Intentional Communication Flashcards

1
Q

What is intentional communication?

A

Communication w/ a distinct topic that is orientated to real/ conceptual objects or even

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2
Q

What is pre-intentional communication

A

Expressive (crying, laughing, babbling)

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3
Q

What is intentional?

A

Denotive or about something (words, pointing, reaching arms up to be picked up).

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4
Q

Types of developments occur in communication in the first year?

A

Vocal Production
Non-speech vocal communication (cries, laughter, squeals)
Speech and speech-like vocalisations

Perception
Phonemic discriminations

Manual gestures
Production of intentional gestures = pointing, begging, requests to be picked up

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5
Q

What happens in 0-2mths in babies in intentional development?

A

Shared alertness (Reflexes)

Social awakening = interested in inanimate objects + interacting with people

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6
Q

What happens in 2-6mths in babies in intentional development?

A

Interpersonal engagement (Primary Intersubjectivity: one on one interaction with the mother)

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7
Q

What happens in 6-9mths in babies in intentional development?

A

Joint objective involvement (Epoch of Games)

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8
Q

What happens in 9-10mths in babies in intentional development?

A

secondary intersubjectivity
Younger infants (e.g 6mths) fixate pointing hand

Attempts speech

Lose interest w/ interacting w/ people bc hand coordination improved + object focused.

Triadic communication between the mother, infant and object

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9
Q

What happens in 11-13mths in babies in intentional development?

A

Productive pointing relatively low levels of visual orientating towards social agent

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10
Q

What happens in 12mths in babies in intentional development?

A

First words

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11
Q

What happens in 14-15mths in babies in intentional development?

A

Productive pointing w/ visual checking of companions
Comprehends pointing, far objects

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12
Q

What do Adamson and Bateman (1991) argue?

A

When born = can’t be separated from mother
After 2 months = dyadic communication, interaction w/ mother + infant
After 6 months = triadic communication, interaction w/ mother, infant + objects

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13
Q

What happens in Leavens and Todd’s unpublished experiment?

A

Infant = seated in highchair next to mother who is sitting in a chair
Across the room, 2.5m = 2 dolls that can be animated from separate control rooms
6mths = look at mum’s reaction, doesn’t communicate what happened + passive

12mths = pointing to the dolls before experimenter leaves the room, child responds to waves goodbye + large response to animation of the doll
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14
Q

What is protoimperative pointing?

A

Pointing to demand/claim something

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15
Q

Describe the protoimperative pointing with an example

A

Goal-directed behaviour, blocked goal = reaching for an apple out of reach.

Attention-getting behaviour = looks to mum; if not looking, the child will cry = tailored for the attentional status of the mother

Response waiting = establishes eye contact w/ mother.

Referential/ directive (visual) gesture = using a pointing gesture to direct the adult’s attention to the apple

Demonstrates gaze alteration between goal + mother
If mother doesn’t respond = child will persist + elaborate gesturing

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16
Q

Describe the process of protoimperative pointing

A

Goal = delivery of food/object

Method = use of social partner

Reinforcer = delivery of item

Cognitive prerequisites = expectation that social partner will deliver requested items, based on past experiences; means-ends reasoning

17
Q

What is protodeclarative pointing?

A

Pointing to comment

18
Q

What is the lean interpretation of protodeclarative pointing?

A

Moore and Corkum (1994) = minority
Goal = affective response from caregiver (smiling)
Reinforcer = emotional signalling (e.g smile)
Cognitive prerequisites = expectation social partner will exhibit pos. emotion, based on past-experience, means end-reasoning

19
Q

What is the process of the rich interpretation of protodeclarative pointing?

A

Tomasello (1995)
Goal = join attention to distal object
Reinforcer = successful joint attention
Cognitive prerequisites = ability to represent others as beings w/ second-order representational thought

Signifies that children understand social partners have social attributes for psychological relationships w/ objects in their shared perceptual space
20
Q

What is the nativist view on pointing

A

Pointing is maturational and motivational.

21
Q

Name evidence supporting the nativist view on pointing

A

Butterworth (2003)
Pointing = evolutionary adaption + functional precursor to linguistic reference bc it is biologically based + species-specific.
Before we identify topics w/ words we use gestures
Differences in grip preferences in chimps and humans contributed to diff. in pointing postures

Polvinelli and Davis (1994)
Chimps don’t point with an index = whole hand
Argued bc human hand is biochemically poised for index finger extension - supported by Butterworth (2001) who thought pointing was a specialised human capacity

Stems from Darwin (1872)
Opposite postures signal opposite emotions
Antithesis in communication

22
Q

What are some critiques of the nativist perspective on pointing

A

Depends on rearing history
Language-trained appes point ↑ w/ index fingers than huamns E.g Leavens and Hopkins (1998;1999) = Human children show preference for whole hand pointing until 1 year old

Pointing w. whole hand is widespread human behaviour too = Kendon and Versante (2003)

23
Q

What is the cognitive perspective on pointing?

A

It is computational and representational.

24
Q

Describe supporting evidence for cognitive perspective on pointing.

A

Baron-Cohen (1995) = The clearest evidence for shared attention modules is gaze monitoring + protodeclaraticve pointing.

Tomasello (1995) = process of pointing e.g pointing w. alternation relies on understanding others as intentional agents w/ their own intentions + attentional focus points.

25
Q

What happened in Liszkowski et al.’s study (2004) and how does it provide evidence for the rich interpretation of the cognitive perspective on pointing?

A

75 babies, 12mths old
Four conditions

  1. Joint attention (experimenter will turn to object, turn back + smile)
  2. Face (experimenter didn’t not turn head but smiled)
  3. Event (turned head but neutral face)
  4. Ignore (no head turn, neutral face
    * Results
  5. All trials except joint attention = significantly ↑ points (children got the response they wanted + satisfied their point was successful
  6. 12mths = understood attention + independent attentional perspective of others
26
Q

What is some critiques of the cognitive perspective of pointing?

A

Moore and Corkum (1994)
* Babies could learn through operant conditioning
* Heads turn in Liszlowskis finding bc of the response from adult.

Findings are consistent with learning and representational accounts
* Liszkowskis findings ≠ challenge a learning based theoretical interpretation

27
Q

What is the social learning perspective on protodeclarative pointing?

A

Babies point bc caregivers reliably respond w/ intense burst of pos. emotion to babies communicative efforts e.g smiling

28
Q

Name evidence for the social learning perspective on pointing?

A

Adamson and Bakeman (1985)
* Babies (9-18mths) = pos. emotion during joint object play w/ their mothers

Kasari et al. (1990;1992)
* Babies 20-22mths = express ↑ pos. emotion joint attention than when requesting objects