Language Development cp 9 – Flashcards

(253) a form of communication, wether spoken, written or signed that is based on a system of symbols.

(253) the ability to produce an infinite number of meaningful sentences using a finite set of words and rules.

(253)the sound system of a language which includes the sounds used and rules about how they may be combined. see also chart (255)

(253) phonology morphology syntax semantics pragmatics see also chart (255)

the basic unit of sound in a language ex. in English the /k/ sound. K as in ski and c as in cat are both instances of he /k/ sound. see also chart (255) most children become sensitive to sounds of spoken words in preschool(259) by age 3 they can produce all vowel sounds and most consonant sounds.

The rule system that governs how words are formed in a language. ex. morphemes such as -pre, -tion, and -ing are used to build all the words of English language. see also chart (255) When kids move beyond 2-word utterances they sow knowledge of morphology rules. using: plural & possessive forms (dogs, dog's) verb endings (-s, or -ed) prepositions (in , on are the first two) articles (a, an, the) forms of verb to be (was) may overgeneralize rules with words like "foots"(259) Children demonstrate a knowledge of morphology rules preschool - 1st grade. Jean Berko/Wugs experiment.

smallest unit of meaning in a language - a word or part of a word that cannot be broken into smaller meaningful parts. such as -pre, -tion, and -ing are used to build all the words of English language. see also chart (255)

the ways words are combined to form acceptable phrases and sentences. see also chart (255) often used interchangeably with grammar. you would not say something like: the mouse the cat the farmer chased killed ate the cheese. all languages have syntactic systems that share common ground. ( there are some universal properties) Preschool children working on applying rules ex. wh- questions requires understanding 2 rules, common to get one before the other resulting in something like "Where daddy going?" (259)

The meaning of words and sentences. (254) every word has a set of semantic features / required attributes. Girl and woman for example share many semantic features but differ semantically in regard to age. words have semantic restrictions as to how they can be used in a sentence ex. the bicycle talked to the boy. is ok syntactically but violates our semantic sense because we know bicycles don't speak. preschool -dramatic increase in vocab. between 18 mo and 6 yrs estimated children learn 1 new word every waking hour. 1st grade - estimated 14,000 words. small vocabulary in elementary school = risk for reading problems (260) See also FAST MAPPING

(255) the appropriate use of language in different contexts. ex. taking turns speaking, polite language in appropriate situations. Different cultures have different pragmatic rules that can be complex and different. Some rules & ages see pg (261)

(256) compared to other stages see chart on 259 common milestones measured are first word and vocab spurt lots of variation in the following: birth - crying, basic, anger, & pain 1 - 2 mo cooing generally signals pleasure 5 mo understands first word 6 mo babbling 7 - 11 mo universal linguist changes to language specific listening 8-12 mo gestures / comprehension of words appears 13 mo - first word spoken 18 mo vocab spurt starts 18 - 24 mo 2 word sayings and rapid expansion of understanding words

Between 2 and 3 years of age, they begin the transition from saying simple sentences that express a single proposition to saying complex sentences (Bloom, 1998). • Understanding phonology and morphology - Demonstrating knowledge of morphology rules • Plural and possessive forms of nouns • But sometimes overgeneralize the rules (e.g., foots, instead of feet, or goed instead of went). Have to also learn the exceptions (Yes, English is hard to learn!). Changes in Syntax and Semantics • Preschool children also learn and apply rules of syntax (Gertner & Fisher, 2012). • Between 18 months and 6 years of age, young children learn about one new word every waking hour (Carey, 1977; Gelman & Kalish, 2006)! • By the time children enter first grade, it is estimated that children know about 14,000 words (Clark, 1993). • Fast Mapping might explain how children learn so many words so quickly: children make an initial connection between a word and its referent after only limited exposure to the word • Hirsh-Pasek and Golinkoff described 6 principles for vocabulary development. Advances in Pragmatics • At about 4 years of age, children develop a remarkable sensitivity to the needs of others in conversation • Around age 4 or 5, children learn to change their speech style to suit the situation - speaking to peers vs. adults, etc. • Early literacy • The following longitudinal studies indicate the importance of early language skills to children's school readiness: - Phonological awareness, letter name and sound knowledge, and naming speed in kindergarten were linked to reading success in the first and second grade (Schattschneider & others, 2004). - Children's early home environment influenced their early language skills, which in turn predicted their readiness for school (Forget-Dubois & others, 2009).

Gain new skills as they enter school to allow reading and writing skills to develop • Vocabulary, grammar, and metalinguistic awareness: - During middle and late childhood, changes occur in the way children's mental vocabulary is organized. - Children's vocabulary increases from an average of about 14,000 words at 6 years of age to an average of about 40,000 words by 11 years of age. - Advances in vocabulary and grammar during the elementary school years are accompanied by the development of metalinguistic awareness

8-12 months ability significantly improves in 2d year of life considered an important index of social aspects of language goes through sequential development 1st points without checking adult gaze. then learns to point and look back and forth between adult gaze & object. key aspect of joint attention & social aspects of language. lack of pointing is significant indicator of problems in infant communication. many autistic children do not point. see also gestures (256)

see also pointing (256) 8 - 12 mo wave, show, point, smack lips ability significantly improves in 2d year of life considered an important index of social aspects of language Developmental sequence: - pointing w/out checking adult gaze - pointing while looking back/forth between adult & object High SES status people more likely to use gestures communicating with 14 mo infants. use of gestures at 14 mo linked to better vocabularies at 54 mo.

(257) Experiment w/ playing sounds from many languages for infants and noting ability to distinguish changes. birth - 6mo infants are "citizens of the world" noticing all changes. After 6 mo they improve in identifying changes heard in their own language, but lose ability to hear changes from other languages. Infants can make fine distinctions among the sounds of language.

(257) infants detect word boundaries at 8 mo. In study infants listened to familiar words longer on average than new words.

(257, 258) typically include names or objects: of people, animals, vehicles, food, body parts, clothes, household items & greetings. Same words babies used 50 yrs ago. NOT verbs or adjectives 10 - 17 mo first word spoken (AVERAGE AGE 13 mo) one of two common milestones measured in infant language development.(along w/ vocab spurt) Infants must understand words before they can speak them COMMON ERRORS overextend- word used for more objects than accurate underextend - fewer objects than accurate (dog refers to my pet but noone else.) Psychologist determines if a child really knows a word by: - it can be a real word or another the child has made up - same word for object is consistently used 5 mo recognize their name 13 mo - infants understand about 50 words 18 mo they can speak 50 spoken vocabulary increases rapidly after first word. avg. 18 mo old speaks about 50 words avg. 2 yr old 200 words this rapid vocal growth is call the vocab spurt

6 principles for vocab development see pg 260 the words a child uses (257) increases rapidly after first word. avg. 18 mo old speaks about 50 words avg. 2 yr old 200 words Language milestones chart (259)

the words a child understands (257) 6 mo olds can understand the words for many body parts but can't say them.

(258) A burst of rapid vocabulary growth onset ages can vary widely range is 13 - 25 mo average onset 19 mo 18 mo olds speak about 50 words avg. 2 yr old 200 words

(258) tendency to apply a word to objects that are inappropriate for the word's meaning. ex dada to men other than father.

(258) tendency to apply a word too narrowly for the word's meaning. ex. "boy" for a 5 year old but not a 10 yr old.

258) by 18-24 months relies heavily on gesture, tone & context combines 2 words telegraphic speech - short precise words w/out grammatical markers

use of short precise words without grammatical markers like articles, aux. verbs etc. (258) Characteristic of children's early speech "more milk"

a process that helps to explain how young children learn the connection between a word and its referent so quickly. (261)

(264)A model of developmental stages in reading Mayer - 3 cognitive processes a child must go through to read: (264) Being aware of sound units(phonemes) decoding words (printed to sound) accessing word meaning (finding the mental representation of word meaning) Debate on best way to learn reading focuses on phonics vs. whole language(265) SEE ALSO READING BEST PRACTICES becoming a good reader includes learning to read fluently - processing of words becomes more automatic so attention can be devoted to comprehension. metacognitive strategies such as learning to monitor one's reading progress, getting the gist and summarizing are important in becoming a good reader. process a child must go through to read a printed word: see Rich Mayer children who enter school with small vocabularies are at risk (264) when it comes to learning to read. BUT those MOST AT RISK for reading difficulties begin school with less verbal skill, less phonological awareness, less letter knowledge, less familiarity with basic mechanisms of reading.

(265)An approach emphasizing that reading instruction should focus on teaching the basic rules for translating written symbols into sounds. simplified materials to connect sounds to letters before books. Direct instruction in phonics should be emphasized according to most recent research.

(265)An approach stressing that reading instruction should parallel children natural language learning. Reading materials should be whole and meaningful. sometimes taught to read whole words or sentences and then use context to decipher meaning of unfamiliar words.

an implied comparison between two unlike things

The use of irony derision or wit to expose folly or wickedness.

a variety of language that is distinguished by its vocabulary, grammar or pronunciation.

(270)An area of the brain's left frontal lobe that is involved in speech production and grammatical processing. Damage produces aphasia - in particular difficulty producing words correctly.

An area of the brain's left hemisphere that is involved in language comprehension. (270) Damage produces aphasia - in particular poor comprehension and fluent but incomprehensible speech.

(270) A disorder resulting from brain damage to Broca's area or Wernicke's area that involves a loss or impairment of the ability to use or comprehend words.

(270) Chomsky's term that describes a biological endowment enabling children to detect the features and rules of language including phonology, syntax , and semantics. See additional details Noam Chomsky

(271) MIT linguist - Biological view of language that humans are prewired to learn language at a particular time in a certain way. children are born w/ language acquisition device (theoretical not actual part of brain) Supporters of this idea cite: uniformity of language milestones across cultures/languages evidence that children create language even without well-formed input biological substrates of language Language acquisition device (LAD) • Biological endowment that enables child to detect certain features and rules of language • Behaviorists opposed Chompsky's hypothesis, although this view is no longer considered a viable explanation critics say this cannot explain all language acquisition

Language spoken in a higher pitch than normal, with simple words and sentences. (271) captures infant attention and maintains communication many parents don't even recognize they do it.

(271)One of 3 strategies parents use to enhance child's acquisition of language along with labeling & expanding. - rephrasing a statement that a child said, perhaps turning it into a question, or restating a child's immature utterance in the form of a fully grammatical utterance. lets child indicate interest & expand on it. ex. child:The dog was barking. parent:When was the dog barking?

(271) Identifying the names of objects One of 3 strategies parents use to enhance child's acquisition of language Robert Brown called this original word game. Much of childs vocab is motivated by adult pressure to identify words w/ objects.

(259) See also video Studied children't knowledge of morphological rules such as how to make a plural. Used made up words so there could be no prior knowledge. preschool/first graders were asked to supply missing words that required them to apply appropriate morphological rules. Children this age were not perfect but demonstrated knowledge of basic morphological rules. one Wug two are WUGs

(260) Studied how word learning optimally occurs. Six principles in children's vocab development 1. Child learns the words most often heard. 2. Children learn words for things & events that interest them. 3. Learn words best in responsive, interactive contexts - not passive 4. Learn words best in meaningful contexts 5. Learn best when they access clear info about word meaning. 6. Learn words best when grammar and vocab are considered.

(260) see Hirsh-Pasek, Kathy

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(270) Language acquisition Found in his study: parents did not directly reward correct syntax in children's language acquisition. Parents did not offer corrections in poor syntax (but many do) refutes behaviorist view of language acquisition

(273)linguist - how parents can facilitate language development. - be an active conversational partner - talk in slow pace / don't worry how it sounds to adults - use look & gesture & name what you look at - be simple, concrete and repetitive - play games peek a boo & patty cake - remember to listen - expand &elaborate - make toddlers feel understood - resist making comparisons

(261/262) Things that make a difference in literacy language skills phonological & syntactic knowledge letter identification conceptual knowledge re: print conventions/functions better educated mother literacy experiences (how often read to) quality of mother's engagement provision of learning materials

(264) An awareness of language (such as what prepositions are) that arises in elementary school. Allows kids to think about language, understand what words are and define them.

(265/266) 2-3 early scribbles 4 yrs can print name 5 yrs can copy words / reproduce letters letter reversal in early elementary is ok if no other problems are evident. don't worry about early spelling many years & much practice to be good. interventions: strategy instruction summarizing peer assistance setting goals 50% of HS grads not prepared for college writing writing skills linked with reading/ must be a good reader to write.

(266) sensitive periods vary across language systems adolescents & adults learn new vocabulary easier than new grammar or sounds ability to pronounce words with a native accent drops off after 10-12 adults learn 2d language faster than children but do not learn as much of it. bilingual children have a smaller vocabulary in both languages. Children who are fluent in two languages perform better thantheir single-language counterparts on tests of control of attention, concept formation, analytical reasoning, inhibition, cognitive flexibility, cognitive complexity, and cognitive monitoring Children who are fluent in two also more conscious of the structure of spoken and written language and better at noticing errors of grammar and meaning, skills that benefit their reading ability also see English language learners (268) see also subtractive bilingualism

(269) Requires vocal apparatus and qualities of nervous system - Humans acquired language about 100k yrs ago there is a strong biological foundation for language but it is also influenced by child's experiences. cannot be totally dependant on biology or wild boy of aveyron & Genie would have learned to talk. Influenced by parents, teachers & peers in environment things like recasting, expanding and labeling by adults also reading to 271 Chompsky proposed that humans are biologically prewired to learn language at a certain time in a certain way - Language acquisition device (LAD) • Biological endowment that enables child to detect certain features and rules of language • Behaviorists opposed Chompsky's hypothesis, although this view is no longer considered a viable explanation SEE ALSO Biological influences

(270) No longer considered a viable view - but environment does play a role Oppose Chomsky's biological view. language is a complex learned skill like playing piano. Just a series of responses acquired through reinforcement. problems w/ behavioral view: Does not explain how people create novel sentences Children learn the syntax of their language even if they are not reinforced for doing it.

lived in social isolation for years - never acquired effective language skills271

(271) language acquisition interaction view - children learn language in specific contexts. ex. toddler & father jointly focus on book - toddler knows father is naming something when he says see the bird. joint attention/ children use social skills to acquire language

(272) emphasizes both biological and experiential foundations for language development children vary in their ability to acquire language and this variation cannot be readily explained by differences in environmental input alone. Parents and teachers who pay attention to what children are trying to say, expand children's utterances, read to them, and label things in the environment, are providing valuable, if unintentional, benefits Parents can facilitate infants' and toddler's language development by talking to them often. (271)see Tomasello, michael joint attention/children use social skills to acquire language

(271)One of 3 strategies parents use to enhance child's acquisition of language along with labeling & recasting. restating in a linguistically sophisticated form what the child has said. child: Doggie eat parent: yes the dog is eating

(271) Influenced by parents, teachers & peers in environment child directed speech - Language spoken in a higher pitch than normal with simple words and sentences other adult strategies include things like recasting, expanding and labeling by adults Infants, toddlers, and young children benefit when adults read books to and with them (shared reading 271 mother's responsive touching to sounds It is not as behaviorists viewed it - stimulus, response, reward

(274) genetic birth defect - deletion of chromosome 7 affects about 1 in 20,000 •The most noticeable features of the syndrome include a unique combination of expressive verbal skills with an extremely low IQ and limited visuospatial skills and motor control •Children with Williams syndrome are natural-born storytellers who provide highly expressive narratives Williams syndrome raises the possibility that thinking and language might not be so closely related. •Williams disorder is due to a defective gene that seems to protect expressive verbal ability but not reading and many other cognitive skill

(258) one of many types of two word utterances that rely on gesture, tone, and context include: identification "see doggie" location "book there" repetition " more milk" possession " my candy" attribution " big car" agent action" mama walk" question "where ball" examples from english, german, russian, Finnish, turkish, samoan

(258) one of many types of two word utterances that rely on gesture, tone, and context: see Identification and telegraphic speech

(258) one of many types of two word utterances that rely on gesture, tone, and context: see Identification and telegraphic speech

(258) one of many types of two word utterances that rely on gesture, tone, and context: see Identification and telegraphic speech

(258) one of many types of two word utterances that rely on gesture, tone, and context: see Identification and telegraphic speech

(258) one of many types of two word utterances that rely on gesture, tone, and context: see Identification and telegraphic speech

(258) one of many types of two word utterances that rely on gesture, tone, and context: see Identification and telegraphic speech

(264) Cognitive processes child must go through to read a printed word: - being aware of sound units in words (recognizing phonemes) - decoding words (converting printed word to sound) - accessing word meaning (finding a mental representation of meaning.)

Focus on debate between phonics & whole language Research suggests- - emphasis on phonics and translating written symbols into sounds, but can benefit from both - must learn fluency to be a good reader, comprehension requires fluency - Whole-language: reading should parallel children's natural language learning - Children can benefit from both approaches, but instruction in phonics needs to be emphasized - Metacognitive strategies, such as learning to monitor one's reading progress, getting the gist of what is being read, and summarizing also are important in becoming a good reader children who read more read better Children who enter school with small vocabularies are at risk (264) when it comes to learning to read. BUT those MOST AT RISK for reading difficulties begin school with less verbal skill, less phonological awareness, less letter knowledge, less familiarity with basic mechanisms of reading. (265) LONGITUDINAL STUDIES The following kindergarten skills link to reading success in 1st/2d grade - phonological awareness - letter name / sound knowledge - naming speed The early home environment influences language skills which influence school readiness

- about 6 mo bababa as they get older changes to baPaMa even deaf babies babble @ first then they stop when no auditory feedback. Deaf babies born to deaf parents babble in sign language

see Language Development Early childhood

Children's writing emerges out of their early scribbles, which appear at around 2 to 3 years of age. • Students develop increasingly sophisticated methods of organizing their ideas: - In early elementary school, they narrate and describe or write short poems. - In late elementary and middle school, they move to projects such as book reports that combine narration with more reflection and analysis. - In high school, they become more skilled at forms of exposition that do not depend on narrative structure (Conley, 2008). • The metacognitive strategies needed to be a competent writer are linked with those required to be a competent reader because the writing process involves competent reading and rereading during composition and revision

• In the United States, many immigrant children go from being monolingual in their home language to bilingual in that language and in English, only to end up monolingual speakers of English. • This is called subtractive bilingualism, and it can have negative effects on children if they become ashamed of their home language.

increased sophistication in the use of words • Adolescents also develop more subtle abilities with words. - understanding metaphor: - understand and to use satire: • increase their understanding of material told from different perspectives, which allows them to engage in more sophisticated discussions of various topics. • often speak a dialect of their own with their peers (a dialect is a variety of language distinguished by its vocabulary, grammar, or pronunciation) that is characterized by jargon and slang

- Some language scholars view the remarkable similarities in how children acquire language all over the world, despite the vast variation in language input they receive, as strong evidence that language has a biological basis. Evolution and the Brain's Role in Language - The nervous system and vocal apparatus of humanity's predecessors changed over hundreds of thousands of years. - Two regions involved in language were first discovered in studies of brain-damaged individuals: - Broca's area • An area in the left frontal lobe of the brain involved in speech production and grammatical processing. - Wernicke's area • A region of the brain's left hemisphere involved in language comprehension. • Damage to these areas causes aphasia

Two basic and separate issues characterize connections between language and cognition: - The first is whether cognition is necessary for language. - The second issue is whether language is necessary for (or important to) cognition. - There is evidence of links between the cognitive and language worlds of children • Piaget 's concept of object permanence has been the focus of some research that connects cognitive and language development.

foots instead of feet/ common in early childhood