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Normal Language Development > Chapter 5 > Flashcards

Chapter 5 Flashcards

1
Q

Speech perception ability

A

The ability to devote attention to the prosodic and phonetic regularities of speech

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2
Q

Prosodic regularities

A

The frequency/pitch, duration/length, and intensity/loudness of sounds

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3
Q

Word stress

A

The prominence placed on certain syllables of multisyllabic words

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4
Q

Intonation

A

The prominence placed on certain syllables as they apply to phrases and sentences

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5
Q

Infants vs. Older children in phonetic regularities

A

Infants not yet learning words focus more on the phonetic details of speech, whereas older children focus more on learning words at the expense of fine phonetic detail

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6
Q

What does categorical perception allow?

A

It allows listeners to distinguish between phonemes so they can quickly and efficiently process incoming speech by ignoring those variations that are nonessential or nonmeaningful in their language

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7
Q

Detection of non-native phonetic differences happens until what age?

A

About 6 months of age

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8
Q

Perceptual narrowing

A

The process by which infants start to focus more on perceptual differences that are relevant to them and focus less on perceptual differences that are not relevant to them, or that they encounter less often

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9
Q

Phonotactic regularities

A

Permissible combinations of phonemes in their language

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10
Q

What does an infant’s ability to detect phonotactic regularities in their native language help with?

A

It helps them segment words from continuous speech

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11
Q

Our perception of speech is:

A

Categorical: we categorize input in ways that highlight differences in meaning

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12
Q

Voice onset time

A

The interval between the release of a stop consonant and the onset of vocal cord vibrations

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13
Q

By what age can infants distinguish between purposeful and accidental actions?

A

By 4 months of age - they learn to focus more on the goal and intention rather than the physical action itself

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14
Q

What is crucial for language development?

A

The ability to form categories

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15
Q

Three levels in the hierarchical structure of categories

A

Superordinate, Subordinate, and Basic

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16
Q

Superordinate level

A

The uppermost level; preschool age; describes the most general concept in a particular category (furniture)

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17
Q

Subordinate level

A

The lowest level; describes specific concepts in a category (coffee table)

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18
Q

Basic level

A

The middle level; describes general concepts in a category (table)

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19
Q

Perceptual categories

A

Forming categories based on similar-appearing features (color, shape, size, texture); by 3 mo they can distinguish between cats and dogs, and by 4 mo between animals and furniture

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20
Q

Conceptual categories

A

Forming categories based on what an object does

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21
Q

By what age do infants learn that their non-cry vocalizations elicit reactions from social partners?

A

By 5 months of age

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22
Q

What does the stage model (SAEVD-R) do?

A

It describes/classifies an infant’s vocalizations

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23
Q

What are the stages in the stage model?

A

Reflexive, control of phonation, expansion, basic canonical syllables, advanced forms

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24
Q

Stage model reflexive stage

A

(0-2 mo): reflexive sounds (fussing, crying, sneezing, coughing, burping)

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25
Stage model control of phonation stage
(1-4 mo): vowel sounds, vowel-like segments with a consonant-like segment, nasalized sounds - Cooing and gooing - Combining vowel-like segments with consonant-like segments - Isolated consonant sounds and raspberries, trills, and clicks
26
Stage model expansion stage
(3-8 mo): isolated vowel sounds and vowel glides; infants also experiment with loudness and pitch; may also use marginal babbling (an early type of babbling containing consonant-like and vowel-like sounds with prolonged transitions between the consonant and vowel sounds)
27
Stage model basic canonical syllables stage
(5-10 mo): begin to produce single consonant-vowel syllables (ba, goo); canonical babbling emerges; whispered vocalizations; CV combinations followed by an isolated consonant (ba—g), and disyllables (deaf babies babble too in sign language)
28
Stage model advanced forms stage
(9-18 mo): produce diphthongs, more complex syllable forms, complex disyllables, and multisyllabic strings; jargon
29
Reduplicated babbling
Repeating CV pairs (ma ma ma)
30
Nonreduplicated babbling
Nonrepeating CV pairs (da ma goo ga)
31
Nonreduplicated babbling is also known as
Variegated babbling
32
What form important early foundations for language development?
The quality and quantity of input infants receive (along with social interactions)
33
Infant-directed speech (IDS)
The speech that adults use to communicate with babies
34
Paralinguistic features of IDS
- High overall pitch - Exaggerated pitch contours - Slower tempo
35
Syntactic features of IDS
- Shorter MLU - Fewer subordinate clauses - More content words, less function words
36
Discourse features of IDS
More repetition and more questions
37
What are the three phases of joint reference and attention?
- Attendance to social partners - Emergence and coordination of joint attention - Transition to language
38
Joint reference and attention phase 1
Phase 1: attendance to social partners (0-6 mo) - Receptive to interpersonal interactions - Maintain attention when engaged with people
39
Joint reference and attention phase 2
Phase 2: emergence and coordination of joint attention (6-12 mo) - Engage in joint attention (supported joint engagement) - Perform object-focused activities Attempt to communicate with other people
40
Joint reference and attention phase 3
Phase 3: transition to language (12+ mo) - Incorporate language into communicative actions with other people - Use language to communicate intentionally with others
41
Intersubjective awareness
The recognition of when one person shares a mental focus on some external object or action with another person
42
Two types of pointing and the ages
- Imperative pointing: requesting for an adult to retrieve something for them (10 mo) - Declarative pointing: a social process used to call attention to or comment on objects (developed later than imperative)
43
The three early foundations for language development in infancy
IDS, daily routine, and caregiver responsiveness
44
Why is daily routine important in infancy?
Daily routines of infancy allow infants to encounter linguistic patterns and have opportunities to participate in joint attention with their caregivers
45
Caregiver responsiveness
A caregiver’s attention and sensitivity to an infant’s vocalizations and communicative attempts, which help teach infants that other people value their behaviors and communicative attempts
46
Seven characteristics of caregiver responsiveness
- Waiting and listening - Following the child’s lead - Joining in and playing - Being face-to-face - Using a variety of questions and labels - Encouraging turn taking - Expanding and extending
47
Phonology, morphology, and syntax in infants
- Phonology: infants produce sounds as soon as they are born - Morphology and syntax are nonexistent
48
What are the three criteria to be a true word?
- Clear intention - Recognizable pronunciation that approximates the adult form - Used consistently and generalized to appropriate contexts
49
By what age do infants communicate intentionally?
By 8 months of age
50
What are the preverbal functions?
- Attention seeking to self - Attention seeking to events, objects, or other people - Requesting objects - Requesting action - Requesting information - Greeting - Transferring - Protesting or rejecting - Responding or acknowledging - Informing
51
Expressive language
The amount of language an individual can produce spontaneously without imitating another person’s verbalizations
52
Receptive language
The amount of language an individual can comprehend (1-year-olds typically understand 80 words but can only produce around 10)
53
Expressive language learners
Use language primarily for social interaction
54
Referential language learners
Use language primarily to refer to people and objects
55
What do researchers use to measure infant language development?
- Habituation/dishabituation - Switch task - Intermodal preferential-looking paradigm - Naturalistic observation - Neuroimaging technologies
56
Habituation vs. Dishabituation
- Habituation: presenting the same stimulus repeatedly until the attention to the stimulus decreases by a predetermined amount - Dishabituation: describes an infant’s renewed interest in a stimulus according to some predetermined threshold
57
Switch task
- Used in conjunction with habituation - Switch between a habitual stimulus and a new one
58
Intermodal preferential-looking paradigm
The infant watches a split-screen Directs more visual attention to the side where the action matches the sound
59
What technologies measure changes in the brain's electrical activity?
EEG and MEG
60
What technologies measure changes in the brain's blood flow?
fMRI and fNIRS
61
Clinicians use?
- Informal language screens: involve checklists of common early language milestones - Parent-report measures
62
By what age do infants learning English prefer words with strong-weak stress patterns?
By 9 months of age
63
Categorical perception abilities...
Develop and allow listeners to distinguish between phonemes so they can quickly and efficiently process speech by ignoring variations that are not meaningful
64
Jargon
Babbling containing at least two syllables and at least two different consonants and vowels, as well as varied stress or intonation patterns
65
Children who engage in longer periods of ______ have larger vocabularies at 18 months
Joint attention
66
When does intentional communication begin to emerge?
Around 8-10 months of age
67
Infants produce their first true word around...
12 months of age
68
1-year-olds comprehend ______ words but only produce around ______ words
80, 10
69
Late talkers will pronounce fewer than ______ words by age 2
50

Normal Language Development (10 decks)

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