C D 329 Week 4

Front 1

why is cognitive growth important in language?

Back 1

Child’s cognitive growth sets the pace for linguistic growth

Front 2

biological basis in human language is

Back 2

in human language this is insufficient on its own

Front 3

when does brain development begin?

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within 18 days of conception

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__________________ within the brain in infants are incredibly important for language development

Back 4

physiological changes

Front 5

when are all neurons developed?

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the end of the second trimester

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what has not occurred when all neurons developed?

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organization of neurons

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fetal development can be altered by environmental factors including...

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maternal use of alcohol, nutrition, tobacco, legal and illegal drugs, disease, radiation, toxin

Front 8

association tracts devoted to speech and language mature by

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matures by late preschool, but some higher linguistic functioning areas are not fully mature until adulthood

Front 9

genes

Back 9

determine where functions will be located

Front 10

fine details

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determined by experience

Front 11

an infant's experiences and interactions help

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organizes the framework of the brain

Front 12

a baby actively contributes to his or her own cognitive growth by

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observing, exploring, experimenting, seeking information

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sensation

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the ability to register sensory information

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touch

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the first sense to develop in utero

Front 15

a fetus is sensitive to sounds and will startle at sounds and movements at

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8 weeks

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the inner ear is formed by `

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20 weeks and a fetus' hearing is functional

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sense of smell is activated in

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utero

Front 18

with moderate stimulation, an infant's attention is

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maintained longer and more frequency when given moderate stimulation

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an infant is more receptive to _________________ when alert

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external stimulation

Front 20

by 2 months, infant exhibits ______________ and can remain unresponsive to some background stimuli

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selective attention

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perception

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using sensory information and prior knowledge to make sense of incoming stimuli

Front 22

a factor of perception

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ability to discriminate differences in incoming information

Front 23

neonates respond to _________ more often

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human voice

Front 24

by 2 months, infant is able to discriminate

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frequency changes

Front 25

by 7 months, infants can discriminate

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intonational patterns and different words

Front 26

visually, infants can perceive blurry human faces at birth and can

Back 26

can direct their attention to faces

Front 27

when can infants recognize their mother's face?

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within few days of birth infants can

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by 2 months, infants prefer

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an "average" face

Front 29

by 3 months, infants can perceive

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can perceive facial differences

Front 30

between 5-8 months, children begin to

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children begin to perceive their own face at

Front 31

increased memory in infants allows

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allows evocation of familiar faces, objects, and sounds

Front 32

infants learn about rhythms of native language while in

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infant learns while in utero

Front 33

at 3 months of age, infants more attentive to

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more attentive to words

Front 34

over their first year, children

Back 34

children lose their ability to perceive contrasts not used in speech around them

Front 35

why is the ability to detect patterns and make generalizations extremely important in language?

Back 35

it is extremely important for later symbols and language rule learning

Front 36

by 5 months, most children

Back 36

respond to their own name, and within another month respond to mommy and daddy

Front 37

by 8 months, children begin to store

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store sound patterns for words

Front 38

motor control

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muscle control and sensory feedback that informs brain of the extent of that movement

Front 39

newborn movements consist of

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jerks and random movements, most involve automatic, involuntary motor patterns called reflexes

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reflexes

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automatic, involuntary motor patterns

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some reflexes disappear or

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are modified by 6 months

Front 42

newborns produce predominantly, production of both decrease with maturation

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reflexive (fussing and crying) and vegetative sounds (burping and swallowing)

Front 43

crying helps a child become

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accustomed to airflow across the vocal folds and to modified breathing patterns

Front 44

3 month olds produce more speech like

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syllabic vocalization and vocalize in response to speech of others

Front 45

by 4 months, better

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better tongue control, tongue protrusion is observed

Front 46

by 5 months, CV syllable vocalizations, and to lesser degree VC syllables, replace

Back 46

they replaced single phoneme vocalizations (primary vowels)

Front 47

babbling

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sound units infant produces at 5 months, vary volume, pitch, rate to attract attention

Front 48

increase in oral cavity size and further development of discrimination to touch, pressure, and movement in tongue tip and lips result in

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result in increased variety of sounds heard

Front 49

children as young as 6 months can produce at least

Back 49

can produce at least three clearly recognizable vowels (/l, u, ae/)

Front 50

Reduplicated Babbling

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long strings of CV-CV syllable repetitions, self-imitations without true intention in communication, initially used

Front 51

plosives, nasals, glides constitute

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80% of the consonants in infant vocalizations and first 50 words of English-speaking children

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echolalia

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used between 8-12 months, immediate imitation of another speaker (nana for banana without associating sound with actual referent)

Front 53

Variegated Babbling

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combine variety of CV sequence, no longer simply reduplicative, and intonation is speech-like

Front 54

by first word, infants produce

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one- and two-syllable utterances

Front 55

Jargon

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long strings of unintelligible sounds with adult-like prosody and intonation, around the same time as variegated babbling

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a child's babbling gradually comes to resemble

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resembles the prosodic patterns of native language

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phonological representations

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consists of phonemes and syllable structures of native language that are stored in brain after repeated exposure

Front 58

variation in linguistic complexity changes

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motor organization to meet these demands same as chewing and jaw movement

Front 59

motor development is part driven by

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part driven by the requirements of the tasks such as babbling and chewing

Front 60

auditory feedback from their own sound production allow them(infants) to

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motor and adjust the vocal tract as they vary their sound production

Front 61

both biology and experience contribute to

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determining development and enabling language

Front 62

genetic contributions set the brain up for

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set up brain for development but require environmental input

Front 63

gene expression can disrupted by

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mutations and prenatal environmental influences, resulting in long-term disturbance of neuron differentiation and behavioral development

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the cortex is

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"plastic", meaning capable of reorganizating itself

Front 65

developmental timing

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when brain is receptive to certain input and to changes in brain as the result of learning

Front 66

the onset and sequencing of brain development represents

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represents genetic and environmental effects

Front 67

foundation of brain architecture are established early in life by

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established early in life by interaction of genetics and environment

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when a child hears speech sounds over and over

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when neurons in the auditory system stimulate "connection" in the child's auditory cortex in the temporal lobe

Front 69

a child constructs auditory mental maps from

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constructed from phoneme heard in environment

Front 70

changes in experience have a greater impact on

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greater impact on younger brain than older brains

Front 71

early learning lays a foundation

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a foundation for later learning, like building a house

Front 72

later development is not able to overcome the damage of

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early deprivation or poor neural development, but there can be some improvements with early intervention

Front 73

infants with better memory are better at

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encoding, storing, consolidating, and retrieving representations of objects and events (banana = phone), skills fundamental to language development

Front 74

infants with better recognition and recall are

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are better able to link words with referents

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infants with better working memory are able to

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able to hole more information while they segment the auditory stream into meaningful units

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better recognition and recall at

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12 months

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predict better language skills at

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36 months

Front 78

organizing incoming information is essential because

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a child is constantly exchanging information with the environment and could easily overload the cognitive system

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in memory, patterns become

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better organized over time, leaving more capacity for other information

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rehearsal

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information is placed in long-term storage and maintained by repetition

Front 81

as memory becomes less context-bound,

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a toddler can use objects and symbols in novel ways

Front 82

with maturation and repeated exposure to the environment in processing speed,

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working memory expands and information processing becomes more automatic

Front 83

infants with better attention will

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acquire language more quickly

Front 84

for attention, infants are better able to

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follow gaze, engage in joint or shared attention, and track referents

Front 85

joint or shared attention is found when

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two individuals (mom and infant) attends to the same thing (toy)

Front 86

ability of an infant to focus on something while his mother discusses or manipulates is important for

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important for learning and may be a precursor of focusing on a conversation topic

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mental maps

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concepts linked in related stored information in complex webs

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readjusting categories is a form of

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learning based on environmental input

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use of concepts frees

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cognitive resources for higher order of functioning

Front 90

memory is important for retention and integration of input to

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to map or form representation of the entire word connecting semantics and phonology and to retrieve that representation

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acoustic information like

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activates a semantic representation of the entire word

Front 92

learning

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ability to learn new tasks and retain learning increases with age

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learning context

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extremely important for retention, especially for very young infants

Front 94

schemes

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cognitive structures used for processing incoming sensory information, experience refines schemes

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cognitive development

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the result of organization and adaptation

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organization

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tendency to systematize or organize processes into systems

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adaptation

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function or tendency of to change in response to the environment

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equilibrium

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state of cognitive balance (harmony) between incoming stimuli and cognitive structures, it's the driving force of cognitive biological changes

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assimilation

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the use of existing schemes to incorporate external stimuli

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accommodation

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transformation process in response to external stimuli that do not fit into any available scheme and, therefore, cannot be assimilated

Front 101

new or modified structures are created and used to

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used to aid comprehension of the environment

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caregiver provides

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opportunity for learning without direct instruction

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caregiver maintains interactional dialogue with infant by

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by modifying their own behavior

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6 techniques mothers use to creative opportunities for their children to participate by

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phasing, adaptive, facilitative, elaborative, initiating, and control