CSD 115 1st EditionLecture 10Outline of Last Lecture I. Articulation Disordersa. Substitutionsb. Omissionsc. Distortionsd. AdditionsII. Phonological DisordersIII. Phonological Processa. Syllable Shape Processb. Substitution ProcessIV. Disorders Associated with Physical or Developmental Differencesa. Cleft lip and palateb. Dysarthiac. Apraxiad. Hearing LossOutline of Current Lecture – Language Development Theories (Chapter 4)I. Modes of Communicationa. Gestureb. Oral Languagec. Written LanguageII. Components of Languagea. Phonologyb. Pragmaticsc. Semanticsd. Syntaxe. MorphologyIII. Theories of Language Acquisitiona. Nature vs. NutureIV. Nuturistsa. Skinner- Behavioral Theoryb. Vgotsky and Tomasello- Social interaction Theoryc. Terminology associated with Social Interaction Theoryi. Intersubjectivityii. Scaffoldingd. Piaget- Cognitive Theorye. Terminology associated with Cognitive TheoryThese 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.i. Schemataii. Assimilationiii. Accommodationiv. EquilibriumV. Naturistsa. Chomsky- Linguistic Activation Deviceb. Gleitman and PinkerCurrent LectureModes of Communication- Gesture: use of non-verbal communication (eye contact, hand movement, etc.) to express ones ideas or desireso May include some vocalization, but words aren’t said, more like sounds (like a baby)o Pre-verbal- Oral Language: use of spoken language to communicate wants and needs (learned without formal instruction)- Written Language: utilizes alphabetic system found in books, notes, etc. The most complex mode of communicationo Requires formal instructionComponents of Language- Phonology: rules associated with sound combinations and pronunciation of sounds- Pragmatics: use of language within a communicative contexto Involves conversational rules, appropriateness of language, how social context affects language, etc.- Semantics: involves words and their meanings; vocab- Syntax: rules governing word order and word classes- Morphology: modifications of words, using inflections (morphemes)o Smallest unit of meaningful speech; Running: -ing is a morpheme because it changes the word- For most children, language develops predictably - There are stages of development that occur in a typical sequence- Individuals do vary in terms of rate of developmentTheories of Language Acquisition- Nuturists: believe children are born with no knowledge of language; they acquire language as a result of direct interaction with caregivers- Naturists: language is innate; children are born with certain mechanisms and abilities that predispose them to learn languageNuturists- BF Skinner: Behavioral Theoryo Children learn language behaviors because they are reinforced by adultso Operant conditioning- Vgotsky and Tomasello: Social Interaction Theoryo Everyday interactions (feeding, dressing, playing, etc.) involve languageo Children learn language as a byproduct of interactingo They imitate what they hear from others and others support their learningo Terminology Intersubjectivity: Two people working together on a common task with different levels of understanding and competence ACCOMMODATE the viewpoints and competence of each other; Involves conveying knowledgeby drawing on what the other already knows, taking into account the other’s ability to understand  Scaffolding: Adults provide “scaffolds” for children when they are trying to reach new heights of cognitive competence. Involves: segmenting tasksinto smaller tasks, Building on what the child knows, and helping him/her master each level- Piaget: Cognitive Theoryo Language is a byproduct of cognitive developmento Language is learned because children perceive and organize their experiences into meaningful units; these units become languageo Children aren’t born knowing how to speak, they are born with the tools that allow them to learn how to- Terminology associated with cognitive theoryo Schemata: a concept or cognitive structure to file all new information; will become categories for language Like a file folder in the brain. When learning something you either add it to an existing folder or start a new oneo Assimilation: cognitive process where a person includes a new stimulus into an existing schema; if it fits, assimilate it Seeing pictures of dogs, assimilate that they go into an existing dog folder Putting into a fileo Accomodation: developing new schemata to allow for the organization of stimuli that do not fit into existing schemata; children and adults have incomplete knowledge Going with dog example, see a mini horse. It can’t fit into the dog file so need to accommodate and make a new file for the mini horse- Equilibrium: a balance between assimilation and accommodation, it is a lifelong process Too much assimilation results in categories that are too broad to be useful Too much accommodation results in too many categories to be usefulNaturists- Noam Chomskyo Linguistic Acquisition Device: an abstract mechanism in the brain that allows children to acquire language at a rapid pace and be creative in their sentence constructionso Linguistic Universals: children are prewired with grammatical rules that all languages have in common (syllables, verbs, nouns, etc.)- Gleitman and Pinkero Children have an innate knowledge of word categories (noun-verb) or innate conceptual knowledge (object-action) which helps them understand new words they