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NESPA Studying Guides > Typical Development > Flashcards

Typical Development Flashcards

including linguistic stages, speech and language milestones, morphological development, normal development, normal language development, theories of development, and phoneme development

1
Q

perlocutionary period

A
  • unintentional communication
  • 0-8 months
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2
Q

illocutionary period

A
  • intentional communication
  • 9-12 months
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3
Q

perlocutionary period includes…

A
  1. reflexive vocalizations
  2. cooing
  3. vocal play
  4. babbling
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4
Q
  1. reflexive vocalizations
A
  • 0-2 months
  • sounds reflect automatic responses of body
  • defined by anatomy of child (e.g., burping, crying etc.)
  • nasalized vowel-like sounds with minimal resonance
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5
Q
  1. cooing
A
  • 2-4 months
  • sound made in back of mouth
  • back vowels /u, ʊ, o, ɔ, a/ and consonants /k, g, ŋ/
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6
Q
  1. vocal play
A
  • 4-6 months
  • raspberries, growls, squeaks
  • begin to see CV syllables
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7
Q
  1. babbling
A
  • 6+ months
  • reduplicated babbling: CVCV syllable chains (e.g., “dada”)
  • variegated babbling: CV chains (with variations in Cs and Vs)
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8
Q

illocutionary period includes…

A

emergence of speech patterns

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9
Q

emergence of speech patterns

A
  • 9+ months
  • jargon, longer strips of variegated babbling
  • babbling is accompanied by sentence like intonation patterns
  • Phonetically Consistent Forms (PCFs)
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10
Q

receptive milestones: birth-3 months

A
  • reacts to loud sounds
  • smiles to familiar voices
  • quiets to familiar speakers
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11
Q

receptive milestones: 4-6 months

A
  • recognizes changes in vocal tone
  • eyes move toward sounds
  • responds to toys with noise
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12
Q

receptive milestones: 7-12 months

A
  • recognizes and turns to name
  • comprehension of simple words
  • plays games, listens to songs
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13
Q

receptive milestones: 1-2 years

A
  • follow simple 1-step directions
  • understands simple questions
  • points to objects/pictures named
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14
Q

receptive milestones: 2-3 years

A
  • follows 2-step directions
  • simple opposites (e.g., big vs. small)
  • easily comprehends new words
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15
Q

receptive milestones: 3-4 years

A
  • simple concepts (e.g., colors, shapes)
  • responds to name (from other room)
  • understands family words (e.g., sister)
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16
Q

receptive milestones: 4-5 years

A
  • understands order words (e.g., first)
  • understands time words (e.g., today)
  • follows longer multi-step directions
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17
Q

expressive milestones: birth-3 months

A
  • cries for basic needs
  • begins to smile at familiar people
  • begins to make cooing sounds
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18
Q

expressive milestones: 4-6 months

A
  • babbles and coos during play
  • sounds for various emotions
  • begins to laugh
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19
Q

expressive milestones: 7-12 months

A
  • shows objects by pointing
  • begins to use gestures (e.g., waving)
  • first word emerge (around 12 months)
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20
Q

expressive milestones: 1-2 years

A
  • begins to put 2 words together
  • asks simple questions
  • many new words emerge
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21
Q

expressive milestones: 2-3 years

A
  • begins to put 3 words together
  • asks “why?”
  • simple prepositions (e.g., in, on)
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22
Q

expressive milestones: 3-4 years

A
  • puts up to 4 words together
  • asks “when?” and “why?”
  • simple pronouns and some plurals (-s)
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23
Q

expressive milestones: 4-5 years

A
  • tells short stories, holds convos
  • code switches (based on listener, place)
  • naming of letters, numbers
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24
Q

morphological development: Brown’s stage I

A
  • 12-26 months
  • about 50 words in vocabulary
  • basic phrases with communicative intent: “more juice”, “my doll”
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25
morphological development: Brown's stage II
- 27-30 months - present progressive -ing: "man running" - in and on: "in house", "on book" - regular plurals -s: "my kids"
26
morphological development: Brown's stage III
- 31-34 months - irregular past tense: "me drew" - possessive 's: "daddy's hat" - uncontractible copula: "He is sick"
27
morphological development: Brown's stage IV
- 35-40 months - articles (a, the): "the bucket", "a drink" - regular past tense: "she shopped" - 3rd person regular present tense: "he runs"
28
morphological development: Brown's stage V
- 41-46+ months - 3rd person irregular: "doggy does tricks" - uncontractible auxiliary: "He was jumping." - contractible copula: "She's happy." - contractible auxiliary: "She's dancing."
29
mean length of utterance
average number of morphemes per utterance
30
formula for calculating MLU
(total # of morphemes) / (total # of utterances)
31
morphological development: MLU
12-26 months = 1.0-2.0 27-30 months = 2.0-2.5 31-34 months = 2.5-3.0 35-40 months = 3.0-3.75 41-46 months = 3.75-4.5 47+ months = 4.5+
32
white matter
cortical changes
33
grey matter
volume loss
34
presbycusis
- age-related hearing loss - sensorineural hearing loss - high frequency loss (hair cell damage)
35
presbyopia
- age-related vision loss - farsightedness - tx: reading glasses
36
presbyphonia
- age-related voice changes - weaker, breathy voice; more breaks/stops - higher pitch in men, lower pitch in women - reduced loudness, laryngeal tension, tremor
37
presbyphagia
- age-related swallow changes - decreased strength and sensation (taste) - slower swallow response - laryngeal penetration is more common
38
motor changes (white matter, cortical changes)
- general slowing of motor skills - voice changes - smaller, slower, more fatigued muscles - other health issues exacerbate motor
39
cognitive changes (gray matter, volume loss)
- language typically remains intact - difficulty recalling new info/specific details - difficulty with multitasking/executive function
40
language
social, rule-governed tool used to send and receive messages
41
receptive language
- language comprehension - listening and reading - develops before expression - understanding of language - vocabulary, questions, concepts, directions
42
expressive language
- language production - speaking and writing - expression of wants and needs - words, nonverbal communication - gestures, pointing, expressions, grammar
43
receptive: form
- phonology = speech sounds - syntax = word order - morphology = word endings
44
expressive: content
- semantics = word meanings - vocabulary - how word meanings link
45
receptive and expressive: use
- pragmatics = social rules - matching language and situation
46
nature
- Nativist-Generative View (Chomsky) - language is innate and pre-specified - we are born with LAD (acquisition device) - language is separate from other cognitive systems
47
nuture
- Constructionist-Interactionist View - environment guides language - no processor in brain specific for language - can't separate language from cognitive systems
48
limitations of nature
- non-literal language (i.e., idioms) - strict focus on syntax - no single grammar to account for all languages - no evidence that children need adult-like rules to acquire language
49
evidence for nature
- deaf babies babble: speech and language deficits may be inheritable - children follow sequence of developmental milestones - language aspects learned without direct instruction (i.e., grammar rules) - we are born with a Language Acquisition Device (LAD) which determines how we learn language
50
evidence for nurture
- operant conditioning
51
cognitive theory (Piaget)
- children learn language like other cognitive skills (concepts first, then language) - language is made possible by cognition and other intellectual processes - observe child in play to determine level of representational though
52
semantic theory (Filmore, Bloom)
- interpretation of messages requires consideration of meaning - acquisition stimulated by child's desire to communicate and knowledge
53
behavioral theory (Skinner)
- children learn through conditioning (only what they are exposed to) - stimulus-response drives language acquisition; drill and practice (reinforcement)
54
social interactionism
- encourage social interactions; desire to communicate and use drives acquisition - incorporate caregivers and multiple environments into learning
55
emergentist theory
- data and pattern driven, child's ability to use cues develops over time - neurologically based
56
critical period hypothesis
must have adequate stimuli before "critical age" (5-7 years old) or full language command cannot be achieved
57
critical period hypothesis: phonology
- shortest optimal/critical period - need exposure to phonology in 1st years of life to have native accent
58
phonemes developed: 0-3 years
/p, m, h, n w/
59
phonemes developed: 0-4 years
/b/
60
phonemes developed: 2-4 years
/k, g, d/
61
phonemes developed: 2-6 years
/t, ŋ/
62
phonemes developed: 2.5-4 years
/f/
63
phonemes developed: 3-6 years
/r, l/
64
phonemes developed: 3-8 years
/s/
65
phonemes developed: 3.5-7 years
/tʃ, ʃ/
66
phonemes developed: 3.5-8 years
/ʒ/
67
phonemes developed: 4-7 years
/j/
68
phonemes developed: 4-8 years
/v/
69
phonemes developed: 4.5-7 years
/θ/
70
phonemes developed: 5-8 years
/ð/
71
phonemes developed: 6-8 years
/dʒ/
72
phoneme development: early 8
/m, b, j, n, w, d, p, h/
73
phoneme development: middle 8
/t, ŋ, k, g, f, v, tʃ, dʒ/
74
phoneme development: late 8
/ʃ, ʒ, l, r, s, z, ð, θ/

NESPA Studying Guides (18 decks)

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