maggie praxis 3 Flashcards
(45 cards)
Reflexive vocalizations
0-1 months. Crying, coughs, hiccups, related to newborn’s physical state
Cooing
2-3 mos. Sounds produced w/ a definite stop and start to oral movements. Back consonants and back and middle vowels w/ incomplete resonance
Babbling
4-6 mos. Greater independent control of tongue; prolonged strings of sounds; more labial sounds; experiments with sound
Canonical babbling
6-10 mos. Repetitive syllable production; increased lip control; labial and alveolar plosives /p, b, t, d/, nasals, and /j/ begin to emerge
jargon/ 1st words
11-14 mos. Greater variation in the sequences of syllables, creating so-called diverse babbling (e.g. ma-moo-mee); elevates tongue tip; intonational patterns; consistent forms (sound-meaning relationships); predominance of /m, w, b, p/; first words emerge - consist primarily of CV, VC, CVCV reduplicated, and CVCV patterns
Piagetian theory
cognitive developmental theory which describes “ages and stages” components that predicts what children can and cannot understand at different ages, and a theory of development that describes how children develop cognitive abilities
Piaget’s stages
sensorimotor (birth-2yrs), preoperational (2-7 yrs), concrete operational (7-11 yrs), formal operational (11-18+ yrs)
Information-processing theory
Humans process the information they receive, rather than merely responding to stimuli. This perspective equates the mind to a computer, which is responsible for analyzing information from the environment
Social learning theory
States that people learn within a social context. It is facilitated through modeling and observational learning
Nativist theories
Nature. Include Chomsky’s transformational grammar (or generative grammar and the theories of Jerry Fodor and Eric Lenneberg. These theories view the acquisition of language as being based more on inherent abilities or mechanisms than on environmental influences
Behavioral theories
Nurture. Such as Skinner’s find language acquisition to be a form of operant conditioning in which linguistic behavior is shaped by the consequences of verbal responses.
Empiricist theories
Recognizes the interaction between nature and nurture, but puts more emphasis on the role of learning, or nurture, and finds that the inherent, or nature, part is a general cognitive learning mechanism
Emergentist theories
(e.g. MacWhinney’s Competition Model) Such theories claim that language acquisition is a cognitive process emerging from the interactions of biology and the environment.
age 3
/p, m, h, w/ typically mastered
age 4
/b, k, g, t, f, n/ and “ng” typically mastered
age 5
/d/ typically mastered
age 6
/l/ typically mastered
age 7
/s, z, v/, “ch”, “sh”, “j”, voiceless “th”, and “zuh” typically mastered
sounds mastered latest
/r/ sounds and voiced “th”
Parents bring their 4-year-old daughter in for SLP evaluations. They are concerned about /r/ sound production and periods of stuttering for the last 18 months. SLP observes that child exhibits sound-syllable repetitions on 30 percent of words. Best action for SLP to take?
Provide stuttering intervention but no articulation intervention for /r/ at the
present time because /r/ typically isn’t mastered until after age 7
Stage I- Brown’s grammatical morphemes
Age: 1.5 yrs Morphemes: Present progressive -ing Prepositions in & on Plural -s Irregular past tense verbs (e.g. I ran)
Stage II- Brown’s grammatical morphemes
Age: 2 yrs
irregular past tense–>ran, sat
Morphemes: Possessive -‘s
Uncontractible copula be (e.g. He was sad).
Stage III Brown’s grammatical morphemes
Age: 4 yrs
past tense: ed, poured
Articles a, the, an
Regular 3rd person singular -s (e.g. daddy drives fast).
Stage IV Brown’s grammatical morphemes
Age: ?yrs
Irregular 3rd person singular (e.g. We did it).
Uncontractible auxiliary (e.g. Mommy was sleeping).
Contractible copula be (e.g. She’s funny. They are funny)
Contractible auxiliary (e.g. He’s eating. They are eating).
*auxiliaries (e.g. will, have, must, would)
