View
- Term
- Definition
- Both Sides
Study
- All (59)
Shortcut Show
Next
Prev
Flip
CSD 175: BUILDING BLOCKS OF LANGUAGE
Phonological Development
|
-involves acquiring the rules of language that govern the sound structure of syllables and words
|
3 things involved in phonological development
|
1) using cues to segment streams of speech
2) develop a phonemic inventory
3) become phonologically aware
|
Using Cues to Segment Streams of Speech
|
-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 sounds occur in certain patterns (help them know when a new word has begun in the utterance)
|
Develop a Phonemic Inventory
|
-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 years old, a child's speech is easily understood
|
Become Phonologically Aware
|
-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
|
Influences on Phonological Development
|
1) Influence of a child's native language
2) Linguistic experience
|
Influence on Phonological Development: Influence of a child's native language
|
-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
|
Influence on Phonological Development: Linguistic Experience
|
-"How much language is the child exposed to?"
|
Morphological Development
|
-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
|
Obligatory Context
|
-Occurs when grammatical marker should be used
|
Grammatical Morphemes
(Inflectional Morphemes)
|
-14 grammatical morphemes
-2-yr-old child's 1st grammatical morpheme develops --present/progressive "ing"
--Bound Morphemes
--Free Morphemes
|
Bound Morphemes
|
-morpheme must be attached to another morpheme
-prefixes/suffixes
(cannot stand alone)
|
Free Morpheme
|
-can stand alone
-can include regular words (son, stool)
-grammatical words
|
Derivational Morpheme
|
-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
|
Influences of Morphological Development
|
3 types
--Second Language Acquisition
--Dialect
--Language Impairment
|
Second Language Acquisition
|
-a person learning a second language may never master the grammatical morphemes
|
Dialect
|
-variant of a single language
--Standard American English vs. African American Vernacular English
|
Language Impairment
|
-delay in morphological impairment may result in speech language impairment
|
Syntactic Development
|
-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
|
Syntactic Development: 3 accomplishments to develop syntax
|
1) Steadily increase utterance length
2) Use different sentence structures/modalities
3) Develop complex syntax
|
Steadily Increase Utterance Length
|
-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 sentences
|
Use Different Sentence Structures/Modalities
|
-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)
|
Develop Complex Syntax
|
-refers to phrase/clause structures as well as conjunctions for organizing the internal structure of a sentence
|
Influences of Syntactic Development
|
1) Child-directed speech
2) Language impairment
|
Influences of Syntactic Development: Child-Directed Speech
|
-refers to talk directed at child from others
-syntax and grammar that they are exposed to shapes their development
|
Influences of Syntactic Development: Language Impairment
|
-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
|
Semantic Development
|
-Semantic development refers to a child's learning and storage of word meanings
|
3 Aspects of Semantic Development
|
1) Acquire a large mental lexicon
2) Learn new words rapidly
3) Form-efficient semantic networks
|
Semantic Development: Acquire a large mental lexicon
|
-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
|
Semantic Development: Learn New Words Rapidly
|
-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?
|
Semantic Development: Form-efficient Semantic Networks
|
-as a child learns new words, they are stored in a network that organizes the words using ways they are related
|
Influences of Semantic Development
|
1) Gender
2) Language Impairment
3) Language Exposure
|
Influence on Semantic Development: Gender
|
-girls have larger vocabularies than boys (mainly during developmental stages)
-boys will catch up by 6-7 years old
|
Influences on Semantic Development: Language Impairment
|
-much smaller vocabulary than those with typical language skills
|
Influences on Semantic Development: Language Exposure
|
-more variety of words a child hears in their environment, the larger vocabulary they will have
|
Pragmatic Development
|
-involves learning rules which govern the use of language as a social tool
|
3 Aspects of Pragmatic Development
|
1) Using language for different functions
2) Developing discourse skills
3) Understanding extralinguistic cues
|
Using language for different functions
|
-intention behind every utterance
--feelings, needs, desires/wants
|
Develop Discourse Skills
|
-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
|
Understanding Extralinguistic Cues
|
-gestures, facial expressions, eye contact, posture, proximity, pitch, loudness, pauses (stops one thought, begins another)
|
Influences on Pragmatic Development
|
1) Temperament
2) Social Development
3) Cultural Context
|
Influences on Pragmatic Development: Temperament
|
-Child's behavior or personality type
--how does the child approach a new situation?
--outgoing, shy, etc
|
Influences on Pragmatic Development: Social Development
|
-How is the child taught social skills?
--caregivers' point of view
|
Influences on Pragmatic Development: Cultural Context
|
-What is the cultural influence?
|
Theories of Language Development
|
-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
|
Behaviorist Theory
|
-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
|
Operant Conditioning
|
-behaviors that are reinforced will increase
-behaviors that are punished will decrease
|
Applied Behavior Analysis
|
-method used intervention that is done with kids
--the child gives a response to a stimulus and is reinforced
|
DTT : Discreet Trail Training
|
-behavioral intervention
-a series of trials are given until a child masters it
|
Cognitive Theory
|
-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 achievements to occur
|
Piaget's Theory
|
-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
--Formal Operations
|
Sensorimotor Stage
|
-birth-2 yrs
-learn through sensory experiences in their environment
-Sensorimotor Development:
--Imitation
--Mean's End
--Object Permanence
--Symbolic Function
|
Sensorimotor Development: Imitation
|
-Children will develop the ability to mirror, repeat and practice the actions of others either immediately or at a later time
|
Sensorimotor Development: Mean's End
|
-Children develop the understanding that a certain word, action or behavior will result in the desired outcome
|
Sensorimotor Development: Object Permanence
|
-Children develop the understanding that an object exists outside their visual field (or sensory field)
|
Sensorimotor Development: Symbolic Function
|
-children use an object to represent something else
|
Pre-operational Stage
|
-2-7 years
-language development
|
Concrete Operations
|
-7-12 years old
-start to develop ability to handle complex logic; reasoning skills are developing
|
Formal Operations
|
-12+ years
-abstract thinking, drawing conclusions, offering intrepretations
|