CSD 175: BUILDING BLOCKS OF LANGUAGE
59 Cards in this Set
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Phonological Development
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-involves acquiring the rules of language that govern the sound structure of syllables and words
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3 things involved in phonological development
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1) using cues to segment streams of speech
2) develop a phonemic inventory
3) become phonologically aware
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Using Cues to Segment Streams of Speech
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-infants must breakdown the streams of speech to understand---- break down in 2 ways
--1) Prosotic Cues
--listen for stress patterns/rhythms of the language to distinguish boundaries between words
--2) Phonotactic Cues
-- infants instinctively know that certain sou…
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Develop a Phonemic Inventory
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-children acquire an internal representation of the phonemes composing his/her native language
-expression of the phonemes is called PHONOLOGICAL PRODUCTION
--this includes vowels and consonants
--vowels will typically develop before the consonants do
--usually by 3-4 ye…
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Become Phonologically Aware
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-the child's ability to attend to the phonological units of speech
--syllable counting
--rhyme
--initial sound identification
--initial sound deletion
--phoneme counting
-usually develop by about 5 years
-bridge between language and reading
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Influences on Phonological Development
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1) Influence of a child's native language
2) Linguistic experience
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Influence on Phonological Development: Influence of a child's native language
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-Each language has different phonemes in their language inventory
--the functional load varies
--children will learn phonemes that occur frequently before they learn the less common ones
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Influence on Phonological Development: Linguistic Experience
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-"How much language is the child exposed to?"
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Morphological Development
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-Occurs when children internalize the rules of language that govern words structure
-Morphemes: smallest meaningful unit of language
--able to expand vocabulary beyond just root words
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Obligatory Context
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-Occurs when grammatical marker should be used
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Grammatical Morphemes
(Inflectional Morphemes)
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-14 grammatical morphemes
-2-yr-old child's 1st grammatical morpheme develops --present/progressive "ing"
--Bound Morphemes
--Free Morphemes
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Bound Morphemes
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-morpheme must be attached to another morpheme
-prefixes/suffixes
(cannot stand alone)
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Free Morpheme
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-can stand alone
-can include regular words (son, stool)
-grammatical words
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Derivational Morpheme
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-morphemes added to root words to create a derived word
-will change the part of speech of the word
--Beauty-noun --- beautiful-adjective
--quick, quickly
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Influences of Morphological Development
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3 types
--Second Language Acquisition
--Dialect
--Language Impairment
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Second Language Acquisition
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-a person learning a second language may never master the grammatical morphemes
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Dialect
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-variant of a single language
--Standard American English vs. African American Vernacular English
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Language Impairment
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-delay in morphological impairment may result in speech language impairment
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Syntactic Development
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-Occurs when children internalize the rules of language that govern how words are organized into phrases and sentences
-Progress from one word to developing sentences
--Through the sentences, can communicate
--complex thoughts, ideas, and telling stories
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Syntactic Development: 3 accomplishments to develop syntax
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1) Steadily increase utterance length
2) Use different sentence structures/modalities
3) Develop complex syntax
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Steadily Increase Utterance Length
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-ages 1-6 --> gradual increase of utterance length
-by age 6, most kids have utterance length of adult
-MLU
--Mean Length of Utterance
--to test: 50 word paragraph, add up morphemes and divide by 50
--reflect child's ability to link together morphemes to create sentence…
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Use Different Sentence Structures/Modalities
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-once kids increase MLU, can create various types of sentences
--declarative (make statement)
--negatives (express negations; rely on 'no', 'not')
--interrogatives (involved questioning; 'wh' questions: why, what, where, etc; yes/no questions)
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Develop Complex Syntax
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-refers to phrase/clause structures as well as conjunctions for organizing the internal structure of a sentence
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Influences of Syntactic Development
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1) Child-directed speech
2) Language impairment
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Influences of Syntactic Development: Child-Directed Speech
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-refers to talk directed at child from others
-syntax and grammar that they are exposed to shapes their development
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Influences of Syntactic Development: Language Impairment
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-Developmental Language Disorder
--something they are born with
-Specific Language Impairment
--only language (not articulation or other)
-Acquired Language Disorder
--result from injury or illness
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Semantic Development
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-Semantic development refers to a child's learning and storage of word meanings
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3 Aspects of Semantic Development
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1) Acquire a large mental lexicon
2) Learn new words rapidly
3) Form-efficient semantic networks
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Semantic Development: Acquire a large mental lexicon
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-60,000 words
-volume of words and word parts that is known
-receptive is usually higher than expressive
--2 new words per day between ages 1-7 yrs
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Semantic Development: Learn New Words Rapidly
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-2 new words daily
-concrete: ball
-abstract: think
-phonological form
--common sound sequences are learned faster than words with rare sound sequences
-CONTEXTUALIZED CONDITIONS @ INITIAL EXPOSURE
--how did they hear the word for the first time?
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Semantic Development: Form-efficient Semantic Networks
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-as a child learns new words, they are stored in a network that organizes the words using ways they are related
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Influences of Semantic Development
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1) Gender
2) Language Impairment
3) Language Exposure
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Influence on Semantic Development: Gender
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-girls have larger vocabularies than boys (mainly during developmental stages)
-boys will catch up by 6-7 years old
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Influences on Semantic Development: Language Impairment
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-much smaller vocabulary than those with typical language skills
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Influences on Semantic Development: Language Exposure
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-more variety of words a child hears in their environment, the larger vocabulary they will have
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Pragmatic Development
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-involves learning rules which govern the use of language as a social tool
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3 Aspects of Pragmatic Development
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1) Using language for different functions
2) Developing discourse skills
3) Understanding extralinguistic cues
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Using language for different functions
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-intention behind every utterance
--feelings, needs, desires/wants
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Develop Discourse Skills
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-Conversational skills
-Learn to initiate & maintain topics, switch topics, end a conversation
-Begin with joint attention (in infancy)
--when an infant & caregiver are focused on the same object
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Understanding Extralinguistic Cues
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-gestures, facial expressions, eye contact, posture, proximity, pitch, loudness, pauses (stops one thought, begins another)
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Influences on Pragmatic Development
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1) Temperament
2) Social Development
3) Cultural Context
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Influences on Pragmatic Development: Temperament
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-Child's behavior or personality type
--how does the child approach a new situation?
--outgoing, shy, etc
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Influences on Pragmatic Development: Social Development
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-How is the child taught social skills?
--caregivers' point of view
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Influences on Pragmatic Development: Cultural Context
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-What is the cultural influence?
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Theories of Language Development
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-Language development theories attempt to explain how children learn their native language
-Abundance of theories regarding language development
--Behaviorist theory
--Cognitive theory
-Clinicians use this so we can help treat disorders
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Behaviorist Theory
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-Skinner proposed that all learning is the result of OPERANT CONDITIONING
-Children do not have innate knowledge of language, rather environmental responses elicit language
-APPLIED BEHAVIOR ANALYSIS
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Operant Conditioning
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-behaviors that are reinforced will increase
-behaviors that are punished will decrease
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Applied Behavior Analysis
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-method used intervention that is done with kids
--the child gives a response to a stimulus and is reinforced
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DTT : Discreet Trail Training
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-behavioral intervention
-a series of trials are given until a child masters it
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Cognitive Theory
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-Piaget's cognitive theory: emphasizes stages of learning and development
-Hypothesizes a series of cognitive stages that children experience-one stage must occur before a child can move onto the next stage
-Believes that certain cognitive skills must be in place for language achievemen…
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Piaget's Theory
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-Jean Piaget: well known researcher on cognitive development; he believed that children's cognitive skills naturally evolve as they grow, mature, and explore their surroundings
--Children go through 4 stages
--Sensorimotor
--Pre-operational
--Concrete Operations
--F…
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Sensorimotor Stage
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-birth-2 yrs
-learn through sensory experiences in their environment
-Sensorimotor Development:
--Imitation
--Mean's End
--Object Permanence
--Symbolic Function
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Sensorimotor Development: Imitation
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-Children will develop the ability to mirror, repeat and practice the actions of others either immediately or at a later time
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Sensorimotor Development: Mean's End
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-Children develop the understanding that a certain word, action or behavior will result in the desired outcome
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Sensorimotor Development: Object Permanence
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-Children develop the understanding that an object exists outside their visual field (or sensory field)
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Sensorimotor Development: Symbolic Function
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-children use an object to represent something else
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Pre-operational Stage
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-2-7 years
-language development
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Concrete Operations
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-7-12 years old
-start to develop ability to handle complex logic; reasoning skills are developing
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Formal Operations
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-12+ years
-abstract thinking, drawing conclusions, offering intrepretations
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CSD 175: INFANT COMMUNICATION CHAPTER 5