Social interaction and communication in infancy Flashcards
(25 cards)
1
Q
what did Piaget say on early communication?
A
- Egocentric stage: language not aimed at communication of thought; self-directed speech as a monologue, which disappears with development
- Socialised stage: language clearly directed towards someone else; exchange of thoughts - dialogues
2
Q
what did Vygotsky say on early communication?
A
- Language is inherently communicative
- Self-directed and social language are initially merged, then divide into egocentric and communicative language; both remain present throughout life
- Internalised language also remains as private monologue – shortened, fragmentary and unintelligible, evolutionary product of egocentric language
3
Q
what is the Reception and production of speech?
A
- Prefer speech over other types of complex sounds
- Greater involvement of the left hemisphere in areas that are broadly specialized for processing “communicative” sounds
- As early as 3 months of age, neural responses indicate rapid learning of the association of words and objects
- 6-month-old babies look longer at very common referents (specifically feet vs. hands and other body parts)
4
Q
what babbling?
A
- ~6 months
- Canonical babbling: syllables, such as “ba ba” or “di da” that include a consonant and a vowel, either repeated or combinations
5
Q
what are classed as first words?
A
- ~12 months
- Refer to individual objects, categories of objects, properties of objects, and actions
6
Q
what is verbal communication?
A
- ~ 18 months
- Knows 5-40 words
- Starts to use 2-word utterances
- ~24 months
- Knows 150-300 words
- Uses 2-3 word sentences
- First efforts to combine different types of words (e.g., nouns, verbs, adjectives) into syntactically complex utterances
7
Q
what are the Pragmatics in early communication?
A
- Use of language to communicate in social interactions
- Quality, relevance, and manner in which language is used
- Efficient communication: avoiding repetition or irrelevant information, providing clarification, making adjustments, turn taking, eye contact, facial expressions, body language, intonation, etc.w
8
Q
what are the Types of social interactions?
A
- Starts with early attention to faces
- Sensitivity to various social cues: gaze, voice, emotional expressions, gesture, contingency
- Seek and use others’ social cues to guide their behavior
- Start to actively initiate communicative bids
9
Q
what is the “Still Face” paradigm?
A
- Infants become very distressed when the normality of the social interaction is impaired
- They aim to restore effective interaction by using their own communicative cues
- Goal: contingent, positive, informative and directed communication
10
Q
what is Ostensive communication?
A
- Humans are uniquely predisposed to learn from social partners who use communicative cues
- Human communication is ostensive: it communicates not just the message to influence the recipient but also the very fact that this message is being intentionally communicated to her
- Child-directed speech
- Saying a person’s name
- Eye contact
- Contingent responsivity
11
Q
what is Infant-directed speech?
A
- Motherese/parentese or “Baby talk” = Infant/Child-directed speech
- Higher pitch
- Exaggerated intonation
- Slow and stretchy speech
- Repetition
12
Q
what is social referencing?
A
- Using the parent’s emotions to assess a novel situation
- e.g., parent reacts negatively towards a new toy; infant avoids playing with it
- enables infants to quickly learn about emotions, and about the world
13
Q
what is Joint Attention?
A
- JA emerges between 9 to 12 months of age, appears unique to humans and is significantly associated with later language development
- RJA – responding to JA bids from others
- IJA – initiating JA via developmentally available communicative behaviours: social referencing, pointing, vocalizing
- IBR – initiating behavioural regulation/requests – instrumental function (via reaching, pointing, vocalising)
- RBR – responding to behavioural requests (via reaching, pointing)
14
Q
what are Joint Attention types?
A
- RJA involving following another person’s gaze and pointing gesture
- IJA involving a conventional gesture ‘pointing’ to share attention regarding a poster on the wall
- IJA involving alternating eye contact to share attention with respect to a toy
- IBR involving pointing to elicit aid in obtaining an out of reach object
- RBR involving following an adult’s openpalm “give it to me” gesture.
15
Q
what is the Long-term impact of early JA skills?
A
- Early JA skills and the amount of time spent engaging in child-parent book reading are related to later vocabulary development.
- Gaze following at 9-11 months predicts language comprehension (but not production) at 18 months of age.
- 12-month-olds initiating JA and 18-month-olds’ response to JA predicts vocabulary at 24 months .
- Infants who were better at gaze following at 10.5 months used more words to describe their feelings and thoughts (e.g., “mad” or “think”) when they were 2.5 years old.
- Those 2.5-year-olds who used more words to describe their mental states were better at figuring out what other people were thinking when they were re-tested at 4.5 years of age.
16
Q
what are Conversational turns?
A
- Successful conversational turns are rooted in Joint Attention and caregiver’s contingent responsivity
- Conversational turns affect brain connectivity and are predictive of later language development outcomes and IQ
17
Q
what is Contingent talk?
A
- No ‘right way’ to talk!
- Parents from different cultures talk to their children
differently, and small changes in talking to toddlers
are unlikely to affect a child’s language long-term
18
Q
what are communicative intentions?
A
- Socio-emotional – non-informational needs
- Imperative – instrumental, or requestive (« Get me that! »)
- Declarative – sharing attention or interest («Look at that!»)
- Information-seeking – e.g., from more knowledgeable others
- Informative – providing information to less knowledgeable others
19
Q
what is Pointing with declarative intention?
A
- Onset at around 12 months
- Outcomes:
- Initiating Joint Attention
- Attention sharing
- Interest sharing
- Eliciting caregivers’ responses
20
Q
what is Pointing as information-seeking?
A
- 12-month-olds pointed more when an adult was Informing rather than Sharing attention
- 16-month-olds pointed more when adult was Informative rather than Ignorant about toy labels and functions
- “Pointing advantage” for learning:
- 16- and 18-month-olds learned words better after pointing to “ask” for labels
21
Q
what is Social referencing as information-seeking?
A
- when their expectations are violated/unexpected
information given - when can obtain information from others about the
location of hidden objects or novel words - when presented with two novel objects and only one novel label (referential uncertainty)
- when detecting humor
22
Q
how words are known in the pre school years?
A
- ~ 3 years
- 900-1000 words
- Ask short questions
- ~4 years
- 2000+ words
- 5-word sentences
- Lots of questions!
23
Q
how do Question-asking as active learning?
A
- Intentions:
- Attention
- Permission
- Help
- Clarification
- Information
24
Q
what is “Passages of intellectual search”?
A
- ~4 years
- Extended bouts of questioning
- Sustained curiosity on a single topic
- Follow-up questions about explanations
- Detecting inconsistencies in responses
- Building up inquiry
- Occurs with a responsive caregiver
- Use questions to actively learn
25
what is Resolving communicative
breakdowns?
* Unsuccessful conversation
* Lack of mutual comprehension
* E.g., reaction to misnaming a familiar object: expressing doubt, disagreement, offering correction, seeking clarification
