infant’s language development – Flashcards
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Bates' chart
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explaining development in early developing children
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bates' chart birth to 6 months
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object orientation, social orientation, cross modal perception, sensorimotor precision, computational power
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object orientation
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interested in objects using motor skills, eyes, and gestures
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social orientation
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wanting to socialize with adults and peers in life (eye contact, smiling, etc.)
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cross modal perception
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multiple senses at one time (picking up object while hearing the word)
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sensorimotor precision
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rapid exploration of the environment
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computational power
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mental activity, smarts, and intelligence
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object orientation and social orientation combine for
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joint reference
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joint reference
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paying attention to adult and object has, without it you can't get the words to a situation
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social orientation and cross modal perception combine for
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imitation
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imitation
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language and motor skills, looking and picking up object
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cross modal perception and sensorimotor precision combine for
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sound-meaning mapping
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sound meaning mapping
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sounds that make up a word get attached to what the word means
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sensorimotor precision and computational power combine for
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rapid induction
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rapid induction
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the ability to make generalizations; brain begins to abstract meaning from occurrences; find rules and patterns (what can i induce about it?)
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bates' chart 6-12 months
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joint reference, imitation, sound-meaning mapping, rapid induction
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joint reference and imitation combine for
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secondary reasoning and observational learning
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secondary reasoning
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rudimentary understanding of causality; more abstract
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observational learning
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learn from the environment and surroundings
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sound meaning mapping and rapid induction combine for
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fast-mapping
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fast mapping
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kids hear a very few exposures of referents of words to understand the meaning
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bates' chart 18-36 months
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secondary reasoning, observational learning, fast mapping
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foundations for language development
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infant-directed speech versus adult directed speech, joint reference and joint attention, daily routines, caregiver responsiveness
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infant directed speech is also called
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motherese, parentese, or child directed speech
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infant directed speech includes
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paralinguistic differences, syntactic differences, discourse differences
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paralinguistic differences in IDS include
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high pitch, slower tempo with longer pauses between phrases, exaggerated pitch changes
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paralinguistic differences is the way
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adults speak to babies
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paralinguistic differences serve to
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highlight word boundaries, put stress on important words, and put a melody so infants attend more
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syntactic differences in IDS include
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shorter MLU (2-3 words with pauses), fewer subordinate clauses, more content and fewer function words, more repetition and rhetorical questions
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function words
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do not have more than 1 descriptor, de-emphasized, give strong weak pattern, still contain content
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discourse difference in IDS is the
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interaction between adult and child
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discourse difference in IDS includes
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more repetition with a lot of semantic support for development of and more questions (often rhetorical)
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joint reference and joint attention stages
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attendance to social partners, emergence of joint attention, and transition to language
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attendance to social partners
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0-6 months, joint attention, increase in periods of engagement, infants enjoy faces of adults/peers
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emergence of joint attention
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6 months to 1 year, attention to object and communicative partner at the same time, adults redirect infants' attention
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what is joint attention
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stage 2; line of vision, gestures and adult verbalization; very important for language development
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sharing of mental focus with another
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stage 2; beginning of intention in communication, related to stages of intents and functions, beginning of "reading the mind" of a communicative partner and "presupposition" and "theory of mind"
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importance of joint attention
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length of infants joint attention correlates with vocab spurt, amount of adults support to maintain infant's attention positively correlates with language at 18 months, amount of adults effort to redirect infant's attention negatively correlates infant's ability to sustain attention
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transition to language
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stage 3, 1 year and beyond, language incorporates into child's daily routines
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1 year and beyond in language
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single words and more, beginning to use single words
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daily routines create
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expected environments
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daily routines are
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common routines for infants which increase language learning; no minimum of routines necessary to facilitate development
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SLPs function in daily routines
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provide guidance for increasing language learning environment
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3 reasons why do daily routines facilitate language development
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predictability, scaffolds, zone of proximal development
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caregiver responsiveness 7 characteristics
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waiting and listening for the infant to respond, following child's lead, joining and playing with the child, being face to face, using a variety of questions and labels, turn taking, expanding and extending on what child knows
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reciprocal interaction is
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foundation for language
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4 major language development tasks
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speech perception, awareness of action and intentions, category formation, early vocalizations
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speech perception includes
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prosody, phonetic regularities, categorical perception
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prosody: 2 months
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discriminate between steady and rising pitch
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prosody: 2-4 months
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differentiate between mother's and other's voices
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prosody: 9 months
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prefer to listen to strong weak pattern
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phonetic regularities includes
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nonnative versus native language phonetic differences, learn to recognize permissible sound combinations, selective developmental process
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nonnative versus native language phonetic differences
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one of phonetic regularities; as kids grow, they learn to ignore nonnative sounds; devote attention to phonetic details at first; as they grow attention to semantic or world learning details
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at birth infants can distinguish
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speech versus world sounds
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nonnative versus native language phonetic differences is important because
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focusing on one language
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learn to recognize permissible sound combinations
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an help recognize word boundaries; learn early what phonemes can and cannot be put together
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categorical perception
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categorize words in what they hear; within days infants are highly responsive to speech and other sounds and to pitch in voice
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categorical perception: 0-1 month
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learn to hear difference in phonemes but cannot distinguish phonemes meaning in a word (until age 2); no understanding of minimal pairs
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awareness of actions and intentions stages
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perlocutionary, illocutionary, locutionary
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awareness of actions and intentions: 4 months
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learn difference between purposeful versus accidental actions
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awareness of actions and intentions: 12 months
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understand some rational means; cognitive interaction with action, object permanence, first word use
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the stages of awareness of actions and intentions lead to
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Halliday's 7 communicative functions
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perlocutionary stage is
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stage 1 of awareness of actions and intentions; 0-6/8 months; actions mostly lack intent; communicative intent imposed by adults
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illocutionary stage is
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stage 2 of awareness of actions and intentions; 6/8 months; intent to communicate (what was done as an accident in stage 1 is now done with purpose); uses communicative gestures (no words yet)
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locutionary stage is
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stage 3 of awareness of actions and intentions; 12 months; words used to express communicative intent
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category formation types
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perceptual categories (earlier), conceptual categories
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category formation is the
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ability to form categories from 3-9 months
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category formation
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predicts cognitive and language abilities at 2 years
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perceptual categories
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earlier developing, categories are based on senses, 3 months can distinguish between cats and dogs
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conceptual categories are based on
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function and relationships
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conceptual categories form a
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concept of hierarchy for words with concrete and abstract at top and the most specific on the bottom
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achievements in form
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phonology and speech-respiratory development, phonology and speech vocalizations, phonology at 12 months, advanced forms
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phonology and speech respiratory development
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achievement in form; to produce speech have to control exhalation
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phonology and speech respiratory development: birth
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30-80 breaths per minute; really quick; not many alveoli in lungs
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phonology and speech respiratory development: 18-36 months
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20-30 breaths per minute; slows down; more control
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phonology and speech respiratory development: 7-8 years
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20 breaths per min (adult level); adult # of alveoli
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phonology and speech vocalizations is
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one of the achievements in form
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phonology and speech vocalizations stages include
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reflexive sounds, control of phonation or cooing, expansion stage/vocal play, control of articulation, canonical syllables
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reflexive sounds
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0-2 months; baby has no control over bodily function sounds; parents tray these sounds as if they have meaning to interact and communicate, even though they don't
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control of phonation or cooing
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2-4 months; still have to breathe frequently (only a little more control)
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expansion stage/vocal play
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4-6 months; raspberry sounds; beginning to get intent/control
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control of articulation
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5-8 months; marginal babbling
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marginal babbling
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short string of consonant-like and vowel-like sounds
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canonical syllables
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6-10 months; well formed syllables; reduplicated and variegated babbling
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babbling is
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important developmental milestone and a predicative element for development
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reduplicated babbling is part of
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canonical syllables
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reduplicated babbling
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earlier form; repeat consonant and vowel combinations; practicing and playing
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variegated babbling
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later form; frequent at 12 months; consonant and vowels change syllables; shifts in syllables are important in language
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phonology at 12 months
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achievement in form; some vowels (different kinds of babbling); some stop consonants and nasals; first words have preponderance of bilabial sounds (/mamama/ becomes /mama/)
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advanced forms
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10-18 months; diphthongs; CVC and VCV structure a little more advanced; jargon;
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jargon
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babbling with prosodic elements
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language content includes
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first word and relations in one word utterances
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first word
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achievement in content; must be spontaneous with intention (not imitative); must be approximate to adult phonological form; must be used in 2 or more different contexts
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first word around what time
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1 year; but can vary from 8-16 months; after 16 months is concern
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7 relations in one word utterances
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existence, nonexistence, recurrence, rejection, denial, attribution, possession, action, locative action
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existence
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object present in child's immediate environment and child is attending to it (that, this, there)
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nonexistence
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object is expected to be present but is not; action is expected to occur but does not; object present but disappears
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recurrence
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an object reappears; another object like the one the child is attending to is placed with the first one; an event happens again (more, another)
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rejection
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the child does not want an object or an event to occur (no)
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denial
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the child reject the truthfulness of a pervious utterance (no)
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attribution
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child mentions characteristic of object or event; usually not shape or color (big, little)
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possession
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child identifies ownership of an object (mine. my)
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action
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child identifies or requests an action (go, open)
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locative action
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child refers to a a change in an object location (here, there, in, up)
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language form: syntax
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no expressive syntax; receptive syntax= understand some short multiword utterances
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0 syntax in _______ but kids can understand some multiword utterances in _____
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expressive language; receptive syntax
