CSD 415 Exam 1

Gardner's Multiple Intelligences

-ways of thinking and knowing -"An intelligence is the ability to solve problems, or to create products, that are valued in one or more cultural settings". - Howard Gardner Frames of Mind (1983)

Lev Vygotsky Theory Review

-Cognitive dev: Learning begins at birth and ends at death -Social development influences cognitive development -A child is scaffolded by an adult or peer who is more capable than the child

Language

a system of abstract symbols and rulegoverned structures, the specific conventions of which are learned Language is innate learned rule governed creative -The purpose of the first chapter is to inspire you to think about speech and language as something larger than that symbol definition we came up with, but as part of a larger process called communication.

Speech

oral expression of language -Speech is the oral expression of language. -Speech and language are tools by which we achieve communication.

Universal Grammar

"...humans are born with the universal grammar rules already built in, and this is what gives us the ability to learn any language." -Universal grammar Perhaps the most important linguistic contribution made by Chomsky is the notion of universal grammar. On the surface, all dialects and languages look and sound different. However, if you go beneath the surface, Chomsky claimed, you will find an embodiment of basic principles shared by most dialects and languages, what he referred to as UG. . According to Chomsky, humans are born with the UG rules already built in, and this is what gives us the ability to learn any language.

Language Acquisition Device

"...the language acquisition devices is something that is universal to humans and allows us to develop language naturally as we do vision and hearing." -According to Chomsky´s theories, the language acquisition device (LAD) is something that is universal to humans and allows us to develop language naturally as we do vision and hearing. Chomsky compared the LAD to an internal computer system that consists of a series of preprogrammed subsystems for the different rules of language (form, content, and use). The LAD enables humans to acquire and process language by interpreting language, developing grammatical rules, and generating language responses. Faced with a given language experience, an individual subconsciously chooses items from a linguistic menu that are appropriate for that situation. In his later work, Chomsky replaced the LAD with the notion of universal grammar (UG).

Lev Vygotsky's Social Development Theory**

-"...cognitive growth as a collaborative process." (Papalia, et al, 2011, p. 34) -"Children...learn through social interaction." (Papaliaet al, 2011, p. 34) -Whereas Piaget believed that the child operates independently to construct knowledge through her actions on the environment, especially during the early stages of cognitive development, Vygotsky was convinced that the child's cognitive development is heavily influenced by her environment and by her culture from the very beginning of knowledge acquisition. Another basic difference between Piaget and Vygotsky is that, rather than the predictable stage-by-stage manner of cognitive development that Piaget proposed, Vygotsky argued that while each child experiences progressive changes in the way she thinks and behaves as a cognitive creature, the progression is continuous rather than stage-by-stage. Vygotsky's view of intellectual development is generally consistent with the dominant view of language development today, the social interactionist view.

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-"According to Vygotsky, (this) development begins at birth and continues until death." (Riddle, 1999) -"Vygotsky believed this life long process of development was dependent of social interaction and that social learning actually leads to cognitive development." (Riddle, 1999)

Interactionist/ Transactional Theory

-...a child's language is developed through the interaction of her biological make-up and the impact of her environment." -So far we have discussed two divergent ends of the nature-nurture continuum of language development. The behaviorist theory emphasizes the role of the environment in learning language whereas the innate theory focuses on internal biological capacities for language acquisition. A compromise between these two perspectives is the social interactionist theory (Bohannon & Warren-Leubecker, 1989). By merging the nature-nurture theories, the social interactionists view language development as a product of both nature and nurture. In other words, a child´s language is developed through the interaction of her biological make-up and the impact of her environment (Polloway, Miller, & Smith, 2004). More specifically, this theory emphasizes the social or pragmatic function of language development. According to supporters of the social interaction theory, therefore, infants begin to develop language through social interactions with their caregivers. In fact, much of the child´s purposes for learning language are socially related. From the time they are born, infants influence the behaviors of their caretakers with their crying, body gestures, and facial expressions. Parents and caretakers in turn respond to these communicative actions with verbal language, establishing the roots for future language development. When the child begins to produce verbal language sounds, the adult responds with more complex forms. Then the child imitates the more complex form, and so on. For example, a child points to a cookie jar and says, "Cookie." Her father responds, "Cookie? Do you want a cookie? What do you say?" The child smiles and says, "cookie, peas," which is rewarded with her father giving her a cookie. In this cyclical pattern, children learn more complicated and sophisticated language forms and the corresponding social skills (Hulit & Howard, 1998). We will return to this theory in future lessons when we discuss communication and methods for intervention.

Language Sample

-Commonly used types of language samples in our field -Conversation - Let's just talk -Narrative - tell me a story -Expository/Informational Discourse - tell me how to do something or give me information about

Other Plasticity Facts

-Allows either an alteration to the structure of already-existing connections between neurons, or forms brand-new connections between neurons -Plasticity allows the brain to rebuild the connections that, because of trauma, disease, or genetic misfortune, have resulted in decreased abilities. -The ongoing process of synaptic reformation and death is what gives the brain its plasticity -Neuroplasticity allows either an alteration to the structure of already-existing connections between neurons, or forms brand-new connections between neurons; the latter leads to an increase in overall synaptic density, while the former makes existing pathways more efficient or suitable. Plasticity allows the brain to rebuild the connections that, because of trauma, disease, or genetic misfortune, have resulted in decreased abilities. The ongoing process of synaptic reformation and death is what gives the brain its plasticity - its ability to learn and remember, to adapt to its environment and all the challenges brought with it, to acquire new knowledge and learn from fresh experiences - throughout an individual's lifetime.

Importance of a language sample

-Allows the SLP to collect information not available via standardized testing; -Provides a sample of authentic communication (if done correctly); -Allows for multiple analyses to be completed on a single sample, each measuring a different aspect of communication.

Overview of Cognitive Development (3-6 years)

-Children at this age are not ready to engage in logical mental operations (thinking). (Papalia, et al, 2011, p. 256) -Children at this stage need a lot of experimentation in their play. It is not unusual for children to repeat certain activities many times in an effort to gain mastery over them. -What kinds of activities would you see children doing over and over again?

Behaviorist/ Learned Theory

-Children primarily learn language through imitation, reinforcement, and shaping from the environment. -In his book Verbal Behavior, B. F. Skinner (1957) argued that like all other behaviors, verbal language is learned through operant conditioning. Children primarily learn language behavior through imitation, reinforcement, and shaping from the environment. Thus, the language behavior is controlled through reinforcement from an external source (e.g., parents and other caretakers). In other words, if a child emits a sound and is positively reinforced, the child will continue and, in all likelihood, increase the amount of sounds. On the other hand, if the child is punished for his/her language behavior, the sounds will decrease and eventually stop. For example, a 10-month-old baby might spontaneously produce the sound "ma" (the operant) while the baby´s mother is changing his diaper. Naturally his mother is ecstatic and proudly tells others that her baby´s first word was a tribute to her. With the child, the mother starts to smile, laugh, and clap her hands, perhaps even responding to her baby with "mama." Thus, the mother´s excited response reinforces the baby´s sound, which in turn causes him to repeat the sound "ma ma ma" (much to the dismay of the father who is trying to get the baby to say "da"). If, on the other hand, the child uttered the sound "ba" during this exchange, the mother might frown or become impatient, hoping ofr "ma," which could discourage the baby from making more sounds. As children get older, parents continue to reinforce and shape their language attempts. However, as time goes on, they become more selective with their praise and reinforcement, expecting children to be more accurate in their pronunciation (saying "daddy" instead of "da") and discriminate of language use (referring only to his father as "daddy," not all men). Language behaviorists also believe that children eventually learn to imitate more complex words and sentences produced by their adult models. Skinner was one of the most famous behaviorists. He believed that language was a verbal behavior that was learned like all other behaviors through OPERANT CONDITIONING. B. Operant condition means that a behavior is learned because it is followed by conditions that strengthen the response. Behaviors decrease because of punishment. C. For this theory language is learned because it is reinforced. D. Language is just a subset of all of the other behaviors that are learned. E. Language is viewed as a set of associations between meaning and word, word and phoneme, and statement and response. It is conditioned through association between a stimulus and the following response. Examples: A baby says a string of sounds that sounds like mama. Mother pick him up and loves on him and say "That's right mama." When the baby cries for a bottle. Mama say "Do you want your bottle? "Bottle?" The verbal production is associated with the ultimate reinforcer--FOOD.

Social Interaction Theory

-From the time they are born, infants influence the behaviors of their caregivers with their crying, body gestures, and facial expressions." -As the term implies, the prelinguistic stage occurs from the time the infant is born until the child speaks her first real, meaningful words. Infants are highly dependent on their caretakers during the prelinguistic stage to respond to their communicative cues in order to develop their language skills. Moreover, parents and caretakers generally speak to young infants in a high-pitched tone with a lot of repetition and a slower rate than in ordinary adult communications. They also limit the conversation to objects that the child can hear or see in his immediate environment. This type of language form has been coined "motherese" (although fathers and other caretakers use it as well). For example, when talking to a 5-month-old child on his first trip to the zoo, a caretaker might stop and point at the lion cage and say, "That´s a LION! L-iii-ooo-nnn. Do you see the big loud liii-oooo-nnn? He´s roooaring. GRRRRR! Can you say liiioooonnn?" If the baby starts to fuss and wiggle instead of responding as hoped for, the caretaker might continue with the motherese and say, "Oh, are you HUNGRY?" I can tell that you are hunnnnngry. Do you want your ba-ba (bottle)? Oh yes you DO!"

Plasticity

-Happens Wherever Neuro-processing Occurs -The brain's ability to be molded occurs in our brains throughout our lifetime. -Plasticity works throughout the brain -Plasticity Happens Wherever Neuro-processing Occurs The brain's ability to be molded - its plasticity - is the result of many different, complex processes that occur in our brains throughout our lifetime. Plasticity works throughout the brain not just in the normal processes of learning and adaptation (most obvious in the early developmental years, though continuing throughout life), but also in response to injuries or diseases that cause loss of mental functioning.

Sensorimotor Stage: Lots of stuff is happening

-Key Terms: -Perception -Distancing -Representation -Table 3.3 p. 69 Three Concepts and Three Behaviors -Table 3.4 p.73 -Each stage builds on the preceding stage so that development is a continuing process of qualitative changes in a person's schemata. The six substages of the sensorimotor stage prepare children for the challenges and expressive opportunities inherent in speech and language development. We need to consider how perception works with cognition in helping establish a foundation for language. Perception refers to the processes by which the person selects, organizes, integrates and interprets sensory stimuli. -Distancing is a basic perceptual principle affecting those cognitive changes that apparently precede and lay the foundation for language acquisition. This principle allows children to relate to stimuli from a greater and greater distance and ultimately moves the child's experience with her environment from her hands and mouth to her brain. Language represents the ultimate perceptual distance. The ability to use words in place of things is called representation. -Three concepts and three behaviors that Piaget believed are central to increasingly advanced intellectual functioning as children change. See Table 3.3 on p. 69 for a summary of the development of each concept and behavior throughout each substage. -Concepts: object permanence, causality, means/end -Behaviors: imitation, play, communication

What Types of Input Support the Language Learning System?

-Kinds of input that drive language development after birth, as children grow and develop

Language Sample

-Language samples are by definition an example in time of the child's meaningful verbal output. -A language sample is a way to assess expressive language. -It has been suggested that the spontaneous language sample is the centerpiece of child language assessment.

Expressive Language: Babbling

-Marginal babbling (5 mos) -Canonical or Reduplicative babbling (6 mos) -Echolalia (8-12 mos) -Variegated or Nonreduplicated Babbling (11-12 mos) -Jargon (11-12 mos) By about 5 mos. The child begins something that is called Marginal Babbling. This is single syllable production that contains a consonant-like and vowel-like sound. True babbling begins about 6 mos. Reduplicative Babbling /mamamama/ Between 8 and 12 mos. Echolalia begins. Echolalia is the immediate, parrot-like imitation of sounds, syllbables, or words produced by someone else. In the months and years to come this imitation ability becomes increasingly important for langauge acquistion. Deaf infants sound very much like hearing infants, up to this point. That is to say that they use Reduplicative Babbling, but they do not use echolalia or another type of Babbling called Varigated Babbling Variagated Babbling--occurs and lasts anywhere from 9 mos. to 18 mos. Instead of simply repeating the same syllbale--like she did with Reduplicative Babbling--she is now producing a succession of syllables that differe from one another. /magidaba/ Jargon Babbling--the incorporation of intonation patterns in the babbling. The child produces the rhythm, stresses, rate variations, and intonational contoures of her langauge. She will not produce her first conventional first words until she is about 12 mos. of age.

What do Infants Bring to the Task of Learning Language?

-Nature versus nurture •Most theories of language development lie somewhere in between the nature and nurture ends of the continuum

Biology

-Nervous system-changing nature -As we continue to learn, our brain continues to adapt. -functional brain imagining techniques - fMRI -Neuroscientific perspective -Educational perspective There have been many studies that document the changing nature of the nervous system. As we continue to learn, our brain continues to adapt. The plasticity of the brain becomes apparent as we learn new skills and information. This has been accomplished because of functional brain imagining techniques - which can view changes that occur in the brain. From a neuroscientific perspective, the mechanisms of neural plasticity associated with skill learning can be examined. From an educational perspective, considering reading in the context of biological plasticity, learning, and the acquisition of expertise opens the potential for optimizing instructional approaches. In other words, this research helps to make better instructional strategies for teaching children reading.

Biology

-Neurological Plasticity is also know as the self-organizing neural network. -This is the ability of the brain to change as individuals learn. -Humans not only have the neural mechanisms that support language and use, these abilities are genetically transmitted to our children. -Psycholinguistic researchers in the 20th and 21st centuries have uncovered compelling evidence about how the human brain is specialized for both the processing and the production of language. -The human brain also has a dynamic ability to change constantly as individuals learn, an ability also known as plasticity.

Synaptic Pruning

-Neuroplasticity = two directions 1) deleting old connections 2) enables the creation of new ones. -Ability to learn and to remember - closely tied to the pruning process -Neuroplasticity can work in two directions; it is responsible for deleting old connections as frequently as it enables the creation of new ones. Through this process, connections that are inefficient or infrequently used are allowed to fade away, while neurons that are highly routed with information will be preserved, strengthened. -Closely tied in with the pruning process is our ability to learn and to remember. While each neuron acts independently, learning new skills may require large collections of neurons to be active simultaneously to process neural information; the more neurons activated, the better we learn.

Nelson's First fifty 50 words 4.7 page 163

-Nominals- words used to refer to things -Generals- words used to refer to all members of a category. EX: Ball, milk, girl, he -Specific- words used to refer to only one exemplar of a category. EX: mommy, pepper -Action words- words that describe, demand or accompany action. EX: Go up look -Modifiers- words that refer to properties or qualities of things or events. Big, hot, there, mine -Personal social- words that express affective states and social relationships. EX: No, want, please -Functional- words that fulfill a solely grammatical function. EX: what, for -Kathrine Nelson=s classification of first words. - grammatical point of view Kathrine Nelson studied 18 different young children and found that they produced a variety of different types of words in their early vocabularies. Nominals--words used to refer to things. Generals--words used to refer to all members of a category. 51% Ball, milk, girl, he Specific--words used to refer to only one exemplar of a category. 14% Mommy, Pepper Action words--words that describe, demand or accompany action. 13% Go up look Modifiers--words that refer to properties or qualities of things or events. 9% Big, hot, there, mine Personal-social--words that express affective states and social relationships. 8% No, want, please Fucntional--words that fulfill a solely grammatical function 4% what, for Modifiers, Personal-social, and Functional words accounted for much less of the child's early speech than the Nominal and Actions Words. Not all children are the same. Some children in this stage are"noun lovers" and some are "noun leavers."

Speech is the oral expression of language and is a highly complex physiological process requiring the coordination of respiration, phonation, resonation and articulation. Speech also includes suprasegmental aspects, including the production of stress on certain syllables, intonation, pitch, phrasing and rate.

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Social-Interactionist (Vygotsky)

-Nurture inspired -Language emerges through social interaction -Language skills move from a social plane to a psychological plane -Language and cognition are intertwined and become separate capabilities around age 2 years -Zone of proximal development -ZPD - difference between a child's actual developmental level, as determined by independent problem solving, and the level of potential development, as determined thru problem solving in collaboration with a more comptetent adult or peer. Mom and child, talking about rhymes in a storybook. Mom asks child What rhymes with cat on this page?, child no response, but, when mom gives c Social Interaction: Communication interaction central to the acquisition of language. Is tied to joint visual attention and desire to imitate other's behavior and speech. Concepts: Infant-directed talk or " motherese" - use of content words in isolation between mothers and infants, increased pitch, talking about objects and events in the here and now. Helps infants to extract the important info and to develop a link between speech and objects and events Coordinating attention: focus attention to specific objects by pointing or showing Parent-child communication routines: scripts - predictable patterns, helps the child anticipate role in interaction and build pragmatic skills Sociocultural Principles: (Vygotsky) children construct knowledge through social interaction. Concepts: Zone of Proximal Development (ZPD)- competence with minimal assistance. Area between where the child can perform independently and what is unable to do. (Kaderavek and Justice, 2004) Example: Child three words that rhyme, cat, fat, mat, child can produce a rhyme, rat.

Dynamic Systems Theory

-Person + Context= Variability -page 95 -According to the dynamic systems theory, the uniqueness of each child and his environment is particularly important in development of cognition. The real-time interactions of all the components of the child and his environment have an additive effect where context-specific interactions in the past and present set up the conditions for subsequent interactions. -The shape bias explains that young children generalize novel names to new instances that match in shape, which helps children learn new words.

Reliability vs. Validity

-Reliability is the concept of collecting a language sample that is a true representation of what the child is able to do. -Validity is the concept of getting a language sample that truly provides a glimpse of the full range of a child's language skills.

Vygostky Believed

-Scaffolding is the temporary support that adults or more capable peers use to help a child learn a task. -When the child has completely learned the task the temporary support or scaffold is no longer needed. -(Papalia, et al, 2011, pp. 34 & 270)

The effect of environmental experiences on the brain

-Sensory deprivation - is a classic example of brain plasticity. -Learning novel information or new skills also brings about plastic changes in brain structure and function. -Procedural or skill learning occurs implicitly (inherently) as contrasted to declarative learning, which requires conscious awareness of what is being learned -Sensory deprivation - is a classic example of brain plasticity, often deprivation of one modality affects the development of intact modalities both behaviorally and neurally. Learning novel information or new skills also brings about plastic changes in brain structure and function. Procedural or skill learning occurs implicitly (inherently) as contrasted to declarative learning, which requires conscious awareness of what is being learned

Where does language come from?

-We have evidence that the development of language has its roots in both biological and environmental influences. -Nature vs Nurture -We have evidence that the development of language has its roots in both biological and environmental influences. Nature vs Nuture Thought processes that are unique to ourselves Speech home project - Deb Roy - birth of a word Ted Talk 20 minutes

Executive Functions

-Set of control processes allowing for -Maintaining attention -Inhibiting irrelevant associations -use of working memory -planning -Theory of Mind, Table 3.7, p.107 -Executive functions refer to a set of control processes in the human brain that allow us to maintain attention, inhibit irrelevant associations and use working memory. Interrelationships between executive functions, language and academic skills are complex and not well understood, but associations have been made between executive functions and social competence, moral conduct, school readiness and theory of mind. -Attention and memory co-occur in any learning situation and language is highly associated with attention and working memory. Difficulties in controlled attention and working memory result in poor performance when attention must be divided. -Research about the relationship between bilingual experience and executive function indicates that bilingual children are more advanced in their ability to focus attention in the presence of competing information. The development of executive function and language have been associated with advances in theory of mind. - understanding of the mentalworld - -There is some evidence that bilingual speakers have advanced theory of mind in comparison to monolingual preschoolers. Cookie monster - self-regulation song

Key Points to Remember

-Speech is the oral expression of language. -Speech and language are integrated parts of the same process in the same way that pictures and sounds are integrated parts of television. -No matter how much we discover about the abilities of other animals to communicate, we remain convinced that no animal has a communication system as powerful as human language.

Piaget's Cognitive Stage Theory

-Stages in Development from Infants -Young Adults -Sensorimotor: birth to two years -Preoperational : 2 -7 years -Concrete operational: 7 -11 years -Formal Operations: 11 -15 years -Piaget's theory suggested that development has an endpoint. (Papalia, et al, 2011, p. 30) -Piaget described four stages of intellectual development from birth through late adolescence: sensorimotor intelligence, preoperational thought, concrete operations, and formal operations. -Each stage builds on the preceding stage so that development is a continuing process of qualitative changes in a person's schemata. -Sensorimotor - most cognitive learning is done reflexively and motorically, cog learning takes place rapidly, how is a 2 year old different from an infant? -Preoper - most rapid period of lang dev, thinks conceptually, is able to categorize things and solve physical problems -Concrete - abiltity to think logically, can deal with both concrete and physical problems, places stimuli into categories based on order and levels -Formal - cog abilities become fully developed, abstract thinking, solve mental problems, develop and test mental hypotheses, reasons and thinks logically

Zone of Proximal Development

-The gap between what (a child) can do alone and what a child can do with help from adults or peers who are more capable than the child. (Papalia, et al, 2011, p. 34 & p. 270; Riddle, 1999) -Vygotsky believed that children learn how to do things, and they learn how to process their thoughts in ways that appropriately reflect the culture in which they live, by interacting with adults who already know how things should be done and how to think in ways that are culturally acceptable. These tasks fall into what is called the zone of proximal development. -Within this zone are those tasks with which the child needs help, and the help typically comes in the form of language. Researchers have identified at least two attributes of these dialogues they believe are crucial in transferring the adult's cognitive competence to the child's cognitive development: intersubjectivity and scaffolding.

Interactional Environment

-The interactionist's view suggests that children learn the language form in a piecemeal fashion across many years, with a co-occurring accumulation of vocabulary. -This gradual growth in language occurs through meaningful interactions between the child and those who communicate with her in everyday activities. -The most current view of language learning is a combined approach in which biology and participation in the native linguistic environment work in tandem for language growth. Evidence supporting interactinsts viewpoints shows that children learn the language structure (grammar) in a peicemeal fashion across many years, with a co-occurring accumulation of vocabulary. This gradual growth in language occurs through meaningful interactions between the developing child and those who communicate with her in everyday interactions. Further, we know that there are wide variations in the rate of language acquisition among children, even though they follow a predictable path. It is also clear there are several ways in which particular aspects of language can be impaired. Discuss ways that speech /language could be impaired.

Jean Piage Theory

-There is an end point to cognitive development- birth to adolescence -A child acts on his own environment for learning -Child's solo mind -Hands on activities aid in learning -A child constructs his/her own knowledge

Today's View Point

-Time frame: On Target -Recent research: children exhibit cognitive abilities much earlier than Piaget indicated -Genetically predetermined vs innate perceptual abilities vs environmental contact -Table 3.6, p. 86 -Piaget did not have access to modern research methodologies, so his theories were based on observations. Today's researchers have tried to verify Piaget's observations about what happens during the sensorimotor stage and when. There is consensus that Piaget's general time frame for the maturity of cognitive abilities is, for the most part, on target. Results suggest that children exhibit some cognitive abilities at much earlier stages than Piaget indicated. It seems fair to conclude, based on recent research evidence, that early knowledge is not the product of sensorimotor experiences only, that some cognitive abilities are genetically determined, and that others may be influenced at least as much by innate perceptual abilities and experiences as by direct environmental contact.

Private Speech= Self-talk or Egocentric speech

-Vygotsky believes that human children are born with fundamental cognitive and perceptual abilities, including capacities for memory and attending. The nature of cognitive development changes radically, however, as soon as the child can mentally represent the environmental phenomena he is experiencing. -This mental representation includes, as a primary component, language. Once private speech is developed, the child's mental abilities will be shaped into the higher-order cognitive processes on an intelligence that clearly separates human beings from animals with lesser cognitive abilities. -Piaget referred to this self-directed talk as egocentric speech, which he believed is nonsocial and relatively purposeless. Vygotsky believed that when children speak to themselves, they are guiding themselves through their actions. Private speech is a first step toward more elaborate cognitive skills. As the child gets older, the nature of self-directed talking changes. The weight of the research evidence relative to self-directed talking comes down heavily on the side of Vygotsky.

On The One Hand There's Nature, On The Other, Nurture

-While genetics certainly play a role in establishing the brains plasticity, the environment also exerts heavy influence in maintaining it. -Our genes have, at birth, laid down the basic directions for neurons to follow along this roadmap, and have built its major "highways" between the basic functional areas of the brain. -Environmental influence then plays the key role in forging a much denser, more complex network of interconnections. -While genetics certainly play a role in establishing the brain's plasticity, the environment also exerts heavy influence in maintaining it. Our genes have, at birth, laid down the basic directions for neurons to follow along this roadmap, and have built its major "highways" between the basic functional areas of the brain. Environmental influence then plays the key role in forging a much denser, more complex network of interconnections.

Piaget Theorized

-a child acts on his own environment for learning -..."the (child's) solo mind taking in and interpreting information about the world..."(Papalia, et. al., 2011, p. 34) -Therefore constructing his/her own knowledge

Children Age 2

-blocks -pull and wind up toys -dolls -dishes

Language Use

-communicate intentionally -Communicate intentionally Attention seeking to self Attention seeking to events, objects or other people Requesting objects Requesting attention Requesting information Greeting Transferring Protesting/rejecting Responding/acknowledging Informing

In addition ...

-document a child's abilities at a particular point in time. :compare to typical peers -describe the nature and extent of the child's progress as an outcome of intervention -Researchers use language samples to select children who qualify for studies about language acquisition.

Piaget also believed

-hands-on activities also aid with learning future complex skills -(Again, children will repeat these activities in order to gain understanding of them.)

Communication to get things done- early use (pragmatics)

-intentionally -pointing -imitation -presuppositions -Between birth and about 8 months old, child is responding in a reflexive manner to the environment. This is considered the perlocutionary stage. Around 8 months, infant begins to demonstrate goal-directed behaviors, then start responding to caregivers interactions. So about 8 mos, begin the illocutionary stage - child starts to initiate interactions, use of gestures along with vocalizations. This leads to the beginning of expressive language development. So at 12 months, begin the locutionary stage, where first words are starting to be produced. Intentionality - gestures that are used to signal intent, diectic gestures - call attention to or indicate an object or event (like - similar to the phrase, it's right here/ ), eye gaze is used, as well as reaching, pushing away, giving an object , pointing, waving, showing Representational gestures - signify some features of an object or its function - such as pretending to eat with a spoon, waving bye bye, occur at about a year old Imitation - may give us information about how an infant is aware of the mental state of others First 6 months - imitate bodily movements, including facial gestures 6-9 mos - imitate simple actions of the model on objects 9 mos - deferred imitation - imitate an actions after a period of time 10 mos - completes the actions of the model in an unsuccessful action demonstration 9-12 mos - produces novel and combined actions sequences Pointing - use these gestures to communicate in social situations Protodeclaritive - when a child points to the objects or events of focus - joint attention - by the child or adult - point to a bird in the sky, look at that bird Protoimperative - gestures the child uses to control or manipulate the behaviors of others - point to a cookie on the counter, saying, give me that cookie. Or pushing something away for mom to take a yucky food away Presuppositions - the assumptions that the speaker makes concerning what the listener knows about the subject of the conversation. In other words, the child is only giving information to a listener that she thinks she needs to know because she is assuming the listener knows something about it, pushing a car and only saying go, child assumes the adult knows that the object she is making go is a car. This happens because these young children can only talk about the here and now. Si oresupp are starting to take some shape when children start to develop their first words.

Psycholinguistics/ Innate Theory

-language is innately human, acquired through biological maturation rather than learned over time." -When Noam Chomsky introduced his work a few years after Skinner, a new perspective on language was introduced. Briefly, Chomsky (1969) questioned the behaviorist theories on the basis of several observations. First, he noted that since most children speak relatively well before the age of 5, there must be something at work inside their minds beyond differential reinforcement from adults. Chomsky pointed out that children raised in environments where few were systematically reinforced, for example, learned the language of their community and still acquired language at relatively the same pace and steps as children growing up in other environments. This was true even for children raised in families where parents did not explicitly teach the dominant language (e.g., immigrant families). Chomsky also noted that children´s use of language indicated that they acquired grammar following certain rules (e.g., saying foots instead of feet) rather than imitating what they heard (MacFarquhar, 2003). Finally, Chomsky observed that language acquisition is uniform across languages. As a result of these observations, Chomsky emphasized humans´ inborn biological ability to learn and generate complex language, opposing the idea that a child´s mind is simply a tabula rasa or a blank slate (Richard-Amato, 1996) that needs external reinforcement to develop language. Instead, according to Chomsky, language is innately human, acquired through biological maturation rather than learned over time. Thus, he replaced the term language learning with language acquisition. Chomsky (1966) introduced the notion that we all have a built-in cognitive system in our brains similar to a language organ that explains our ability to store highly complex language structures. He referred to this system as a language acquisition device (LAD).

Perception

-processes by which a person selects, organizes, integrates and interprets the sensory stimuli received -Perception cannot be completely separated from cognition. -McGurk effect - conflict between: auditory + visual information -Perception refers to the processes by which a person selects, organizes, integrates and interprets the sensory stimuli received. Perception cannot be completely separated from cognition. -Children perceive sensory information and store and use those characteristics, such as shape, when responding to new experiences. Visual and tactile stimuli play a great role in establishing the bond between adult and child. -Vision is the first sensory system children control. Some have concluded that the child is genetically preprogrammed for visual coupling with his mother while being fed, and infants show strong interest in the human face. There has been much speculation about what joint attention might suggest about bonding in the child/caregiver relationship. -Research has shown that as infants, children with autism frequently show disturbances of visual attention and gaze patterning. -Children seem to be especially attracted to sound, especially the human voice and speech. Research shows that infants show a greater interest in human speech than in other noises. Newborn infants have significant perceptual abilities, including the ability to distinguish between speech and non-speech sounds, a preference for speech, recognization of his mother's voice very early, and awareness of differences between sounds to which he was exposed while in the uterus and sounds to which he was not exposed. Children and adults use both auditory and visual information to determine speech sounds, although language experience impacts auditory-visual speech perception. The McGurk effect allows for an example of this relationship. Occurs when there is a conflict between visual speech, meaning the movements of someone's mouth and lips, and auditory speech, which are the sounds a person hears. It can result in the perception of an entirely different message. exampe: It's pretty easy to spot a badly dubbed foreign film: The sounds that you hear coming out of the actors' mouths don't seem to match up with the movements of their lips that you see. In other words, even when our vision and hearing are being stimulated at the same time during the film, our brains do a really good job of picking up on which lip movements go with which speech sounds.

Concepts that underlie cognitive organization

-schema -assimilation -accommodation -equilibrium -Jean Piaget came to understand that many actions of living creatures are adaptations to their environments and that these actions help creatures organize their environments. According to Piaget, four basic concepts underlie cognitive organization: schema, assimilation, accommodation and equilibrium. Humans continually use assimilation and accommodation to accept new stimuli, reshape existing schemata and create new schemata throughout their lives.

What are the 3 Major Domains of Language?

1) Form -Morphology -Phonology -Syntax 2) Content -Semantics 3) Use -Pragmatics

Chapters

1-5

The Speech Chain 6 steps

1. The speaker sorts through his or her thought, decides which of these thoughts to express, and makes some decisions about how to express the. Happens very quickly. We decide this right before we respond. 2. You as a speaker put your message into language form by going through your mental dictionary, called a lexicon, to pick out the right words to say. In this step you also put them in the right order. This is also a quick step Have you every messed up? Results spoonerism. 3. The brain sends instructions in the form of neural impulses, to the muscles of speech. These include respiration, larynx, oral muscles. 4. The creation of the sound waves we call speech. 5. The listeners hearing mechanism is activated.. 6. The listeners brain analyzes the acoustic information received by the ear. The speech chain is an explanation of how two different brain connects Speech chain activity--

Prelinguistic Period of Development Stages- Expressive Language

1.Reflexive vocalizations or vegetative sounds (birth to 2 months) 2.Cooing and laughter (2 to 4 months) 3.Vocal play (4 to 6 months) All infants seem to pass through the same stages of vocal development, progressing from reflexive vocalizations to cooing and laughter, vocal play, and canonical babbling and jargon babbling before advancing to early speech. During their first year, infants produce both reflexive (cries, coughs, grunts, burps) and nonreflexive vocalizations (cooing, jargon babbling). All infants seem to pass through the same stages of vocal development, progressing from reflexive vocalizations to cooing and laughter, vocal play, and canonical babbling and jargon babbling before advancing to early speech. (Pages 69-70) Infants' expressive themselves via cries and sighs. These vocalizations are considered to be reflexive—i.e., the child really doesn't control when these vocalizations are make they just happen Cries-- 1. hungry--a repeating pattern loud cry, silience, inhalation, and a resting period often accompanied by sucking noises. 2. Pain--long, loud, and piercing cry that may be followed by silience a few whimpers before shreiking again. 3. Anger is similar to pain. When she is angry she moves a greater volume of air. Vegitative sounds--are also characteristic of first sounds. These include sounds like burping, sneezing, and coughing. By the time she is 2 mos. old. Crying begins to decrease in frequency. Cooing begins. Cooing = the production of vowel like sounds. During this time the child also begins to the cooing-imitation-cooing exchange begins. By 4 mos. Baby is laughing. Tvocal play - he infant's hearing of her own vocalizations takes on increased importance during the babbling stage. Some vocalizations appear to be made for their own sake. Sound play may contain recurring favorite sound sequences, or even early words. A child's jargon vocalizations are delivered with eye contact, gesture and the intonation and prosody of fluent sentences. all languages.

Syntax Combinations

4 Basic Sentence combinations Subject Verb Object Adverbial First Two-Word combinations--Late Stage I. When the child begins to put two words together we can truly say that this is the dawning of syntax. With two word utterances the child is able to make: 1. Declarative statements 2. Statements of negation 3. Primitive interrogative forms Car go = subject + predicate Go fast - phraselike, adverbial Daddy car - phraselike, daddy is used to modify the noun car (daddy's car)

Biology

Beyond the broad areas of specialization in the temporal lobe, such as Wenicke's area, Broca's area, and the primary motor strip in the frontal lobe, neuropsychological and neuroimaging studies have added significantly to our understanding of the complexity and particularities of how animal and human brains respond to nonlinguistic and linguistic information.

Brown's stages of syntactic development table 1.8 page 166

Brown=s stages of syntactic development. Stage MLU 1. There are many attempts to classify children language lead to the delineation of the stages of development. 2. Roger Brown a famous child language investigator traced the development of syntax through five major stages. 3.Brown's stages were based on Syntactic Development. MLU = Mean Length of Utterance. 1. In general, 50 or 100 utterances are considered a sufficient sample from which to generalize about a speaker's overall production. 2. An utterance is classified as either a sentence or a shorter unit of language that is separated from other utterances by a drop in the voice, a pause, and or a breath that signals a new thought. Age MLU I. Semantic Roles and Grammatical Relations 12 to 26 1.0 to 2.00 II. Grammatical Morphemes and the Modulation of Meaning 27 to 30 2.0 to 2.50 III. Modalities of the Simple Sentence 31 to 34 2.5 to 3.00 IV. Embedding of One Sentence Within Another 35 to 40 3.0 to 3.75 V. Coordination of Simple Sentences and Propositional Relations 41 to 46 3.75 to 4.50 MLU is a reliable measure of syntactic ability until age 5. Remember that Brown=s stages are a measure of syntax--that equals form. Hulit, L. M., & Howard, M. R. (1997). Born to talk: An introduction to speech and langauge development. Boston, MA: Allyn and Bacon.

3 interrelated domains

Content Form Use

Classical Conditioning

In classical conditioning, consumers respond to a stimulus in a particular, unconscious way - for example, by salivating when they see a picture of delicious food

Preoperational stage

KEY TERMS -egocentrism -play -symbolic representation -symbolic play

Birth to 2 years: Content: words we use and meanings behind them Vocabulary system, lexicon Form: how we arrange words, sentences, and sounds to convey content Use: language pragmatics, or how we use language in interactions with others in order to express personal and social needs

Major achievements in language -Form -Content -Use

Lexical Measures

Number of different words Type Token Ratio -"reflects the diversity of words used by the child" during a particular language sample" (Owens 2005) - nouns, verbs, adjectives, adverbs, prepositions, pronouns, conjunctions, negative/affirmative, articles, and wh-words -Number of different words in each category, or number of different words divided by total number of words -Typically developing children between the ages of 3 and 8 years have TTRs (Type Token Ratios) of .45-.50" (Owens 2005).

Basic language sample measures - Conversations

Pragmatics Productive measures -Number of utterances -Total number of words Fluency measures -Maze words as % of total words Lexical Measures -Number of different words -Type token ratio Morphological/Syntactic measures -Mean length of utterance -% of grammatical morphemes Although, not a "language" measure - Intelligibility, articulation -% = Number of words understood divided by number of words total

Bridge to first words:

Protowords or Vocables: -invented by children to signify a particular object or action -Occurs around 9 months of age, are consistent sound patterns that functions as words for them. Are imitations of environmental sounds and are not based on adult words. Examples - "ooo ooo" for juice, may be accompanied by gestures. "eee-eee" to be picked up. Vocables (aka—protowords)—these are phonetically consistent forms used for an object/person/actoin. Vocables may occur right before first words emerge. Maybe before and slightly after produces her first words she may use something called vocables. These are phonetically consistent form for an object. These are unique productions that the child creates and really cannot be identified as a word. Gee for kitty. Dedwa for mother. The developement of function--the purpose of communication.

How do babies perceive sensory information?

SENSES: -Smell -Sight -Hearing -Touch -Taste

Bloom's first word classification page 163

Substantive words - refers to classes of objects and events - agents - Mommy, dada, doggie - objects - (eat) cookie, (drink) milk • •Relational Words—refer to actions or states of being that can affect a variety of categories. •the appearance or disappearance of objects •the existence or nonexistence of objects •the characteristics of objects •the location of objects •to note possession of one object by another -First word classification - largely semantic in orientation because her emphasis was on the meaning of words Lois Bloom=s classification of first words. Substantive words Relational words 1. Substantive words. This type of word refers to classes of objects and events, such as Mommy, cookie, sit, etc. Substantive words can be divided into 2 more categories based on action. Those words referring two things which cause action are called agents. Those words which identify things receiving action are called objects. 2. Relational words. These words reflect the child's understanding of object permanence and causality. Relational words refer to actions or states of being that can affect a variety of categories. Relational words are most typically used to refer to the appearance or disappearance of objects , all gone the existence or nonexistence of objects, here the traits or characteristics of objects, pretty, big the location of objects and to note possession of one object by another. On, under The other type of word that refers to some aspect of common behavior among objects or events. These words more, no, stop, bye-bye, and allgone. 1. Children tend to use a large number of substantive words. Those words that refer to classes of objects and events. 2. They use relatively fewer numbers of Relational words. Those words that refers to some aspect of common behavior among objects or events. Overextention and Underextention 1. We cannot assume that young children mean the same thing as we do when they use a word. 2. When children use a word they sometimes either overextend or underextend word meaning. 3. An overextention occurs when the child uses a word ot refer to objects or events that are not part of the adult category for that word. Go-go might refer not only to a wider range of motions, but also to objects that move. Might use the word night-night to refer to darkness as well as go to sleep. When a child assimilates horses, pigs, cows, elephants, and probably all other animals with 4 legs into the diggie category this an an example of overextention. 4. Underextention refers to the child's use of a word to represent a more restricted category than the adult use. For example the child might refer to the family dog, Pepper, as doggie, and all other dogs as something else. The word cookie might be used to only refer to a chocolate chip cookie and if it is an oatmeal cookie the it is not a cookie.

6 Perceptual Abilities for Speech and Language Development

The ability to 1.attend to specifically to speech. 2. discriminate speech sounds. 3. remember a sequence of speech sounds in the correct order. 4. discriminate between sequences of speech sounds 5. compare a sequence of speech sounds to a model that has been stored in memory. 6. make discriminations among intonational patterns -1. The ability to attend specifically to speech sounds. Infants show a greater interest in human speech than other noises. Infants prefer their own mother's voice to that of other women's voices. Sucking rate controlled mother's voice over another woman's voice. In a study by DeCasper & Fifer they sought to determine if one day old infants preferred their mother's voice over that of other female voices. Subjects were 1 day old infants Baseline rate of non nutritive sucking was made. Each child's mother was recorded reading a story on the same day. The, a computer was programmed to play the mother's voice every time a neonate sucked with a longer (or shorter) than normal interburst interval (time between sucks), and another mother's voice when the intersuck interval was shorter (or longer) than the baseline. These newborn infants were thus in complete control of their listening material. DeCasper and Fifer found that they electively sucked at rates that exposed them to their own mother's voice significantly more often than to the voice of another mother. 2. The ability to discriminate between speech sounds. Molfese & Molfese's study speech sounds and ERP's Werker and Tees (1984) Purpose: To examine when infants lose their ability to dicriminate between speech sound that do not occur in English. Subjects: Ages from 6 tp 12 mos. Results: Those between 6 and 8 mos. had little difficulty discriminating non English speech sounds. 8 to 10 mos. had more difficulty. 10 to 12 mos. had the most difficulty. It appears that the child's environment plays a role in shaping discrimination abilities. Rather than expanding these abilities the child's environmental experiences make his discriminations more selective, more consistent with the speech sounds native to her language. The older an infant gets the more difficulty she will have in discriminating speech sounds that do not occur in her native language. It is a child's environmental experiences that will shape her discrimination abilities. 4. Discriminating Between sequences of speech sounds. Words are sequences of sounds. Within the 1st 6 mos. Infants can discriminate among sounds and sequences of sounds. Some words are identical except for one sound it is necessary for the child to be able to recognize differences among individual speech sounds. 5. Comparing Sequences of Sounds Stored Models Sometime after 6 mos. she is beginning to understand words. This means that the child is developing an auditory sequence meaning association. This means that the child is developing an auditory sequence meaning association. This sequence-meaning association may not be the same as our sequence meaning association, but that doesn't diminish its significance. 6. Discriminating Intonational Patterns. Intonation = duration, fundamental frequency, intensity. It is thought that is the intonational patterns of speech that help her parse out 1st phrase boundaries, 2nd word boundaries.

Neuroplasticity

The brain's ability to act and react in ever-changing ways is known, in the scientific community, as"neuroplasticity". This special characteristic allows the brain's estimated 100 billion nerve cells, also called neurons (aka"gray matter"), to constantly lay down new pathways for neural communication and to rearrange existing ones throughout life, thereby aiding the processes of learning, memory, and adaptation through experience -The brain's ability to act and react in ever-changing ways is known, in the scientific community, as "neuroplasticity." This special characteristic allows the brain's estimated 100 billion nerve cells, also called neurons (aka "gray matter"), to constantly lay down new pathways for neural communication and to rearrange existing ones throughout life, thereby aiding the processes of learning, memory, and adaptation through experience.

Conversational Partner

Variety of conversational partners interact -Mother and child -Clinician and child Different play sets may result in different results.

Communication

The sending and receiving of information, ideas, feelings, or messages

How theories apply to language

Theories can help to contribute to the understanding of how language develops and how the intervention will help children learn how to communicate effectively

Theories of language development

There are three main theories ¡Behaviorist/learned theory ¡ ¡Psycholinguistics/innate theory ¡ ¡Interactionist/transactional theory -The three main theories of language development are the Behaviorist/Learned Theory, the Psycholinguistic/Innate Theory, and the interactionist/transactional theory. Having a theoretical perspective is important as we consider ways to intervene with children who have language difficulties. Each of these three theories and their key proponents will be discussed separately.

Pragmatics

deals with use of language and the knowledge of the functions of various forms of language—knowing when to use a word or expression for a particular purpose and in a particular social setting

Semantics

is knowledge of word meanings for specific words, categories, and context to determine meaning or to select the appropriate word to convey a thought or idea. In addition to morphology, vocabulary knowledge relies on the components of phonology and semantics.

Speech and language are separate but related processes within the larger process of communication.

true

Syntax

relates to the rules that govern word order in phrases and sentences and this area influences comprehension of oral and written language

Phonology

relates to the sounds of a language and how they are combined to form words and phrases. Phonology impacts meaning in the sense that two words may vary only by one phoneme (individual speech sound) but have very different meaning (for example, consider church and chirp).

Morphology

relates to word structure through units of meaning (morphemes). Free morphemes are freestanding units of meaning--words like pillow and learn. Bound morphemes are units of meaning that are attached to free morphemes, like the suffix -s in pillows and the prefix re- in relearn. Morphology influences phonics, semantics/vocabulary and syntax.

Communication is the sending and receiving of information, ideas, feelings or messages.

true

In people with normal communicative abilities, speech and language are integrated parts of the same process because speech combines phonated and articulated noises and the rule-governed structures of language.

true

Language is a system of abstract symbols and rule-governed structures, the specific conventions of which are learned. Receptive language is thinking through an idea or listening and understanding the language of others, whereas expressive language is the speaking, signing or writing of language. All languages share common components: receptive language, expressive language, pragmatics, semantics, syntax and morphology. Language is an expression of a capacity that is innate in all humans, although each person's capacity to learn language is realized differently according to the specific language to which they are exposed.

true

No matter how much we discover about the abilities of other animals to communicate, we remain convinced that no animal has a communication system as powerful as human speech.

true

The characteristics of human speech can be compared to the other communication systems of animals using the 13 design features of language, which was originally described by Hockett in 1960. Since then, additional features have been identified. §Eight of these features can be found in humans and other species: vocal-auditory channel, broadcast transmission and directional reception, rapid fading, total feedback, specialization, arbitrariness, discreteness and traditional transmission. §Nine of the design features are found in humans and are either rare and limited to nonhumans or exclusive to humans: interchangeability, semanticity and indexicality, productivity, displacement, duality of patterning, recursion, prevarication, reflexivity and learnability. §The speech chain is a 6-step chain that allows the brains of a speaker and listener to connect through communication.

true

We will use a stage view of development to discuss language development from birth through the school-age years. The focus will be primarily on speech and language production, and we will also consider the vital role of comprehension in communication development The child is a communicator from the very beginning of their life - even before intentional communication. Most infants say their first real word at around one year of age. Long before they say their first words, however, infants in the prelinguistic stage begin to develop the ability to communicate through sounds. Even before birth, babies hear speech sounds and are born already accustomed to the sound of their mothers' voices, which they prefer to the sound of other voices. They even prefer the sound of the language they have been exposed to prenatally to the sound of a language they have never been exposed to.

true

Dore's and Halliday's Classifications of First Words

•Halliday's (1975) Communicative Functions - Table 4.4, pg.156 and Table4.5, pg 161 • •Dore's Primitive Speech Acts , Table 4.6, p.162 -Pg 159 Look at Patrick's sample Halliday's - based on interactions between him and his son, allowed for assignment of non-linguistic utterances (table 4.4, pg 156), and functions of single words (table 4.5, pg 161

Dore's and Halliday Classifications of First Words

•Halliday's (1975) Communicative Functions - Table 4.4, pg.156 and Table4.5, pg 161 •Dore's Primitive Speech Acts , Table 4.6, p.162 -Pg 159 Look at Patrick's sample Halliday's - based on interactions between him and his son, allowed for assignment of non-linguistic utterances (table 4.4, pg 156), and functions of single words (table 4.5, pg 161

First words

•Meaningful first words occur around 12 months •By 18 months, child will have about 50 words in expressive vocabulary -Meaningful first words occur around 12 months By 18 months, child will have about 50 words in expressive vocabulary - will be mostly nouns, but also some action words and modifiers, such a big, hot Words are for fairly specific purposes - to name objects, people, request something, control behavior of others, express emotion

First words

•Meaningful first words occur around 12 months •By 18 months, child will have about 50 words in expressive vocabulary -Meaningful first words occur around 12 months By 18 months, child will have about 50 words in expressive vocabulary - will be mostly nouns, but also some action words and modifiers, such a big, hot Words are for fairly specific purposes - to name objects, people, request something, control behavior of others, express emotion

Morphemes

•Morpheme - unit of meaning •Free •Bound Morphemes •Derivational— change the class or category of a word. •Inflectional—change the meaning of words. -Refer to page 124 for listing of all of the different 5. Morphemes are divided into to classifications: A free morpheme--this is a morpheme that can stand alone. A bound morpheme--the unit of meaning that must be attached to a free morpheme to be meaningful. Tie is a free morpheme. -ed is a bound morpheme. un- is a bound morpheme. Tie has 1 morpheme. Tied has 2 morphemes. Untied has 3 morphemes. 7. Bound morphemes can either be derivational or inflectional 8. Derivational morphemes are added to the from to of free morphemes and are commonly referred to as prefixes or are added to the back of free morphemes and are called suffixes. Derivational morphemes change the class or category of a word. slow = adjective slow + -ly = adverb. sad = adjective sad + -ness = noun 9. Inflectional morphemes on the other hand can only be suffixes and change the meaning of words by marking grammatical adjustments for things like plurality, possession, and verb tense. bat = singular noun bat + -s = plural noun 3. For young children several considerations must be made about counting morphemes. For example the past tense of eat. "eat" = present "ate" = past "eat" with a past tense marker (i.e., ate) = 2 morphemes. For young children we wont make that assumption. In fact we will assume that young children learn separate words for the present and the irregular past, and are not necessarily aware of the relationship between the two. Words like "gonna," "wanna," "gimme." For young children would be counted as 1 morpheme.

Two-word combinations

•Semantically •Semantic Relations •Syntactically •Word Arrangement •Pragmatically •Sentence Functions -First Two-Word combinations--Late Stage I. When the child begins to put two words together we can truly say that this is the dawning of syntax. With two word utterances the child is able to make: 1. Declarative statements 2. Statements of negation 3. Primitive interrogative forms

ways to describe first words

•Semantically - Here are 4 ways to categorize First words: •Dore's Primitive Speech Acts •Halliday's Communicative Functions •Nelson's First Fifty Words •Bloom's First Word Classification •Syntactically •Brown's Stage Model -Early Stage I. In this stage the child will be producing one word utterances. Most of the child's first words will be in the form of the following: CV VC CVCV The CVC syllable shape will occur less frequently.

ways to describe first words

•Semantically - Here are 4 ways to categorize First words: •Dore's Primitive Speech Acts •Halliday's Communicative Functions •Nelson's First Fifty Words •Bloom's First Word Classification •Syntactically •Brown's Stage Model -Early Stage I. In this stage the child will be producing one word utterances. Most of the child's first words will be in the form of the following: CV VC CVCV The CVC syllable shape will occur less frequently.

Additional Pragmatic Development in late stage 1

•able to abide by some basic conversational rules of turn taking. •able to maintain a topic for a couple of turns. • Speech Acts: pragmatic mathetic informative -Pragmatic Development in Late Stage I. At this point in the childs development she is now engaging in dialogue. She is able to abide by some basic rules of conversation--turn-taking. She is only able maintain a topic for a couple of turns. We are able to classify the child pragmatic development by classifying her speech acts according to the following functions: 1. Pragmatic--the most basic--the child is using language to get things done. request, demand, satisfy needs, control others behavior 2. Mathetic--the child is using language to learn. comments questions predicts, remembers. 3. Informative--the child is telling things to others that they do not know. Baby tired.

Language Content

◦First true words - around 12 mos ◦3 criteria for a true word: ◦Clear intention and purpose ◦Recognizable pronunciation ◦Used consistently and generalized beyond the original context to all appropriate exemplars -Produce first true word at 12 mos, on average Usually refer to salient people and objects in infants' everyday lives 3 criteria for a true word: 1) Clear intention and purpose 2) Recognizable pronunciation 3)Used consistently and generalized beyond the original context to all appropriate exemplars -Must be able to generalize words to several appropriate cases for them to meet the criteria for a true word.

What are some of the early foundations for language development?

◦Foundations for later language development ◦Infant-directed speech ◦Joint reference and attention ◦Rituals of infancy ◦Caregiver responsiveness -Foundations for later language development Infant-directed speech Joint reference and attention Rituals of infancy Caregiver responsiveness Importance of the environment in language development Linguistic input adults provide Social interactions that infants engage in with others Iinfant- directed speech : Also called motherese, baby talk, and child-directed speech Paralinguistic characteristics: High overall pitch, exaggerated pitch contours, slower tempos (as compared to adult-directed speech) Syntactic characteristics: smaller mean length of utterance (MLU), few subordinate clauses, more content words, fewer function words Discourse features: greater use of repetition, more questions than adult-directed speech Attracts infants' attention and infants prefer it to adult-directed (AD) speech, even as newborns Aids in communicating emotion and speakers' communicative intent Adults might universally modify the prosody (i.e., stress and rhythm) of their speech to infants Contains exaggerated vowels Highlights content words (e.g., nouns, verbs) relative to function words (e.g., prepositions, articles) Places these words on exaggerated pitch peaks at the ends of utterances where infants are likely to remember them Exaggerates pauses, creating a salient cue to help infants detect major syntactic units in speech Rhythm marked by the presence of reliable acoustic correlates of both utterance and phrase boundaries in other languages as well Joint reference and attention: Joint focus of attention or joint attention suggests that the caregiver and child are focusing on the same object or event at the same time. There are 4 Phases to the development of Joint Attention. Phase 1 From about 4 to 6 weeks to about 8 mos. the caregiver directs the infants attention toward an object, person, etc. She does this through the auditory and visual channels. Phase 2 By 7 to 8 mos. The child begins to demonstrate joint referencing by pinting to an object an looking to her caregiver for a response. Phase 3 8 to 12 mos. The child produces gestures, such as pointing showing, and reaching accompained by vocalizaitons. Phase 4 12 mos and up. She is beginning to exercise more control over the topics of his communicative exchanges with other people. Turn taking is inherent in joint focus of attention. Without turn taking and joint focus of attention the foundations for conversation is not there. Adults view infants' interactions as meaningful through the lens of their own culture Adults support infants' expressions in each of the phases until infants can independently master components of social exchange Rituals of Infancy - routines, repetition, these things build vocabulary, anticipation, Caregiver responsiveness - feedback

Language Form

◦Gestures -Pointing -Invented gestures Sounds -Vocalizations -Protowords Gestures -Pointing -Invented gestures Sounds -Vocalizations -Protowords - have consistent sound patterns and are used in consistent situations -When infants begin to use true words, they generally utter these words in isolation for several months before they begin to combine words to make short phrases

Social and Cultural Factors

◦Variables to language learning ◦Race and ethnicity ◦Social class, education, and occupation ◦Region ◦Gender ◦Situation or context ◦Peer group association or identification ◦First-language community or culture Race - person's physical characteristics, such as bone structure and skin,hair, eye color - brown white, or black skin ethnicity - cultural factors, nationality, regional culture, ancestry, language, German, Spanish ancestry SES - lang environment differs in indiv from low SES and high SES, disdadvan as far a wealth, but also optimal opportunity for growth and development 2015 stats, poverty threshold for a 4-person family $24,257 Impact on lang learning - Health factors, such as poor prenatal care, prenatal exposure to substance abuse, limited healthcare, poor prenatal diet, safety factors, overcrowded living conditions, access to illegal drugs and weapons, unsafe environments, educational factors, low educ of caregivers, school absence - migrant relocation, transportation, limited exposure to lang and access to literacy materials

Perception

◦ability to receive and process sensory information -What is perception? It is the ability to receive and process sensory data. As an infant uses the information taken in, he/she develops an understanding of objects, cause-effect, and means-ends, he also moves closer to intentional communication.