SHS 430 1st Edition Lecture 11OUTLINE OF LAST LECTUREI. Early Language Acquisition [cont’d] OUTLINE OF CURRENT LECTUREI. Early Language Acquisition [cont’d] II. Developmental Differences in the language of hearing impaired childrenCURRENT LECTUREI. Early Language Acquisition [cont’d] Syntax and Morphology Development:-Stage I- Children do not develop language at the same rate. The age of acquisition of particular linguisticstructures varies.-The MLU is typically a more useful index of development.-19-22 months- holophrases- 1 to 2 words- a single word that stands for an entire sentence. (go). The 1st 2 word phrases are a combination of single words they have used before (more drink). Later in this phasethey will begin to use new words. (more juice).-Stage II- MLU 2-3 words- 27-30 months- 2 grammatical relations that share a common word are combined (no juice, more juice). Most take the subject-verb-object format.-Beyond Stage II- MLU 3-5 words- 30-40 months. They expand past the here and now using past and future tense. Also develop the use of negatives. Development of questions 1st will develop yes/no questions by inflection. 2nd will develop “wh” questions. -What, where and who develop first and when, how and why develop later. -Stage IV- complex sentence development- MLU= 5 and up, 4 years and older. 4 big milestones in this stage are: coordination- develop the use of conjunctions, complementation- develop the use of certain verbs that require something to follow, relativization- develop the use of relative clauses, and passivization- develop the passive tense. These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.**Every child- their need to communicate precedes their ability.-Important factors for language development:-Must have an intact sensory system-No severe intellectual or cognitive deficits-Should be exposed to a reasonably stimulating environment-Should have reasonably verbal parents that communicate fluently.-Warm and loving atmosphere-Use and auditory based language program II. Developmental Differences in the language of hearing impaired children -They too will have the need to communicate before they posses the ability.-They will also use proto-declarative and proto-imperative gestures.-Many early stages may not be affected if amplified and because most babbling is a tactile response. Only when acoustic clues are limited will you see a difference. Most hearing impaired babbling will have greater vowel content.-Differences with motherese- atypical intonation, fewer gestures, fewer questions, anxious facial expressions. -We must be aware of the infants attempt to communicate, both verbal and nonverbal, and respond to them.-Parents are more likely to be inflexible, controlling, and disapproving in their reaction to hearing impaired children.-1st word- This process is often derived in hearing impaired children by well meaningful professionals. They are typically over-taught nouns, colors, shapes but they lack power for the child’s needs. Once a hearing impaired child learns a word, they are not allowed to store it and use later. They quickly move onto others with repetitive drilling.-Later vocabulary and word usage- Random development of complexity. They have trouble with words that have multiple meanings. Will have trouble with multiple words that mean the same thing. Poor classof word understanding and poor placement of verbs. Less diversity. Poor irregular verbs and plurals, possessive nouns, word endings, comparatives and superlatives. Poor classifiers, very poor abstract expression and word associations. They will have more color and number words. -General Comments:-MLU is an unfair message with hearing impaired children, particularly if they sign.-With hearing impaired children, syntax improves as reading improves.-Parents of hearing-impaired children correct them on form not truth.Specific Comments:-Hearing impaired children have shorter sentences and more of them.-Few ending morphemes-Fewer verbs and clauses-They will omit, invert, add and substitute words in sentences.-They will use a fixed carrier