Module 2 Flashcards
(42 cards)
Major Milestones:
-
-
awareness of
what ability?
production of ?
- prosodic regularities
- phonetic regularities
- categorical perception of speech sounds
-actions and intentions (focus on intentions underlying actions)
- categorization ability (objects, actions, and events)
- perceptual features
- conceptual features
production of early vocalizations (language precursors)
Speech Stream Detectives:
typical babies are born
-initially for ?
-perceptual narrowing?
computer like ?
what perception of speech
able to distinguish between phonemes
all languages
occurs over time
brains detect phonotactic regularities
categorical
category formation
allows infants to ?
initially, concepts are ?
- how
- what
what structure?
this is necessary for ?
make sense of their world
lumped together by likeness
- things look
- what things do
hierarchal structure
lexical development
Vocalization Stages:
reflexive control of phonation expansion - - canonical syllables - - - advanced forms - -
0-2 months
1-4 months
- marginal babbling
- consonant-like sounds
6-10 months
- true babbling (clear CV combinations like /ba/, etc)
- reduplicative babbling ( CVCVCV, like /babababa/, etc)
- non-duplicative (variegated) babbling (like /bada bada/, etc)
10-18 months
- jargon
- “Oh” the baby is trying to talk to me
social interaction: 3 phases of language development through social interaction - - -
attention to social partners
emergence and coordination of joint attention
transition to language
attention to social partners:
from ?
-
birth to approx. 6 months
sustaining attention to others’ faces
Joint Attention ( Emergence and Coordination)
from ?
simultaneous engagement of ? -supported - - -
approx. 6 months to 1 year
two or more people while focusing on an external objects
- joint engagement
- intersubjective awareness
- imperative pointing
- declarative pointing
Transition to language:
from
use of language in
1 year and beyond
social interactions to represent thoughts, events, and objects
Early Foundations: - - - -
infant directed speech
joint reference and attention
daily routines
caregiver responsiveness
infant-directed speech: aka ? distinctive features/characteristics: - - - infants prefer? what may facilitate language learning
motherese or child directed speech
- paralinguistic (exaggerated pitch contours, slower tempo)
- syntactic (shorter utterance)
- discourse (increased repetition)
exaggeration and emphasis
Joint Reference and Attention: phase 1: -attend to -receptive to -maintain attention when
phase 2:
- engage in
- perform
- attempt to
phase 3:
-use language to
social partners
interpersonal interactions
engaged with other people
joint attention
object-focused activities
comm. with other people
communicate intentionally with other people
Daily Routines:
embedding learning opportunities into daily routines can be ?
repetition and predictability in multiple encounters:
-
-
-
most routines fit into one of these categories:
-
-
-
-
powerful context for early learning
- linguistic patterns
- joint attention
- child has functional and active participatory role
- caregiving routine
- literacy routine
- play routine
- community/family routine
Caregiver Responsiveness: attention and sensitivity to ? quality and quantity of responsiveness plays? key indicators: -waiting and -following -? -being -asking variety of -encouraging -
infant’s vocalizations and communicative attempts
a role in early language development
- listening
- child’s lead
- joining in
- face-to-face
- questions and using variety of labels
- turn-taking
- expanding and extending
infant language content:
the typically developing infant produces his or her first true word by age of ?
first word often refers to
12 months
familiar people or objects
true word criteria:
clear
recognizable pronunciation approximating ?
intention
adult form of the word
consistent use and appropriate generalization
Infant language form: infant produces ? simple ? follow infant can comprehend? - -
single words in isolation for several months
-two word combos
multi-word phrases
- simple
- familiar//commonly used
Infant language use: prelinguistic intentional communication functions: attention attention seeking to requesting requesting - - what or what what or what -
seeking to self events, objects, or other people -action -information -greeting -transferring protesting or rejecting responding or acknowledging informing
when to be concerned?
if a child is not ?
-for example, only expresses
-coos or babbles, but does not
“….”
- appear to ?
- produce fewer than ?
early identification of children with comm. needs is ?
gesturing and or displaying a variety of comm. functions
- requests or rejection
- engage in social interactions
late talkers
- understand words
- 50 words by age 2
possible and critical
individual differences:
GREAT variability in the ?
all aspects of language do not develop at a ?
-language reception precedes ?
-average 12 month old child understands ? and produces ?
language development progression of an individual child
- language expression
- 80 words / 10 words
Group Differences: Rate variation: -reception leads -impacted by -impacted by
language learning styles variations:
expressive language learners:
referential language learners:
expression
SES
language exposure
- use language primarily for social interaction purposes
- use language primarily to label
Late vs. Early talkers: late talkers: exhibit early delays in ? -usually achieve essentially ? -BUT: subtle delays in some aspects of language may ?
Early Talkers:
- are in the top ?
- may have an advantage over typically developing peers for ?
expressive language (typical receptive language)
- normal language levels by age 3 or 4
- remain throughout early childhood (possibly beyond)
- 10% of vocabulary production for their ages
- language and verbal reasoning throughout early childhood
Measuring Infant Lang. Devt.
researchers:
-… task
-… task
-…. paradigm
-…. paradigm
-what observation
-
clinicians:
-… measures
-… measures
…. measures
-…. measures
habituation/dishabituation tasks
- switch task
- intermodal preferential paradigm
- interactive intermodal preferential looking paradigm
- naturalistic observation
- neuroimaging
informal screening measures
- parent-report measures
- observational measures
- direct elicitation measures
Cross-Domain development
-
-
development is generally ?
what are available
baby’s first year of life
- integration of reflexes
- head and neck control
- gross motor abilities
- cephalocaudal
- ventral-distal
month by month milestone charts
Toddler milestones: 1st words
transition from ?
- what and what
true word ?
what what and what
preverbal (prelinguistic) to verbal (linguistic) communication
symbolic and arbitrary
criteria
phonetically consistent forms (PCFs), protowords, context-bound words
