Language Development Exam 2
Owens stages of sequential/successive development-BILINGUAL PPT
Stage 1: Focused on the personal/social relationships and communication instead of linguistic rules. Learning basic vocabulary, phrases and expressions are present Stage 2: Makes a greater effort to communicate by using their understanding of the second language without worrying about syntax and rules. Combining aspects of both languages is common Stage 3: Applying correct rules to second language, while utilizing first language as a base layer to gain confidence in knowledge of sequence and rules
Owens stages of simultaneous development-BILINGUAL PPT
Stage 1: Two language systems are present, child chooses one over the other depending on context of situation Stage 2: Two separate vocabularies for each language and only one grammatical system for both Stage 3: Able to keep the vocabulary and syntactic systems of each language seperate. Separating syntax can become more difficult than separation of vocabulary
First words
What is a real word? 1)Same phonetic combination is used consistently to signal the same meaning -Usually CV, VC, CVCV, or CVC format 2)Approximates the conventional word used by adults 3)Communicative intent is present 4)Used in a variety of settings -What is the toddler doing with these words? COMMUNICATING -Naming people, objects, and actions -Engaging in social greetings -Requesting, rejecting, and commenting
Types of vocalizations that develop in Reduplicated babbling (falls under Canonical babbling)
babbling that consists of repeating consonant-vowel pairs, such as "da da da"
Original Theories of Early Word Learning (3 of 3)
3)Prototype Hypothesis: -Rely on both semantic features and functions to learn the meanings of words -But, children first learn words based on exposure to prototypes or more common or typical examples -Think "dog" -(ex. the prototype of a tree depends on where you're from, could be a pine tree or palm tree, it also depends on what youre used to) *When talking about prototypes, you have to talk about most common one. (ex. birthday cakes, but for semantic and functional theory you can talk about a bunch of different cakes though
Five functions of infants cries
Overarching purpose: to elicit care from parents 1)Hunger 2)Fatigue 3)Pain 4)Discomfort 5)Overstimulation
Providence Talks"- GOVERNMENT PPT
"Providence Talks" -Provides home-based caregiver coaching interventions -Uses strategies from the LENA Foundation -word pedometer -bi weekly coaching
"Talk With Me Baby" - GOVERNMENT PPT
"Talk With Me Baby" -Public action strategy -Works closely with state agencies responsible for early care and learning, child welfare, healthcare leaders, insurance companies, university and corporate partners
"Thirty Million Word Initiative" -GOVERNMENT PPT
"Thirty Million Word Initiative" -Program to develop and test evidence-based interventions and tools -Partner with Chicago community -Large focus on low income households
Too Small to Fail campaign-GOVERNMENT PPT
"Too Small to Fail" Talking is teaching -Provides parents with tools to talk read and sing with their infants
"Words Count"- GOVERNMENT PPT
"Words Count" -Play-based program that works to improve language skills for children under 5 years old
Results of study- EDUCATIONAL PROGRAMS THAT ADDRESS EARLY LANGUAGE DIFFERENCES ppt
(A Year in words: the dynamics and consequences of language experiences in an intervention classroom) * RESULTS OF RESEARCHERS' STUDY: -influence of teacher and peer language input on children's in-class language use and language development in an intervention classroom for low-SES -Both peer input and conversational turns with teachers were also positively related to children's language development rates, as indexed by increases in vocabulary size
Results of research study -EDUCATIONAL PROGRAMS THAT ADDRESS EARLY LANGUAGE DIFFERENCES ppt
(Evaluation of language & literacy program) -TTRP provides an effective and standardized curriculum for a clinician to use to provide anticipatory guidance promoting early literacy and nurturing parenting in partnership with a ROR program -Early literacy promotion in the home and lives of young children is important because it builds early language skills that translate to gains in kindergarten readiness and third grade reading skills.
Article-EDUCATIONAL PROGRAMS THAT ADDRESS EARLY LANGUAGE DIFFERENCES ppt
*ARTICLE: Evaluation of a Language and Literacy Enhancement Program: -assessed the importance of early literacy promotion in the home -showcased how effective it was on building early language skills -child-directed speech -how reading habits changed
What were the findings of the LENA studies with regard to language development?
*Babies wore mic in bib -Confirmed and clarified earlier research on the relationship between parent/caregiver talk and early child language development -Children of parents who talked to them more often scored in the 90th to 99th %iles on language measures -Parent talkativeness was not merely an artifact of higher education level: -50% of parents with no high school talked more to their children than the lower 50% of college educated parents -Late afternoon and early evening were optimal times for language engagement -No differences between monolingual Spanish and monolingual English families with respect to amounts of adult talk -Severity of child language deficit (as in autism) was associated with less parent talk -TV time negatively impacts language development!!!
IJA notes
*IJA begins at 12 months *Predicts language outcomes through age 8 *IJA between 12-18 months predicts social behavior at 27 & 36 months -IJA is related to attachment relationship between parent & child
*Intentionality*
*Important* -When your intentional, you can communicate -What is communicative intent? -The use of a set of communication behaviors (prelinguistic to linguistic) to obtain a particular goal What are babies' goals? *know these* 1)request/obtain an object or action >ex. pointing to an apple 2)refuse >ex.turn head, put hand out to stop 3)comment >ex.smiling while pointing at something to show they like it 4)engage >ex. giving someone an object to show them -How do infants accomplish these goals during prelinguistic development? -Use deictic gestures -Use representational gestures
What is contingent responding?
*It promotes language development -Infant engages in actions, behaviors > Caregiver directs attention to the infant > Caregiver responds to infant's (perceived) feelings and actions -Infants seek out contingency and become distressed at its withdrawal
What is the relationship between joint attention and autism?
*Joint attention is kind of like the basis for socialization -One of the main cognitive impairments of autism is the inability to participate in or spontaneously initiate joint attention AND Children and adults who are unable to follow, engage, and react to joint attention may forever be impaired in their capacity for relatedness and relationships.
What do severely hearing-impaired and deaf infants do with babbling that is different from hearing infants? (Think of both their oral productions and their hand productions.)
-Hand Babbling: babies exposed to sign language produce manual babbling, much like the vocal babbling of speech exposed babies -Deaf infants' hand babbling reveals phonetic features of American Sign Language, suggesting that babbling reflects infants' innate ability to analyze phonetic and syllabic components of linguistic input -Supports the language-based(linguistic) theory of babbling development
What is the 30 million word gap?
-Hart and Todd Risley found that children from low-talk homes heard 30 million fewer words than children from high-talk homes. -Follow-up studies using LENA technology have confirmed a "talk gap" that's correlated with socioeconomic status — commonly referred to as the "30 million word gap" — which may appear as early as 18 months of age.
Individual Differences in Initiating Joint Attention (IJA)
-IJA at 12 months predicts IQ and language outcomes through age 8 in high-risk infants -IJA development between 12 and 18 months predicts social behavior at 27 and 36 months -IJA is related to attachment relationships between parent and child
Infant Language and the development of communicative intent
-Infant communication begins long before the first word -Their vocalizations and gestures indicate the intent to "get things done" -There are three stages of development of intentionality (intentional communication) as the child moves from prelinguistic to multiword communication: 1)Perlocutionary Stage (Birth—8 months) 2)Illocutionary Stage (8-12 months) 3)Locutionary Stage (12 months and beyond)
Early Receptive Language Milestones for a 6-9 month old
-listens to new words -responds to name with eye contact, head turning, or smile -responds to "no" -recognizes some family members' names -responds with gesture to "want up" -recognizes words from familiar routines (waves in response to "bye-bye") -recognizes phrases from games (peekaboo, so big) -attends to music and singing -attends to pictures -points to objects of interest -reaches for objects and looks to caregiver for a response (by 8 months)
Reach out and Read - EDUCATIONAL PROGRAMS THAT ADDRESS EARLY LANGUAGE DIFFERENCES ppt
-literacy program in which the child's pediatrician gives a new, developmentally appropriate book to patients at each well-child visits -this specific method/program aimed to help families that come from a low SES to have access to educational materials -study had parents read with their children more so that they could build relationships, as well as build better/stronger vocabulary
Early Receptive Language Milestones for a 3-6 month old
-orients toward direction of sounds (voices and environmental) -responds differently to different intonations -cries to angry tones -coos, smiles, and laughs to pleasant tones -smiles and laughs to pleasant speech -stops crying when spoken to -recognizes caregivers' pitch patterns -briefly holds and inspects two objects
Early Receptive Language Milestones for a 1-3 month old
-readily attend to human voices -responds to own voice -smiles when spoken to (its reflexive) -at 2 months, follow the gazes of others (follows authority) (precursor to joint attention) -at 3 months, shifts gaze to follow an adult's shift in eye direction *2 month old baby opens and closes mouth (purely survival for sucking and swallowing- and some sounds come out but its not babbling)
Early Receptive Language Milestones for a 9-12 month old
-shakes head "yes" and "no" to some questions -follows simple instructions (11 to 12 months) (ex. say "hi") -gives object upon verbal request -performs routine activity upon verbal request -understands simple questions (do you want this?) -identifies two body parts on self -joint attention develops (lack of joint attention indicates a risk for autism) -combines actions (ex. pick up shovel and shovel dirt) -understands 3 - 50 words by 12 months
Early Receptive Language Milestones for a Newborn
-startle response to loud noise -calmed by human voice prefers mother's voice to stranger's -discriminate many sounds used in speech, even sounds not previously heard
Stages of Babbling
1)Cooing (2-3 months): -sounds babies make -not yet really babbling -vowel sounds (/aaaa/, /aiii/, and some velar closure /gu/, /ku/) 2)Marginal Babbling (4-6 months): -increased bilabial closure /pa/, /ba/ 3)Canonical/True Babbling (7-10 months): -reduplicated babbling /mama/, /dada/ > CV, VC, VCV forms -variegated babbling /gamidada/ -babies who do not produce canonical babbling are at high risk for future communication deficits 4)Jargon/Intonational Babbling (10-15 months): -long strings of syllables -varied stress and intonation -sounds like "speech" (think auctioneer baby)
Halliday's Framework: Functions of Early Communicative Vocalizations
1)Instrumental: Babies use vocalization to get needs met (ex. "more") 2)Regulatory: Use vocalizations and gestures to control the behaviors of others (ex.whine when mom leaves) 3)Interactional: uses vocalizations and gestures to continue a social interaction (ex. "pay attention to me" mama, dada, hi, bye) 4)Personal: uses vocalizations and gestures to express emotions or indicate interest. (ex. I feel/I wonder... aaaah, eee, ahaaa!)
What Speech Acts does Dore Identify?
1)Labeling - Identifies an object 2)Answering - Responds to caregiver's inquiry 3)Requesting an Action - Looks at caregiver; produces a word or a prosodic change; waits for a response 4)Requesting an Answer - Asks for information from a caregiver 5)Calling - Attempts to gain someone's attention 6)Greeting- Acknowledges a caregiver's entrance 7)Protesting - Rejects an object or action 8)Repeating/Imitating - Produces at least part of what is said by a caregiver 9)Practicing - Produces a word or prosodic pattern while alone
Original Theories of Early Word Learning (1 of 3)
1)Semantic feature hypothesis- children learn words by focusing on a particular set of features (categories) that carry meaning about the word (ex. round red plastic ball) -Children learn words based on the type and complexity of these features: -Size -Shape -Color -Texture -Other key features -Learn words with similar semantic features first: -then learn the exceptions -think "ball" *Overextensions: use words too broadly (ex. balls for cherry tomatoes) *Underextensions: use words too specifically (ex.only their ball is a ball) *perceveration: autistic kids keep learning beyond point that typical kids are interested in
Four phases of joint attention
1)Up to 6 months: -Joint attention (joint reference) is driven by the parent -Child responds to joint reference 2)7-8 months: -Child begins to communicate intentionally and initiate joint reference 3)8-12 months: -Child uses combinations of gestures and vocalizations 4)12+ months: -Child exercises control over topics; produces names of objects and events
True Babbling Stages
*wasnt on study guide 6-10 months: -canonical babbling beings (vowel in middle) -ex. mamamam, dadadada, gagagaga 8-18 months: Series of different babbling patterns -8-12 months: Echolalia (trying to imitate adult's speech pattern- its not babbling) -9-18 months: -Variegated babbling (combining different syllables. For example, "papadaba" or "mamalata." They are nonsense strings of syllables.) AKA Non-reduplicated babbling (This is the end stage of canonical babbling) -Jargon babbling AKA Conversational babbling (sounds like talking)- at end of this stage -Examples: Combinations of consonants and vowels (/bada/, /dadu/) -Babbling with rhythm, stress, rate and intonational features of language -9-18 months (early): -Protowords (child develops fake word to represent object) (ex. dydie for blanket) -9-12+ months: -First words: usually always follow this pattern -CV, VC, CVC, CVCV patterns for first words
Analysis of Earliest Sounds
*wasnt on study guide The four most common sound combinations are: 1)Bilabial consonants with vowels generated at the center of the mouth with a flattened tongue, associated with mouth opening and closing, e.g., /mamamama/, /babababa/ 2)Tongue-front consonants preceding vowels produced at the front of the mouth, e.g., /nanana/, /dadada/, /lalala/ 3)Tongue-back consonants followed by back-of-the-mouth vowels e.g., /gagagaga/ 4)Bilabial consonants followed by a vowel, then a tongue-front consonant sequence e.g., /badadababadadaba/ *These combinations exist in babies learning English, Swedish, Portuguese, Korean, Japanese, French, Dutch, Berber, and a native Ecuadorian language! *Why are all babbling productions initially voiced? *If you dont have to turn off voicing, its easier. This is why all babbling productions are initially voiced
What is protodeclarative? (joint attention)
-"commenting" -Pointing to an object to draw attention or share interest *Sometimes responding to joint attention *Pointing comment-draw attention/share interest *Example- pointing to a dog in the park to direct parent attention
Dore's Primitive Speech Acts
-A primitive speech act (PSA) is a distinctive vocalization or word, often accompanied by a gesture, to communicate intentions -We can examine various types of communication intentions early language learners demonstrate by using Dore's Primitive Speech Acts.
LENA'S findings- LENA ppt
-A way to reflect -Home and School -Environments -No significant differences in SES -A Mothers input -Regression in word/turn count
What are the most common sound productions in babbling (i.e., what combinations should you be listening for?)
-Babbling is repeated consonant-vowel sound productions (e.g., /mamama/, /dadada/, /gagagaga/). -Typically consists of consonant-like sounds produced at the front of the mouth /m, p, b, t, d, n/. -Research: baby babbling patterns are common across many languages around the world. -Hypothesized that early vocal patterns echo what speech may have been like in the earliest languages
Original Theories of Early Word Learning (2 of 3)
2)Functional Core Hypothesis: -Words are learned based on their functions or actions -What the items do -What can be done with the items -Think "baby" (ex. they learn the function of a baby- as they learn the word, they focus on the function-eat, sleep, play with toys, cry)
More findings from Hart and Risley 1980 study
-All 42 children developed language normally -While children living in poverty had poorer outcomes relative to their peers, the research could not rule out the impact of other contributing factors -Positive after effects: Hart and Risley later demonstrated that quality preschool and parent training positively impact language acquisition (based on later research) *Its not about race/SES its about how much you talk to kid
Function of pointing gestures
-Another way of describing the function of these gestures is to compare them to their eventual linguistic form and function Protodeclaratives: -Points to an object or event to: -establish joint attention -comment -Protoimperatives: -Points to an object or event to: -request -reject -command -demand
Jargon babbling/Intonational babbling
-As child continues to experiment with sounds and sound combinations, they begin to incorporate intonation contours into their vocalizations, producing jargon babbling -These productions are distinguished by melodic patterns. Has many characteristics of real speech. -The child produces the rhythm, stresses, rate variations, and intonation contours of his language, even though he produces few, if any meaningful words -Infants produce long strings of syllables: having varied stress and intonation patterns -Jargon sounds like whole sentences conveying the contents of statements or questions: -often co-occurs with real words. -yet, it lacks linguistic content or grammatical structure *Think of auctioneer baby
Early oral productions of infants who are deaf
-Babble later; 11 or 12 months vs. 6 months -Produce less variety in consonant types -Do not produce vocalizations similar to hearing infants -Therefore, oral babbling does not appear to develop normally without auditory input HOWEVER!!! -Hand babbling: Babies exposed to sign language produce manual babbling fairly similar to the vocal babbling of speech exposed babies *Def babies produce hand babbling that reflects oral babbling
Following stages of imitation after immediate
-Delayed (or deferred) imitation (9 months) (24 hour delay) -Completes action after faulty demonstration (10 months) -Produces novel actions and combined action sequences (9 to 12 months) (combined action sequences if its related- get blanket and give to daddy)
Babies engage in conversational turn taking
-Back and forth exchange between baby and caregiver -Occurs very early in development, probably during feeding ("hi are you hungry") -Turns last for little more than a second in early infancy -At 3 to 6 months, infants use gaze, facial expressions, body movements, and vocalizations to engage in interactions (Owens, 2012) -By toddlerhood, they begin to develop presupposition the assumptions that a speaker makes concerning the knowledge that his or her listener has about the topic of conversation (presupposition: assume that if you know something, someone else knows it. it is also a key characteristic of language impaired child)
What we know about children learning the meaning of new words
-Beginning word learners might not have the phonological representations reliably stored -Words that children hear more frequently are fast-mapped more quickly: -refinement of word meanings (slow-mapping) takes more time -Children more quickly learn words that: -are phonologically more similar (ex. box and socks) -belong to the same semantic category (food, clothes, etc.) -exist more frequently in their environment
What is bilingualism-BILINGUAL PPT
-Bilingualism: ability to communicate in more than one language and can be thought of as a continuum of language skills in which proficiency in any of the languages used may fluctuate over time and across social settings, conversational partners, and topics, among other variables -Code Mixing - using grammar rules of both languages to draw a single conclusion
The Form of Infants' Early Pre-linguistic Vocalizations
-Birth—1 month: reflexive vocalizations begin to develop, that are related to the baby's physical state: -cries, coughs, hiccups, burps, sighs, grunts -AKA vegetative sounds -1—4 months: non-reflexive vocalizations develop, that contain phonetic and syllabic features of speech: -cooing, playful productions, purposeful crying, yelling, laughing 4—6 months: transitional babbling AKA marginal babbling: -vocal play with vowel- and consonant-like sounds -also experimenting with loud and soft sounds, high and low pitches, sustained vowels, and raspberries *a lot of opening and closing of front and back of mouth *These are all the stages before babbling *When you have consonant change & repitition > its babbling (goodoo gaga)
At what age do babies only distinguish and produce native sounds?
-By 10 months, only native language sounds are distinguished and reproduced -Babies also attend to the suprasegmental (prosodic) elements of language -The perception of language phonemes also becomes categorical (If you hear a gradually changing sound (e.g., /r//l/, /s//∫/), you don't hear the sound as gradually changing-- it just sounds like one phoneme or the other, depending on your language)
At what age can babies distinguish all of the phonemes in all languages of the world?
-By 4 months, babies can hear and distinguish phonemic differences used in all languages -Babies also may produce sounds they have not heard.
Patterns for first words
-CV: consonant vowel (ex. no, go) -VC: vowel consonant (ex. up, on, off) -CVC: consonant vowel consonant (ex. mom, food) -CVCV: consonant vowel consonant vowel (ex.mama, doggy)
Types of vocalizations that develop in Canonical babbling/True babbling
-Canonical babbling is syllabic -The emergence of canonical babbling is highly important, holding predictive value for future linguistic development. -Two types of productions emerge: -reduplicated babbling /mamamama/ and -variegated babbling /badabadabada/, /babubabubabu/ -These productions are not true words because they lack meaning
Hart & Risley findings from SES ppt
-Children's early experiences with language and interaction are linked to their language skills at age 3 -Vocabulary growth is linked to child's SES -Language abilities of parents directly correlate with language skills of children -Language skills at age 3 are predictive of future academic performance -30 million word gap
Communication Function: Getting Things Done
-Communication Intentionality: A Stages Model: 1)Perlocutionary Stage (Birth to 8 months): -initially produce reflexive cries -by the end of this stage, babies begin to use gestures to communicate understanding of functions of objects (ex. put bottle to mouth) 2)Illocutionary Stage (8—12 months) -infant uses gestures and vocalizations to indicate intentionality (e.g., point, show, request) -uses protowords 3)Locutionary Stage (12+ months) -gestures and words are combined to express meaning and intention (ex. pointing to object and saying "that?" like "what is that?") *Acronym PIL
Strategies related to Common Core State Standards-EDUCATIONAL PROGRAMS THAT ADDRESS EARLY LANGUAGE DIFFERENCES ppt
-Define New Words -Discuss and ask children questions about new words -Reread books several times -Have children retell stories from the books -Integrate new words and definitions throughout classroom activities
Early educational programs-EDUCATIONAL PROGRAMS THAT ADDRESS EARLY LANGUAGE DIFFERENCES ppt
-Early educational programs that create techniques/training that will help increase a child's language acquisition
Opportunities for Joint Attention
-Environments: At the zoo In a pool Bathtime At the park Driving -Activities: Reading a book Feeding times Playing
How do babies react to motherese?
-Experimental research has shown that babies' brains pay greater attention to infant-directed speech, even in their sleep. -Babies' brains experience greater electrical activity when they listen to baby talk. -When sleeping babies listen to baby talk, they experience an increase in blood flow to the frontal area of their brains *Think about speech production and executive functions
Five infant behaviors that become communicative
-Eye gaze -Vocalizations -Reach/gesture -Manipulation -Smiling
Progression in Joint Attention
-First, infants develop mutual gaze: -at 6 weeks able to fix and hold mother's eye contact -2 months - can follow adult gaze -3 months - can follow adult's shift in eye direction -7 months -use pointing to establish joint reference -8 - 12 months - first gesture and look, then produce gesture paired with vocalization (*they can give you opinion by the way they vocalize) -12 months - uses words to establish joint attention!!! -These early interactions are foundation for conversations between parents and children - termed "protoconversations" - b/c its not a true real conversation
Representational Gestures
-Gestures that indicate the function of an object or social interaction: -waving hello and bye-bye -clapping -gesturing toward mouth to indicate hunger or thirst -holding hand up to ear to symbolize phone -appear by 1 year of age > as early as 5.5 up through 14.5 months -continue through life span -Culturally determined
Learning words (fast mapping)
-Getting those sounds to words -Infants gather information from the thousands of word they hear -They form an initial concept of the word through a process called fast mapping -Fast mapping involves: -hearing a word -forming an initial understanding of the word -no direct teaching occurs *When the child has the phonological representation stored in memory, this activates what the child knows about the concept.
Why does government support matter to SLPS- GOVERNMENT PPT
-Government policies and programs can help by: -Raising awareness -Providing more information to parents -Providing funding for further research -Providing funding for intervention programs -Providing equal educational opportunities -Ideally could help us bridge the word gap
What is the order of prelinguistic expressive development from crying through first words?
-Infants go through very predictable stages of expressive language and speech development: 1)Crying and reflexive sounds. Babies cry as early as the day they arrive. 2)Cooing. Babies first coo at about 1 to 2 months. 3)Babbling. By the middle of the first year babies babble. 4)Gestures. Infants start using gestures, such as showing and pointing, at about 8 to 12 months. 5)Words. Infants being using words by about 12 months.
What is IJA?
-Initiating Joint Attention *pointing to something and saying "look" *if kids are less engaged in joint attention, theyre more at risk for decrease in development of receptive language skills
Types of vocalizations that develop in Variegated Babbling (falls under Canonical Babbling)
-Instead of repeating the same syllable, the child now produces successive syllables that differ from one another, as in "madagaba". It is more advanced babbling known as variegated babbling -Some are CVC, VCV -Its characterized by a wider range of sounds, especially consonants, than reduplicated babbling.
Challenges with LENA-LENA ppt
-Lack of data on nonverbal aspects of language -The softwares inability to distinguish types of technology -Speech overlap input is eliminated -LENA's 6 ft radius
Research on SES from SES ppt
-Lower SES resulted in using smaller vocabulary, talking less, and asking fewer questions -Maternal speech plays a role in building the child vocabulary -Positive contributions to language development include amount of speech to children, richness of the vocabulary, rate of questions asked, and the length of utterances being produced. -Higher SES mothers used richer vocabulary and longer utterances to talk to their children -Comparing low SES to Mid SES researchers found that they included more language goals into their play -Parents from professionals talked more to their children then those in working class or living in poverty -Parental quality speech -The use and formation of complex sentences -As early as 18 months there was a gap between vocabulary and comprehension of language between lower SES and higher SES
Joint attention and autism cont
-Most children with autism show some IJA deficit, regardless of IQ -IJA predicts language one year later -RJA also can be affected, but children may catch up -Individual differences in IJA in the first 5 years predict social outcomes through adolescence
Baby Talk AKA motherese speech
-Mother's speech is sensitively related to what her child is doing and saying on a moment-to-moment basis (68% of the time) -Mothers act as a continuous listener -Mothers interpret a broad range of infant behaviors as communicative -Mother speaks in a way that maintains the infant's attention -Babies prefer baby talk to adult speech
How is culture related to motherese?
-Motherese has been documented in many cultures -Infant/adult interactions vary, based on cultural background -These variations are based on the values and parenting norms of the child's community: -some cultures value verbal interactions more -some cultures value physical responsiveness more -Regardless of cultural background and motherese patterns, almost all children develop language reflective of their community of origin
Neural pruning
-Myelin grows when you keep practicing things, it increases neural connectivity -We lose connections we dont use
Obamas word gap campaign-GOVERNMENT PPT
-Obamas word gap campaign: -In 2014, President Obama launched a week long campaign highlighting the importance of bridging the word gap -helped build on organizations and resources -This included support from: The Department of Health and Human Services The Department of Education And many other sources of federal, state, and local support
Functions of First Words
-Often multi-purpose: -Same word expresses a variety of meanings -Same word is used in a variety of ways: -request (mama—I want mama.) -reject (mama—That's not mama's coat.) -comment (mama—Mama, that lady's taking your coat.) -engage (mama—smiling at mama and patting her face) *SLP needs to make sure the baby is using first words in a variety of ways for a variety of functions -Go through process of assimilation(putting something into what you already know as a category (ex. seeing 2 different dogs & calling them both dogs) and accommodation (broadening what they already know to make something fit) -Results in extensions of meanings: -Overextension - word is too broad in meaning -Underextension - word is too narrow or restricted in meaning -First words can also be analyzed by their: -Function -Type -Form
What is a protoimperative? (joint attention)
-Often pointing -Request for object -Request for action *Initiating joint attention *Always a request *Pointing requet/action *Example- pointing to a cookie as a request
Sequential/successive language acquisition-BILINGUAL PPT
-One language is established before speaker is exposed to the second language (after age 3-4) -Using first language as a "kind of linguistic resource to advance acquisition of the second language" (Genesee et al., 2004) -Caveat- Learning new grammatical rules and vocab also needs to let go of restraints from first language learned
How is joint attention related to language development?
-Parents provide joint attention cues when speaking -Infants make use of these (pitch and intonation) cues -Infant vocabulary acquisition increases when parents follow infants' focus of attention
Features of Child-directed speech (motherese)
-Place greater emphasis on paralinguistic features of language: -higher pitch -sing-song cadence (goes up and down) -variations in pitch and loudness -signature tunes: individually distinctive pitch patterns produced by mother -regular rhythm -slow rate of speech -long pauses between speech segments -exaggerated facial expressions -Semantically salient words are repeated in consecutive utterances -Utterances are short (syntactically simple) -Topics focus on objects that the baby can see and hear (things that are present)
Individual differences in RJA
-RJA in 12-18 month olds is a predictor of receptive language development -Individual differences in RJA as young as 6 months predict language development through 2 years -RJA is depressed in high risk, low SES children at 12 months
REGIONAL DIALECTS PPT
-Regional dialects are "...a variety of language used by people living in a restricted geographic area," (Hulit, Fahey, & Howard, 2015) Other factors that influence regional dialects: -Social class -Ethnicity -Education level -Occupation -Religion New england and northeast region: influenced by sea, rural living. They drop the "r" Northeastern and Midwest region: shorter vowels, rarely drop the "r" Southern region: multiple dialects, rural areas have their own words, and so do Louisiana and New Orleans Western Region: mix of northern and souther dialect (soften "r"). Mountains provide distinct vocabulary
What is RJA?
-Responding to Joint Attention *saying "look" and baby looks at object
differences in SAE vs HE-HISPANIC ENGLISH
-Spanish has only 5 vowel sounds, whereas American English has more than 14 -Features of Spanish can influence the production of consonants in American English Ex: chopping instead of shopping, estar instead of star -Final consonant deletion has a great impact in American English, and a minimal impact in Spanish
What is LENA-LENA ppt
-The LENA system, "Language Environment Analysis" -Spoken language in child's environment is measured -Used in various settings to assess and accelerate language skills
Critical Period: The Baby Brain
-The first three years are important for laying the groundwork for language and cognitive development -By age 3, the brain has grown dramatically, by producing billions of cells and hundreds of trillions of connections, or synapses, between these cells *So birth-3 years is critical period for brain development
Types of vocalizations that develop in Cooing
-The production of vowel-like sounds, but there may also be brief consonant-like sounds resembling k or g, and they often occur when the caregiver smiles during gaze coupling and says something such as "Arent you a sweetheart"
Types of Data-LENA ppt
-These types of data are generated through continuous speech recording: -AWC (Adult Word Count) -CTC (Conversational Turn Count) -CVC (Child Vocalization Count) *LENA technology is used to help determine how phonetic productions develop
What are those First Words?
-This stage often is referred to as "holophrastic," because a single word expresses an idea that is somewhat more complex than just the word itself. *Holophrastic- whole phrase (a single word expresses a more complex idea) -What complex meanings might be expressed in the single word utterance, "juice"? Juice could mean many things- I want juice, no juice, more juice
Types of vocalizations that develop in Marginal Babbling
-Vocalizations that seem to bridge cooing and true babbling. These are single-syllable productions consisting of vowel-and consonant-like sounds, and we think of them as transitional behaviors that extend beyond cooing and prepare the way for babbling. These sequences are referred to as marginal babbling -Example: "baaaa" "Maaa" "Ummm"
Pragmatic language development
-We know that children show evidence of communicative intent before they begin to use words. -Words provide more specific intentions than gestures. -When a child moves from prelinguistic to linguistic communication, pragmatic development undergoes a significant evolution
Other names for motherese
-child-directed speech -motherese -parantese -(baby talk)
Immediate Imitation
-imitate body movements, including facial expressions >(first 6 months) -imitate simple actions with objects (6 to 9 months)
Social Bases for Language Acquisition
Infants and toddlers learn about communicative function long before they learn about its linguistic structure
Fast mapping process
Auditory cue (hearing word) > Phonological representation (word:klipspringer) > Semantic level (talking about it in sentences)
Two theories of Babbling (2 of 2)
Babbling drift theory/Linguistic Theory: -babbling reflects underlying linguistic processes (not just anatomical processes) -vocalizations closely resemble speech produced by caregivers (i.e., in the baby's native language) -sounds produced by infants are selectively reinforced > (how parents react to certain things babies say) -leads to first word productions
Deictic Gesture
Call a caregiver's attention to an object or event in the environment -First by gaze -Soon thereafter through a variety of gestures: -reaching -pushing away -giving an object -pointing -showing -Meaning of deictic gestures depends on the context -Begins around 8 months -By 12 months babies use deictic gestures to manipulate the behavior of others -Related to indexicality (words with different meanings, depending on the occasion, e.g., "today") *They are gestures they make that are interpreted by the situation (ex. if they are banging on fridge door > they're hungry) *It depends on context*
What is joint attention?
Child and caregiver are visually attending to the same object or event at the same time *This is how babies tell us they're learning language without speaking it -Joint attention involves two or more people looking at the same object -Joint attention also involves an acknowledgment between the two (or more) persons that the attending is a mutual act. -Simultaneous engagement of mental focus on the same thing -May serve as the basis for acquisition of language -Increasing tendency for infants to "follow the gaze" of adult caretakers as infants get older -joint attention is involved in the development of a theory of self, a recognition of a child's unique separateness and identity -It provides a means of communication and modes of learning for infants before the infants develop language and social cognition. -Communicating or learning new information through the acts of following the gaze or directing the gaze of others: -through the acts of following others' gestures intended to direct attention or making gestures intended to direct the attention of others
What is the earliest form of communication?
Crying
Details about study-EDUCATIONAL PROGRAMS THAT ADDRESS EARLY LANGUAGE DIFFERENCES ppt
DETAILS ABOUT THE STUDY: -children aged 12 to 24 months -follow up data collected on 30 participants 6 months later -caregivers completed the Ages and Stages Questionnaire & Literacy Education Survey: -ASQ-3: assessed language development; had 5 components -LES: assessed demographics, number of books at home, socioemotional practices -BIG QUESTION: Was there a difference between the questionnaire and survey scores before and after the educational programs that were administered? -Reach Out and Read (ROR) -Touch, Talk, Read, Play (TTRP)
Two theories of Babbling (1 of 2)
Discontinuity Theory: -babies form a variety of speech sounds common to all languages -babbling and speech are separate processes -babies babble because they are learning to use and control the oral musculature
What did Hart and Risley examine in their study in the early 1980s? (what matters most in early language development)
Hart & Risley study - major longitudinal study conducted in early 1980s -Studied language environment of infants from four SES levels: -Higher -Middle -Low -Poverty -Also examined effects of race, gender, and mothers' educational level -Findings: -The 30 million word gap -Parent talk is directly related to children's IQ and language abilities -Parent talk is predictive of later academic success -Talkative children (i.e., advanced language) came from talkative parents
Another name for joint attention?
Joint Reference
Symptoms of Joint Attention Deficits in Infants and Toddlers
Lack of: -Responding to bids for joint attention -Initiating joint attention -Difficulty shifting attention from one thing to another (perseveration) -Fewer displays of positive affect along with joint attention -Limited motivation to respond to or engage in social interactions -Referencing another person's mouth instead of his or her eyes
What Mundy and Newell suggest about joint attention
Mundy and Newell developed a model that proposes that joint attention is the integration of two basic forms of attention: -One form of attention allows you to attend to external details, to the environment, to other people, to the external world and actions of people. -The other form of attention allows you to pay attention to yourself and is regulated by a different network of neurons in the brain.
What phonemes should infants produce by their first birthday?
Reported that, by their first birthday, American English-speaking infants produce: *first consonant by first bday -stops (/p/, /b/, /t/, /d/, /k/, /g/) -nasals (/m/, /n/) -glides (/w/, /j/)
Whats imitation
The ability to reproduce the behavior of another
Prelinguistic Expressive Development
how children express themselves before they have language to express themselves
TTRP- EDUCATIONAL PROGRAMS THAT ADDRESS EARLY LANGUAGE DIFFERENCES ppt
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Reflexive vocalizations
infants make noises in responses to their environment and current needs. These reflexive vocalizations may consist of crying or vegetative sounds such as grunting, burping, sneezing, and coughing