Exam 3, Chapter 4
Owens's (2001): speech and language development depends on 6 perceptual abilities List the 6 things
1.) Ability to attend specifically to speech 2.) Ability to discriminate speech sounds 3.) Ability to remember of speech sounds in the correct order 4.) Ability to discriminate between sequences of speech sounds 5.) Ability to compare sequence of speech sounds to model stored in memory 6.) Ability to make discriminations among intonational patterns How are these different?
Tracking Utterances
>Brown (1973) developed measure for tracking syntactic development by measures for tracking syntactic development by measuring the "mean length utterance" >Mean length of utterance (MLU) is a calculation of the average number of morphemes a child produces in a representative sample utternance *When measuring MLU, we are counting certain "units"
Not sure what this should be under
>Count these different morphemes when calculating MLU >Have approximately 100 utterances (current research show 50 is accurate as well) (the utterances have to be continuous) *Count the morphemes in each utterance, add total, and divide by number of utterances *MLU=total number or morphemes/total number of utterances >So if a total number of morphemes for the 100 utterance sample is 221, the MLU will equal 2.21 morphemes per utterance >See figure 4.23 (page 157) Morphemes: Types and Examples. Look at Figure 4.16 on page 167 >I go bye bye *4 words; 4 syllables; 3 morphemes (bye bye has one meaning) >My ugly brothers picked on me this morning *8 words;11 syllables; 10 morphemes *(the word endings "s" and "ed" count as separate morphemes)
Child directed speech matters...
>Hart & Risley article >LENA Foundatiom studies and Figures >Reflection Activities -Read article and information from text -Begin reflective discussion in groups *Correlation between the two sources? *What major take-a-ways from either source? *Identify the critical parts of the Hart & Risley article as you see them
Browns Stages
Brown's Early Stage 1: 12 to 22-month-olds- MLU of 1.0-1.5 >Children use one-word utterances, so only one morpheme is used at a time >Whole words are not combined with bound morphemes at this stage >According to some observers, children go through a transitional stage between single-word and multiple word productions. Brown's Late Stage 1: 22-to-26-month-olds-MLU of 1.5-2.0 >We know that the child typically begins to put two words together between the ages of 18-24 months >These 2-word combinations represent the beginning of syntax *The child discovers and applies rules for putting words together (no necessarily correctly) in a manner that creates meaning greater than the added meaning of the words along, which is the defininiton of a sentence. >There is evidence that the child will begin to produce 3-and 4-word combinations at approximately 24 months
Bound Morphemes
Can either be derivational or inflectional Derivational-can either be a prefix or suffix >Will change class or category of word (i.e., slow to slowly (adding "ly" changes an adjective to an adverb)) Inflectional-only a suffix >Changes meaning of word by adding plurality, possession, and verb tense
Social routines: songs, rhymes, & stories
Infant-directed singing occurs in all human cultures and is considered a universal caregiving behavior Songs between mothers (or caregivers) and their infants allow several aspects of human development to occur >Conveyance of emotional information >Synchronization of mother/infant emotional states >Establishment of a secure relationship between mother/infant >Contribution to language acquisition Experiences with stories provide framework for children's future ability to tell stories and to listen effectively to more complex stories as they grow Television should only be used as a supplemental strategy for language exposure when children are approaching their second birthday. Characteristics of rhymes serve to: >Capture and hild the attenion of children >Provide prolonged joint interacton >Develop coordination of the rhymes with accompanying gestures >Contribute to the social relationship of the participants >Focus on the variation in word structure to create new meanings
The mergence of language-the first word
To be considered a true word 3 things must be present a.) the child's utterance must have a phonetic relationship to an adult word b.) the child must use it consistently c.) the word must occur in the presence of a referent, implying an underlying concept or meaning.
Vocabulary growth/development in 2-3 utterances
Toddlers >One children start talking, vocab grows in leaps and bound >Care (1978): vocab grows at rate of about 9 words per day from 18 mos.-6 years >Children become word-learding experts by 24 months
What's up the second year?
>Much of the second year is spent perfecting and varying walking skills >Body and brain growth slows >A 2-year-old can walk on tiptoes, stand on one foot with assistance, jump with both feet, and bend at the waist to retrieve an object >New mobility and increasing control over fine motor abilities gives more freedom to explore >Most of a toddler's play and exploration is solitary and nonsocial. >Increased fine motor skills and longer attention span enable a toddler to look at books >By 18 months, a child recognizes pictures of common object >Six months later (bye age 24 months), children pretend to read books and can turn pages one at a time >A toddler can hold a crayon and scribble >By 18 months, a toddler plays appropriately with toy phones, dishes, and likes to play dress up. >Toddlers repeat daily roitines with toys and demonstrate short sequences of role playing at age 2. >Toddlers will play near but not usually with other children. >Increasing self-awareness and the ability to influence others are reflected in noncompliance (meaning they are now going to say no, they may go ahead and touch something they aren't supposed to, thats self awareness and realizing they have a choice and can do things) >At age 2 the toddler has an expressive vocabulary of about 150 to 300 words >Language development in the second year consists of vocabular growth and word combinations >Each toddler has a lexicon, or personal dictionary, that partly reflects the child's environment >A child's first words are requests for information, for objects or aid, or as comments
Prelinguistic vocalizations (table 4.3 p 150)
>Reflexive cries (0-1 month) >Vegetative sounds (0-1 month) (random sounds that babies make, not intentional) >Cooing (1-4 months): vowel-like sounds >Differentiated crying (1-4 months) (can tell a difference in crying, pain vs hunger vs uncomfortable) >Laughing (4 months) >Transitional or marginal babbling (5 months): single-syllable productions of vowel-and consonant-like sounds
Communication during infancy
>Requires a directive and responsive environment >Two essential components of preverbal behavior during infant's first year-when both transpire, development of turn-taking occurs *Caregiver interest in AND the intuitive adaption in response to infants abilities *The infants correspoding interaction through motor behaviors and demonstration of feelings >**Contingent responding- parent's prompt response to a child's behevior or verbaliization. (when the parents respond, it helps the child to realize "I am something") *Contingency also vital for infants development of self-awareness and efficacy *They seek out contingency and gain feedcack from how others react to them.
Perception & Comprehension of words
>So with Owens (2005) and the 6 perceptual skills required for acquiring speech and language- *Each language is governed by phonotacic rules that allow for permissible arrangements of sounds *The auditory systems of children help them receive, perceive, and store this linguistic information for interpretation and then retrieve the codes as they learn to express speech and language. >Fast mapping is a process whereby children hear and understand words in the absence of direct teaching and is associated with the large vocabulary spurt that children achieve at about two years of age. *Process of word comprehension has been explained as a series of steps including hearing the word (auditory cue), that activates his memory about the sounds and syllables of the word (phonologucal representation) stored previosuly *Activation then spreads from the phonological level to the word meaning (semantic) level) *See figure 4.13 page 147 *Not all types of words are easily fast-mapped *Fast mapping helps to account for a child learning 500 words by age of 3 without direct instruction >There is not complete agreement among language experts about how children attach meanings to words, but there are 3 other views for our consideration that refer only to the semantics of word learning (theories of semantic development). (How people think that children learn the meaning of words) >Table 4.2 page 139 Semantic feature hypothesis: each word has its own set of semantic features that distinguishes it from other words. Features are perceptual characteristics such as shape and size. Functional core hypothesis: early word meanings are learned primarily on the basis of the function of objects *Ball-throwing, catching, rolling, bouncing and the interaction with other objects such as hands, hoop, sidewalk, etc *Cup-drink, cold, milk, juice, break, wash, mommy Prototype hypothesis: Early word meanings are based on experiences with the object the word represents *This experience forms a model (prototype) against which the child can compare other words and he objects or actions they represent -Dog -Chair Which hypothesis makes the most sense to you? Prelinguistic vocalizations Table 4.3 -Reflexive cries (0-1 month) -Vegetative sounds (0-1 month) -Cooing (1-4 months): vowel-like sounds -Differentiated crying (1-4 months) (When the cry is different depending upon the need) -Laughing (4 months) -Transitional or marginal babbling (5 months): single-syllable productions of vowel-and consonant-like sounds. The book goes further so know that
What do children do with one-word utterances?
Dore (1975) Model >Observed large sample of young children's utterances >He looked at: -The utterance itself -Its social context -Additional actions or gestures made by child -Adult responses to utterance >Identified "primitive speech acts" (PSA's) >Let's discus table 4.6 (know all of these)
Not sure whast to label this
Lets talk about "ready to speak"- >Remember-typical milestones are important to know From now until ever :) >0-1 month ~ reflexive cries and vegetative noises (what are they, when do they start to sound differentiated/when do we as caregivers hear differences in the cries?) >1-4 months ~ cooing >reduplicated babbling~6-8 months: repeated productions of the same syllable >Echolalia (8-12+ months): imitation of sounds and syllables (no meaning) >Variegated babbling (8-12 months): productions with changes in consonant-vowel combinations >Jargon babbling (8-12 months): intonational changes added to syllable productions to give impression of sentence-like behavior. >Vocables, phonetically consistent forms, performatives or protowords (all mean the same thing) (8-12 months): productions unique to each child that are consistent patterns of sounds used in reference to particular things or situations
Bloom (1970)
One-word utterances were of 2 types Substantive forms-objects or events that have perceptual or functional features in common >Serve as labels for objects and actions (ball, fall, dada, kitty, jump, kiss) Functional or relational forms-reflect the child's understanding of object permanence and causality, as they refer to actions of states of being that can affect a cariety of categories >Describe some relationship or state, which might (?) or events (gone, more, there)
Morpheme
Smallest meaningful unit of language-also called units of meaning Two kinds Free morpheme- can stand alone and be meaningful Bound morpheme- a unit of meaning that must be attached to a free morpheme to be meaningful
Social Contingency
Social contingency and self awareness facilitate process of joint reference >Joint attention/reference-shared focus of two individuals on each other or on an object or event. *Starts with gaze-following @2 months *Shifting gaze to follow adult's shift in eye direction @ 3 months *Coordinated attention, point following & means end @5-10 months >See table 4.1 (page 114) >http://www.youtube.com/watch?v=apzXGEbZht0 Still face Experiement: Dr. Edward Tronick
Baby Speech: An Adult's Guide to Helping Your Little One Communicate (notes I took on the video shown in class)
The purpose of this video is to give parents a tool to enhance their child's communication skills. It is not meant to take the place of the diagnosis of a communication disorder or delay. Nor can this video be used as a replacement for speech and language therapy. Please seek the advice of a speech-language pathologist if you have converns about a child's speech and language development. Research has shown that the number of words a child hears within the first three years is directly related to vocabulary and score on intelligence and language tests. Mother gets close to the baby's face so baby can see her better The mom imitating the baby's coos establishes a pattern, and the baby will later begin to imitate his mother's sounds and actions. This type of interaction also helps the baby learn that his actions influence others. Babies respond to high pitches because it catches their attention and also provides a sense of warmth to the situation. Mother acts as if they are having real convo by asking baby questions and talking about what is happening. Playing with sounds back and forth is the beginning of the turn taking skills necessary for all social interactions (peek a boo is an example).Shows baby that communication requires give and take Research has shown that children who used 5 baby gestures at 11 months out-performed other children their age on language tests at the age of two and again in the second grade. Self-talk is simply you the parent talking about what you are doing, seeing, or hearing. Parallel talk is simply a short phrase or 2-5 word sentence stated by an adult to describe what a child is doing, seeing, or hearing. "You're going up the slide!" Important techniques Use a high pitch Give eye contact Imitate your child's sounds and actions Be expressive Take turns with your child Use short and simple language Talk about what your child is seeing Expand on what your child says Name objects and actions Follow your child's lead Comment frequently Ask open-ended questions Allow time for response
Motherese (figure 4.2) (IInfant-directed speech) Lets define motherese...
Use motherese critical component in development of joint attention: WHY? >It serves a purpose. Remember when we talked about braina nd how its making all kinds of connections. When a baby is born, they dont know whats important. To them, the sound of cough and projector and my voice, theyre going to hear those things. And to them, nothing is more important than the other, unless we do motherese. We do this so they make the connection that speech is important! UP and down pitch, rhytm, short phrases, here and now, to train his brain, hey thats osmething I want to focus on, that's important, otherese >Also expremely important to developement of joint attention. WHY? Who do we want them to joint focus with? Us! They dont know us, they know nothing! SO, the motherese is getting them to connect with us so that we can have the joint focus. Thank god that for most of this, this is just a natural process, He made us this way. Humans ar emade so that we instincitvly talk in a way that guides that childs brain to development. It doesnt happen by luck, it's instincitve, it's how most of us are. >high and low >Rhythm >References to objects child can see/hear >Longer than normal pauses between segments so they can process and respond!! :) they can smile, they can look at us, they can do something. So we are teching turn taking already. .... .... >Exagerated facial expressions. Going to be excited and animated. I want them to watch my face and how I make sounds >Simple syntax >More utterance repition, going to say things over and over again. Good moorning, good moooorning, good morning >Loudness variatiions. Maybe when I'm excited I get a little more loud Expansions and Extensions (something we do naturally as caregivers) Expansions >Caregiver models the expanded form of the child's utterance >Modeled utterance more complete and therefore more correct >Offer child exposure to higher levels of grammer he will need Extensions (you not only expant, you add to it. You give them more information. ...) >Caregiver does more than expand child's utterance >Provides not only a more syntactically accurate model, but also adds additional semantic information Expansion or extension? Child: "horse run." Yes the horsi is running. The horse is running fast:Extension Daddy byebye Yesy, daddy has gone bye bye:Expansion Child directed speech matters.... Hart and Risley article LENA Foundation studies & Figures Reflection Activities Read article and information from text Begin reflective discussion in groups Correlation between the two sources? What major take-a-ways from either source? Identify the critical parts of the Hart and Risley articles as you see them.
