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99 Cards in this Set
- Front
- Back
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*What are the 3 aspects of Social Development for Children?*
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-Responding to social interactions from others
-Initiating contact, intersection with others -Maintaining contact, interaction with others |
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*What are some examples of children responding to social interactions from others?*
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-responding to the mother's voice, human touch and the mother responds back which creates social-emotional affective communication that is going on
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*What are the 4 parts of Maslow's Hierarchy of Needs?*
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-Physiological Survival Needs
-Safety Protection Needs -Esteem Needs -Self-actualization needs |
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*What are the physiological needs of maslow's hierarchy?*
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-health and safety, nutrition, cleanliness
-may not be met in a neglectful environment |
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*What are the Esteem Needs of Maslow's Hierarchy?*
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-the opportunity to do all of the social things that are part of social development and this builds self-esteem, their ego, worth, self-awareness
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*What can there be Communication through?*
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-reflexive
-arousal, orientation, engagement and attending -social-affective maintenance -social affective responsiveness -social-affective initiation -9 to 10 months of age -illucutionary phase -symbolism phase -locuationary phase -12 months of age |
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*What are the 4 Forms of Early Communication?*
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1. Visual Gaze
2. Motor Orientation 3. Gesture 4. Vocal/Verbal |
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*What is the Visual Gaze form of Early Communication?*
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-tracking
-switching -preferred object/person (looking at the person or object they are interested in, communicating with the eyes) -looking at something and looking back, parents should respond to it and read that signal |
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*What is the motor orientation form of early communication?*
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-reach, grab, point
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*What is the Vocal/Verbal form of Early Communication?*
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-cry, fuss, vegetative, reflexes, cooing, comfort sounds, babbling (verbalization starts here), jargon, proto-words
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*How do adults and children differ in relation to Maslow's Hierarchy of Needs?*
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-They do not, adults and children both have similar needs in relation to maslow's hierarchy of needs
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*How is the Social-Affective Communication developed?*
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-Ontogenetically, it develops from phase to phase with each phase building upon one another
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*How do autistic infants differ in their social-affective communication styles?*
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-they demonstrate a disorientation to the human face/voice
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*What happens with the baby in the Social-Affective Communication Phase in the First Year?*
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-the infant orientates to and learns about human face and voice (this is visual/auditory attention)
-mutual gaze -displays positive affect -responds to positive-affective messages -joint referencing -activity based interaction -presentation of information, how the parent presents the information to the infant/child |
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*What types of messages do babies respond to in terms of social-affective communication?*
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-they respond to kind-affective messages that are displayed by face and voice of others
-includes smiles and laughs -show a reciprocal social smile when paid attention to -they recognize facial, vocal and social affect |
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*What is activity based interaction?*
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-when parent and infant are engaged in the same activity and the parent talks about it with the child to develop their language
-activity of bathing, splashing the water, having the parent talk about the activity, feeding time, laying on the play mat, getting dressed, etc. |
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*What is Early Intentional Goal-directness?*
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-not communication yet
-7 to 8 months -they fuss more towards something and they try to grab at it more and try to get it |
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*What is pre-linguistic intentional communication?*
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-infants have more cognitive capacity to learn and to show the action of going towards a particular item
-increasing information capacity and control -9 months of age -infants do this communication with signals -lots of vocalization and motor-gestural communication |
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*What are the 5 Dimensions of Attachment?*
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-Secure Attachment
-Sensitive Attachment -Accepting Attachment -Cooperative Attachment -Accessible Attachment |
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*What is the Secure Dimension of Attachment?*
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-the primary psycho-social attachment
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*What is the Sensitive Dimension of Attachment?*
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-being sensitive to the infant's needs and being attentive to them
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*What is the Accepting Dimension of Attachment?*
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-you have to accept the various temperaments that the infants may have and being sensitive to them
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*What is the Accessible Dimension of Attachment?*
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-you have to be accessible and available for the infant when they cry you have to be available to pick them up, etc.
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*What are the Dimensions of Detachment?*
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1. Insecure
2. Insensitive 3. Rejecting 4. Interfering 5. Ignoring |
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*What are some Engagement Cues?*
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1. Facing Gaze
2. Mutual Smile 3. Reach towards each other 4. Vocalizing -the various cries 5. Eye Widening 6. Head Raising |
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*What are some Disengagement Cues?*
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1. Crying
-the babies want to be put down 2. Fussing -may be getting sleepy 3. Back Arching -pulling away 4. Maximal Eye Aversion -looking away, frowning, cry 5. Limb Flailing 6. Yawning 7. Head Turning Away 8. Increased Hand to Mouth |
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*What type of speech is used when parents talk to infants and what is it?*
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-Child Directed Speech
-it is almost a natural reaction when speaking with an infant or to a young child -you change your manner of speaking, changes the syntax, vocabulary, speed of the speech -all of the things above are a positive indicator of a good bond/relationship |
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*What are some important characteristics of CDS?*
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-it is a rich stimulus for infants
-you should give corrective feedback to the child when they say something grammatically that is incorrect -Responsive -Reciprocal -Redundant -Semantically related -Well-formed -Short-Utterance Length -Basic Vocabulary -Exaggerated Prosody -Slower Rate of Speech -Contingent Modeling and Expanding |
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*What is the Responsive part of CDS?*
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-you respond to the child's interest, if they are looking at something
-we come to them, they do not come to us, it is very child-centered |
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*What is the Reciprocal part of CDS?*
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-it is accepting, pauses, waiting for turns, accepting their vocalizations, orientation, movement
-developing conversation |
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*What is the Redundant part of CDS?*
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-repetition and paraphrasing
-repeating things -arousing, orientating and engaging the child |
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*What is the Semantically Related part of CDS?*
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-talks about the meaning that we think the child is interested in
-we have a sensitive reading of the cues |
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*What is the Well-Formed part of CDS?*
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-NOT baby talk
-not poorly articulated, not telegraphic -sentences are grammatical and well formed for the infants |
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*What is the Shorter Utterance Length portion of CDS?*
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-maybe 3 to 4 words for utterance
-briefer than adult utterances |
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*What are the Basic Vocabulary levels of CDS?*
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1. Super Ordinate Level - "vehicle" (more concpetual)
2. Basic Level - "car, truck" (CDS, parents speak at this level) 3. Sub-Ordinate Level - "Dodge, Toyota, Chrysler, etc." |
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*What is the Exaggerated Prosody of CDS?*
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-exaggerated melody
-very important, it arouses the toddler, it engages them and it tells them that the message is for them -attention gaining feature |
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*What is the Slower Rate of Speech part of CDS?*
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-slower, more responsive
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*What is Contingent Modeling and Expanding?* VERY IMPORTANT
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-VERY IMPORTANT
-you follow what the toddler does and says -when new information is brought in, you model it contingently -Contingent Expansion: taking what the child says and expanding it grammatically. EXAMPLE: "baba" to "the bottle fell" |
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*What is the benefit of adding on new information to what the child has already said?*
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-there is a higher positive relationship between language development and language modeling
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*What are the benefits of using CDS with an infant versus baby talk?*
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-gains and holds the child's attention
-alerts the child that a message is being addressed to them -aids in establishing a responsive-reciprocal and social-affective bond between infant and caregiver -stresses word phrases and clause boundaries |
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*When does the Bates System of Early Intentional Communication occur?*
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-birth to 9 months (perlocutionary)
-9 to 12 months but can still occur after that (illocutionary) |
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*What is the Proto-Declarative phase of the Bates Early Intentional Communication System?* ???????
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-proto negative
-by 9 to 10 months the infant is showing this function -the baby shows this function through signals and not words |
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*What is the Proto-Imperative phase of the Bates Early Intentional Communication System?* ????????
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-Proto Interrogative
-the infant is trying to control the ACTION of an adult -the function of an interrogative is to seek information -all done PRELINGUISTICALLY |
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*Are the 4 sentence types shown pre-linguistically?*
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-yes, the sentence types are shown with pre-linguistic forms with intentional use of the signals and WITHOUT words.
-the intentions and emotions behind the sentence types are shown pre-linguistically |
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*At what age should babies be showing intentional action?*
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-at 7 to 8 months the babies should be showing intentional action and grabbing towards things
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*When does the Halliday System of Early Intentional Communication?*
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-between 12 and 18 months but it continues on after this
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*What is the INSTRUMENTAL part of the Halliday Early Intentional Communication System?*
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-it is to receive material needs
-a request for an object -proto imperative |
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*What is the REGULATORY part of the Halliday Early Intentional Communication System?*
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-this is a request for an ACTION
-the child is trying to regulate an adult's actions with their communication, whether that be crying because they want them to change their diaper or something -proto imperative |
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*What is the INTERACTIONAL part of the Halliday Early Intentional Communication System?*
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-the child is expressing a personal state: fussing at us, crying at us
-the infants are revealing their emotional state |
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What is the HEURISTIC part of the Halliday Early Intentional Communication System?*
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-proto interrogative
-seeking information -a memory strategy, the way a child uses communication to come about to know something |
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*What is the IMAGINATIVE part of the Halliday Early Intentional Communication System?*
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-the child makes play noises
-when blocks fall over they would make a crash noise -playful aspects of communication |
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*When does the Dore Early Intentional Communication System occur?*
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-12 to 18 months
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*What is at the core of the Dore Early Intentional Communication System?*
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-requesting an action, object, attention and informatoin
-PRAGMATICS |
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*What are the Answering, Calling, Greeting, Protesting, Naming/Labeling and Practicing/Repeating parts of the Dore Early Communication System?*
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-Answering: responding to an adult request
-Calling: addressing an adult to get their attention -Greeting: to acknowledge an adult's presence (smiling when they enter a room, jumping up and down, etc.) -Protesting: resist or deny adult's action, pull away, cry, shake head -Naming/Labeling: name objects, no response expected, just naming things as they see them -Practicing/Repeating: imitation, imitating an adult's utterance after they say it |
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*What is the definition of a first word in Early Lexical Development?*
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-around 10 months they start to produce word-like forms and during 10-12 months they start producing proto-words.
-has the glottal stop -the child is phonetically consistent and has to sound like the adult form |
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*When is the age of acquisition of first words?*
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12-18 months
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*What are the 3 characteristics that define first words?*
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1. Phonetic Consistency
2. Syllable shape 3. Symbolic/Semantic Consistency (where the child always refers to something with the same name each time they see it) |
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*What are the ages/#of words that a child learns at each stage (in months)?*
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12 months = 5 words
18 months = 50 words (they should be demonstrating this amount of recognizable words 24 months = 300 words |
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*Between which months is the rapid vocabulary spurt?*
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-beginning at 18-24 months
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*What is the "naming in sight" phase that children go through?*
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-this is when children have a change in perspective and change in viewing the world, the child's mind and brain are changing
-they come to realize that things have names |
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*What accounts for the vocabulary spurt?*
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-the "naming in sight" phase
-they just keep learning the words for everything they see |
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*What is the Composition/Distribution of "Early Lexicon" words and what are they?*
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1. Nominals (60%) - there are specific nominals (specific names of people or stores, etc.) and general nominals ("car" instead of chevy, "TV" instead of Sony), etc.
2. Action Words (20%) - "push, kiss, eat, chew, go, run, etc." 3. Modifiers (10%) - "big, new, mine", they do not learn opposite pairs together, they would learn big and then "not big" or small and then "not small" 4. Personal/Social Words (5%) - "hi, bye" 5. Function Words (<5%) - "what, who, where, etc.", grammar words |
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*What are the 2 Early Lexical Styles that are prevalent in the first 2 years of life?*
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1. REFERENTIAL STYLE - these children use the exact words for the names of things when they refer to something
2. EXPRESSIVE STYLE - these children tend to use placeholders and pronouns more often ("there" or "that", instead of saying chair or ball), they are known as PRONOUNAMAL children (instead of 'daddy' they say 'he') |
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*When do the lexical style differences disappear in children?*
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-at about 3.5-4 years of age
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*Which lexical style of children have higher syntactic language abilities and when?*
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-the expressive style children and they develop it at about 4 years
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*What is Over Extension of Lexical Words?*
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-this is where the child OVER USES the word, it shows that they don't really have a full understanding of the word yet
-EXPRESSIVE -it is based on the view that words are made up of a collection of features (a dad = male, tall, has kids so any other person who the child sees as having these features, they would call him 'dad' too) |
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*What is Under Extension of Lexical Words?*
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-this is when children have a limited use of the word
-this is where the child restricts the meaning of the word -for example: only the child's dad can be called 'dad', if one of his uncle's became a dad and the child's mom say's "uncle bill is going to be a dad" the child will say 'no' and point to his dad and say 'dad' |
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*What is the SEMANTIC FEATURE THEORY of Early Lexical Development?*
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-EVE CLARK
-argued that words are made up of different semantic features -shape, size, color and texture -BASED ON STATIC, VISUAL AND PERCEPTUAL FEATURES -there is an overlap with some of the visual features (cat and squirrel look alike so the child calls them the same thing) |
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*What is the FUNCTIONAL CORE HYPOTHESIS THEORY of Early Lexical Development?*
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-KATHERINE NELSON
-what makes a squirrel a squirrel is how it FUNCTIONS (based on the fact that its a wild animal, that's how it functions) -the thing that is really core about an object, animal or person and that is how the child remembers the name of the thing -EX: small orange ball and an actual orange (only one can be eaten and one cannot), each of those characteristics defines their respective objects. |
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*What is the PROTOTYPE THEORY of Early Lexical Development?*??????????
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-this is a compromise between the first 2 theories
-children's experiences impact their later word learning, they base their lexical learning on an early example of an object that they come in contact with -if they first come in contact with a Chihuahua and they say "dog", from now on any other small dog they see that they have not seen before will be called "dog" -semantic features of something are important for predicting what something is in the future or when we come across something we do not know the name of |
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*What is the WHOLE OBJECT part of the CONSTRAINTS THEORY of Early Lexical Development?*
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-this is when children have a preconceived notion that when someone points to something they are referring to the whole thing (when you point to a cat you don't say look at the tail you say look at the cat)
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*What is the MUTUAL EXCLUSIVITY/PRINCIPLE OF CONTRAST part of the CONSTRAINTS THEORY of Early Lexical Development?*
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-if you have a cat and a squirrel and you have already referred to the cat as a cat, os it cannot be called anything else and you cannot call something else a cat because you have already established what a cat is and that it is in fact called a cat
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*What is the NOVEL NAME/NAMELESS OBJECT part of the CONSTRAINTS THEORY?*
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-related to mutual exclusivity
-if you have a cat and a squirell next to each other and a child already knows what a cat is and you ask which one is the squirell, they will attribute the label "squirrel" to the nameless object that is present, because the 'squirrel' cannot be called cat, the chid will assume that the nameless animal is the 'squirrel' |
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*How do constraints help children?*
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-constraints limit the choices that the child might have and aids them in their learning because the amount of vocabulary words that they have to pick from is narrowed down and now it is easier for the children to pick from
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*What is the JOINT ATTENTION/THEORY OF MIND?*
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-it is an aspect of social cognition
-this is how a child can realize that everyone else has a mind and thoughts of their own, not just the child them-self has thoughts |
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*What are SITUATION CONSTRAINTS?*
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-they help the child learn more vocabulary
-these are helpful constraints because it limits the possibility to what an object or person can be called |
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*What are PHONOLOGICAL CONSTRAINTS?*
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-these are also helpful limits that aid the child
-children learn expressive words that contain sounds that they are already producing more easily -EX: if they are producing sounds of /f/ /d/ /t/ /k/ they will learn words like "fun, truck, dad, fly" more easily than words like "run, mom, light, etc." |
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*What is INTENTIONALITY as a part of MEANING?*
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-it is pragmatic meaning
-the child getting your attention, protesting -what was the child meaning when they did/said what they did/said |
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*What is GRAMMATICAL RELATIONAL MEANING?*
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-structural relational meaning
-syntactical meaning -subject/predicate meaning (mary ate the apple) |
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*What is a METAPHOR and example of one?*
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-"he's such a beast"
-more direct, no really "lead in" cues like the similes -direct figure of speech |
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*What is a SIMILE and example of one?*
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-"he's as strong as an ox"
-it is easier to understand because they have a lead in clue as to what the phrase is meaning (strong as...) -comparative notion, relating the first part of the sentence to the second part of it |
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*What are IDIOMS and example of one?*
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-"he's in the dog house"
-more metaphoric but it explains or describes a SITUATION (rather than a person, place, animal, etc.) |
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*What are PROVERBS and what is an example of one?*
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-"let sleeping dogs lie"
-figure of speech that has a message or tells a story -has a moral or a lesson -mid to late elementary and middle school levels |
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*What is the DEMONSTRATIONS level of the way that a child defines a word and age level?*
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-3 to 4 years of age
-demonstrate whatever you are asking them about (pretend to eat an apple or drive a car) |
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*What is the REPETITION level of the way that a child defines a word and age level?*
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-4 to 5 years of age
-they will say something like "you know, an apple is an apple, it just is" or "a car is a car" -they will repeat whatever word you asked them to define |
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*What is the FUNCTIONAL AND PHYSICAL DESCRIPTIONS level of the way that a child defines a word and its age level?*
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-5 to 6 years
-they would say something like "it is red and you eat it" or "you drive in it" -the child describes the physical characteristics of the word or its function |
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*What is the SYNONYMS level of the way that a child defines a word and its age level?"
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-7 to 8 years of age
-say something like "macintosh apple or golden delicious apple" or "chevy, dodge, etc." -they will tell you a specific or name brand name for the word you are asking them about |
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*What age is a child when they are at emergence of syntax and how many words can they produce?*
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-2 years of age and 100-150 expressive words
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*What are HOLOPHRASES?*
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-it means the whole meaning that a child is expressing with a single word
-if a child drops a rattle and says "ra ra" what it really wants to do is ask you to pick it up, but the child says this within the context of "ra ra" -the child is attempting to express more than the single word, they are attempting to tell you to pick up the rattle, they do not have that cognitive capacity to tell you that yet |
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*What are TELEGRAPHIC UTTERANCES and what age do they appear at?*
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-2 years of age
-the child is producing 2-word utterances -the child is just producing the MAIN CONTENT WORDS in a choppy fashion -smaller parts of speech, verb/noun endings are NOT present and neither are plural or tense markers |
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*In general, what are the IMPORTANT EARLY SEMANTIC RELATIONAL/THEMATIC MEANINGS?*
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-they are basic concepts/meanings that children express as well as adults express them too
-the meaning changes the relationship -there is no real developmental order or sequence, they are basic concepts that are expressed as early as 10 months but certainly at 12 months and stay with us forever in our language |
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*What are THEMATIC MEANINGS?*
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-what is the underlying concept that is being expressed (mike is an agent - this is expressed when you say 'mike is walking')
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*What is an AGENT as it relates to Semantic Meanings?*
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-it is an ANIMATE and living thing except for plant life
-it is a living thing that is involved in an action -there HAS to be an action for there to be an agent -mike is running = agent -mike is over there = person |
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*What is an INSTRUMENT as it relates to Semantic Meaning?*
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-a NON-LIVING THING
-inanimate object -"ball hit", "ball roll" (instrument + action) |
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*What is the OBJECT as it relates to Semantic Meaning?*
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-an INANIMATE OBJECT that receives an ACTION
-"daddy drive car" (agent + action + object) |
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*What is the EXPERIENCER as it relates to Semantic Meaning?*
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-mike is sad (mike is the experiencer)
-like an object but it is a LIVING thing -me kick mary (agent then action then experiencer) |
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*What is ENTITY as it relates to Semantic/Thematic Meaning?*
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-an INANIMATE object but NO action is involved
-"ball ground" (entity + location) |
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*What is ATTRIBUTE as it relates to Semantic/Thematic Meaning?*
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-mommy blue hat (person + attribute + possession)
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*What is the POSSESSION/POSSESSOR as it relates to Semantic/Thematic Meaning?*
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-the meaning is coming from the relational, there is no grammar things in place like endings or apostrophe's
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