Chapter 5 Comd 2500

Front 1

What is an infants speech perception ability?

Back 1

Their ability to devote attention to prosodic and phonetic regularities of speech

Front 2

Prosodic Regularities include -

Back 2

Frequency, duration, stress and intonation

Front 3

What is frequency

Back 3

Pitch of sounds

Front 4

What is duration

Back 4

Length of sounds

Front 5

What is stress

Back 5

The prominence placed on certain syllables of multisyllabic words.

Front 6

What is intonation

Back 6

The prominence placed on certain syllables, but also applies to entire phrases and sentences

Front 7

How do infants use prosodic regularities to segment the speech stream?

Back 7

by becoming familiar with the dominant stress patterns of their native language.

Front 8

What stress to infants learning english prefer?

Back 8

strong-weak patterns

Front 9

phonetic detail of speech include what?

Back 9

phonemes

Front 10

What did the Stager and Werker study conclude about infants (8 months old)

Back 10

they are trying to learn simple sound distinctions and are more sensitive to changes in phonemes.

Front 11

Infant's ability to to notice fine phonetic detail is limited to their native language. T or F

Back 11

False

Front 12

Researchers suspect that discriminating nonnative contrasts may be a a ________-________ ability

Back 12

domain general

Front 13

Infants' ability to differentiate between permissible and impermissible sound sequences in their native language is present by about how many months?

Back 13

Nine months

Front 14

Children's perceptions of speech is what?

Back 14

Categorical

Front 15

what is voice onset time?

Back 15

interval between the release of a stop consonant and the onset of vocal cord vibration

Front 16

infants can distinguish between purposeful and accidental action by how old?

Back 16

4 months

Front 17

the ability to group items and events according to the perceptual and conceptual features they share is called....

Back 17

categories

Front 18

What are the 3 levels of categories?

Back 18

superordinate, subordinate and basic

Front 19

what is the superordinate level?

Back 19

the most general concept in a particular category (food, clothing)

Front 20

Are superordinate level words first or later in learning?

Back 20

later

Front 21

what is the subordinate level?

Back 21

describe specific concept in a category (pinto, black, garbanzo for beans)

Front 22

What is the basic level?

Back 22

general concepts in a category (apple, chair, shirt)

Front 23

Basic level is the first or later learning?

Back 23

first

Front 24

What are the 2 basic categories at each level of the hierarchy that infants learn from

Back 24

perceptual and conceptual

Front 25

what are perceptual categories?

Back 25

categories learned on the basis of similar features (color, texture, shape)

Front 26

what are conceptual categories?

Back 26

categories requiring infants to know what something is or what something does

Front 27

what are the 6 vocalization development stages according to SAEVD?

Back 27

reflexive, control of phonation, expansion, control of articulation, canonical syllable, C-V sequences, advanced forms

Front 28

What is SAEVD?

Back 28

Stark Assessment of Early Vocal Development

Front 29

What age is the reflexive stage?

Back 29

0-8 weeks

Front 30

What is the infant doing in the reflexive stage?

Back 30

sounds of discomfort and distress, and vegetative sounds.

Front 31

Do infants have control over their reflexive sounds?

Back 31

no

Front 32

What age is the control of phonation stage?

Back 32

6-16 weeks

Front 33

What is the infant doing in the control of phonation stage?

Back 33

cooing and gooing

Front 34

What sounds are the cooing and gooing sounds?

Back 34

mainly of vowel sounds and nasalized sounds.

Front 35

Why are control of phonation sounds easier for infant to produce?

Back 35

because they don't have to manipulate the tongue, lips or teeth

Front 36

What age is the expansion stage?

Back 36

4-6 months

Front 37

What is the infant doing in the expansion stage?

Back 37

they gain more control over the articulators and produce series of vowel sounds as well as vowel glides. They experiment with loudness and pitch.

Front 38

What is symmetrical communication patterns?

Back 38

mutual engagement on the part of mother and infant

Front 39

What is unilateral communication patterns?

Back 39

involves engagement on the part of the mother but not the infant

Front 40

are infants rates of syllabic and vocalic vocalizations positively or negatively associated with symmetrical communication patterns?

Back 40

positively

Front 41

are infants rates of syllabic and vocalic vocalizations positively or negatively associated with unilateral communication patterns?

Back 41

negatively

Front 42

What age is the control of articulation?

Back 42

5-8 months

Front 43

What is the infant doing in the control of articulation stage?

Back 43

experiment with sounds and loudness of voice. Marginal babbling emerges

Front 44

define marginal babbling.

Back 44

early type of babbling containing short strings of consonant like and vowel like sounds

Front 45

what age is canonical syllable stage?

Back 45

6-10 months

Front 46

What is the infant doing in the canonical syllable stage?

Back 46

true babbling emerges

Front 47

True babbling may be what 2 things?

Back 47

reduplicated and nonreduplicated

Front 48

what is reduplicated babbling?

Back 48

repeating C-V pairs (ma ma ma)

Front 49

what is nonreduplicated babbling?

Back 49

consists of nonrepeating C-V combinations

Front 50

what stage are whispered vocalizations, rounded vowels and high front vowels produced at?

Back 50

canonical syllable stage

Front 51

what age is the advanced forms stage?

Back 51

10-18 months

Front 52

What is the infant doing in the advanced forms stage?

Back 52

diphthongs and jargon

Front 53

what is jargon?

Back 53

special type of babbling that contains the true melodic patterns of the native language.

Front 54

Jargon are not true words. T or F

Back 54

true

Front 55

What are some foundations that pave the way for later language development?

Back 55

infant-directed speech, joint reference and attention. daily routines of infancy and caregiver responsiveness

Front 56

What else can infant directed speech be called?

Back 56

motherese, baby talk, child-directed speech

Front 57

What is infant directed speech?

Back 57

the speech adults use in communicative situations with young language learners

Front 58

What are is paralinguistic features of speech?

Back 58

the manner of speech outside the linguistic information.

Front 59

What features does paralinguistic features of ID speech include?

Back 59

high overall pitch, exaggerated pitch contours and slower temos.

Front 60

What is the syntactic difference between ID and AD?

Back 60

shorter MLU, fewer morphemes, fewer subordinate clauses more content words, fewer function words

Front 61

What discourse features does ID speech have?

Back 61

more repetition and more questions

Front 62

what special purposes does ID speech have?

Back 62

attract infant attention, infants prefer it to AD, aids in communicated emotion and speakers communicative intent

Front 63

ID contains exaggerated vowels or consonants?

Back 63

vowels

Front 64

ID speech highlights content words or function words?

Back 64

content

Front 65

What are the 3 developmental phases for joint attention?

Back 65

attendance to social partners, emergence and coordination of joint attention, transition to language

Front 66

Attendance to social partners is at what age?

Back 66

birth - 6 months

Front 67

what are infants doing in attendance to social partners?

Back 67

learning how to maintain attention and be organized within sustained periods of engagement, looking at people's faces

Front 68

what age is emergence and coordination of joint attention

Back 68

6 months to 1 year

Front 69

what are infants doing at emergence of coordination of joint attention?

Back 69

moving their attention between an object of interest and another person

Front 70

what is supported joint attention?

Back 70

joint attention in which an adult use techniques as speaking with an animated voice or showing an infant novel objects

Front 71

Why is joint attention important?

Back 71

in absence, infants may miss out on word learning opportunities as their caregivers label objects and event for them

Front 72

what is intersubjective awareness?

Back 72

recognition of when one person shares a mental focus on some external object or action with another person.

Front 73

What do infants use intersubjective awareness for?

Back 73

infer another person's intentions

Front 74

intentional communication is what?

Back 74

using your own actions referentially

Front 75

What is imperative pointing?

Back 75

requests to adults to retrieve objects for them.

Front 76

What is declarative pointing?

Back 76

call an adult's attention to objects and to comment on objects

Front 77

is declarative pointing or imperative pointing related to their understanding of other people's intentions?

Back 77

declarative

Front 78

What age is the transition to language?

Back 78

1 year and beyond

Front 79

What do infants do in the transition to language?

Back 79

begin to incorporate language into their communcative interactions with other people.

Front 80

How do daily routines of infancy help with language development?

Back 80

during routines, caregivers provide commentary on what is happening which provides info on how to segment phrases, clauses and words.

Front 81

what 7 indicators of caregiver responsiveness have been linked with improved rates of language learning?`

Back 81

waiting and listening, following the child's lead, joining in and playing, being face to face, using a variety of questions and labels, encouraging turn taking, expanding and extending

Front 82

Both the quality and quantity of responsiveness by caregivers play a large role in early language development. T or F

Back 82

true

Front 83

When is a word a true word?

Back 83

clear intention, pronunciation that approximates the adult form, uses it consistently and generalizes beyond original context.

Front 84

When is the first true word usually produced?

Back 84

12 months

Front 85

what are the 3 rule governed domains that reflect an integrated whole

Back 85

content, form and use

Front 86

how do infants use language? (10 things)

Back 86

attention seeking to self, attention seeking to event, objects or other people, requesting objects, requesting action, requesting info, greeting, transferring, protesting or rejecting, responding or acknowledging, informing.

Front 87

for intraindividual differences, what are the 3 factors as to why language comprehension precedes language production?

Back 87

people only have to retrieve words from their lexicon, sentences are preorganized with lexical items, a syntactic structure and intonation, communicative interaction with infants is usually highly contextualized.

Front 88

What are the 3 differences for interindividuals?

Back 88

ome will develop language more quickly than others, some will express themselves for different communicative purposes, and some will be late talkers and some will be early talkers.

Front 89

what are 2 variables of interest for interpreting variation in infants' vocab

Back 89

SES and amount of talk parents engage in with their children.

Front 90

What do expressive language learners do?

Back 90

they use language primarily for social exchanges.

Front 91

what do referential language learners do?

Back 91

use language primarily to refer to people and objects.

Front 92

What are late talkers?

Back 92

children who exhibit early delays in their expressive language development

Front 93

What are early talkers?

Back 93

children who are ahead of their peers in expressive language use.

Front 94

late talkers perform at lower levels in what vs early talkers?

Back 94

sentence formulation, word retrieval, auditory processing of complex info and elaborated verbal expression

Front 95

According to the book, what 4 ways do researchers gather info for language achievements?

Back 95

habituation-dishabituation tasks, intermodal preferential looking paradigm, interactive intermodal preferential looking paradigm, naturalistic observation

Front 96

What is habituation in the habituation-dishabituation tasks?

Back 96

presenting the same stimulus repeatedly until their attention to the stimulus decreases by a predetermined amount

Front 97

what is dishabituation in the habituation-dishabituation tasks?

Back 97

the infant's renewed interest in a stimulus according to some predetermined threshold.

Front 98

What is the intermodal preferential looking paradigm?

Back 98

infant sits on blindfolded parent and watches split screen presentation in 1 stimulus is on right, and one on left. audio is given that only matches 1 side of screen, and hidden camera records infants' visual fixation. When infant understands language, will fixate on correct side of screen.

Front 99

What is the interactive intermodal preferential looking paradigm?

Back 99

Same setup as the intermodal preferential looking paradigm, but the TV is a movable display board.

Front 100

What is a salience trial

Back 100

this measures whether the infant has an a prior preference for one of the objects over the other object.

Front 101

what is naturalistic observation?

Back 101

systematically observing and analyzing an infant's communicative behavior in everyday situations.

Front 102

according to the book what 2 informal measures of language development do a clinician use?

Back 102

informal language screens, parent-report measures

Front 103

What are informal language screens?

Back 103

involve checklists of common early language milestones

Front 104

what are parent report measures?

Back 104

parents report directly on their infant's development.