CSD 175 1st EditionExam # 2 Study Guide Lectures: 8-13Lecture 8-9 (September 22nd-24th)Language Development in Toddlers- Chapter 6- The Locutionary Stageo Toddlers enter the Locutionary stage with their first spoken wordso Other developmental milestones co-occur with the emergence of their first spoken word—both motor and cognitive developments Motor: starting to walk, grasp and manipulate small items, more coordination Cognitive: exploring their world, decrease in objects put in mouth, increase in attention span, understanding cause and effect or means-end- A child’s first spoken wordo Appear at approximately 12 months of age and emerge on a continuum1. NO words: cooing, gooing, babbling, gestures2. Protowords: phonetically consistent forms—an intentive word that a child uses consistently3. Context Bound Words: when a child says a word but only understands in that context; no generalizationsa. Ex. When the word water is used and they understand it only as a drink not in a tub, pool or lake (illocutionary stage still)4. Real Words: nouns, people or objects in environment; purposeful; pronunciation must be similar to adult form; used consistently and extendbeyond original context- Up until the first words are spoken o Children follow this communicative continuumo As that child uses more words they rely less and less on gesturesVisual Reference (looking at objects)Gestural Reference (pointing, joint attention, symbolic function)Vocal Reference (babbling, protowords)Spoken Words (true words)- Acquiring new vocabularyo What grows faster in young children—receptive or expressive vocabulary?? Receptive= understand a lot of wordso Children acquire nouns first and their vocabulary grows to almost 50 words by 18-24 months of age- Rapid word learningo Research tells us that after a slow start, children acquire words very rapidly1. Fast mapping- when children are given a brief exposure to a new word they form a lexical representationa. Can learn new words after hearing them only once or twice2. Vocabulary Spurt (word spurt, vocab explosion)- between 18-24 months of age and kids are learning 7-9 words a day- Mistakes in word learningo When learning words, children make errors in their use via:1. Overextension- overgeneralization; use words in an overly general mannera. Categorical overextension- extend word that they know to other words in the same categoryi. Ex. Every yellow fruit is a bananab. Analogical overextension- extend a word they know to other words that are perceptually similari. Ex. Remote control perceived as a phonec. Relational Overextension- extend a word they know to other words that are phonetically and semantically the samei. Ex. See pillow and blankets as the same because they are related2. Underextension- more common; use words to refer to only a subset of referencea. Ex. Their sippy cup is the only “cup”; cups in restaurants are not cups. - Why do children make errors?o Make Category membership errorso Make semantic errors: know two things are different but don’t know a new namefor oneo Retrieval errors: know that heard of a word but cant think of it and they unintentionally select a different word- Transitioning from one word to word combinationso How many words does a typical toddler use at 18-24 months of age?? About 50; morphemeso When do word combinations emerge?? About 2 years of age- Telegraphic utterances (around 2 years)o In the earliest attempts at two-word utterances toddlers:1. Omit key grammatical markersa. “doggie go”2. Omit or misuse pronounsa. “my going”- Two-word utteranceso First two word utterance explain:1. Action2. Locative relationshipso Common forms of two word utterances include:o Agent + Action = WHO does WHAT (“I eat”)o Action + Object = DOING something with OBJECT (“Eat cookie)o Agent + Object = PEOPLE acting on OBJECTS (“Daddy sock”)o Requesting (“More Drink”)Lectures: 10-11 (September 29th-October 1st)Dore’s Primitive Speech Actso Calling: gaining someone’s attentiono Greeting: addressing people as they enter the room or peero Protesting: expressing dislike or rejectiono Requesting Answer: asking for information (“Where mommy”)o Requesting Action: asking for others to do something (“More Bubbles”)o Answering: Responding to others questionso Labeling: naming an object or evento Repeating: reproducing an utterance in part or its entiretyo Practicing: kids will produce words with no apparent audience- Once toddlers are using spoken words…o They are able to do the following1. Use verbalizations to obtain desired object/end2. Gain or direct attention3. Indicate understanding or lack of understandingo Now they are ready to develop more sophisticated conversation skills- Topic Initiationo When speakers establish a subject for a conversation that is about to happen its called topic invitationo Toddlers introduce topics in conversation differently than caregivers Context-driven: talking about what’s actually happening; here and now Use gaze, gestures, and or vocalizations- Conversational Turn-takingo Turn taking emerges before the first word… conversational turn taking emerges afterwordo Presupposition- refer to the knowledge of what information needs to be includedor left out during conversations- Caregiver tools to enhance and encourage communicationo Caregivers use a variety of strategies to assist children with utterances Child directed speech Prompts: intended to stimulate and maintain the topic; help child along with cues- Encourage responses; use fill in the blanks to help Turnabouts: comments or questions used by caregivers to maintain interactions- Help mend conversational break-downs- Specific kind of prompt Imitations: a caregiver will repeat exactly what child says but use correct grammar Expansions: a caregiver reproduces a child’s utterance including additional grammatical structures that expand child’s utterance to adult form Extensions: a caregiver provides additional information on a topic contained in the child’s utterance; LENGTHENING UTTERANCEPreschool- Building Literacy on Language: Chapter 7 Preschool age: 4-5 years old- Semantic Developmento What is a lexicon? Vocabulary or mental dictionaryo For each new word learned a child creates an entry into their lexicono Not just the words but the relationships between words- Vocabulary development by the numberso 50 = # of words in a child’s
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