Early development Flashcards

Question

Do syntactic rules differ in different languages?

Answer 1

Yes. Ex. English might use phrase "the new car", meanwhile in Spanish on might say "el carro nuevo" (the car new).

Answer 2

Overextension: Ex. all round items are balls, all tall men with glasses are daddy Underextension: Only an oreo is a cookie, onlt the family poodle is a dog Young children tend to use overtension and underextension

Answer 3

- Labeling (naming something - ex. a child is playing with a puppy and says "tail") - Protesting (objecting to something - ex. "don't do that!") - Commenting (describing or identifying objects - ex. "That's a cookie")

Answer 4

Direct speech: "Bring me the ball." Indirect speech: "It would be nice if I had the ball." Request: "Will you bring me the ball?". Indirect speech acts or requests are used to convey politeness. By the time the child is 6 years old, they can respond to many different forms of indirect requests. They can also use indirect requests themselves.

Answer 5

Pragmatics are heavily influenced by culture.

Answer 6

Refers to speech that includes several characteristics that helps babies attend and respond to what they are hearing. It also uses slower, simpler utterances with longer pauses between utterances.

Answer 7

Peek-a-boo, pat-a-cake

Answer 8

Yes. Motivated babies attempt more varied and frequent interactions. They often develop language at a more rapid pace than babies who are not motivated to communicate. Even babies who are only 3 months begin to produce more speech-like sounds if an adult responds to their vocalizations.

Answer 9

1. Amount of talking 2. Caregiver responsiveness

Answer 10

Because eye contact is an important form of communication. Children who are blind/have autism avoid eye contact, which then makes parents have difficulty relating.

Answer 11

When the caregiver looks at what the child is looking. It can be helpful for the caregiver to comment about what the infant and the caregiver are observing together.

Answer 12

Perlocutionary behavior - "Signals" have an effect on the listener/observer. but lack communicative intent. Ex. child smiles reflexively, observer may smile back or laugh, even though child didn't intend to express happiness Illocutionary behavior - At 9-10 months, signaling to carry out some socially organized action, such as pointing and laughing; uses intentional communication Locutionary stage - Begins to use words (12 months) Joint reference - Ability to focus attention on an event or object as directed by another person.

Answer 13

1. Holophrastic single-word phase - One word represents a complex idea - Ex. "up" might mean "please pick me up because I don't want to sit here playing with the dog anymore" 2. Holophrastic speech - One word is used to communicate a variety of meanings.

Answer 14

Presence of sucking pads Relatively smaller and retracted mandible High and anterior position of hyoid and larynx Close approximation of tongue, cheeks, hard and soft palate Close approximation of uvula and epiglottis Rooting, suckling, tongue protrusion (tongue thrust), transverse tongue, phasic bite (open and close jaw when pressure put on gums) and santmyer reflexes (blow air on babys face, elicits reflexive swallow) are present Gag and swallowing reflex present.

Answer 15

Obligatory nose breathers Suckling liquids by bottle or breast Pause-burst swallow pattern Brings hands and toys to the mouth Generally fed in a semi-reclined position Begins to recognize food source BOTTLE VS JAW: **see jaw movement to faciliate tongue movement, Lip seal looks different, bigger lip, less work for bottle, See social piece, looking up at mom when feeding. Lots of research about bonding

Answer 16

Developmental Changes = increasing distance in oral cavity Sucking pads are absorbed Mandible grows downward and forward Hyoid and larynx shift downward Increasing distance between uvula and epiglottis Greater distances between oral and pharyngeal structures Integration of rooting and tongue protrusion reflexes Increased muscle control of the mandible Increased active mobility of the tongue, lips, and cheeks Improved timing, rhythm, and co-ordination of suckling, swallowing, and breathing

Answer 17

Some exploration of puree consistencies by spoon No active lip movement to assist with spoon feeding Suckling used for spoon feeding as well as bottle Sequences greater than 20 sucks Some spillage from lips Places hands on the bottle Recognizes and anticipates food

Answer 18

Continued elongation of the aerodigestive tract Mandibular incisors erupt between 6-8 months Increase in saliva production Continued increases in motor control and co-ordination Integration of the transverse tongue, suckling, and phasic bite reflex Gag reflex becomes less sensitive

Answer 19

Gradual development of sucking (vs. suckling) Holds tongue and jaw stable position for spoon Fed purees more upright position Active lip movement to remove food from spoon Phasic bite-release pattern initially but develops into bite and stable hold Munching used if solids break off in mouth Tongue moves laterally ONLY if food placed on the side Child learns to swallow with tongue tip elevation Finger feeds dissolvable and soft solids Begins to hold spoon and cup Fed in upright position - highchair or feeder seat

Answer 20

Continued elongation of aerodigestive tract Development of food preferences Integration of the santmyer reflex

Answer 21

Diagonal rotary chewing pattern Less spillage from the lips Tongue tip can elevate independently of the jaw Refines independent spoon feeding and cup drinking skills Food may fall off the spoon as child learns to spoon feed Begins to use a fork for solid foods

Answer 22

Solid food introduction: 6 months Cup drinking introduction: 6-9 months Straw drinking: By first birthday (12 months) Munching: 6-9 months Self feeds with fingers: 8-10 months Self feeds with spoon or fork: 33-36 months (fully independent) Management of combination of textures: 18+ months. By 18-24 able to manage combination

Answer 23

Expressive: 50% of words are nouns, 2-word combinations, have naming errors (18 months vocabulary explosion) Receptive: Points to pictures in a book when you name them

Answer 24

Expressive: Has a word for almost everything, possessive /s/, Receptive: understands basic WH questions

Answer 25

Expressive: Uses some plural words like toys, birds, and buses. Most people understand what your child says Receptive: Responds when you call from another room, understands words for colours/shapes/family members

Answer 26

Expressive: Says all speech sounds in words, tells a short story, names letters and numbers Receptive: Understands sequence of events, follow multi-step instructions, hears and understands what is said at school

Answer 27

Expressive: Increase in figurative language (jokes), increase in language development because of school Receptive: Improved language-based conversation and reasoning skills

Answer 28

0) Pre-reading (pre-k) - Literacy socialization 1) Decoding (1-2) - phonological analysis, segmentation, and synthesis of single words. 2) Automaticity (2-4) - fluent reading. 3) Reading to learn (4-8) - more complex comprehension, increased rate. 4) Reading for ideas (8-12) - recognition of different view points, use of inferencing. 5) Critical reading (college) - synthesis of new knowledge, critical thinking.

Answer 29

1) heap stories (2-3 years) - labels and descriptions of events with no organized theme. 2) sequence stories (3) - labels of events around a theme but still mostly listed without plot. 3) primitive narratives (4-4.5) - satires with a core or central person, object, or event; 3 story grammar elements; initiating event, attempt, or action, consequence, no real ending. 4) chain narratives (4.5-5) - a plot with some evidence of cause and effect and temporal relationships and some consideration of motivation; 4 story grammar elements; ending does not necessarily follow logically. 5) True narratives (5-7) - all 5 story grammar elements; central theme, character, plot, motivations behind actions, logical and temporal ordered sequences of events.

Answer 30

Highly variable changes Cognitive changes only relate to the nervous system Anything that does decline is not severe enough to cause significant impairment like a dementing disorder Individuals keep learning until the end of life We do slow down psychologically for processing and reacting - reduced inhibition and slow speed due to perceptual deficits and cognitive capacity

Answer 31

Decline in executive attention/selective attention Reduced ability to ignore concurrent distraction Reduced ability to delete information that’s no longer relevant

Answer 32

Slower learning speed Not all types of memory are equally vulnerable (episodic > working memory > semantic/lexical > Procedural) Mild cognitive impairment is common, debate if precursor to Alzheimer type dementia

Answer 33

Syntax and morphology intact, word knowledge still increasing Word finding may decline, language comprehension might be impacted if presented too quickly, but secondary to slower processing

Answer 34

The main change is sarcopenia - the loss of skeletal muscle mass This causes weakness (and thinking speed slows a little)

Answer 35

Smaller lung volumes and speaking with a greater proportion of vital capacity are associated with aging

Answer 36

The main changes are cognitive slowing and reduced inhibition Main theory of cognitive aging is that it represents reduced inhibition and slow speed, with contributions from perceptual deficits, domain-specific cognitive impairments and reduced cognitive capacity Slower at perceiving, processing and reacting to information (particularly when the situation requires rapid processing of complex information)

Answer 37

Presbyopia: loss of visual acuity, seen first at near distances (cause is unknown) Presbycusis: hair cell degeneration in the cochlea Presbyosmia, Presbystasis: along with presbycusis, might be caused by interaction of body compression at foramen and loss of nerve fibers Decreased somatosensory function, including tactile spatial acuity

Answer 38

IQ - crystallized intelligence, personality (inhibitory control changes are usually just exaggerations of personality)

Answer 39

Overall, muscle mass decreases Thinking speed slows down Decreased somatosensory function, including tactile spatial acuity

Answer 40

Behaviourism: operant conditioning principles, the learner is a blank slate and must be provided experience. New behaviours are acquired through associations of stimuli and responses. Eg: Drill/Rote work, repetitive practice, participation points, verbal reinforcement Cognitivism: Humans process stimuli they receive rather than just responding to it → they think about what’s happening. Changes in behaviour indicate what is going on in the learners’ head. Learner plays an active role. Eg: Linking concepts, real word examples, mnemonics, analogies, imagery, problem solving Constructivism: We all construct our own perspective of the world, based on individual experience. Learning based on how we individually interpret the world around us. Learning is unique for each person. Eg: Case studies, research projects, problem based learning, brainstorming

Answer 41

1) 15-30 months, 1.75, 1.5-2.0, stage 1 sentence types, examples: nomination, negation, recurrence, possession, attribution, locative, agent-action, action-object, agent-object. 2) 28-36 months, 2.25, 2.0-2.5, will see present progressive (-ing), in, on, -s plurals. Examples include it going, in box, on tree, my cars. 3) 36-42 months, 2.75, 2.5-3.0, will see irregular past tense, -s possessives, uncontractible copula, examples include me fell down, doggie’s bone, are they there? 4) 40-46 months, 3.50, 3.0-3.7, includes articles, regular past tense (-ed), third person regular present tense, examples include the/a book, she jumped, he swims.

Answer 42

Perlocuationary: feeding assessment, hearing assessment, overall development, parent-child communication and relationship, vocal assessment Illocutionary: intentional communication? play observation, parent report instrument, can initiation be elicited? Locutionary: play assessment, relationship between use of words as labels and functional play, receptive language, communicative function assessment.

Answer 43

3-3.5 years: More flexibility in requesting, including the following: Permission directives (can you…?) Indirect requests (would you…?) Direct requests decrease in frequency, as indirect requests increase Narratives are “primitive”, with theme and some temporal organization 3.5-4 years: New functions emerge, include the following: Reporting on past events, Reasoning, Predicting, Expressing empathy, Creating imaginary roles and props, Maintaining interactions 4-5 years: Hints that do not mention the intention in the request (“those smell good”) emerge Ability to address specific requests for clarification increases Narratives are “chains” with some plot, but no high point or resolution

Answer 44

3-3.5: Semantic relations between adjacent and conjoined sentences include Additive, Temporal, Causal, and Contrastive Understanding of basic colour words Use and understanding of basic kinship terms 3.5-4: Use and understanding of “when” and “how” questions Understanding of words for basic shapes (circle, square, triangle) Use and understanding of basic size vocabulary (big, small) Use of conjunctions and and because to conjoin sentences 4-5: Knowledge of letter names and sounds emerges Knowledge of numbers and counting emerges Use of conjunctions when, so, because, and if

Answer 45

3-3.5: Brown’s Stage IV: Emergence of Embedded Sentences First complex sentence forms appear Auxiliary verbs are placed in questions and negatives Irregular past tense, articles (a, the), possessive (‘s) acquired 3.5-4: Brown’s Stage IV to Early Stage V Early emerging complex sentence types, including the following: Full prepositional clauses Wh- clauses Simple infinitive Conjoined 4-5: Brown’s Stage V Later developing morphemes acquired, including To be verbs, Regular past tense, Third person /s/ Past-tense auxiliaries used including Relative clauses (right branching), Infinitive clauses with different subjects, Gerund clauses, and Wh- infinitive clauses Basic sentence forms acquired

Answer 46

Poor vocabulary skills Inflexible word knowledge (challenges with figurative language) Trouble with verbs

Answer 47

Omission of morphosyntactic markers Difficulty forming wh-questions Difficulty understanding complex syntax

Answer 48

Immature pragmatics Weak Theory of Mind Trouble understanding emotion & non-verbal cues

Answer 49

- Child is 5-8 months chronological age - Child is at least 3 months corrected age (pre-term babies) - Child demonstrates readiness cues for trialing complementary foods (i.e. head control, supported upright sitting, interest in foods, mouthing)