Language Acquisition Exam 3 Review

Phonotactic rules

rules that state what sounds can occur in a sequence that are side by side

What are the rules that state what sounds can occur in a sequence that are side by side?

Phonotactics

Protoimperative

pointing/gestures to gain control over the behaviors of others

Protodeclarative

used as a way to establish joint attention

Pointing can serve as a protoimperative when it's used to...

request or command and action

Pointing serves as a protodeclarative when the child uses it to...

direct someone else's attention to an object or event, simply to share interest or communicate about it socially.

In the catergories of first fifty words- grammatical function

What refers to only one thing?

Nominals- specific

In the catergories of first fifty words- grammatical function

What is all members of a category?

Nominal -General

Nominals-General

items that represent general examples of a category (spoon, cup)

Nominals- Specific

refer to only one thing

Motherese

child-directed speech

What are qualities of motherese?

▫Pitch variations

▫Loudness variations

▫Simple sentences/shorter utterances

▫Exaggerated facial expressions

▫Slower than normal rate

▫Longer pauses than normal

▫References made to items the child can see or hear

▫Regular rhythm

▫Repetition

▫Face to face interactions

Pitch variations, Loudness variations, Simple sentences/shorter utterances, Exaggerated facial expressions, and Slower than normal rate are all qualities of...

motherese/child directed speech

Cooing

(vowel-like sounds, brief consonant-like sound). Approximations, differentiated crying (caregiver will know exactly what they need depending on their cry)

What are vowel-like sounds, brief consonant-like sound. Approximations, differentiated crying (caregiver will know exactly what they need depending on their cry)?

Cooing

When does cooing occur?

1-4 months

Babbling

consonant-like sound (more smooth consonant/vowel transitions happening) (non-sense sound)

What is consonant-like sound (more smooth consonant/vowel transitions happening)?

Babbling

When does babbling occur?

4-6 months

variegated babbling

babbled sequences in which the syllable content varies

Different vowels and consonants (varying), syllables that differ in production

Variegated babbling

When does variegated babbling occur?

8-12 months

reduplicated babbling

the same consonant vowel productions over and over again

The same consonant vowel productions over and over again is:

reduplicated babbling

When does reduplicated babbling occur?

6-8 months

Jargon

when a child uses long, meaningless strings of babbling that mimic the rhythm and intonation of adult speech (don't contain words)

when does jargon occur?

8-12 months

Why should a language sample be used?

-Used to determine communicative abilities (starting point for therapy or to document progress)

-Supports treatment plans and goal writing

-Provides information not gathered on standardized assessment.

-Completed in a natural setting

-Provides an opportunity for dynamic assessment

What can we measure with language sampling?

-Grammatical forms (Form/structure of language)

- Semantic relations (Content of language)

-Pragmatics (Use of language)

Others:

-Speech Sound Disorders (articulation/phonology)

-Fluency Disorders

Language sampling and analysis is one tool that can be used to determine...

the child's language ability and/or monitor progress in various ways:

Grammatical forms (Form/structure of language)

Semantic relations (Content of language)

Pragmatics (Use of language)

Others: Speech Sound Disorders (articulation/phonology), Fluency Disorders

How can you obtain a language sample:

·Determine the environment: office, therapy room, home, school, outside play area, etc.

·Determine the conversational task and the communication partner

·Approximately 50-100 complete and intelligible utterances gathered during free play, conversation, or narratives.

·Utterance: considered to be one "thought"

·Sometimes 1 conversational turn will contain multiple thoughts/utterances

·Each thought should be considered 1 utterance.

·Unintelligible words: if the utterance contains more than 1 unintelligible word than it should not be counted as an utterance.

·Glossing: communication partner repeats the utterance during the sample to make sure they know what the utterance is for analysis purposes

·Natural communicative situation/context will provide the most accurate information

·Use open/ended questions.

·Wait, use active listening, prompt for more.

· Avoid drilling with questions.

·RECORD.

·Write down as much information as you can during the conversation

oClient utterance

oAdult/other communicative partner utterance

oContext- what is happening during the communication

What do we do with the transcript?

·Analyze the language sample as needed.

·What are you looking for?

·What does the transcript show you about communication abilities?

·What patterns do you notice?

·Compare results with developmental norms if possible.

·Keep the transcript and analysis so that you can easily show progress

Utterance:

Considered to be one "thought"

·Sometimes 1 conversational turn will contain multiple thoughts/utterances

·Each thought should be considered 1 utterance.

Unintelligible words:

·if the utterance contains more than 1 unintelligible word than it should not be counted as an utterance.

Glossing

communication partner repeats the utterance during the sample to make sure they know what the utterance is for analysis purposes

Morphemes

The smallest units of meaning in a language.

Words that stand alone are...

Free morphemes

These are added to words:

bound morphemes

Free morpheme

a morpheme that can stand alone as a word

Bound morpheme

A morpheme that must be "bound" with another morpheme to form a word. Ex: un, ish, es, ed, pre

Examples of a free morpheme

bake, pink, teach

examples of bound morpheme

-er, -s, pre-

derivational morpheme

Meaningful unit combined with roots or stems to form new words with new meanings, with the potential to change the part of speech (e.g. "-ish" added to the noun "boy" results in an adjective "boyish")

Derivational

Prefix or suffix

added to the word to change the class or category of the word

Examples of derivational morphemes:

prefixes like un- (e.g., unhappy) and suffixes like -ness (e.g., kindness), -ful (e.g., joyful), and -er (e.g., teacher). These morphemes are added to root words to change their grammatical category or create a new word with a new meaning.

inflectional morpheme

is a suffix that's added to a word to assign a particular grammatical property to that word. Inflectional morphemes serve as grammatical markers that indicate tense, number, possession, or comparison.

Inflectional-

only suffixes

▫Make grammatical adjustments to word (plurals, possession, verb tense)

Examples of inflectional morphemes

s for plurals and possessives (dogs, dog's), -ed for past tense (walked), -ing for present participles (walking), and -er/-est for comparative and superlative adjectives (taller, tallest).

What is the formula for MLU?

# of morphemes/# of utterances

If there are 450 morphemes in 100 utterances, what is MLU?

MLU is 4.5

450 morphemes/100 utterance= 4.5

What are the most frequently used sounds in babbling stage?

m,p,b,t,d,n

easy of imitation and production

When does the big milestone of laughing occur?

4 months

Using a new word too broadly (doggie-use for every animal)

Overextension

Overextension

applying a word to a wider collection of objects and events than is appropriate (when children use doggie for every animal)

Using a new word too narrow/refusing to use a word for any other schema (cup- use for own specific cup-refuse to use for any other cup-nobody else can have cup)

Underextension

Underextension

the overly restrictive use of words, common among children just mastering spoken language

Example of underextention:

only her cat is cat not any other cats are

Example of overextension:

calling all women mommy

Words they use that are not similar to adult form/model, but child uses it consistently

-ex: grandpa=gramps, poppi, grampy, dida - meaning and intent, but not close to adult word (usually with people, some objects)

Protowords

Protowords

early form of an actual word that usually contains some of the sounds of the target word

What are some steps needed for fast mapping?

-Auditory cue- hearing the word

-Activation of memory of sounds and syllables establishing the:

Phonological representation - stored memory about the sounds/syllables of the word

-With repeated exposure the word will be learned at the Semantic level= word is comprehended

Fast mapping

the process of rapidly learning a new word's meaning after only one or a few exposures, primarily relying on contextual clues. It is a key cognitive skill for children's vocabulary development, allowing them to quickly make a hypothesized connection between a new word and its referent.

Accounts for large language growth around the age of 2.

and

•Tendency to learn words more easily that

▫are Similar

▫occur often in their environment

▫belong to a category

Fast mapping

Fast mapping: Children attend to the semantic meaning first then with repeated exposure to the word begin to attend to the:

phonological representation (the mental, abstract representation of speech sounds in a given language, distinct from their physical production)

Fast mapping: As vocabulary grows due to age and experiences the ability to process information at the semantic level and phonological level...

equalizes.

meaning they can process both sound and meaning information more efficiently and equally when understanding or producing language.

Fast mapping/Word learning is related to:

development of quick association)

•When an adult repeats what a child says adding additional words and/or structure to the utterance

•No change to the order of words

•Produces utterance with complete form

Expansions

Expansions

•When an adult repeats what a child says adding additional words and/or structure to the utterance

•No change to the order of words

•Produces utterance with complete form

•Child-"Daddy work"

•Caregiver- "Yes, Daddy went to work."

Example of expansion:

•Child-"Daddy work"

•Caregiver- "Yes, Daddy went to work."

•When an adult repeats a child's utterance adding additional words, structure and new information to the utterance.

•Adds semantic information to the utterance

Extensions

Extensions

•When an adult repeats a child's utterance adding additional words, structure and new information to the utterance.

•Adds semantic information to the utterance

Child-"Cow big"

Caregiver- "Yes, that's a big red cow ."

example of extension

•Child-"Cow big"

•Caregiver- "Yes, that's a big red cow ."

Calls attention to object

Deictic gestures

Deictic gestures

use of pointing, showing, or reaching for something to call attention to or indicate an object or event

Used to demonstrate feature of object

Representational gestures

Representational gestures

Gestures that represent the desired action directly, such as holding an empty cup to one's mouth to signify wanting a drink

Examples of representational gestures:

1) Nodding yes

2) Holding a fist to the ear to mean "telephone."

3) Holding hand to mouth to represent eating a cookie

4) Flapping arms to represent a bird

Examples of deictic gestures:

1) Showing an object

2) Giving adult a toy

3) Pointing

4) Reaching for desired object

Intentionality is the child's...

drive to express and interpret what they and others are thinking

Intentionality: When a child communicates on purpose —

they intend to get someone's attention or share information (not just random movements or sounds).

A combination of eye gaze, eye contact, vocalizations, gestures, which are used with purpose and intent to send a message.

Preverbal behavior (prelinguistic behavior)

Preverbal behavior

those that precede words and phrases; crying, cooing, babbling, laughing

Meaning before they use their first word..

preverbal

What pre-linguistic behavior occurs in 0-1 month?

Reflexive cries, vegetative sounds (sounds of living)

What pre-linguistic behavior occurs in 1-4 months?

Cooing (vowel-like sounds, brief consonant-like sound). Approximations, differentiated crying (caregiver will know exactly what they need depending on their cry)

What pre-linguistic behavior occurs in 4-6 months?

babbling- consonant-like sound (more smooth consonant/vowel transitions happening)

What pre-linguistic behavior occurs in 6-8 months?

Reduplicated babbling the same consonant vowel productions over and over again- early sounds: (m,p,b,t,d,n) - easy of imitation and production

What pre-linguistic behavior occurs in 8-12 months?

Echolalia- repeating the sounds displayed (echo of someone else)

Variegated babbling- different vowels and consonants (varying), syllables that differ in production

Jargon- now add intonation

Protowords- word they use that are not similar to adult form/model, but child uses it consistently

-ex: grandpa=gramps, poppi, grampy, dida - meaning and intent, but not close to adult word (usually with people, some objects)

•Process of expanding and fine-tuning word meanings

•Requires experiences with the word in multiple contexts

•Lengthy process that develops along with cognition and linguistic skills

Slow mapping

Slow mapping

•Process of expanding and fine-tuning word meanings

•Requires experiences with the word in multiple contexts

•Lengthy process that develops along with cognition and linguistic skills

how is fast mapping different than slow mapping?

fast mapping is a rapid "first guess" that creates a placeholder meaning, whereas slow mapping is the slow-and-steady reinforcement and expansion of that meaning.

Substantive has two subsections which are:

▫Agents-things that cause action

▫Objects- things that receive the action

What is a substantive?

refer to events or objects with similar functions or perceptual features

What is a substantive agent?

things that cause action

What is a substantive object?

things that receive the action

Refers to a person doing an action

Substantive - Agent

Names concrete items

Substantive- Object

Connects events, qualities, and relationships

Relational - Action/State/Attribution

Refer to actions or state of being

Relational

Relational - Action/State/Attribution

•refer to actions or state of being

All gone, more, no, stop, bye-bye

Also related to the appearance or disappearance of objects