9/26 & 10/1 lecture Flashcards

Question

Describe the relation of existence and provide an example

Answer 1

Child indicates awareness that an object exists. e.g., This, That, or Here, while point to, touching, or holding out an object of interest

Answer 2

Child indicates that an object does not exist in a setting where it has come to be expected. e.g., Says Allgone or Bear when placed in crib from which a favorite teddy bear is absent

Answer 3

Child indicates that an object has been present is currently absent. e.g., Says All gone or Ball after watching a tossed ball roll under the sofa.

Answer 4

Child indicates either that an object that had disappeared has since reappeared or that another identical object has appeared e.g., says More, Again, or 'Nuther when a fallen cookie is retrieved or replaced with another cookie.

Answer 5

Words that express relationships among objects

Answer 6

- Attribution - Action - Location

Answer 7

These express individual characteristics | e.g., tall, clean, dirty, hot, funny (adjectives)

Answer 8

Actions associated with objects (e.g., eat, throw, kiss)

Answer 9

Words that occur in response to the locations of objects or directions of their movement (e.g., up, outside, in) (where things are)

Answer 10

Because it indicates that toddlers: - have the cognitive ability to perceive and respond to relationships between objects or events - Have advanced enough oral motor coordination to produce longer, more phonologically complex syllable strings

Answer 11

- Production of 2 true words - no distinct pauses between the 2 words - a single intonational contour that envelops both words (e.g., I know, see ya, I do, want it, all gone)

Answer 12

Agent + action = Mommy kiss Action + object = Pet doggy Demonstrative + entity = that spoon Entity + locative = cereal bowl (the cereal is in the bowl) possessor + possession = Mark toy attribute + entity = yummy snack

Answer 13

a distinctive vocalization or word, often accompanied by a gesture, to communicate intentions

Answer 14

Labeling- ("rice kris pies" when cereal box is taken out) - Greeting or addressing people when they appear ("Hi, Aunt Celeste") - Calling, or gaining another's attention (child shouts "Mommy" from his swing) - Repeating, or reproducing part of all of an utterance (echoes Mom's utterance "oh #%&!?" when she stubs her toe) - Requesting action- asking someone to do something ("uppy" when mark wanted to be picked up) - Requesting answer- asking for information (Mark "Do snakes kiss? Does God have skin?") - Protesting- expressing dislike or rejection (Mark when I wanted to comb his hair: "no thank you, please")

Answer 15

Refers to speakers' ability to judge how much their listeners might know about the subject being introduced and to adapt their utterances accordingly.

Answer 16

No, most conversations between toddlers and caregivers are about the here-and-now.

Answer 17

- Conversational skills- speakers and listeners appropriately switch roles - each turn should contribute something new to the conversation - In American culture, listeners expected to politely wait until the other person is done talking before they take their turn - Even by 24 mod. most toddlers take few turns- conversations are brief

Answer 18

1. Presupposition 2. Turn taking 3. topic initiation

Answer 19

Establishing a subject for a conversation a speaker is about to begin - Hey, get this... - Guess what? - By the way - Did you know that... - Then, intro subject familiar to both people Next, add new info

Answer 20

- Portions of caregivers' previous utterances are repeated within toddlers' next several utterances - Mostly, toddlers imitate words currently entering their vocab

Answer 21

Request for appropriate word e.g., "what's that?"

Answer 22

- Toddlers attempt a word, produce it with rising question intonation "Kwerl?" - ? intonation invites feedback from caregiver

Answer 23

- Motherese | - prompts. which evoke toddler utterances

Answer 24

1. Open ended questions- e.g., "What happens if we don't fee the dog?" 2. Wh-constituent questions- which require toddlers to recall associated information from their experience and formulate a specific response. For example, "What does a policeman do?" 3. Fill-in prompts, "people who wear uniforms and keep us safe are called___" 4. Elicited imitations, "Say 'policeman.'" 5. Conformational yes/no questions, "Do policemen keep us safe?"

Answer 25

Comments, questions that follow toddlers' utterances to maintain interaction

Answer 26

Caregiver adds grammatical info in response to toddler's grammatically incorrect utterance

Answer 27

Caregiver adds grammatical and semantic info

Answer 28

- Talking with the child as much as possible is very helpful | - Extensions are quite powerful

Answer 29

- Working with parents as little as once a week can provide benefits - Extensions are very useful; easily taught to parents, and they increase ch's morphosyntactic skills

Answer 30

- Babies enjoy physical properties of books | - toddlers like to go through books themselves, pointing out pictures, calling out labels

Answer 31

We can use them where the child is seen by the speech pathologist

Answer 32

Where we train caregivers such as parents and preschool teachers to stimulate children's lang development

Answer 33

Adult carefully observes child, takes advantage of spontaneous teachable moments

Answer 34

- Ask open-ended and topic-continuing questions rather than closed questions - When the child says something, respond in a topic-continuing way

Answer 35

- Eat desirable food in front of children, don't offer any - wind-up toy- demo, then offer to children - Give blocks, small toys to drop into a can - Roll or throw a ball to children; wait for her to roll or throw back - Put a desired toy or food into a plastic container that children can't open - turn away during a game or activity

Answer 36

- When children get plenty of attention | - Attention is the greatest reinforcer of all

9/26 & 10/1 lecture Flashcards

Early Language Development Toddlers (12-24 mo) PPT