like for those with DLD associated with ASD?
Note
Flashcard