Chapter 9 Flashcards
(32 cards)
1
Q
elements of language
A
- language: system that relates sounds (or gestures) to meanings
- phonology: sounds of language
- morphology: rules of meaning
- semantics: study of words and meanings
- syntax: rules that specify how words are combined in sentences
- pragmatics: how people use language to communicate
2
Q
perceiving speech
A
- phonemes are building blocks of language
- babies hear all phonemes
- cant identify phonemes not n your language after 12mo
- baby directed speech can help kids to learn
3
Q
first steps to speech
A
- 2months: cooing –> vowel like sounds
- 6mo: babbling –> speech like sound that has no meaning
- 8-11mo: babbling with inontation –> rising or falling of pitch
- first words around 1st birthday
4
Q
words as symbols
A
- infants understand that words are symbols
- gestures are symbols that kids start to use when they talk
5
Q
fast mapping
A
- new words learned more rapidly than before
- learn words too quick to start from scratch with each one
- learning word meanings so rapidly thaat kid cant consider all possible meanings
- happens through joint attention, constraints on word names, sentence cues cognitive growth
- 18mo
6
Q
naming errors
A
- overextentions: defining a word too broadly
- underextentions: defining a word too narrowly
7
Q
individual differences in word learning
A
- range in vocab because of environment and phonological memory
8
Q
word learning styles
A
- referential style: vocab consists of objects, persons, actions, language = intellectual tool
- expressive style: vocab includes many social phrases used as a single word, language = social tool
9
Q
encouraging word learning
A
- speak with kids a lot
- name objects that kids are focusing on
- use sophisticated phrases
10
Q
TV - benefits??
A
- no evidence for infant benefits
- educational shows can help older kids because they are interactive
11
Q
learning 2 languages
A
- bilingual kids learn languages as fast as monolinguals
- bilingual kids more skilled at switiching back and forth
- both languages active at the same time
12
Q
teaching immigrant kids
A
- best is a combination of kids native language and local language
- teach core subjects in native until proficient in local language
13
Q
other symbols
A
- kids learn other symbol systems in time
- by 18mo toddlers understand photos are representations of objects
- maps, graphs, musical notation later
14
Q
sentences
A
- from 2 word speech to complex sentences
- how kids acquire grammar
15
Q
development of complex sentences
A
- gradually add grammatical morphemes
- words or endings that mak a sentence grammatical
- errors of overregularization occur
16
Q
how do kids acquire grammar
A
- behaviorist: kids imitate what they hear
- linguistic: inborn mechanisms that allow kids to infer grammatical rules of native language
- cognitive: mechanisms that allow kids to find recurring patterns in what they hear
- social interaction: with adults both parties want improvement
17
Q
linguistic approach
A
- language and grammar acquired through social interactions
- critical period or language learning (up to 12y)
- development of vocab and grammar closely related
18
Q
using language to comminicate
A
- alternate between speaker and listener
- topic to talk about
- speaker must communicate effectively
19
Q
taking turns
A
- parents model turn taking
- by 2y turn taking occurs
- by 3y kids elicit a response if listener fails
20
Q
speaking effectively
A
- toddlers conversations about themselves
- adjust speech based on age and needs of listener
- understand when listener misunderstands and speaker needs to do something
- school aged kids speak differently to adults and peers
21
Q
listening well
A
- preschoolers dont detect ambiguities in messeges and think they understand everything
- adults use metaphors and sarcasm they probably dont get
- more likely to believe confusing statements that contradict beliefs when it comes from an adult
22
Q
using gestures to communicate
A
- gestures vary between cultures
- canadians shake hands when meeting but japanese bow
- use gestures to communicate emotions
23
Q
signed languages
A
- arbitrary units - dont have to be iconic signs, some represent symbols that dont directly represent what they’re demonstrating
- structured - grammar
- displacement - can be used for events in present or past
- generativity - can create infinite number of new utterances
24
Q
evidence for language development
A
- SL develops the same way spoken Ls do
- critical period for acquiring languages
- must be acquired earlier than spoken languages
25
importance of phonological development
- language development, early problems predict later, connected to learning disorders
- phonology: deficits lead to communication disorder, 80% of kids can use properly by age 7
26
communication disorders
difficulty in
- producing speech
- fluency
- using language to communicate
- using communication socially
27
language disorder
- deficits in expression but normal comprehension
- 12mo behind chronological age
- delayed or slow speech, speech marked by short sentences and slow grammatical rules
- abilities vary
- difficulty understanding particular types of words
28
causes of LD
genetics
- processes are heritable, genetic connection
brain
- problems in connection between brain areas
- less brain activity in left temporal region
- recurrent middle ear infections
home environment
- unlikely
29
treatment
- Ld and similar communication disorders usually self correct by age 6
- enrol in specialized preschool
- build on existing strengths
30
childhood onset fluency disorder
- repeated and prolonged pronunciation of certain syllables
prevalence and course
- gradual onset between ages 2-7
- 3% of kids
- males 3x more
- 80% that stutter before 5 stop after school starts
31
Causes and treatment of childhood onset fluency disorder
- genetic factors for 70%
- environmental
- treatments: parental changes, contingency management, habitat reversal
32
social (pragmatic) CD
- new to DSM
| - persistent difficulties in the social use of language and communication
