Lang. Exam 3

Kemper Fall 26

Preverbal Behavior

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

Joint Reference: Phase 1

Caregiver calls attention to object “look”

Recognizes caregiver’s pitch as a signal for joint attention

Joint Reference: Phase 2

Efforts to communicate intentionally emerge- pointing to create joint reference

May reach for an object & look to caregiver for response

Joint Reference: Phase 3

Use combination of gestures & vocalizations to show interest in objects

Joint Reference: Phase 4

Demonstrates control over the topic, produces name of objects & events

Qualities of motherese

Pitch, loudness, simple sentences, exaggerated facial expressions, slower, longer pauses, references made to items in frame, regular rhythm, repetition, face to face interactions

Expansions

When an adult repeats what a child says adding additional words to utterance

No change to order of words

Complete form

Extensions

When adult repeats a child’s utterance adding additional words, structure, and new info. to utterance

Adds semantic info. to utterance

“big red cow”

Why does child directed speech matter?

Relates to child’s IQ and lang. abilities

Predicts academic success

Fast mapping/word learning

Children attend to the semantic meaning first then with repeated exposure to the word begin to attend to the phonological representation

Tendency to learn words more easily that are similar, occur often in their environment, and belong to a category

Semantic Feature Hypothesis

Functional Core Hypothesis

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

Prelinguistic Behaviors

3 Stages of the Speech Act

Deictic Gestures

Representational Gestures

Stages of Gestural Development

5.5mo-14.5mo: regulates to behaviors of others

6.5mo-1.5yr: social interaction

7mo-1.5yr: joint attention

Stages of Development for imitation skills: 0-6mo

Imitates body movements, facial gestures

Stages of Development for imitation skills: 6-9mo

Imitates simple actions with objects

Stages of Development for imitation skills: 9mo

Deferred imitation

Stages of Development for imitation skills: 10mo

Attempts to complete more sophisticated action

Stages of Development for imitation skills: 9-12mo

Imitates combined action sequence

Protodeclaratives

Used as a way to establish joint attention

Protoimperative

Pointing/gestures to gain control over the behaviors of others

Communicative Functions

Instrumental, regulatory, interactional, personal

Properties of First Words

People, object, actions, social greetings

Ways we categorize first words

Function, semantics, syntax/grammar

Halliday’s Communicative Functions

Interacting, regulatory, personal, heuristic, instrumental, imagine, informative

Dore’s Primitive Speech Acts (PSA’s)

Labeling, answering, requesting action, requesting answer, calling, greeting, protesting, imitating, practicing

Presupposition

Assumptions the speaker makes concerning what the listener knows about the subject of the convo.

Conversational Turn-Taking

Use basic knowledge about the object and comments on it rather than just imitating the word

Difference between free vs. bound morphemes

Free: words that stand alone

Bound: added to words

Difference between derivational vs. inflectional morphemes

Derivational: prefix or suffix, changes class or category of word

Inflectional: only suffixes, make grammatical adjustments to word (plural, possession)

MLU

Mean length of utterance

How is MLU calculated

Collect language sample, count morphemes, divide

MLU = # morphemes / # utterances

Brown’s stages of syntactic development

Use to describe & track grammatical development

Measures average number of units of meaning

Forms of language stimulation

Infant-directed singing, rhymes, stories, television

Factors affecting language acquisition

Race, ethnicity/culture, region, gender, situation/context, peer groups, first language, social class

Cooing

Prelinguistic vocalization that is soft, vowel-like sounds to practice speech sounds (ooh, aah)

Babbling

Combining consonants and vowels (baba, dada, mama)

Replicated babbling

Repeating identical consonant-vowel syllables in strings (bababa, dadada)

Variegated Babbling

Combining different consonant and vowel syllables (ba-da-goo)

Jargon

Long strings of unintelligible sounds but sound like speech

Protowords

Invented, user-specific words (pati for paci)

Language Sampling

Analyzes a child’s spontaneous, natural language in context

What does language sampling give us or what can we gain from it?

Can calculate metrics like MLU

Language Sampling Function

Evaluate true communicative competence in real-world contexts

Language Sampling Semantics

Analyzing vocabulary development, word meanings, concept recognition, relationships between objects/events/people

Language Sampling Syntax/Grammar

How a child combines words to form phrases/sentences