75 Cards in this Set
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3 principles of nature of intelligence
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1. Equilibrium
2. Organization (schemata)
3. Adaptation
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Equilibrium
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-constantly seeking this goal
-balance between forces
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Organization (schemata)
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-cognitive process of structuring pattens of interaction to deal more effectively with the environment
-organized pattern of responding to a stimuli called the schemata
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Adaptation
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-process of organizing new experiences to achieve equilibrium
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Assimilation
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-fitting reality into existing schema
-child learns something new and adds it to what they already know
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Accommodation
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-modifying current understandings (schemas) to incorporate new information
-ex: girl meets cute little chihuahua and isn't sure what it is until her mom says "look at the cute little dog"; the girl now incorporates dogs as animal with 4 legs/dog/tail/big/small
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4 stages of development
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-sensorimotor
-pre-operational
-concrete
-formal operational
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Sensorimotor stage
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-0 to 2 years
-infants gain control over primitive reflexes
-start to mentally represent reality
-imitate behaviors of others
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Pre-operational stage
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-2 to 7 years
-better at representing the environment reality
-language develops dramatically
-develop problem solving skills
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Concrete operational stage
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-7 to 11
-involvement in reasoning (size, volume, mass)
-better classification of the world
-start seeing things from the perspective of others
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Formal operational stage
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-11 to adult
-abstract thinking
-hypothetical thinking (what if)
-deductive thinking
-become more flexible in modifying their perspective to consider view of others
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Imitation
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-around 12 months
-learning by watching and copying others
-repeat facial gestures
-landmark achievement in infant development
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Means-End Behavior
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-cognitive ability of a child to apply scheme or behavior to achieve goal
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object permanence
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-the realization that people and objects exist even when they cannot be seen, touched or heard
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Symbolic Function
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-ability to follow one thing to represent another thing
-asking for bottle using appropriate vocalization
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Independent Theory
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-cognition grows independently from language
-no relationship between cognition and language (they both develop separately)
-Chomsky (language is a mental organ)
-3 hands coming-out of pot
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Cognitive Determinism
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-Piaget
-cognition plays a role in language development
-language is secondary to thought and it serves to express through
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Linguistic Determinism
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-Whorf's point of view
-language is dominant force
-tightly linked with culture (vocabulary linked with culture)
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Cognition and Language
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-interchanging roles
-vygotsky
-language and cognition develop separately
-at age 2, domains converge
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Discontinuity hypothesis
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-babbling not direct relationship to speech
-hypothesis is formulate that before speech emerges, infants go through period of significant decrees of babbling
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Continuity Hypothesis
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-babbling gradually approximates language in infants' environment
-babbling shaped by surrounding sounds
-sounds that do not exist in infant's environment will gradually diminish frequency
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Deaf and Hearing Babies
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-during second part of 1st year, babbling of deaf infants diminishes, while babbling of hearing infants increases
-supports fact that ability to produce sounds from surrounding environment requires experience using articulators and auditory feedback
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What caregiver's behaviors benefit babies?
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-one on one (quality is better than quantity)
-word count (more IDS= more words produced)
-more IDS= more babbling; more ADS= less babbling
-no relation between groups of IDS & babbling
-more babbling= more word production
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Longitudinal study
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-same people measured over a period of time
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cross-sectional study
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different people measured across age
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Perlocutionary stage
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-birth to 6 months
-communication based on caregiver inferring babies' intentions
-cry behavior (potential relation with laugh; produces deep stress and sympathy; types: birth/hunger/pain/angry)
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Illocutionary Stage
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-begins around 6 months
-babies start signaling intentions through gestures and vocalizations
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Locutionary stage
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12 months and up
first meaningful words associated with gestures
then words replace gestures
intentional verbal communication
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Mother's perception of distress vocalizations
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-caregivers can recognize their baby's cry
-mothers experience little uncertainty in labeling their own baby's vocalizations
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Types of gaze
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-mutual
-gaze coupling
-deictic
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Mutual gaze
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-"eye lock"
-intensified focus on partner's eye
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Gaze Coupling
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lock gaze, look away, lock gaze, look away. Taking turn pattern
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Deictic gaze
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infant gaze becomes fixated on object of interest
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Gaze in development
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blind babies have persistent impairment in configurational face processing
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Types of smile
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reflexive
infant smile in response to internal physiological stimulus
social
occur in response to another's social presence
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structure of laugh
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-laugh has distinct signature (series of short vowel-like notes: syllables)
-specific vowel doesn't define laughter, but similar vowel sounds are typically used for notes of given laugh
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Joint attention
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-interaction with infant
-caregiver exhibit a variety of behaviors to establish joint or shared attention
-2+ people focus of the same refernent
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Types of joint attention
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joint reference
shared attention and caregiver utterance are focused on an object
joint action
shared activity provides the foes of attention and the caregiver's utterances
engaged by indicating/marking/dexis
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First words
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-not the 1st step along way to language
-recognized as the natural outgrowth of communication that evolves through years
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First lexicon
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refers to total words individual knows
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What means knowing a word?
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-repeating does NOT equal knowing
-responding to commands only in particular contexts does NOT equal knowing
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What are the 5 levels of knowing a word?
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1. referential level
2. extended level
3. rational level
4. categorical level
5. metalinguistic level
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Referential level
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-words that refer to objects
-doggy only used for funny/furry things in the house
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extended level
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word is applied correctly to all objects
(doggy for all dogs)
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rational level
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more than one word related in context
(bark and dog)
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Categorical level
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similarities among classes of stimuli (dogs are animals)
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metalinguistic level
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-children evaluate each word as a stimulus apart form referent (syllables in each word)
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expressive language
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vocabulary is the number of words toddlers produces
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receptive language
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vocabulary is the number of words toddlers understand
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transition from single words
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-two word utterances appear at around 18 months
-one one utterances still appear
-need to be true words
-a single international contour
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transitional phenomena
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toddler's attempts to expand from one word basis (two or more)
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Types of transitional utterances
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dummy (word with sound combined that haven no meaning or structure "mm cup")
empty forms (extra words has phonological structure "mip cup")
reduplications (cup cup, mama)
pseudo phrases (words go together that are taught as one word "no more" :bye bye")
successive single word utteranc…
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what kinds of context promote conversation?
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-routines
-setting event
-functional stimuli
-private speech
-social speech
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Setting even
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context for situation that sets the occasion for interactions (do you want me to open the door)
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Functional stimuli
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-can contribute to set conversations with preschoolers
-physical (artifacts/natural entities)
-chemical (environmental gases/solutions)
-organismic (biological/physiological stimulation)
-social (other's presence, actions, interactions)
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private speech
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-speech that children say aloud to themselves; later internalized to form inner speech and mental activity
-monologue, affect expressive (reflect on emotions) monologue, collected monologue, associated monologue
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Social speech
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speech addressed to others and acknowledges their needs and interests
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simple manipulation
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around 12 months; mouthing, waving, throwing, banging
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relational play
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around 12 months; combine two objects or more in a nonfunctional manner
(stacking, using containers)
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Dore's conversational acts
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primitive speech-->conversational acts
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Primitive Speech
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intentions expressed through characteristic patterns of gestures and vocalizations
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conversational acts
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grammatical forms (utterance), propositional content (meaning), illocutionary function (intention)
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Discourse skills
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-discourse [conversation] (series of successive utterance shared by 2 people
-cohesion (relation of successive utterances in discourse)
-more woods they know, less gestures they produce
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Levels of Discourse
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1. topic introduction
2. turn talking
3. presupposition
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Topic introduction
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-children frequently initiate topics with comments of infer that is obvious or questions to which we already know the answer
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Turn Talking
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-convo requires 2 people to take turns
-more turn talking means more cognitive abilities and larger lexicon
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presupposition
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-ability of speaker to judge their listener's language abilities, experience and awareness of relevant info
-linguistic perspective/ cognitive perspective/ perceptual perspective
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linguistic perspective
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adjust language based on ability to gauge the language of listener
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cognitive perspective
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made adjustments based on the listener's levels of understanding
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perceptual perspective
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being able to infer what the listener is capable of perceiving
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Anaphoric reference
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pronoun replaces a noun or noun phrase and refer to occurrence earlier in context
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Dexis
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-words that are interpreted according to who spoke them
-pointing to referent according to the listener's perspective
-I/you, mine/ours
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Grammatical ellipsis
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elimination of information that can be inferred by listener
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style shifting
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speakers modify how something is said based on the status of the listener.
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Brown's 3 criterions for selected morphemes
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-obligatory context (linguistic/nonlinguistic a sect that require use of a certain form according to the rules of grammar)
-high frequencies of occurrence (ensure that the selected morpheme would provide a continuous picture of their development)
-speed of acquisition (assume morpheme a…
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SLHS 2204: FINAL