2/7/13 & 2/12/13-Theories & Locke: Neurolinguistic Development-The Foundation Flashcards
Neurolingquistic Development: The Foundation PPT. IC thru card 46 (78 cards)
1
Q
Who developed the Nativist Theory?
A
Noam Chomsky
2
Q
What is the general idea of the Nativist theory?
A
- The brain is born to acquire language & children are born with the language acquisition device (LAD)
- There are universal rules of grammar (UG) that exist and apply to all languages within the LAD
- Kids are born with this innate ability to learn language- knowledge for acquisition is present at birth
- Environment shapes the unique rules of the child’s first language
3
Q
Who developed the Cognitive Theory?
A
Jean Piaget
4
Q
What is the general idea of the Cognitive Theory?
A
- Considered as a variation of the Nativist Theory
- Emphasizes cognition, or knowledge and mental processes like attention, memory, and auditory and visual perception
- Focus on child’s regulation of learning and on internal aspects of behavior
- Child must acquire concepts before learning rules
- children acquire necessary cognitive processes that lead to higher levels of lang development
- his idea is that brain and cognition precede language
5
Q
Do cognitive theorists believe that language is innate or learned?
A
Neither, nativist believe it is innate, and behaviorist believe that it is learned. Cognitive theorists believe it emerges because of cognitive growth.
6
Q
Who developed the Behavioral Theory?
A
B.F. Skinner
7
Q
What is the general idea of the Behavioralist theory?
A
- He did not describe language as mental or cognitive like Piaget
- Positive reinforcement
- Language is not innate
- The events in the child’s environment are important because he/she learns the language he/she is exposed to.
- Verbal behavior is shaped and maintained by member of a verbal community
8
Q
Clinicians who work from the Behaviorist perspective focus on what?
A
Targeting observable behavior and manipulating a stimulus and response with reinforcement.
9
Q
What is ABA?
A
Applied behavior analysis- positive renforcement techniques
10
Q
What is the Information-Processing Theory concerned with?
A
Cognitive functioning, not cognitive structures or concepts: HOW language is learned
11
Q
How does the Human info processing system work?
A
- encodes stimuli
- operates on interpretations of them
- stores the results
- allows previously store information to be retrieved
12
Q
What are the important traits of the information-processing theory?
A
- attention
- discrimination
- organization
- transfer
- memory
13
Q
What type of processing plays a big role in the information-processing theory?
A
Auditory
14
Q
Who developed the Social Interactionism theory?
A
Vygotsky
15
Q
What is the general idea of the social interactionism theory?
A
- It is not about innate competence (nativism)
- language FUNCTION, not language STRUCTURE is the focus
- He believed that people are motivated to interact socially with others. I am human, therefore I am social.
16
Q
What theory is opposite of cognitive theory?
A
social interactionism
17
Q
Why is cognitive and social interactionism theory opposite?
A
cognitive theory- Cognition is pulling language along
Social interactionism theory-
language is pulling cognition along
18
Q
By 4 years of age what should a child have mastery over?
A
- subtle & sophisticated skills in phonological analysis
- grammar
- semantics
- pragmatics
19
Q
What is grammar?
A
Syntax and morphology
20
Q
what are the 3 threats to language acquisition?
A
- Neurobiology
- Etiology
- Psycholinguistic Processes
21
Q
What are some characteristics of neurobiology?
A
brain structure and function abnormality
22
Q
What are some characteristics of etiology?
A
- premature birth
- neurological disease
- defective genes
- abnormal communicative environment
- early hearing problems
23
Q
What are some characteristics of psycholinguistic processes?
A
- fundamental problem in perception
- fundamental problem in memory
- fundamental problem i abstracting grammatical rules
24
Q
What brain characteristics are there when there is a language delay
A
- left planum temporale
- bigger in TD
- left/right= in LDK (Lang delay kids)
Rt- Hemisphere gets bigger in LDK
25
True or False- at 10-12 weeks old the embryo brain is busy and cells are connecting throughout?
True
26
When in utero is the neural tube forming?
3rd week of gestation
27
How many neurons are formed at birth?
100 billion
28
How many glial (glue) are there formed at birth?
1 trillion
29
How many connections (synapses) are formed at birth?
50 trillion
30
How much in the first months of life are the synapses increasing?
more than 1000 trillion
31
True or False- decreased play/touch makes the brain bigger.
False...it makes the brain smaller
32
True or False- More stimulation in the child's environment the more the brain suffers
False...LESS stimulation in the child's environment makes the brain suffer
33
What happens to cells in the brain if they aren't used?
Pruning
34
What does Locke feel happens if the window of opportunities are not properly used?
Lexicon delay/denied (grammer) and it has a cascading effect
35
In TDK does receptive or expressive language come first?
expressive
36
In LDK, at 2 years old how many expressive words might they have?
30 (1/6-1/10 of normal) and they may have low receptive language too
37
How many phases does Locke believe occur in a fixed, interdependent sequence (the stages/phases depend on each other)?
4
38
Draw Locke's stages/phases chart
.
39
What is Locke's stage/phase 1?
Vocal Learning
40
What is vocal learning (stage/phase 1)?
- prenatal exposure to maternal prosody (may explain postnatal listening preference for language of mother)
- Infant orients- human face/voice
- infant learns caregivers' vocal characteristics
- begins to prefer sound of native language over foreign language
- begins to respond differently to changes in social emotion
- infant "gets by" in native language:
1. Takes turns
2. orients to & mimics prosody
3. gestures communicatively
4. imitates phonetic patterns
5. tries to alter mental activity
- left hemisphere: responds to visual & auditory cues
- right hemisphere: facial affect
- Phase 1 dependent on outside stimulation
41
What is the timeframe for stage/phase 1?
prenatal to 5 months
42
What is Locke's stage/phase 2?
Utterance acquisition- storing
43
What is the timeframe for stage/phase 2?
5-20 months
44
What is the utterance acquisition- storing (stage/phase 2)?
- primarily affective/social (vygotsky)
- functions to collect utterance
- formulaic: holophrases (gotobed, shoesnsox)
- a 50 word vocabulary usually includes 9 phrases; words pile up
- a 100 word vocabulary= 20 phrases= gestalts
- starter set of utterances for left hemisphere based on activation studies
- dependent on outside stimulation/external factors
- not necessarily organized yet.
- children seem unaware that words contain morphemes or phonemes
- do not appear to understand the specifics of word meaning
- even the words are, in essence "stored holophrases"
- all of this is "acquired" from the speech of others
- while they are regarded as "talkers" they really are producers of "idioms" & "figures of speech". Cannot break utterances into component parts and thus cannot form a grammatical system
- this "storage" however paves the way for further development by providing prerequisite linguistically relevant data
45
What is a gestalt?
big chunks of words, not broken down into small parts
46
What are holophrases?
- The first infant speech is usually a single word or what appears to be a phrase
- Phrase attempts are attempted rote copies of frequently heard sequences in the speech of others: “Time to go to bed,” “Shoes and socks”
- Do not require grammatical analysis to comprehend or produce
- Length, stress patterns, intonation contour preserved
- Often contain words that are otherwise late to develop—articles, pronouns, etc.
- Locke says this gives pregrammatical children “an air of linguistic sophistication” that they don’t yet possess
47
What is The name of Phase 3? and what is the age range?
- Analysis and Computation
| - 20-37 months -->3 years
48
What happens during Phase 3?
- Analysis of structures and then computation of structures based on material acquired in stage 2
- without adequate experience in Phase 2, there is no material to work on b/c decreased storage in phase two-minimal material for analysis
- previous forms (stored words/holophrases) decompose to words, syllables, and segments (helping phonology develop)
- discovers regularities in language
- subsequently applies grammatical rules
- involves mostly left hemisphere activity--> leads to increased development of phonology, morphology, syntax, and semantics
- leads to an ability to "make infinite sentential use of finite phonemic means"
49
What are the developing systems of language in Phase 3?
- phonology
- morphology
- syntax
- semantics
50
what is occurring in terms of Phonology during Phase 3?
Breaking chunks down to chrystallized phoneme levels
51
what is occurring in terms of morphology during phase 3?
in order for morphology/development of morphemes to occur, it is dependent on phonology
52
what two systems of language are developing simultaneously during the 3rd phase?
-morphology & Phonology
53
In our world, what is grammar?
syntax and morphology
54
what is occurring in terms of syntax during phase 3?
'shoes & socks' 'go to bed' not just one phrase, we are beginning to realize there are patterns in language & we see the difference between articles and objects & verbs
55
What is phase 3 dependent upon?
an internal deducer (our ability to perceive, store and submit for analysis)
56
what do we begin to notice is at work when children regularize irregular verb tenses?
their internal deducer/analyzer
- this also occurs for noun phrases
- they are generated, not just heard and reproduced
57
what occurs @ about 18 months during phase 3?
- lexical spurt
- words/week quadruples
- increased vocabulary necessary for further development
- a "critical mass" is necessary-about 70 verbs in 400 expressive words
- it is these stored words that count-hard to measure.
- 5 words comprehended to every one word expressed
- several thousand receptive words
- children become aware of minimal pairs and that phonemes can stand alone
58
why does increased awareness of presence of phonemes lead to increased morphology?
-at 19 months phonemic categories/phonic bins begin to develop
59
why are phonic bins/phonemic categories important with regard to developing language and later literacy?
-begin to string words together. many feel the acquisition of syntax pre-dates the ability to decompose previously stored chunks of speech into individual wholes
60
What is the name of stage 4? and what is the age range?
- integration/elaboration
| - 3+ years--> throughout the lifetime
61
What occurs during stage 4?
- analytical and computational abilities integrate with stored data. Analysis has produced systemic rules that have imposed organization on incoming information
- vocabulary increases as it becomes easier to learn new words based on old patterns stored. Memory load is decreased in learning process
- more automatic syntactic processing
- enables extensive lexical learning as we integrate new information with already learned information
62
when do analytical mechanisms develop some readiness to function? then what happens?
- between 2-3 years
- utterances are then usually available to be analyzed .
- The mechanisms are encouraged, reinforced, and stabilized by these previously stored utterances
63
If language is delayed in stage two, what will happen? why does Locke say it's a problem?
- too few stored utterances to activate analytical mechanisms
- Locke says it's a problem b/c locke believed the stages are biologically timed--it emphasizes early intervention
- things can't be made up 100% if children haven't met each criteria in the stage
64
What does Locke say in terms of the stages? and what can go wrong if there are delays?
- biologically timed
- analytical mechanism declines secondary to lexical delays
- right hemisphere used more in a compensatory fashion. Left hemisphere does not take over as it should. For some, the right sided compensation may not be effective
- Causes functional/anatomical symmetry across hemispheres
- neurological resources for phonological operations are inadequate
65
What are some causes of Lexical Delays?
Some causes include:
- inadequate linguistic stimulation
- poor hearing
- low intelligence
- brain damage
- primary affective disorder
66
If there is adequate linguistic stimulation, but utterance processing limitations, what can this lead to? and what are the causes?
- developmental lexical delays
| - causes are debatable
67
what does stimulation delayed equal?
stimulation denied
68
Who specifically are greatly at risk for lexical delays?
children with small mental lexicon
69
what does lexicon delayed equal to?
grammar denied
70
At what age and what percentage of children who are otherwise developing normally will have less 30 words expressively? what is the ratio?
- at 2 years
- about 7%
- 1/6-1/10 of what is expected
- about 50% of that 7% of children who have decreased receptive lexicon. These children in particular end up labeled "language impaired"
71
what may lexical delays at 2 years be predicted from?
-from low comprehension 6-12 months earlier
72
What is the traditional perspective for the sensitive period for language development? and what does locke say it is?
- traditionally: 2-12 years
| - locke says: some studies suggest prenatal-8 years
73
what happens if phase 2 delays?
- not enough stored gestalts (holophrases) to activate stage 3
- phase 2 may have caused the problem but phase 3 is still part of the problem
74
if phase 2 finally adds gestalts, what does Locke say?
- optimal conditions for analytic mechanism are not optimal
- locke feels the critical period for grammatical analysis, which is biologically timed, expired too soon.
- sufficient lexical storage is necessary to activate the analytical/computational capabilities
75
Delays are not only less than optimal for developing spoken language, what else are they not optimal for?
-phonological encoding and decoding necessary for reading and writing
76
What kind of problem is lexical delay, and what does evidence support its association with?
-it's a higher order cognitive problem
-lexical delay in association with neuromaturational delay
(for example: many delayed children will be 4-6 years old before they have the words of a typically devloping 2 yr. old. By this time, the optimal neuromaturational moment for development of analytical mechanisms may be dissipating)
77
What is the bottom line when it comes to delays?
-utterance processing limitations
78
What is Locke's bottom line?
- it is so difficult for lexically delayed children to catch up
- compensatory systems are not as efficient
- low activation left language area-right hemisphere vies for language but the right hemisphere is not capable
- while language may appear to catch up, children who learn language slowly have residual problems as adults. Reading, writing, and spelling difficulties are common
- Lexically delayed children's deficits (morphology/syntax) & dyslexics deficits in phonological awareness (segmentation, rhyming, alliteration) originate in the same linguistic domain: phonology
- -spoken and written language disorders are both phonology plus problems
- "the development of linguistic capacity requires experience with language-an active involvement in the acquisition and use of language-and not merely exposure to it.
