Vygotsky’s Theory1. Believed that a child’s cognitive development was highly influenced by his/her environment and culture2. Believed that children learned how to do things and process thoughts in a way that appropriately reflects the way they live3. Believed that children were born with cognitive and perceptual abilities4. Did NOT believe that cognitive development was stage by stage and shaped by their cultural experiences and social environmentsa) Private Speech (self- directed)- self talk; helps guide them through their actionsb) Zone of Proximal Development- when a child has a task and he or she needs to learn how to do that task; someone helps himc) Scaffolding- breaking up tasks into smaller tasks; building on what a child knows until they master itPlay DevelopmentPlay with objectsin the early years, play is centered around the use of objects1. Sensorimotor Play- refer to the activity a child does when he or she learns though repetitive movements (touching, feeling)2. Constructive Play- using materials to make or build something (play-do, Legos)3. Dramatic Play- involve using objects to pretend and role-playing4. Games with Rules- children will play at all ages starting with babies playing peek-a-booSensory perception in infants5. Speech Perception- infants are very good at deciphering speech patterns that will help them break down continuous speech into smaller units; specifically at babies ability to attend to the prosodic and phonetic regularitiesa) Infants are pattern seekers and have a tremendous capacity for perceiving:6. Hearing Perception- they will have a newborn screening7. Phonetic cues- babies ability to recognize speech sound and sound combinations8. Prosodic regularities- start to recognize pitch, duration of sound, loudness and intensity9. Intonation- prominence placed on certain syllables but also applies to entire phrases or sentences10. Stress- prominence places on certain syllables of multisyllabic wordsCSD 175 1st EditionExam # 1 Study Guide Lectures: 1 - 7Key terms for EXAM 1:- Language- Language community- Communication- ASHA Definition of language- 5 Domains of languageo Phonologyo Semanticso Morphologyo Syntaxo Pragmatics- Content- Form- Use- Speech- How speech works- Speech productiono Perceptual targeto Motor schemao Speech outputo Feedback- Hearing- Sound Fundamentals- Speech perception- Coarticulation- What communication involves- Why we communicate- Preintentional communication- Intentional communication- Purposes people share information- 3 essential components of communication- Linguistic feedback- Nonlinguistic feedback- Paralinguistic feedback- Language difference- Dialect- Bilingualism- Heritable language impairment- Developmental disability- Brain injury- Howard Gardner- Jean Piaget- Schema- Assimilation- Accommodation- Equilibrium- Sensorimotor Stage- Imitation- Play- Communication- Symbolic Function- Object Permanence- Causality- Means-End- Preoperational Stage- Hands on learning- Literacy emerging- Concrete Operations Stage- Formal Operations Stage- Vygotsky- Private Speech- Zone of proximal development- Scaffolding- Sensorimotor Play- Constructive Play- Dramatic Play- Play with adults- Solitary Play- Parallel Play- Associative Play- Sociodramatic Play- Categorical Perception- Hearing Perception- Phonetic cues- Prosodic regularities- Intonation- Stress- Perceptual narrowing- Superordinate- Subordinate- Basic category formation- 0-2 month language development milestones- 2-4 month language development milestones- 4-6 month language development milestones- 5-8 month language development milestones- 6-10 month language development milestones- 10- 18 month language development milestones- Jargon- Marginal babbling- Reduplicate babbling- Variegated babbling- Why do infants babble?- Does babbling relate to speech/language development?- Perlocutionary- Illocutionary- Locutionary- Infant Cry Behavior- Infant Gaze Patternso Mutual gazeo Gaze couplingo Deictic gaze- Infant Social Smiles- Infant Vocal Behaviors- Child Directed Speech- Protodeclaritives- Protoimperatives- Echolalia- Habituation- Dishabituation- Switch Task- Simultaneous acquisitiono Mixed vocabularyo “sorting out”o Typical usage- Sequential language acquisition- Majority ethnolinguistic community- Minority ethnolinguistic communityLecture 1 (August 20th)- What is language?, Chapter 1What is language?1. A system of symbols or a code using a set of symbols (morphemes)2. Shared by a community, or culture3. Conventional- language is specific, systematic and rule governed (non-random)4. Tool for human communication- Our language code is arbitrary – no reason for why a word means a certain thingo Ex. No specific reason why a cat is actually called the word “cat”- Language Community- a group of people that use a common language- Communication- the process of sharing information such as thoughts, feelings and ideas among at least two peopleASHA Definition for language: language is a complex and dynamic system of conventional symbols that is used in various modes for thought and communication5 DOMAINS OF LANGUAGE1. Phonology- the rules of language used to govern the sounds in wordsa. Contain phonemes (smallest unit of sound that can signal a difference in meaning)b. Phonetic alphabet- a set of symbols that represent all of our phonemes2. Semantics- the rules that govern the meaning of individual words and word combinationsa. Vocabularyb. Noam Chomsky “Colorless green ideas sleep furiously”i. He demonstrated in that sentence that our brain can recognize that thosewords together do not make sense3. Morphology- involves the rules of language that govern in the organization of wordsa. Morpheme- smallest unit of language that has meaningb. Ex. “Cats” has two morphemes, the “cat” and the “s”4. Syntax- rules governing the organization of sentencesa. Helps our sentence structures5. Pragmatics- rules of language governing how language is used for social purposesa. Ex. Abruptly switching topics, cannot maintain eye contactb. Contains three aspects of using language for social purposesi. Using communication/language for different functionsii. Organizing language for conversationiii. Knowing what to say and how to say itc. Involves – turn-taking, gestures, facial