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171 Cards in this Set
- Front
- Back
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Language |
A socially shared code or system of arbitrary verbal symbols and rules that allow us to communicate |
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Principle #1 of Language |
Language is made up of arbitrary symbols |
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Principle #2 of Language |
Language has a limited set of words and types but infinite possibilities. |
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Arbitrary |
Meaningless. Based on personal thought rather than logical connection |
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Productivity relating to language |
Ability to create novel, never said before sentences: |
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Duality of patterning |
Discrete parts of language combined to form new words |
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Levels of language |
1 Language is made up of meaningless units 2 Language is made up of meaningful units that are limitless |
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What does it mean that language is arbitrary? |
It has no meaning unless we give it one |
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Communication |
The process of sharing ideas involving a sender and receiver Collaborative and dynamic. |
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Verbal Communication |
Oral-Auditory Visual Graphic |
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Non-Verbal Communication |
Body Language |
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Extralinguistic Communication |
Paralinguist |
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Paralinguistic Communication |
Body language, gestures, facial expressions |
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Nonlinguistic |
Nonverbal |
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Communicative Competence |
In order to be a successful communicator, communication needs to be |
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How is communicative competence achieved? |
Achieved when the speaker influences the listener's behavior |
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Agenda |
Logical step toward the goal |
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Communication Model |
1. Sender has thought 2. Sender encodes thought into a message 3. Message transmitted through channel 4. Receiver decodes message 5. Receiver internalizes message |
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Area's that speech pathologists treat |
Language Communication Spech |
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Communication |
Physical act of producing sounds with specific structures in the body |
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Phoneme |
Specific sound of speech. Individual sounds that have meaning in a language |
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Speech |
the ability to express thoughts through words and sounds |
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Articulation |
Modification of vocal tone and airflow through vocal tract |
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Voice |
Tone produced by vibration of the vocal tract |
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Fluency |
How well speech flows |
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Domains of Language |
Phonology
Morphology Syntax Semantics Pragmatics |
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Domains of FORM in language |
Phonology Morphology |
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Domains of CONTENT in language |
Symantics |
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Domains of USE in language |
Pragmatics |
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Phonology |
the systems of sounds in a particular language |
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Phone |
A sound we actually produce |
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Phoneme |
Families of acoustically similar sounds Percieved as different from one another and DO change meaning in a word |
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Allophone |
Individual sound variation that is classified as the same sound. Differ subtly and DON'T change the meaning of the word The "p" in : Pat, Cap, Apple |
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How does categorical perception impact phonology? |
Humans tend to group similar sounds together and perceive them as the same sound, therefore, the sharpness of phoneme's doesn't matter |
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Morphology |
The internal organization of words and how altering the shape changes the meaning: |
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Morpheme |
Smallest meaningful unit of a language that can't be broken down |
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Free Morpheme |
Can stand on its own and still carry meaning |
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Lexical-Free morpheme |
Found in the dictionary |
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Grammatical-Free Morpheme |
is, that, and, but, or |
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Bound Morpheme |
Have to be attached to a free morpheme |
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Derivationally-Bound Morpheme |
teach -> teacher (prefix & suffix. Changes the meaning of the word) |
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Inflectional-Bound Morpheme |
hat->hats (doesn't change the meaning of the word, just adds to it) |
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Syntax |
Rules regarding word order and structure. |
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Semantics |
Study of the meaning of language. Governs the content of words and word combinations. |
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Semantic Memory |
Understanding of a words meaning, including words and concepts that are associated with the word |
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Episodic MEmory |
The experience that leads to the understanding of a word/event |
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Do words always have a physical referent? |
NO! "Is" "and" "but" |
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Pragmatics |
Study of language use and the rules that govern the use of language socially. |
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Social Interaction |
When two individuals mutually influence the behaviors of the other. Each persons behavior is linked to the others |
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Attachment |
Close, nurturing, long-term relationship between child and caregiver |
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Dyad |
2 individuals develop interdependence which defines them as partners |
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Recognition |
The ability to attend to and recognize each others presence and the stimulus is experienced before |
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Why do some researchers say infants show social interaction at birth while others say they don't until 2 months of age! |
iBecause from birth/few days infants are able to see olfactory, vocal, and facial cues. The problem is that people aren't convinced that there is discrimination by the child rather than just undiscriminating social responsiveness |
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Areas of social interaction for a child-adult dyad |
Infant vocalization Eye contact Joint Attention Turn Taking Imitation |
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Infant vocalization |
Four basic cries: hunger pain anger |
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Motherese |
short/simple utterances exaggerated prosody variable rate facial expressions distinctive intonation high pitched |
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Benefits of motherese |
stimulating easier to process types of speech help understand intent of the message may help child segment units of speech later may increase bond with caregiver |
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Eye Contact |
Use to signal attention. Infants can influence their caregivers behavior with their eyes |
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Gaze Coupling |
Alternating pattern of eye contact similar to that in adult conversations |
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Deitic Gaze |
pointing to objects of interest with the eyes |
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Mutual Gaze |
Infant and caregiver use eye contact to indicate attention |
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Types of joint attention |
Joint Reference |
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Joint Reference |
When an object becomes the focus of shared attention between partners |
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Joint Action |
Shared routine/activities |
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Importance of Joint action |
Specific language is consistently used whenever that even occurs |
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Turn Taking |
Alternating contributions of speakers and listeners. Important skill in life. Discover that babble and cooing brings caregivers to them |
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At what age does turn taking begin? |
Around 3 months |
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Imitation |
Infants imitate facial gestures and speech sounds mouth opening |
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Phonetic Drift |
Later development of infant phonetic inventories found to increase/reflect repertoires of caregiver. |
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Independent Theory |
Chomsky No relationship between language and cognition |
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Cognitive Determinism |
Piaget Cognition determines course of language Underlying cognitive processes guide language development |
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Linguistic Determinism |
Sapir-Whorf Language determines thoughts Vocabulary limits or expands how we think |
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Interchanging Roles |
Vygotsky Language and cognition start seperately but then converge Early thoughts can be non-verbal, early words do not represent thought |
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According to Vygotsky, when does language and cognition converge? |
At age 2, language and cognition become interdependent |
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Piagetian Theory of Cognitive Development |
Language is not a seperate faculty and is one of many cognitive functions. |
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What are piaget's 3 major principles of cognition? |
Equilibrium Adaption |
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Equilibrium |
Need balance of biological, physical and psychological realms. The equilibrium may be disturbed by something out of the norm |
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Organization |
Cognitive process of structuring patterns to deal with environment Understand that their cat and the cat next door are both cats |
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Scheme |
Organized patterns of responding to stimuli |
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When is equilibrium achieved? |
When child uses adaptive processes |
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Assimilation |
A new stimulus added to existing |
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Accomodation |
Schema is modified to allow for organization of stimuli that doesn't fit into existing schema |
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Piaget's 4 stages |
Sensorimotor Preoperational Concrete |
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Senorimotor |
Reflexive, Become aware of objects, develop object permanence, understand means-end, sequential displacement, symbolic thought |
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Object permanence |
Objects exist even when they're out of sight |
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Means-End |
Ability to apply a scheme to achieve a goal |
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Symbolic Thought |
Process of using symbols to represent objects/events |
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Preoperational |
2-7 |
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Concrete |
7-11 Ability to think about concrete functions Conservation of liquid Able to place stimuli in catergories based on order and level |
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Formal operations |
11 - Cognitive ability fully developed Abstract thinking Solve problems mentally and logically |
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Nature |
What we use to acquire language is genetic. Part of us at birth |
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Nurture |
Acquire language through interacting with environment |
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Empiricism |
Children are tabula rasa at birth Language develops primarily from envvironment |
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Operant conditioning |
Skinner |
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Classical Conditioning |
Pavlolv A stimulus is paired with another stimulus that naturally goes to response |
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Operant Conditioning |
Condition voluntary responses that effect the environment Behavior controlled by consequences |
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Reinforcement |
Increases the liklihood that behavior will occur again |
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Positive Reinforcement |
Doing something to increase behavior Clapping when a child goes to the potty |
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Negative Reinforcement |
Removing something to increase behavior |
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Punishment |
Decreases the liklihood that behavior will occur in similar circumstances |
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Type I Punishment |
Doing something to decrease the behavior |
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Type II Punishment |
Taking something away to decrease behavior Taking away childs toy when they keep dropping it |
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Operant Model: Skinner's Verbal Behavior |
Language is learned based on operant conditioning
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How is language learned based on operant conditioning? |
Modeling Imitation Selectiver Reinforcement |
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Shaping |
A single behavior is modified by reinforcement until it becomes a model behavior |
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Reinforcement |
Verbal behavior becomes its own reinforcement through mediation of other people |
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Underlying components of the operant model |
Verbal operants Secondary verbal behaviors Supplementary Verbal behaviors |
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Verbal operant |
Tendency to respont to a certain state of affairs in a given way because of past reinforcement |
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Primary Verbal operant |
First level (Words) |
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Second level operants |
Determine and organizes relationships (Grammar) |
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Autoclitics |
A conventional form comments on relationship between verbal operants |
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Supplementary Variables |
Stimuli that additionally influence certain verbal behavior |
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Limitations of the operant model |
Imitation and reinforcement: Parents enforce a small % of child utterances Adult models can't be used for a childs production |
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Positives of the operant model |
Environment is critical to language Formed base intervention for language disorders |
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Nativiest/Structural Models (CHOMSKY) |
Children are born "knowing" all they will ever need to knkow about language. Knowledge "blossons" as they mature biologically |
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Linguistic Universals Principle |
Despite diversity, all human languages are based on several shared principles (NATAVIST) |
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Language Acquisition Device Principle |
Special innate organization of the human brain is pre-wired to process language (NATAVIST) |
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Is the nativist model proven? |
Language development is paralleled with other physiological development |
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Deep Structure |
Basic meaning of the sentenceS |
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urface structure |
What we actually say |
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Phrase structure rules |
Basic relationship in all sentence organization. |
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Transformational Rules |
Rearrangement of phrase structure based on language. Language specific syntactic rules rearrange the structure |
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Limitations of the Nativist Structural model |
Based on adult data Deemphasizes environment in early development |
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Contributions of the nAtivist Structural Model |
Changed focus of language acquisition from linguistic to competance A different view of humans than a vehabiorist (psychologically active and creative) |
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How is FIolmere's model diffferent from Chomsky? |
Believes semantics exist separately from syntax/ Says syntax is all we need for language |
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Case Grammar |
Generative grammar that emphasizes semantic roles assumed by nouns in relationship to the verb |
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Limitations ofthe case grammar model |
Cognition alone doesn't determind language acquisition There is subjectivity required in classifying utterances Doesn't consider environment |
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Contributions of Case Gramma |
Importance of cognition Returned linguists to cognitive abilities of children for language and other functions |
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Pragmatic MOdel: Searle's Speech Acts Theory |
Both biological and environment is important to language acquisition and pragmatic functions prompt language to accur. |
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Speech Acts |
Any act of oral communication where the utterance has same impact as action |
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2 forces within Speech Act |
Propositional Force Illocutionary Force |
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Propositional Force |
g
Literal meanin |
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Illocutionary Force |
Intended effect |
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Illocutionary Speech Act |
Motive/Purpose |
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Locutionary Speech Act |
What is said |
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per locutionary Speech act |
Listeners interpretation of the speech |
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Limitations of Searle's Speech Acts |
Emphasizes only one aspect of language. Doesn't talk about syntax and semantics |
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Contributions of Searle's Speech acts |
Purpose functions and consequences of communication. Observe contributions of caregivers to childs development |
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All developmental domains influence eachother |
YES YES they do |
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Birth Cry/Vegetative Sounds |
0-1 month |
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Cooing |
1-4 Months
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Marginal Babbeling |
4-6 Months |
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Vocal Play/Non-reduplicated babbeling |
6-8 months- |
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Echolalia |
-8-12 months |
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-Jargon |
onths
9-12 m |
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Oral-Vegetative Sounds |
Oral sounds associated with feeding and digestion |
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Cooing |
A vowel-like production associated with comfortable states |
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Vocal Play |
Productions have longer strings of sounds and varied syllables |
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Quasi-Resonant Nuclei |
Early oral sounds not as resonant as a mature vowel |
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Fully Resonant Nuclei |
Sounds that approximate vowel productions |
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Marginal Babbeling |
Sounds produced with a variety of vowel and consonant like production |
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Reduplicated Babbeling |
Strings of reduplicated sounds Mamamamamama |
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Non-reduplicated babbeling |
Varied strings of syllables Mapadalafa |
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Discontinuity Hypothesis |
Babbeling is not related to speech. It is playful while speech is purposeful. After a silent period, speech begins. Babbel is universal |
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Continuity Hypothesis |
Babbeling is foundation of speech. Imitates the words they hear in their environment |
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Echolalia |
Immediate reproduction of modeled speech |
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Jargon |
Strings of meaningless stress syllables that are produced with stress and intonation |
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Perlocutionary Acts in Children |
Infants unable to understand cause and effect and means end. Caregivers have to interpret what child wants |
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Illocutionary Period in Children |
Intentions are signaled (6-12 months) |
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Locutionar Period |
Use of words to express intention (1 year) |
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Infant behavior in perlocutionary period |
Cry Behavior Eye COntact Social Smile Vocal Interactions |
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Benefit to crying? |
Helps bonding, parents feel needed Learn cause and effect |
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Reflexive Smile |
Internal psychological stimuli |
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Social Smile |
Response to someone's resence Not communicative Recognition of attachment and interaction |
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aregiver behavior towards infant
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Baby talk Joint attention Turn taking |
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Illocutionary Vs perlocutionary Period |
Infant discovers they can make signal and have effect. Understand cause and effect |
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Communicative Function |
Gestures and Vocalizations |
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Protoimperatives |
Demand for action: VOcal and Gestures |
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Protodeclaritives |
Comments/Conversation: Vocal Gestures |
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Phonetically Consistent Forms
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Protowords or vocables. Relatively consistent patterns that have a consistent meaning for the child |
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Why are PCF's Important? |
No longer random Transition from pre-linguistic to language |
