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89 Cards in this Set
- Front
- Back
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Dynamical Systems Model of Language/Communicative Competence (DSM)
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An interactive model featuring the Cognitive System, the Social System, and the Linguistic System. Surrounded by the Socio-Cultural System and the Bio-Neurological System. They all influence one another.
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Developmental/Descriptive Levels of Communication/Language Development
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Perlocutionary, Illocutionary, Locutionary, Proto-Words, Early Words, Pre-Syntactic Devices (PSDs), Emergence of Syntax, Modulation of Meaning, Sentence Modalities, and Complex Syntax
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Social Development System
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Responding to social contact/interaction from others, Maintaining contact/interaction with others, and Initiating contact/interaction with others.
Respond, Maintain, Initiate |
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Maslow's Hierarchy of Needs
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Physiological/Survival needs, Safety/protection needs, Esteem needs, and Self-actualization needs
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Physiological/survival needs
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Infant needs to be safe and stable. Health, nutrition, cleanliness, safety, nutrition. Needs which are necessary to survival
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Safety/protection needs
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Infant needs a safe, stable, and protective environment.
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Esteem needs
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More/positive social affective = positive self esteem.
Comes from positive social developing. build ego, confidence, etc. Child needs a positive social affective environment in order for normal development to occur. |
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Self-actualization needs
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The need to do things for oneself, control through language. Communication
intentional gestures --> symbols -->language |
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Global Phases of Communication Development: 3 Ss
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Social Affective-very important. leads to...
Signals-gazes (face to face, mutual), gestures, vocal, etc. leads to... Symbols-words, proto-words, early words, emergence of syntax, etc. |
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Communication via...
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Reflexive behavior-->Arousal, Orientation, Engagement and Attending-->Social Affective Responsiveness-->Social Affective Maintenance-->Social Affective Initiation-->Symbolism
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Arousal, Orientation, Engagement, and Attending
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Visual Gazes (face-to-face, mutual), orient the body towards another (i.e., cuddlings, spooning, molding), pay attention to caregiver, etc.
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Forms of Early Communication
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Visual: Gaze, Tracking, Switching, Perferred Object/Person
Motor: Orientation, Facial Gesture, Smile, Frown, etc., Gesture, Reach, Grab, Point, etc. Vocal/Verbal: Cry, Fuss, Vegetative, Reflexes (sneeze, cough), cooing, comfort sounds, babbling, Jargon, Proto-words... |
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Social Affective Communication in the First Year
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Infant orients to human face and voice (visual/auditory attention)
Mutual Gaze Display postive affect Responds messages by face,voice of others. smiles, laughs, reciprocal social smile when paid attention to Joint Referencing Activity based interaction Early intentional goal directedness Early pre-linguistic intentional communication |
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Orientation
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An infant has a pre-disposition to orient itself to the human form (face, voice, body, etc.)
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Face-to-Face Gaze
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parent and child look at each other
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Joint Referencing
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Parent is sensitive to the needs of infant. Child looks at something, so caregiver looks at it too and talks about it.
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Activity Based Interaction
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Any physical activity involving stimulating physical and verbal activity. (In the NOW).
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Positive Dimensions of Attachment
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Secure, Sensitive, Accepting, Cooperative, Accessible. Positively correlated with later language development.
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Negative Dimensions of Attachment
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Insecure, Insensitive, Rejecting, Interfering, Ignoring.
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Bonding
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Before attachment. Often considered physiological (pre-natal).
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Engagement Cues
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Facing gaze, mutual smile, reach towards the other (gestures), vocalizing, eyes widening, head raising. Caregivers "read" these cues. Important for parent-child interactions. Cues appear early in life...0-6 months old.
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Disengagement Cues
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Crying, fussing, back arching, maximal eye gaze aversion, limb flailing, yawning, head turning away, increased hands-to-mouth (stress signal, drooling). Infant disengages from stimulus.
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Establish Postive Caregiver-Child Relationships
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Appropriate social-action stimulation (hold, caress, cuddle, etc.), reciprocal interaction, display pleasure, responsive, eye contact (face-to-face gaze), mutual smile, CSD
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CDS
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Responsive, reciprocal, redundant (repitition, paraphrasing), semantically related, well-formed, shorter utterance length, basic vocab, exaggerated prosody, slower rate of speech.
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Vocabulary
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Three levels:
1. Super-ordinate 2. Basic level 3. Sub-ordinate Example: Animal, Dog, Beagle... |
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Poverty of the stimulus and negative evidence
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Initial views of CSD. People believed that children would have a difficult time learning from this kind of speech, poor model for children to learn from --> INCORRECT
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Benefits of CDS
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Gain and holds infants attention (engage, orient, arousal, stimuli), alerts child that message is for them, aids in establishing a responsive, reciprocal social affective bond between child and caregiver, aids in linguistic mapping, stresses word, phrase, and clause BOUNDARIES, basic vocab, stimulating, positive, cooperative, pleasant.
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Exaggerated Prosody
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Melody, pitch, arouses the infant, engages them. Tells child that "this message is for you". They (infants) do orient themselves to this. VERY IMPORTANT
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Contingent modeling
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When a caregiver follows what infant says or does, new information is brought in (from the infant) and the adult models it.
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Contigent Expansion
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when the caregiver takes what the child says/does, and EXPANDS ion it. Bringing new info - expand on baby. Example: baby - "Baba" mother - "Ah, the bottle fell! Look!"
parents should do both contigent modeling and expanding |
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Perlocutionary Stage
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Pre-natal to 9 months of age.
Pre-intentional communication. Infants utilize visual cues, and vocalizations as unintentional avenues of communication. The sensitive caregiver will respond to these forms of communication; however, the infant is not doing it intentionally. Positive Social-Affectiveness is VERY important during this phase. |
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Illocutionary Stage
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9 to 12 months of age.
The emergence of intentional communication via motor/gestural, vocal/verbal, and visual systems of communication are utilized to communicate with the sensitive caregiver. |
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Locutionary Stage
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Emerges as early as 10 to 12 months of age. Symbolic/ intentional communication. Proto-words begin to emerge.
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Early Words
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12 to 18 months, child develops 50-70 basic words.
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Pre-Syntactic Devices (PSD)
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Successive Single Word Utterances (SSWU)
Place-Holders Reduplication |
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PSD: Successive Single Word Utterances (SSWU)
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Transition to the Emergence of Syntax, two single syllable words in succession (Subject, Predicate) Example: Dog run. Cat fall. Ball role. etc.
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PSD: Place-Holders
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Schwa. Example: runa (run), doga (dog).
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PSD: Reduplication
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Repetition of the first syllable: example - "ra, ra" (run), or "da, da" (dog), etc.
Child does not have the control or the capacity to hold more than one meaningful concept in mind at once. |
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Emergence of Syntax
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Emerges as early as 24 months of age.
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Modulation of Meaning
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Emerges as early as 30 to 36 months of age.
Noun, Verb phrases, syntax, grammatical morphemes, etc. |
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Sentence Modalities
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Emerges at about 4 to 5 years.
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Complex Syntax
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Emerges at about 7 years and onward.
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Mutual Gaze
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Infant and caregiver look at the same thing
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Intentional Action
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Emerges around 7-8 months of age, child will try and grab something they dropped on the floor, they may try to coordinate your attention and focus on the object of desire and controlling our actions.
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Intentional Communication
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Visual, Motor/gestural, Vocal/Verbal, Intentional forms of communication via sources OTHER THAN language
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Halliday's Theory of Intention
IRIPHRI |
Seven functions that language has for children in their early years. Children are motivated to acquire language because it serves certain purposes or functions for them. The first four functions help the child satisfy physical, emotional and social needs. The last three enable the child to make sense of their environment.
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Halliday's Intention: Instrumental
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A child uses language to express their needs.
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Halliday's Intention: Regulatory
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Child uses language to tell others what to do.
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Halliday's Intention: Interactional
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Child uses language to make contact with others and form relationships.
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Halliday's Intention: Personal
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Child uses language to express feelings, emotions, opinions, and individual identity.
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Halliday's Intention: Heuristic
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Language is used to gain knowledge about his/her environment.
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Halliday's Intention: Representational
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The use of language to convey facts and information.
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Halliday's Intention: Imaginative
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The use of language to tell stories, jokes, and create an imaginary environment.
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Issues in Early Lexical Development
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Definition of the first word, age of acquisition of first word, age of acquisition of first "TRUE WORD", vocabulary size, relationship of comprehension and production, vocabulary spurt, composition of early lexicon, lexical style, Referential relational and functional use of first words, Over and under extensions, theories of early lexical development, Lexical Categories before Functional Categories, Fast Mapping, Learning “constraints”/ “tactics”
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Three important Components of determining the FIRST WORD
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Phonetic Consistency, Syllable Shape (word has 2 syllables), Symbolic/Semantic Consistency (the meaning is the same, over and over)
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Phonetic Consistency
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2 PARTS:
Repetition: is it being used over and over? "Sounds-like": is it SAID the same way, over and over? |
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Age of Acquisition of First Words
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10 - 12 months
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Age of Acquisition of First "TRUE WORDS"
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12 - 18 months
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Relationship BTW a Child's Word Comprehension and Word Production
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A child understands more than she/he can produce; however, a child WILL produce words that he/she does not understand.
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Vocabulary Spurt
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The rapid increase in size of vocabulary after first 50 words. Begins at about 18-24 months
10 new words over 14 days, 15 new words in a month, and there is a change in the child’s mind: “Hey! Things have names!” |
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Composition of the Early Lexicon
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Nominals: (Nouns - specific and general) 60 percent
Action Words: (Verbs) 20 percent Modifiers: (Describing words) 10 percent Personal/Social Words: (Manners - example: Hi, Bye, Thank you, etc.) 5 percent Function Words: (Example - what, who, where, when, etc.) less than 5 percent. |
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Over and Under Extension
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In over-extension the word is used to refer to wider variety of objects than is the case with adults. In under-extension the word is used more specifically.
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Meaning of Words
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Referential, Semantic/Thematic, Intentionality, Grammatical Relational, Figurative, Basic Concept Mapping
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Referential Meaning of Words
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Words REFER to something.
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Semantic/Thematic Meaning
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Words have different meanings depending on the context in which they are used.
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Intentionality Meaning
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Pragmatics. Words change meaning depending on the social situation.
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Aspects of Figurative Language
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Similes, Metaphors, Idioms, Proverbs,
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Theories in Early Lexical Development
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Semantic Feature Hypothesis, Functional Core Hypothesis, Prototype Theory, and Constraints Theory
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Semantic Feature Hypothesis
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Suggests that the meaning of a word is initially identified with only a few semantic features. By adding more features, the child gradually learns the full meaning of a word. Consequently, child's linguistic categories will tend to be larger than adult categories.
Children learn the most general features first |
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Functional Core Hypothesis
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Objects are initially assigned to concepts on the basis of what the child can do with objects or what the objects themselves do.
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Prototype Theory
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Children learn the meaning of words by associating the best examples of a category with a particular word.
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Constraints Theory
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The child abstracts the contrasting features that distinguish referents of the word from referents of other words within the same semantic field.
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Constraints of Early Lexical Learning
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Whole Object, Mutual Exclusivity/Principle of Contrast, Novel name-nameless Object, Joint Attention-Theory of Mind (can't pay attention to more than one thing), Situational Constraints (certain vocabulary is learned in specific situations), Phonological Constraints (A child may not be able to make certain sounds therefore they learn words that contain sounds they already know).
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Mutual Exclusivity/Principle of Contrast
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Things can't have more than one name.
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Novel name-nameless Object
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“Look! There is a dog…and oh, there is a bunny over there”
Things can’t have two names, so obviously, since I know that’s a dog, the other animal must be called a bunny. |
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Holophrase
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The child’s expression of a complete thought with a single word.
Is a single word utterance that the child uses to convey more meaning than is usually the case when an adult uses a single word. It does not necessarily seem to be the case that the child uses a single word instead of a sentence. Rather the word may 'stand for' a number of different sentences, with, for example, the following functions: naming; commenting on action; denoting ownership. |
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Telegraphic Utterances
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Only content words
Example: Cat stand up table, What dat, Andrew want dat, No sit here. Sentence like utterances, even though no function words. |
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Pivot/Open Class - Grammar
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Classes of words: Pivot and Open. Pivot Class: frequent, fixed position, never occur alone, never occur together
Open class: infrequent, any position, occur alone, can occur together Pivot Grammar: Child learns two basic categories of words, i.e. grammatical words vs. lexical words Pivots: become grammatical words Open Words: become nouns, verbs, adjectives, adverbs. |
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Semantic Relations
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Agent, Instrument, Action/State, Object, Experiencer, Entity, Person, Existence/Nomination/Notice, Negation, Recurrence, Attribute, Possession/Possessor, Location
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Agent
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An animate (living) thing that instigates action
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Instrument
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An in-animate (NON-LIVING) thing that is tied to action.
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Entity
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In-Animate thing, NO action
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Experiencer
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Living thing, affected by an event/Action
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Person
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Animate Thing, no action is need, often tied to a LOCATION
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Attribute
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The recognition of properties not inherently part of the class to which the objects belong.
“Big hat”, “Cold day”, “nice house”, etc. |
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Possession/Possessor
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Relationship
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Location
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The recognition of a spatial relationship between two objects
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Examples of Semantic Relations
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Daddy kick ball = agent, action, object.
Daddy book = possessor, entity. Mommy dropped her blue hat = Agent, action, possession, attribute, object. Ball role = instrument, action. |
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Children Definitions
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Demonstrations, Repetitions, Functional/Physical Descriptions, Synonyms, Categorical/Abstract
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