Psych 215 Exam 3

Autism Spectrum Disorders (Chapter 9)

*Autism is a disorder that is characterized by difficulties with social interaction, problems with verbal and nonverbal communication, and repetitive behaviors with a strong need for sameness in the environment. Language development plays a central role in diagnosing someone with this disorder. Children with autism often have serious difficulties with speech that can range from a lack of any language to Echolalia in which children repeat what is said to them instead of responding appropriately. Also may not respond at all. *Asperger's Disorder- A disorder at the mild end of the autism spectrum, marked by a relatively high level of functioning, but repetitive social and emotional behavior, and uncoordinated motor movement. It isn't usually diagnosed until age 3, but signs usually appear earlier. *Some autistic children may not babble or make meaningful gestures to show things that they want or may not respond to their name, however, some babble and coo normally although their language doesn't develop from this point forward. *May have a large vocabulary but only use certain select words. *Lack of eye contact. *Don't pick up easily on facial expression or body language. *Might talk over others, not have relevant info to add, don't know an appropriate distance. *Often develop anger, depression, and anxiety.

Language and The Brain (Chapter 9)

*Broca's Area *Wernicke's Area * Receptive Language * Expressive Language * Left side of the brain central to language * Infants understand words before they can say them

Vygotsky Private Speech (Chapter 9)

*Children are born social beings. Their speech is never pre-social. Children instend to communicate, but at some point, speech divides into two types: speech directed at other people and speech directed in private. *Spoken out loud, but is not used for social communication. Instead, private speech is used to direct one's own actions and eventually internalize them to become silent thought. *Social speech- . Communicative speech . Egocentric Speech -Inner speech or thought *Private speech doesn't end in early childhood (used for self-direction)

Balanced Reading Approach (Chapter 9)

*Present Day Approach An approach to teaching reading that combines elements of the whole language approach (which emphasizes comprehension and meaning) with elements of the phonics approach (which emphasizes decoding of words). *Has increased level of literacy in the U.S. drastically.

How Adults Foster Language (Chapter 9)

*Talk to their babies/back and forth exchange * Prepare for speech/dialogue later in life * Play with children *Child-Directed Speech- fosters language development (high pitched voice/exaggerated ups and downs of pitch) *We speak like this because infants pay more attention when we do- changing our speech in this way creates a good fit of the sensory and cognitive capabilities of the infant and helps hold infants attention when we are talking to them. *Music- early perception of sounds and phonemes.

Paul McGhee Child Humor Stages (Chapter 9)

1-2 The inappropriate comparison of objects, image, or action side by side. Exp: Holding a stuffed animal to your ear and talking into it as though it were a telephone 2-3 The incorrect labeling of objects and events (physical activity is not required Exp: Intentionally naming objects incorrectly/ Pointing to your nose when someone asks where your ear is 3-4 Understanding incorrect Exp: A violation of the concept of objects/ What does a cat say? Moo OR Drawing a bike with square wheels 4-7 Multiple Meanings Exp: Using words that have double meanings/ Order in the court! I'd like a ham on rye. Adolescence-Adulthood Preference for spontaneous wit and amusing anecdotes over memorized jokes and riddles Exp: Recounting a real-life experience exaggerating the silly elements making observations that point to the absurdity or crazy seriousness of a situation. * Develop sarcasm and go beyond literal meaning over time

Noam Chomsky Nativism in Terms of Language (Chapter 9)

A Language Acquisition Device that emphasizes the role of the human brain's inborn biological capacity to learn language due to the way our brains are wired when spoken language is heard in the environment, it triggers the activation of universal grammar- a grammatical structure for language hardwired in our brains. *Univeral Grammar and Overregularization

Receptive-Expressive Language Disorder (Chapter 9)

A disorder in which a child has difficulty with both expressive language (nonverbal intelligence- using words and language) and receptive language (understanding the words and sentences).

Stuttering (Chapter 9)

A disorder in which the child has difficulty with fluency and time patterning of speech (this includes repeating sounds or syllables, pausing within a word, pausing in speech, or repeating whole words).

Expressive Language Disorder (Chapter 9)

A disorder involving a limited vocabulary and difficulty using tense correctly, recalling words, or producing sentence of the length and complexity that would be expected of a child of that age.

Universal Grammar (Chapter 9)

A hypothesized set of grammatical rules and constraints proposed by Chomsky that is thought to underlie all languages and that is hardwired in the human brain before they hear language. Hearing language activates this structure and does more than promote imitation, it creates rules/expectations. *LAD (basic language principles that are innate in all of us)

Phonological Disorder (Chapter 9)

A language disorder in which a child has difficulty with producing sounds or using sounds correctly. Exp: Substitutes one sound for another

Dysgraphia (Chapter 9)

A learning disability characterized by difficulties with writing, including trouble with spelling, handwriting, or expressing thoughts on paper. Writing is also a complex skill because it involves the complex coordination of vocabulary, grammar, hand movement, and memory. (Difficulty with writing)

Dyslexia (Chapter 9)

A learning disability in which individuals have difficulty distinguishing or separating the sounds in spoken words, creating problems with spelling and reading. Problems with word-level reading and spelling skills rather than a difficulty with comprehension. (Difficulty with reading)

Telegraphic Speech (Chapter 9)

A stage in language development in which children only use the words necessary to get their point across and omit small words that aren't necessary. Exp: Go bye-bye or Mommy ride car

Knowledge Transforming (Chapter 9)

A style of writing (typical of older children and adolescents) in which the goal is to convey a deeper understanding of a subject by taking information and transforming it into ideas that can be shared with a reader so that the reader understands and learns from those ideas.

Knowledge Telling (Chapter 9)

A style of writing (typical of younger children) in which the writer proceeds with little or no evidence of planning or organization of ideas, with the goal of telling as much as he knows about a topic.

Language (Chapter 9)

A system of symbols that is used to communicate with others and ourselves. We use words to make sense of our thought process and to better understand the world around us. The words we use can influence the way we think about and understand our experiences. *It can be spoken, written, or signed

Dialogic Reading (Chapter 9)

A technique used to facilitate early literacy, which involves and adult and a child looking at a book together while the adult asks questions and encourages a dialogue, followed by switching roles so the child asks the adult questions. * Used to develop complex reading skills *Tests Zone of Proximal Development *The basic technique in dialogic reading is PEER sequence. During the interaction with the child, the adult prompts the child to say something about the book, evaluates the child's response, expands upon the child's response by reprashing and adding information to it, and repeats the prompt to make sure the child has learned from the expansion.

Whole Language Instruction (Chapter 9)

A way to teach reading that emphasizes understanding the meaning of the words from the context in which they appear. * Focuses on using reading materials (authentic literature) that are inherently interesting to the child (DAP) and * Morpheme- The smallest unit that has meaning in a language or a word or part of a word that cannot be broken down further and still have meaning *In a language rich environment- children first learn individual words to represent objects, actions, and desires, and then learn to put individual words together into meaningful sentences. In this view, the purpose of reading is to extract meaning from the text rather than decode individual letters, phonemes, and syllables. *Failed in the late 90's early 2000's- go towards phonics approach

Whole Object Bias Constraint (Chapter 9)

A word that describes an entire object rather than some portion of it. (Exp: When a child sees a giraffe for the first time and someone points to the animal and says "giraffe," the child assumes the word describes the entire animal, not it's individual parts.

The Two Basic Units of Language (Chapter 9)

A. Morpheme- The smallest unit that has meaning in a language or a word or part of a word that cannot be broken down further and still have meaning (Exp: Cats has two morphemes: "Cat" (animal) and "s" (more than one)) B. Phoneme- The smallest distinct sound in a particular language. (Exp: Go has two phonemes: "G" and "o")

4 Different Aspects or Rules of Language (Chapter 9)

A. Phonology- The study of the sounds of language (Exp: Tone, Pitch, etc...) or (basic sounds) B. Syntax- The grammar of a language, how we put words in order, and how we change words to make sense to listeners (Exp: Future, Past, and Present Tense) or (grammar; the ways words are combined to make sentences) C. Semantics- The study of the meaning of words or sentences (Exp: What do words symbolize?) D. Pragmatics- The rules that guide how we use language in social situations (Exp: Speak different ways to your professor, to your friends, and certainly to a young child) or (appropriate use of language in different contexts) * When children develop the ability to communicate with language, they are developing all four of these areas

Modify (Chapter 9)

Adults simplify of their speech to the child's cognitive and perceptual development to help the children best understand language.

Communication Disorders (Chapter 9)

Affect a child's ability to listen, speak, and use language in their social communication and in schools and are persistent. Expressive Language Disorder, Phonological Disorder, Receptive-Expressive Language Disorder, and Stuttering

Phonics or Basic Skills Approach (Chapter 9)

An approach to teaching reading that starts with basic elements like letters and phonemes- smallest distinct sounds and teaches children that phonemes can be combined into words before moving on to reading as a whole. *Letter-sound relationship * Build skills through sounding our words, excercise, and practice

Taxonomic Constraint (Chapter 9)

An assumption language learners make is that two objects that have features in common can have a name in common, but that each object can have its own individual name. Exp: Both cats and dogs have four legs and a tail and are covered with fur so they are both animals, but they each have unique characteristics that distinguish between them so they can have their own individual name.

Mutual Exclusivity Constraint (Chapter 9)

An assumption made by language learners that there is one and only one name for an object.

Fast Mapping (Chapter 9)

As children apply principles of acquisition of new words, they can quickly learn new words. A process by which children apply constraints and their knowledge of grammar to learn new words very quickly, often after a single exposure. Exp: First time see's a bus says truck, but after seeing it a few times word will be refined. Types- Syntactic Bootstrapping and Semantic Bootstrapping *Children quickly add words to their vocabulary after hearing it once (expanding their vocab)

Bilingualism and Bilingual Education (Chapter 9)

Bilingual children have a smaller vocabulary in each language, but hit all the developmental milestones. Likely to speak without a detectable accent and will be proficient in the language. Do not generally have any difficulties associated with their use of two languages, and there is some evidence that they may have some advantages over monolingual children, such as showing more advanced functioning cognitively, problem solving, a better concept formation, greater mental felxibility, and greater creativity.

Language Development of Preschoolers (Chapter 9)

By age 3 or pre-school children are able to make multi-word sentences using grammar that is very close to that of adults but they continue to make mistakes because they tend to apply rules in cases where the rules don't work. Exp: "I walk home" verses "I walked home." (Tense)

Interactionism (Chapter 9)

Child's biological readiness to learn a language and their experiences language in their environment or that is created through social interaction (especially between infant and adult) to promote language development. * Modify and Recast

Metalinguistic Abilities (Chapter 9)

Children gradually come to understand words that are not the same as what they stand for. This leads to the ability to the way we think and talk about language. *Often used in humor Exp: KNOCK KNOCK Who's there? Lettuce. Lettuce who? Lettuce in, we're hungry!

Written Language: Early Literacy (Chapter 9)

Emergent Literacy, Dialogic Reading, and Phonological Awarness Looks at how children learn about reading, writing, and print material either through informal processes, such as parents reading to their child before they start school or through formal instruction they receive in school. This process looks at the role children play and the correlation between different aspects of early literacy.

Morphology (Chapter 9)

Exp: This is a wug. Now there are two of them. There are two wugs. When we directly correct grammar, it doesn't work. Preschoolers understand some.

Baby Sign (Chapter 9)

Gives an opportunity to communicate before all the structures are in place to form words. Signing gives them a way to produce. Allows parents to expand on child's interests using language http://www.youtube.com/watch?v=JQ52OA79nR4 baby signs http://www.youtube.com/watch?v=7gSZfW4gVhI baby signing Promote language development

Four Types of Bilingual Education Programs (Chapter 9)

Immersion Programs- Programs in which English language learners are taught academic subjects in English. (Assimilation Approach) Transitional Bilingual Education Programs- Programs in which English language learners receive some instruction in their native language while they also receive concentrated instruction in learning English. Developmental Bilingual Programs- Programs in which English language learners receive instruction in core subjects in their native language until they have the language skills to be instructed in English. Dual Language Programs- Programs in which children who are native speakers of English and children who aren't work together in a classroom where both English and the children's other native language is used. (Multicultural Approach)

Preverbal Perception of Language (Chapter 9)

Infants who are better at discriminating sounds in their native language at 7 months have better language development during the second year of life, while infants who are better at discriminating non-native language a 7 months have more delayed language development.

Bandura's Social Cognitive Learning Theory in Terms of Language (Chapter 9)

Language is learned through imitation * Learn what they hear try to imitate it * Emphasizes the importance social interactions for language learning. Exp: As a mother talks to her infant, she models using language to communicate and the infant wants to imitate his mother to continue the fun.

Stages of Language Development (Chapter 9)

Language learning appears to begin before birth (developing embryo hears mom's voice). This prenatal awareness of language sets the stage for language learning once the baby is born. *Preference for language similar to mothers' speech *Preference for mothers' voice *Prenatal exposure to sounds predicts sound preferences after birth * Recognition comes before infants can make words * Birth- 6 months infants are "citizens of the world" * Can recognize when sounds change * Gradually get better at deciphering sounds in their own language * Lose ability to distinguish sounds in other languages *Infants can comprehend language before they can produce it https://www.youtube.com/watch?v=WXWGnryjEaY http://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies.html

How Socioeconomic Status Effects Language Development (Chapter 9)

Later differences in acquisition and complex sentence making. Not much difference in simple sentences. Language delays. *Words per hour used with toddler: parents on welfare 600 working-class parents 1,300 parents with professional jobs 2,100 * Professional parents more likely to use more affirmative or encouraging statements to use fewer prohibitions, such as "Stop that" or "Don't to respond to toddlers' speech. * By 3 years old children in professional families heard 8 million more words than children in families on welfare

Language-Based Learning Disabilities (Chapter 9)

Learning Disabilities is a broad term that encompasses a number of different types of learning problems. Often shows problems with phonemes. Dyslexia and Dysgraphia

Phonological Awareness (Chapter 9)

Learning to recognize the letters of the alphabet and the sounds associated with them.

B.F. Skinner Behaviorism in Terms of Language (Chapter 9)

Operant Conditioning and Reinforcement- anything that makes behavior continue (positive) or stop (negative) Exp: When we respond to a baby's babbling (vocalizations) with a smile or some vocalization of our own (positive reinforcement), babies babble even more/develop language. Exp: If we respond to a request for a cookie with the desired cookie, it becomes more likely that the child will use the word again next time she wants a cookie.

Approaches to Reading (Chapter 9)

Phonics or Basic Skills Approach, Whole Language Instruction, and Balanced Reading Approach *Good vocabulary is a cornerstone of reading

Data Crunching (Chapter 9)

Process by which children take in and process the language they hear. Infants begin processing language during the first year of life before they can speak. Their understanding of language is learned and is not innate as Chomsky's theory asserts * Infants data crunch to figure out what words come before and after one another

Review Question: What is Cognitive Processing Theory? (Chapter 9)

Process of learning words/language Data Crunching- process what they hear/language is learned and is not innate/ data crunch to see the probability words come before/after one another Statistical Learning- Computational learning ability of the brain- Infants statistically analyze the speech they hear in order to figure out and understand language. Transitional Probability- Probability that one sound will follow after another to form a word *Learn more when they hear more. *Language learning happens separate from mother's responsiveness to their child's speech and of children's social abilities.

Recast (Chapter 9)

Repeating what the child says in a more advanced gramtically correct way to facilitate imitation of proper grammar and language learning. Exp: Child: More cookie Adult: Do you want more cookies?

Language of Teenagers (Chapter 9)

Texted/Abbreviated- Doesn't appear to impact production of English Not appropriate in a formal setting.

Receptive Language (Chapter 9)

The ability to understand words or sentences.

Piaget Egocentric Speech (Chapter 9)

The inability of young children to take the role of the person listening to them into perspective. Eventually, speech becomes social as children learn to take into account the listeners point of view. Pre-social speech- Egocentric Speech- Socialized Speech Children not social must learn to be social

Transitional Probability (Chapter 9)

The likelhood that one particular sound will follow another one to form a word. Exp: Ele -phant -vator

Theories of Language Development (Chapter 9)

The many different ideas about how children learn to talk and understand language. *There are many controversies that exist around these ideas today. We are still learning and discovering how this amazing process can occur so quickly within the first year of life!

Wernicke's Area (Chapter 9)

The part of the brain that has to do with understanding the meaning of speech located near the auditory center of the brain. (Makes sense of speech)

Broca's Area (Chapter 9)

The part of the brain that is involved in the physical production of speech located near the motor center of the brain the produces movement of tongue and lips.

Overregularization (Chapter 9)

The process of acting if irregular words follow regular rules. Children create words from their own understanding of grammar. If a child makes a grammar mistake, they show that they have learned a pattern, but are applying words to it that don't follow the pattern. OR *A type of grammatical error in which children apply language rules to words that don't follow that rule or pattern. (Irregular verbs and nouns) Exp: Adding an s to make the plural of an irregular noun such as foot

Emergent Literacy (Chapter 9)

The set of skills that develop before children begin formal reading instruction, which provide the foundation for later academic skills. Exp: When a young child picks up a book, holds it right side up, turns the pages, or when the child "reads" a story by looking at the pictures or picks up a pencil and scribbles on paper.

Cognitive Processing Theory (Chapter 9)

The theory that learning language is a process of data crunching, in which the actual process of learning words and their meaning relies on the computational ability of the human brain. Emphasizes the data crunching capacity of the human mind suggesting that infants statistically analyze the speech they hear in order to figure out and understand language. *Data Crunching *Statistical Learning * Transitional Probability *Infants differentiate "words" from the stream of speech from the frequency with which some syllables end up next to each other. *Learn more when they hear more. *Language learning happens separate from mother's responsiveness to their child's speech and of children's social abilities.

Semantic Bootstrapping (Chapter 9)

The use of conceptual categories to create grammatical categories. *Use to quickly learn words grammatical categories *Pre-schoolers understand some.

Syntactic Bootstrapping (Chapter 9)

The use of syntax or grammar to learn the meaning of new words (semantics). *Use to quickly learn words meaning *Pre-schoolers understand some.

Expressive Language (Chapter 9)

The written or spoken language that we use to convey our thoughts, emotions, or needs.

Statistical Learning (Chapter 9)

These theorists would say that although the learning may be motivated by social interaction, the process of learning words and their meaning may rely more on the computational ability of the brain. This is known as statistical learning.

Growth of Vocabulary (Chapter 9)

Understanding of language precedes ability to use it in complex sentences. Vocabulary Burst- Rapid growth of child's vocabulary in the 2nd year (Year 1: A few words / Year 2: 200-500 words Constraints- Assumptions that language learners make that limit the alternative meanings that they attribute to new words. *Whole Object Bias Constraint, Mutual Exclusivity Constraint, Taxonomic Constraint *Fast Mapping

Infants Preverbal Communication (Chapter 9)

Ways a baby begins to communicate Birth: Crying- different cries signal hunger, discomfort, and loneliness motivates adult reaction, Cooing- 2-4 months after birth babies begin to make soft vowel sounds , 4-6 months: Babbling- one syllable repetitive sounds or consonant vowels, Gesturing or pointing- help direct interactions with others (6-8 months), First word 13 months, second word 18 months, sentences 3 years

Development of Writing (Chapter 9)

Young children can move from scribbling letters to forming letters and then words. In school, they may move from invented spelling to learning the rules of conventional spelling, until writing becomes an automatic process that they don't have to think about. (Sound out words they write- promotes reading) Eventually string words together. We use writing to communicate our ideas, so writing must include composition skills. Children in early elementary grades may write about a topic by simply tying together a series of statements to describe the facts, but there is an important difference between Knowledge Telling (what children do when they are younger) and Knowledge Transforming (What adolescents and adults do). Scribbles (2-3 years old) Can print name around 4 years of age; fine motor skills required to do this Children will make mistakes, reverse letters, etc. Similar to speaking, early on, mistakes should not be focus of learning