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Language, Speech, And Hearing Development > Chapter 5,6,7 > Flashcards

Chapter 5,6,7 Flashcards

(54 cards)

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1
Q

What is infant’s speech perception?

A

Their ability to devot attention to the prosodic and phonetic regularities of speech (rhythm, combinations of specific sounds)

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2
Q 
Prosodic = \_\_\_?
Duration = \_\_\_?
Intensity = \_\_\_?
A 
Prosodic = frequency/pitch
Duration = length
Intensity = loudness
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3
Q

Define stress in terms of prosodic regularities

A

The prominence placed on certain syllables of multisyllabic words

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4
Q

Define intonation

A

Similar to stress; prominence placed on certain syllables in entire sentences/phrases

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5
Q

Prosodic characteristics

A

Frequency
Intensity
Duration

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6
Q

Phonetic regularities include?

A

Phonemes

Combinations of phonemes

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7
Q

Categorical perception

A

The ability that allows humans to categorize speech in ways that highlight differences in meaning and ignore variations that are nonessential or not meaningful in their language

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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 that are not relevant to them

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9
Q

Phonotactic regularities

A

The ability to recognize the combinations of phonemes in one’s language

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10
Q

Stage model

A

Following an observable and sequential pattern

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11
Q

Define reflexive focalization

A

(0-2 months) sounds of discomfort like crying and vegetable sounds

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12
Q
  1. Control of phonation
A

1-4 months cooing

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13
Q
  1. Expansion vocalizations
A

3-8 months
Isolate vowel sounds
Marginal babbling

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14
Q

Define marginal babbling

A

CV babbling with prolongs transitions between the consonant and vowel

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15
Q
  1. Basic canonical syllables age range
A

5-10 months

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16
Q

Advance form focalization age range

A

9-18 months

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17
Q

Paralinguistic features of infant directed speech

3

A

High pitch
Contoured pitch
Slow tempo

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18
Q

Syntactic characteristics of IDS

A

Shorter MLU
Fewer subordinate clauses
More content words
Less function words

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19
Q

What is the difference between imperative pointing and declarative pointing

A

Imperative pointing is used to request adults to retrieve something for them

Declarative pointing is used to call attention to an object and to comment on the object

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20
Q

3 phases of joint attention

A

Phase 1: attendance to social partners (birth to 6 month)
Phase 2: coordination of joint attention (6 mo - 1 year)
Phase 3: transition to language (1 yo +)

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21
Q

7 characteristics of caregiver responsiveness

A
  1. Waiting and listening
  2. Following child’s lead
  3. Joining in and playing
  4. Being face to face
  5. Using a variety of questions and labels
  6. Encouraging turn taking
  7. Expanding and extending
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22
Q

3 important criteria for true words

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A
  1. Produce the word with clear purpose
  2. Must have a recognizable pronunciation similar to actual word
  3. Used consistently and extends beyond the original context
23
Q

What does a lexical entry include?

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A

Sound of word , meaning of word, part of speech

24
Q

Referential gestures

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A

Gesture that indicates a precise referent and meaning across different context.

25
Customary age of production
50 % of children can produce a sound in an adult like way in multiple positions
26
Age of mastery
Age when children produce adult like sounds
27
Phonological processes
Systematic and rule-governed speech patterns that characterized toddlers speech
28
50 word mark occurs when?
18 months and 2 years
29
Brown stages (6)
1. (18 mo) single words 2. (24 mo) two word sentence 3. (30 mo) 3 word sentences with ind clauses 4. (36 mo) 4 word sentences 5. (42 mo) connecting devices emerge (and, because) 6. (54 mo) complex syntax
30
Quinean conundrum
Uncertainty surrounding mapping words to their referents in the face seemingly limitless interpretations
31
Fast mapping
Learn novel words with few exposures
32
Thematic roles toddlers acquire (5)
Agent: something that performs the action Theme: movement Source: starting point Goal: ending point Location: place
33
When does vocabulary spurt happen?
18 and 24 months of age or around the time they produce 50 words
34
How many words do children learn on average per day?
9
35
Overextension
Children use words in an overly general manner
36
3 overextensions
Categorical Analogically Relational
37
Categorical overextension
Extend a known word to another word in the same category
38
Analogical overextension
Extend a known word to other words that are similar (ball for round objects)
39
Relational overextension
Extend a known other to other words that are semantically or thematically related (flower for water can)
40
Under extension
Use words to refer to only a subset of possible referents (refer bottle to only her baby bottle and not other bottles)
41
Overlap
Overextend and underextend
42
3 reasons for word error use
Category membership errors Pragmatic errors Retrieval errors
43
6 discourse functions
1. Instrumental functions: satisfy their needs (including requests) 2. Regulatory functions: control others’ behavior ( imp eratives ) 3. Personal interactional functions: share information about themselves and their feelings with others 4. Heuristic functions: requesting information of others to learn about the world 5. Imaginative functions: telling stories to make believe and pretend 6. Informative functions: give information to others
44
Contextualized language:
Grounding in our immediate context | The here and now
45
Decontextualized language
Relies on language for meaning
46
Emergent literacy
Earliest period of learning about reading and writing
47
Meta linguistic ability
Ability to view language as an object of attention
48
3 important achievements in emergent literacy for preschoolers
Alphabet knowledge: children’s knowledge about the letters of the alphabet ◦ Print awareness: children’s understanding of the forms and functions of written language ◦ Phonological awareness: children’s sensitivity to the sound units that make up speech (phonemes, syllables, words)
49
4 hypothesis to learning alphabet letters
Own name advantage Letter name pronunciation effect Letter order hypothesis Consonant order hypothesis
50
Own name advantage
learn those letters earlier which occur in their own names
51
Letter name pronunciation effect
learn earlier those alphabet letters for which the name of the letter is in the letter’s pronunciation
52
Letter order hypothesis
letters occurring earlier in the alphabet string are learned before letters occurring later in the alphabet string
53
Consonant order hypothesis
letters for which corresponding consonantal phonemes are learned early in development are learned earlier than letters for which corresponding consonantal phonemes are learned later
54
6 achievements in print awareness
Print interest Recognize that print exists in the environment and in books Print functions: print conveys meaning and has a specific function Print conventions: read print left to right and top to bottom Print forms: specific print units– words and letters Print part-to-whole relationships: letters combine to form words

Language, Speech, And Hearing Development (5 decks)

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