Exam 2 Flashcards

Question

Joint reference attention phase 1

Answer 1

- attendance to social partners (birth-6mos) - sustained periods of engagement - special interest in faces - caregiver responsiveness is critical @ this stage - infants demonstrate expression w/ head, body, & limbs - react to others' reaction to their reaction

Answer 2

- emergence & coordination of JA (6mos - 1 yr) - interest in looking @ & manipulating objects - begin shifting attention b/t objects & people - marks emergence of JA - sharing toys, reading books - track eye mvmt to see which object goes w/ the word said (autism struggle)

Answer 3

- adults share task of sustaining infant's participation in JA - use IDS to engage infants - impacts infant's sustained attention availability @ 18 mos - infants w/ longer periods of JA w/ caregiver have larger vocab @ 18 mos - following child's lead is most effective

Answer 4

- creates word-learning opportunities as objects & events are pointed out - infants begin to associate words w/in speaker's line of sight - helps infants realize they can share mental focus w/ another person, so begin to be intentional

Answer 5

bridge b/t nonverbal & verbal - 2 types ( imperative & declarative)

Answer 6

- about 10 mos - "get that for me"

Answer 7

- social process - call adult's attention - later than imperative

Answer 8

- transition to true language (1+ yrs) - begin to incorporate language into interactions w/ other people - engage socially - use language to represent events & objects in these interactions - caregiver input still critical @ this stage

Answer 9

how caregivers respond to infant's attempts @ communication - NOT the same as IDS - permits long periods of JA & more motivation to communicate - more responsive maternal language input linked to age of 1st word & production of 2-word utterances - Still face experiment

Answer 10

- waiting & listening - following child's lead - joining in & playing - being face-to-face - variety of Qs and labels - encourage turn-taking - expanding & extending (repeat child & add to it)

Answer 11

- Phonology: produce sound soon after birth; progresses from reflexive to mature CV combos - Morphology: minimal; 1st word around 12 mos

Answer 12

- Semantics: 1st word; refer to people in child's everyday world - True Word: said w/ intention; pronounced adult-like; generalizes beyond a single context

Answer 13

- Pragmatics: listening, observing, learning - Preverbal Language Functions: book page 144

Answer 14

- Intraindividual Differences: all aspects of language aren't acquired @ same rate (receptive vs expressive) - Interindividual Differences: variation in language development rate; variation in language-learning styles; variation @ extremes of language learning

Answer 15

- Late talkers: producing <50 words by age 2; 10-20% of gen. pop. - Early Talkers: produce on average >400 words by 21 mos

Answer 16

- @ birth: discriminate mother's voice from others; see best @ distance of 7 inces; sensitive to actions & mvmt - by 3 mos: distinguish b/t cats & dogs ( category formation) - by 4 mos: distinguish b/t animals & furniture - by 5 mos: realize their vocalizations have impact - by 6 mos: show expression; sustained periods of engagement - ab 6 mos: discriminate among stimulus of nonnative sounds & faces diminishes - by 9 mos: show preference for major stress pattern of their native language - ab 10 mos: imperative pointing - by 1 yr: shift attention b/t people & objects - ab 1 yr: 1st true word - In 1st yr: pass through the 5 stages of vocalizaion

Answer 17

discrimination among stimulus of nonnative sounds & faces

Answer 18

b/t ages 1-3 - time of exploration

Answer 19

- first words - gestures (gesture use & mirror neurons)

Answer 20

- understanding one's own mental & emotional state - realizing others have mental & emotional states - realizing the 2 may not be the same - connection b/t TOM & language development strengthens in toddlerhood

Answer 21

- Phonology: rule-governed phon. processes (Table 6.1); syllable structure changes; assimilation; place of artic. changes; manner of artic. changes - Phonological Perception: recognize same word, different speakers; recognize words from parts (incremental processing) - Morphology: biggest achievement during this period is emergence of grammatical morphemes; GMs are inflections; change in form of a word (NOT part of speech or word class)

Answer 22

90% correct usage in obligatory contexts

Answer 23

stand alone

Answer 24

carries meaning but can't stand alone - derivational & inflectional

Answer 25

Prefixes (ex: de-, pre-, in-, un-) Suffixes (ex: -ion, -ly, -able, -er)

Answer 26

Suffixes (ex: plural -s, -ing, -ed) ONLY

Answer 27

1. present progressive -ing 2&3. prepositions in & on 4. regular plural -s 5. possessive 's 6. regular past tense -ed 7. irregular past tense 8. regular 3rd person singular -s 9. articles a, the, an 10. contractible copula 'be' - ex: I'm late 11. contractible auxiliary - ex: I'm going 12. uncontractible copula 'be' - ex: He was sick NOT he's sick 13. uncontractible auxiliary - ex: he was playing 14. irregular 3rd person past tense - ex: he broke it

Answer 28

- inflecting words with GMs AND creating multiword utterances (mommy go) - marks TRUE beginning of syntax (basic rules of combining words into sentences - express more communicative functions (commenting, negating, requesting, questioning) - MLU measures complexity of child's language - early sentences (mommy go, that puppy)

Answer 29

- telegraphic speech sounds with GMs & word combos (movie downtown tonight) - omission of function words (mommy no go, fishy swims) - misuse or omit pronouns (me do it, her going) - begin using 'Wh' questions, make commands & using negation

Answer 30

- provides estimate of syntactic growth - allows for phonological inventory - specifies which grammatical morphemes have been acquired - specifies what semantic relations are being expressed

Answer 31

- large gains in receptive & expressive lexicons - expert word learners

Answer 32

1. segment the speech stream 2. identify objects, actions, concepts 3. map those to referent mapping is KEY to learning new words

Answer 33

the mapping problem - uncertainty surrounding mapping of a word to what it refers to - given all the possibilities

Answer 34

- lexical principle framework - social-pragmatic framework

Answer 35

does not require linguistic sophistication & depends on cognitive-perceptual abilities - reference: words symbolize objects, actions, events & concepts - extendibility: words label beyond the original - object scope: words map the WHOLE

Answer 36

requires greater linguistic sophistication as children refine their ideas about nature of words -conventionality: recognize some of their baby names aren't recognized 'blankie' - categorical scope: words can only be extended in same category -novel name-nameless category: mutual exclusivity (process of elim)

Answer 37

Social cues - joint attention - gestures - voice direction - body language use social cues to determine what someone is talking about

Answer 38

typically developing toddlers can fast map - exposure 1, exposure 2, then got it - child with language delay need multiple exposures - with hearing delay, double amount of exposures

Answer 39

part a word plays in an event - agent; doers of action (ex: Abby) - action (ex: run) - object (ex: balloon) - location (ex: here, chair) - possession (ex: mine) - rejection (ex: no) - disappearance (ex: all-gone) - nonexistence (ex: no) - denial (ex: no)

Answer 40

- agent-action: mommy go - agent-object: daddy ball - action-object: blow balloon - action-location: come here - entity-location: spoon in - possessor-possession: my dolly - demonstrative-entity: that puppy - attribute-entity: big truck

Answer 41

2 types of early words: substantive; cause action (agents & objects) & relational; receive action (actions & states of being)

Answer 42

5 major categories - nominals: objects specific & general - action words (go, up) - modifiers (hot, big) - personal-social words (no, please) - functional words (for, that)

Answer 43

explosive period between 18-24 months - receptive lexicon: words I understand - expressive lexicon: words I say (don't always use in an adult way)

Answer 44

very common; 3 kinds - categorical: all 4-legged animals are dogs - analogical: knows ball so all round things are 'balls' (moon, orange) - relational: flower is used to label watering can or flowerpot

Answer 45

use word that's very restrictive in meaning compared to adults; more common than overextension - only use 'bottle' when referring to their own bottle

Answer 46

1. may truly believe 'cow' is a 'horse 2. may know 2 things are similar but may only have word for 1 3. may have challenges retrieving a word - so use a close second

Answer 47

discourse functions & conversational skills

Answer 48

- instrumental: ask for something - regulatory: control behaviors of others - interactional: establish/maintain social interaction - personal: express emotion. attitude, interest - heuristic: find out info - imaginative: us language to play - informative: share knowledge

Answer 49

- NOT very skilled in convo - may start convo but lasts for 1-2 turns - sharing reference not always clear - not clear on obligatory turns - don't seek clarification - not about eye contact, gestures, or extralinguistic cues

Answer 50

within same child - spurts & plateaus - receptive lexicon ALWAYS exceeds prductive (if not, red flag)

Answer 51

between children - effects of gender (boys lag behind) - effects of birth order (1st born more advances language skills) - SES & parental education (lower SES tend to perform more poorly on standardized language tests)

Answer 52

- productions tasks (naturalistic observation, elicited imitation tasks, elicited production tasks) - neuroimaging studies - comprehension tasks (picture selection tasks, act-out tasks-have cow kiss pig) - judgment tasks (correct/incorrect, grammatical or not) older kids - neuroimaging

Answer 53

1. screening 2. comprehensive evaluation 3. progress monitoring

Answer 54

- decontextualized language - emergent literacy

Answer 55

- adding decontextualized language to their convo - no longer grounded in the intermediate context (here & now) - now can talk about people, places, objects, events not present - no longer assume that the speaker & receiver share the same knowledge (TOM) - fundamental to academic sucess

Answer 56

idea that learning literacy actually begins at a very early age, long before official lessons - argues that right after birth, children already in process of becoming literate

Answer 57

1. oral language - must have well-developed phonological system before they can understand grapheme to morpheme correspondence 2. metalinguistic ability - use language to talk about language

Answer 58

1. alphabet knowledge 2. print awareness 3. phonological awareness

Answer 59

- kids in literate homes show emerging AK during 1st 3 yrs, may recognize a letter or 2 by 2nd bday - During PS: recognize letters in name, signs/logos, may even write some letters By 5: letters of their name (own name adv), learn letters at beginning of alphabet before the end

Answer 60

1. print interest 2. print functions 3. print conventions 4. print forms 5. part-to-whole children need to be PROMPTED to pay attention to print

Answer 61

exposed to print - VERY imp kids are exposed to print

Answer 62

print has meaning - ex: grocery list, words in a book

Answer 63

organized in a certain way - ex: left to right, top to bottom

Answer 64

they need to describe - different forms of print - letters, words

Answer 65

letters make words, words make sentences, etc

Answer 66

GROUP of skills *sensitivity to sound structure of words - emerges incrementally beginning at age 2 - goes from shallow to deep clinical ideas: word/syllable awareness, rhyming, segments sounds, phoneme blending, segmenting phonemes, number of SOUNDS in a word, etc

Answer 67

- segment a sentence into words - recognize rhyming words - isolate an initial sound - blend an initial sound with rest of the syllables - ID sounds at beginning & end of words - ID words that start with the same sound

Answer 68

- blend phonemes to make a word - segment a word into phonemes - count the number of phonemes in a word - delete, add, rearrange phonemes in aw word

Answer 69

refining speech sound repertoire - by end of PS, most have mastered majority of phonemes in their language - 4&5 yr olds show minimal difficult with some later-developing sounds - highly intelligible with adult like phonemic inventory - phonological processes diminish except gliding (wabbit/rabbit) and stopping (tink or dink / think) - phonological representations (phoneme-alphabet) continue to develop (know what sounds go with what letter)

Answer 70

- children acquire grammatical & derivational morphemes in about the same order- even in different languages - most significant achievement in morphology is VERB morphology - master verb 'to be' copula & auxiliary forms (contracted & uncontracted) copula

Answer 71

Uncontractible: daddy was drinking, they were going to the store, she was leaving early

Answer 72

- move from simple S+V+O constructions to more elaborate sentence patterns - begin to embed phrases & clauses in utterances to create complex & compound sentences - they do this by using coordinating conjunctions & subordinating conjunctions

Answer 73

conjunction that connects words, phrases, clauses, & sentences Ex: FANBOYS

Answer 74

conjunction that intros a dependent clause joining to a main clause Ex: that, because, if, etc

Answer 75

study of the organization of sound; the sound system of a language

Answer 76

how children learn to organize sounds into meaning or language (phonology) during their stages of growth

Answer 77

units of SOUND that distinguish meaning

Answer 78

a way of teaching how to read -matching sounds to letters

Answer 79

the study of phonemes or units of sound

Answer 80

the phonemes one can produce

Answer 81

study of the production and perception of sounds of human speech

Answer 82

rules governing the possible sequence of sounds in a language

Answer 83

the awareness of and ability to work with sounds in spoken language

Answer 84

- fast mapping - knowledge of semantics & syntax - shared storybook reading - relational terms

Answer 85

- startling pace to word learning (~2 per day for avg preschooler) - strategies for *learning word meanings differs from what we saw in infancy & toddlerhood - N3C strategy still used (novel name-nameless category - I know what this is so it can't be that)

Answer 86

- preschoolers use the function (animacy) of an object to decipher meaning - more important than perceptual features - also use syntactic cues to infer meaning... what class of words does it belong to? (This is dax, who is daxing, etc)

Answer 87

- acquire new words through shared story book reading - language of storybooks is exceptionally rich - incidental exposure to new words - repeated & elaborated exposures facilitate new word learning - active dialogic reading by adults improves learning of new words - using an expressive reading style helps with story comprehension - single most important thing parents can do is read aloud

Answer 88

- specific kinds of language content acquired - deictic terms - requires advanced cognitive & pragmatic processes - mastered by time they get to school

Answer 89

words that can only be used & comprehended depending on the location of the speaker & listener in a setting

Answer 90

- person: indicates people - spatial: indicates location - temporal: indicates time

Answer 91

- requires child to take perspective of another - individuals with autism lack this ability

Answer 92

- what, where, who, which, when, how, why - may respond inappropriately to questions they don't understand - teaching who questions answer a person, etc - can't teach all at same time, one at a time - ORDER: what, who, where earlier then why comes later

Answer 93

- those they can perceive physically, they learn first Ex: HOT/cold, hard/SOFT, TALL/short

Answer 94

- discourse functions - conversational skills - narrative skills pragmatics- how we use language in context

Answer 95

One way convo - Interpretive Ex: I was excited to go to the zoo - Logical Ex: let's do this so we can... - Participatory Ex: I wish... I feel... - Organizing Ex: first..then Informative function from toddlerhood still dominates Ex: using language to convey info

Answer 96

- increased ability to take turns - 2 or more - better at initiating conversation - using comments & directives - still has difficulty recognizing signs of a breakdown in communication - understands that questions require answers - knows not to speak when someone else is speaking

Answer 97

emerging sensitivity in the PS years Grice's Maxims - quality: don't give false/unsupported info - quantity: say enough info but not too much - relation: stay relevant to topic - manner: be clear, brief & orderly

Answer 98

- may be about past, present, or future - develop in a specific way - stream on info from 1 person rather than a convo - stykes differ from culture to culture - can be personal or fictional

Answer 99

Each child has - their own language profile with strengths & weaknesses across the language domains - their own literacy profile like competency in PA or narrative structure profiles help us individualize our treatment & educational programs

Answer 100

- benefits of attending preschool programs (SES) - quality of teacher-child interactions in the class & quality of teacher language in class positively impact language growth in preschool - teachers can be trained to incorporate high-quality language interactions

Answer 101

Lang Sample Analysis TNW: total number of words TTR (VOCD): type token ratio MLU (syntactic complexity): mean length of utterance - code for pragmatics - % response to questions Grammaticality Judgment Tasks - Does this sentence sound good or bad? - would it be OK to say...

Answer 102

1. screening 2. comprehensive evaluation 3. monitoring progress

Exam 2 Flashcards

(127 cards)