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LD Ch 3, 4, 5
Lang. Develop. from Theory to Practice 2nd ed.
| Question | Answer |
|---|---|
| child-directed speech (CDS) [define] | the talk directed to children by others, including parents and other caregivers |
| complex syntax [define] | grammatically well formed sentences containing phrases, clauses, & conjunctions, which are used to organnize the internal structures of the sentences |
| grammatical morphemes (AKA - inflectional morphemes) [define] | small unites of language added to words to allow grammatical inflection of the words. ex: plural -s, possessive -'s, -ed, -ing |
| joint attention [define] | attention focused on a mutual object. For infants, maintaining joint attention requires them to coordinate their attention between social partner and the object. Prereq. - development of conversational schema |
| mean length of utterance (MLU) [define] | calculation of the number of morphemes per utterance used to estimate the syntactic complexity of children's utterances |
| phonotactic rules [define] | rules of a person's native language that specify 'legal' orders of sounds in syllables and words and the places where specific phonemes can and cannot occur |
| register [define] | stylist variations in language that are used in different situations. ex: vary language form, use. friend vs. professor |
| semantic network [define] | a network in which the entries in a person's mental lexicon are stored according to their connective ties |
| simple syntax [define] | grammatical well-formed sentences containing simple noun phrases and verb structures |
| vocabulary spurt [define] | occurs near the end of the second year of a child's life, when he/she transitions from a slow stage of vocabulary development to a rapid stage of development |
| what is phonological development? | becoming sensitive to prosodic & phonotactic cues in streams of speech, developing internal representations of the phonemes of the native language & becoming phonologically aware |
| what is morphological development? | acquiring grammatical (inflectional) & derivational morphemes |
| what is syntactic development? | increasing utterance length, using different sentence modalities & developing complex syntax |
| what is semantic development? | developing a lexicon, learning new words & organizing the lexicon for efficient retrieval |
| what is pragmatic development? | acquiring communication functions, developing conversational skills & gaining sensitivity to extra-linguistic cues |
| what are the 5 semantic taxonomies? | specific nominals, general nominals, action words, modifiers, personal |
| specific nominals [define] | specific object, ex: Daddy or Fluffy |
| general nominals [define] | all members of a category, ex: those, cats |
| action words [define] | describe specific actions, social-action games and action inhibitors, ex: up, peek-a-boo, no |
| modifiers [define] | properties/qualities, ex: big or mine |
| personal [define] | social words, describe effective states & relationships, ex: yes, bye-bye |
| broca's area [define] | a region of the left frontal lobe of the cerebrum, important for the fine coordination of speech output |
| central nervous system (CNS) [define] | the brain and the spinal cord |
| frontal lobe [location] | the largest of the six lobes in the cerebrum. Resides in the most anterior part of the brain, behind the forehead. |
| Heschl's gyrus [define] | a small left temporal lobe region that appears to be specialized for processing speech, particularly its temporal aspects |
| myelin [define] | the coating sheathing each neuron. the myelin sheath contributes to the rapid relay of nerve impulses, particularly within white matter, and protects the neuron |
| neural plasticity [define] | the malleability of the central nervous system, or the ability of the sensory and motor systems to organize and reorganize by generating new synaptic connections or by using existing synapses for alternative means. |
| neurons [define] | the billions of highly specialized cells that compose the nervous system |
| parietal lobes [location] | two of the six lobes of the cerebrum. they reside posterior to the frontal lobe on the left and right sides (above the ears) |
| sensitive period [define - long definition] | with regard to the human brain, a time frame of development during which a particular aspect of neuroanatomy or neurophysiology that underlies a given sensory or motoric capacity undergoes growth or change. |
| synapse [define] | the site where two neurons meet. For the two neurons to communicate, the nerve impulses must cross the synapse |
| temporal lobes [location] | two of the six lobes of the cerebellum. They sit posterior to the frontal lobe but inferior to the parietal lobes (behind the ears). |
| Wernicke's area (AKA receptive speech area)[define] | resides in the superior portion of the left temporal lobe near the intersection of the parietal, occipital, and temporal lobes - or parieto-occipitotemporal junction. critical for language comprehension. |
| neuroanatomy | the anatomical structures of the nervous system |
| neurophysiology | the way the anatomical structures of the nervous system work together as a complex unit and separate, distinct biological units |
| what are the major structures of the human brain? | cerebrum, brainstem, & cerebellum |
| how does the human brain process and produce language? | Various areas of the brain work together in order to produce speech. |
| what are neurophysiological and neuroanatomical sensitive periods? | A time frame of development during which a particular aspect of neuro-anat. Or neuro-phys. That underlies a given sensory or motoric capacity undergoes growth or change. |
| how does the human brain process and produce language - computer analogy | Through a complex inter-connected network of generators and switching centers the system adjusts and redirects power from other generators and apportions output to different units. |
| frontal lobe [function] | Activates and controls both fine and complex motor activities and controls executive functions. Includes the prefrontal cortex, primary motor cortex, and premotor cortex. |
| parietal lobes [function] | perceiving incoming sensory and perceptual information and integrating it with the executive functions of the frontal lobe, comprehending oral and written language, and performing mathematical calculations |
| sensitive period [define - short definition] | A critical window of opportunity for development. |
| temporal lobes [function] | processing auditory information and language comprehension. include Heschl's gyrus and Wernicke's area |
| the brain is the... | most complex organ of the human body, also weighs about 2 lbs. |
| cerebrum (AKA - cerebral cortex) [define] | most unique human qualities: reasoning, problem solving, planning, & hypothesizing. |
| cerebrum (size) | largest of the 3 divisions of the brain, 40% weight of the brain, contains more than 100 billion neurons. |
| brainstem [location, contains] | sits on top of the spinal cord, serving as the connection between the brain and the spinal cord. It consists of the midbrain, the pons & medulla oblongata. |
| brainstem [functions name 2 others] - the brainstem structures and functions are associated with metabolism and arousal. | ** key transmitter of sensory information to the brand and of motor information away from the brain. ** major relay station for the cranial nerves supplying the head and face and for controlling the visual & auditory senses. |
| what major language development milestones occur in infancy? | infant speech perception, awareness of actions and intentions, category formation & early vocalizations |
| what are some of the early foundations for language development? | infant-directed speech, joint reference and attention, the daily routines of infancy & caregiver responsiveness |
| major achievements in language form for infants, in terms of phonology | infants begin to produce sounds as soon as they are born |
| major achievements in language form for infants, in terms of morphology & syntax | because infants do not produce their first word until 1 year of age, infant's accomplishments in these areas are minimal, if not nonexistent |
| major achievements in language content for infants, semantics | infants must say true words with clear intention, infants must produce true words with recognizable pronunciation that approximates the adult form. |
| What is a true word? | a word that a child uses consistently and generalizes beyond |
| major achievements in language use for infants, pragmatics | attention seeking to self, requesting objects, requesting action, requesting information, greeting, transferring, protesting or rejecting, responding or acknowledging & informing |
| factors that contribute to infants' individual achievements in language | intraindividual differences - language development; interindividual differences - variation: in language development rate, in language-learning styles, & at the extremes of the typical range for language development |
| how researchers measure language development in infancy | habituation-dishabituation tasks, switch task, intermodal preferential looking paradigm, naturalistic observation |
| how do clinicians measure language development in infancy | informal language screens, parent-report measures |
| babbling [define] | a young child's production of syllables that contain pairs of consonants and vowels. (c-v sequences), usually begins between 6-10 months |
| declarative pointing [define] | pointing by an infant to call an adult's attention to objects and to comment on objects. Involves a social process between an infant and an adult. Occurs after age 10 mos. |
| expressive language [define] | the language a person produces spontaneously, without imitating another person's verbalizations. includes content, form, & use. |
| habituation [define] | describes a task that involves presenting an infant with the same stimulus repeatedly until his or her attention to the stimulus decreases by a predetermined amount |
| intersubjective awareness [define] | recognition of when one person shares a mental focus on some external object or action with another person |
| jargon [define] | a special type of babbling that contains the true melodic patterns of an infant's native language. Such babbling resembles questions, exclamations and commands, even in the absence of recognizable words. |
| marginal babbling [define] | an early type of babbling containing short strings of consonant-like & vowel-like sounds. Usually emerge as infants gain control of their articulation at around 5-8 mos. |
| nonreduplicated babbling (AKA - variegated babbling) [define] | babbling consisting of nonrepeating consonant-vowel combinations, such as 'da ma goo ga.' Occurs around 6-10 mos. |
| paralinguistic [define] | With infant-directed speech, paralinguistic features include a high overall pitch, exaggerated pitch contours, & slower tempos than those of adult-directed speech. |
| reduplicated babbling [define] | babbling that consists of repeating consonant-vowel pairs, such as 'da da da.' |
| supported joint engagement [define] | joint attention in which adults use such techniques as speaking with an animated voice or showing an infant novel objects |
| paralinguistic - aspects of communication outside the linguistic information | pitch, loudness, posture, & eye contact |
| 3 pragmatic skills of preschoolers | use of language for different communication functions, development of conversational skills, ability to interpret extralinguistic cues |
| how to examine an individual's phonological awareness using a variety of simple tasks | syllable counting, rhyme detection, initial sound identification, initial sound elision, phoneme counting |
| register [define] | ability to use different styles of speaking - motherese, polite terms, varying tones |
| presupposition [define] | shared knowledge with the listener, assumption made by the speaker about the listener knowledge and the social relationship with the listener |
| ellipsis [define] | shared knowledge |
| narratives [define] | uninterrupted stream of language modified by the speaker to capture & hold the listener's interest |
| fast-mapping [define] | ability to infer a connection between a word & its referent after only ONE exposure |
| slow-mapping [define] | takes several exposures/experiences to infer a connection between a word and it's referent |
| basic functions of communication: instrumental | ask for something |
| basic functions of communication: regulatory | give directions and to direct others |
| basic functions of communication: interactional | interacting and conversing with others |
| basic functions of communication: personal | expressing a state of mind or feelings |
| basic functions of communication: heuristic | to inquire, gain information |
| basic functions of communication: imaginative | telling stories and role-playing |
| basic functions of communication: informative | providing a description of event or object |
| neurolinguistics [define] | the study of the manner and location of processing linguistic information |
| 3 types of fiber tracts | association, projection, & transverse - largest being the corpus callosum |
| 3 basic functions of the brain | regulation (brain stem) - energy level & overall tone of the cortex; processing (rear of cortex) - info. analysis, coding, storage; formulation (frontal lobe) - formation of intentions/programs for behavior |
| myelination [define] | maturation of the nervous system. The nerve develops a myelin sheath. Begins at about 14 weeks in utero & continues through adolescence |
| 4 steps in information processing | attention, discrimination, organization, memory |
| metacognition [define] | our knowledge about our processing & our 'use' of the knowledge. Helps us in problem-solving, making decisions & make changes in the process as needed |
| steps in attention | orientation - sustained attention, reaction - time required to respond, discrimination - identify and place new stimuli |
| ToM (Theory of Mind) [define] | ability to understand that others have their own thoughts, beliefs and feelings. The ability to understand the minds of others and to comprehend and predict their behavior. |
| memory [divisions] | sensory, working, short-term, long-term |
| Echoic memory [define] | remembering hat was heard when it no longer is present and requires rapid processing |
| Iconic memory [define] | visual, imprint on brain does fade, but can still think of things visually |
| olfactory memory [define] | smell, ex: (bread, thanksgiving) |
| working memory [describe] | holds info for the brain to discriminate, involved in both processing & storing info, consists of several related systems for language processing |
| transfer or generalize is the process of | applying old information to new. Near - similar Far - new or unfamiliar information |
| ToM requires... side note: self-awareness develops in parallel with ToM | social & interactional experiences over several years to reach fully mature abilities |
| characteristics: infant-directed speech, syntactic features | shorter MLU, fewer subordinate clauses, more content words & fewer function words |
| characteristics: infant-directed speech, discourse features | more repetition, more questions |
| characteristics: infant-directed speech, paralinguistic features | high overall pitch, exaggerated pitch contours, slower tempos |
| using infant-directed speech to introduce new words & phrases should capture | the infant's attention & increase the change that they will focus on the speech they hear |
| category formulation [define] -prelinguistic ability one of the earliest to develop & perhaps one of the most robust predictors of later cognitive and linguistic outcomes. | ability to form categories, or to group items & events according to the perceptual & conceptual features they share, is crucial for language development. |
| joint referencing** | joint referencing - can't find** |
| joint attention [define] | simultaneous engagement of two or more individuals in mental focus on a single external object of focus. ex: parent reading storybook to child & looking at the pictures together |
| according to Vygotsky | language development is a dynamic process that occurs within children's zone of proximal development as they interact socially with more advanced peers & adults |
| Adamson/Chance's proposed 3 major developmental phases with respect to joint reference and joint attention | 1 - attendance to social partners 2 - emergence and coordination of joint attention 3 - transition to language |
| Adamson/Chance's phase 1 | attend to social partners, receptive to interpersonal interactions, maintain attention when engaged with other people |
| Adamson/Chance's phase 2 | engage in joint attention, perform object-focused activities, attempt to communicate with other people |
| Adamson/Chance's phase 3 | use 'language' to communicate intentionally with other people |
| Research results support the idea that category formation is hierarchical & includes three levels: | superordinate, subordinate, & basic |
| superordinate [describe] | uppermost level, describe the most general concept in a particular category & include words such as food, furniture, & clothing |
| subordinate [describe] | lowest level, describe specific concepts in a category, ex: garbanzo, pinto & kidney = types of beans |
| basic [describe] | center, general concepts in category, including words such as apple, chair & shirt. |
| Two categories infants use on each level of the hierarchy | perceptual - similar appearing features (color, shape, size); conceptual - what objects do (balls roll, dogs bark, airplanes fly) |
| pragmatic development with the preschool child includes | vocabulary increases greatly, ability to 'have a conversation' usually improves, & conversation still pertains to 'now' |
| deictic terms [define] | used to direct attention, to make spatial contrasts, & to denote times or participants in a conversation from the speaker's point of view. ex: here/there, this/that |
| Remember to review all handouts/PowerPoints.. including Pragmatic Development, Infant Phonology and Semantic Development, | Remember to Review: Neuroanatomy and Neurophysiology of language, Semantic Development, Inflectional and Derivational Morphology and Bound Morphemes, Gen. Fns of Right/Left hemispheres, Receptive Linguistic Processing |
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brazil
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