Chapter 5 – Infancy Language Development – Flashcards
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Categorical perception
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distinguishing between phonemes; voiced/unvoiced, speech/non-speech sounds
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Category Formation
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forming categories for objects, actions, and events according to perceptual and conceptual features
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Infants who are not yet learning words devote greater attention to the _______ ______ of speech, whereas, older children concentrate their efforts on ______ _______.
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Phonetic Details, Word Learning
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Phonotactic Regularities
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Permissible combinations of phonemes in ones' native language, rules of speech EX: -ing is not going to come at the beginning a word
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Allophones
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Variations of sounds in the same category
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Voice onset time
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Interval between the release of a stop consonant (ex: p, b, t, d) and the onset of vocal cord vibrations. Used to distinguish between sounds in different categories
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3 Levels of Category Formation
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Superordinate level Subordinate level Basic Level
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Superordinate Level
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-Uppermost level in a category hierarchy -Most general concept -infants DONT HAVE YET
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Subordinate Level
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-Lowermost level in a category hierarchy -Specific broad concepts -infants DONT HAVE YET
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Basic Level
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-Center of a category hierarchy -general nominals (ex: apple, chair, shirt) -INFANTS HAVE THIS
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Two types of categories:
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perceptual and conceptual
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Perceptual Categorization 3 months? 4 months?
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-Knowing what the object looks like 3 mos- distinguish dogs and cats 4 mos- distinguish animals and furniture
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Conceptual Categorization
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Knowing what the object is/does; involves inductive reasoning
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Stage model
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A model that reflects the fact that infants' vocalizations are thought to follow an observable and sequential pattern
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Stages of Early Vocalization Development (6)
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1. Reflexive 2. Control of phonation 3. Expansion 4. Control of Articulators 5. Canonical Syllables 6. Advanced Forms
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Reflexive Stage when?
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-0-8 weeks./2 months -discomfort/distress and vegetative sounds, don't control anything--just make sounds EX: crying, fussing
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Control of phonation when?
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-6-16 weeks. -can turn mouth on & off, cooing and gooing; vowel-like sounds; playing with tongue (raspberries)
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Expansion when?
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-4-6 mos. -Gain more control over the articulators; isolated vowel sounds; vowel glides; experiment with the loudness and pitch of their voices
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Control of articulators when?
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5-8 mos. -FULL control; marginal babbling; vowels and consonants
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Canonical Syllables when?
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6-10 mos. -True babbling appears (CVCVCV); reduplicated babbling; non-reduplicated/variegated babbling
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Reduplicated babbling
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repeating consonant and vowel pairs; over and over again (ex: ma ma ma ma)
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Non-reduplicated/variegated babbling
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non-repeating consonant and vowel combinations; more complex (ex: do ma goo ga)
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Advanced Form when?
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10 - 18 months. -complex syllable patterns (CVC, CCV, VCV); models words, jargon (last stage before real words)
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Jargon
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More advanced form of babbling; milestones parents track most
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Early Foundations for Language Development (4)
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-Infant-directed speech -Joint Reference and Attention -Daily Routines of Infancy -Caregiver Responsiveness
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Infant-directed speech (IDS)
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"baby talk" adults use with young language learners; helps infant with cues and chunking
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Paralinguistic characteristics of IDS
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-high overall pitch -exaggerated pitch contours -slower tempo
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Syntactic characteristics of IDS
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-smaller MLU -short sentences/simple -more content words (noun + verb) -repetition -questions
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3 developmental phases of Joint Reference and Attention
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1. Joint Referencing 2. Development of joint attention 3. Start using words
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Joint Referencing when?
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6 mos. -Can sustain attention on caregiver
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Development of joint attention when?
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6 to 12 mos. -Baby engaged w/ caregiver and now mutually engaged in external object - using gestures
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Intersubjective awareness (joint attention)
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The recognition of when one shares a mental focus on some external object or action with another person
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Imperative pointing when? (joint attention)
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Pointing to ask; requests to adults to retrieve objects (10 months)
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Declarative pointing (joint attention)
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-call adult's attention to objects and to comment on objects -comes before imperative pointing
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Transition to Language when?
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1 year & older. -Incorporate language into their communication to engage socially with others & to use language to represent events & objects within these interactions
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Daily Routines
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Provide a sense of comfort and predictability also provide opportunities for language learning; can pay more attention to mom -imp. so they won't worry/stress about what is going to come next
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Caregiver Responsiveness
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Attention and sensitivity to actions/vocalizations; teaches infants that others value their behaviors and communicative attempt
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Waiting and listening
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Parents wait expectantly for imitations, use a slow pace to allow for initiations and listen to the child's complete message
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Content in Infancy first word by when?
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1st word by 12 mos
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Form in Infancy (morphology & syntax)
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non-existent until first words *more receptive NOT expressive --comprehend simple phrases --understanding and following simple demands
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Form in Infancy (phonology)
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Speech and categorical perception, phonological knowledge, vocalizations and babbling
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Use in Infancy
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pre-intentional to intentional (requesting, greeting, attention seeking, protesting/rejecting, responding)
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Criteria to be true word (3)
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-Clear intention and purpose -Recognizable pronunciation (approximates the adult form) -Used consistently and generalized beyond the original context
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Variation in language development (4)
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-Receptive and expressive language development -SES -Temperament -Extremes of the typical range (early talkers/late talkers)
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At all stages of life, ____ language development outpaces ____ language development
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receptive; expressive
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Expressive language learners
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Use language for social exchanges -express their needs and describe their feelings EX: hi, bye
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Referential language learners
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Use language to refer to people and objects; object labeling -- (ball, doggie, juice)-> general nominals
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Late talkers fewer than ____ words by age ___
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children who exhibit delays in their expressive language development (fewer than 50 words by age 2)
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Early Talkers top ___% for age ___ to ___ mod
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children who are in the top 10% for vocabulary production for their age (11 to 21 mos)
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True/ False: Infants born earlier than 37 weeks are 2x as likely to be late talkers
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True
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EARLY talkers average ___ words at 21 mos as compared to the average ___ words
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475; 200
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Habituation-dishabituation tasks (researchers)
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Presenting the same stimulus repeatedly until attention to the stimulus decreases by a predetermined amount.
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Naturalistic Observation (researchers & clinicians)
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systematically observing and analyzing an infants communicative behavior in everyday situations
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Informal Language Screens
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Checklists of common early language milestones that clinicians and parents fill out.
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Parental Report Measures
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parents report directly on their infant's development
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Age of Infancy
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0 to 12 months
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Perceptual narrowing
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losing ability to pick up on all languages- only able to pick up on the one they are exposed to
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How researchers measure language development in infants
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- habituation-dishabituation tasks - speech perception research - naturalistic observation
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How clinicians measure language development in infancy
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- naturalistic observations - direct elicitation manners - parent-report measures
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Awareness of Actions and Intentions
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Focus on another person's intentions ---By 4 mos- can distinguish from purposeful act to unpurposeful act
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perceptual narrowing & when?
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can pick up on differences of ALL native languages (birth - 2 months)
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inductive reasoning
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specific information into broader categories
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intentional reading
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ability to focus on another persons intention
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daily routine=_______________
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learning opportunities
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True or False: Reduplicated babbling consists of repetitive CV syllables like "da, da, da".
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True
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The following is NOT a milestone during the infancy developmental period a. Speech perception b. Vocalization development c. Saying first word d. Category formation
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c. saying first word
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The simultaneous engagement of two or more people while focusing on an external object refers to a. Joint reference b. Joint attention c. Joint stimulation d. Joint appreciation
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b. joint attention
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True or False: Researchers and clinicians measure language development of infants through naturalistic observations.
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True
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Which of the following are the two cues of speech perception? a. Phonological and phonemic cues b. Speech and categorical cues c. Prosodic and phonetic cues d. Milestone and development cues
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c. prosodic & phonetic cues
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what factors influence infants' individual achievements in language?
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receptive & expressive language, SES, quality & quantity of adult talk
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