Language And Literacy

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cytoarchitecture

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each brain is unique containing certain number of neurons connected to each other in particular ways ( different circuits) every brain is unique.

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areal organization

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brain organized in certain areas things u can do and assigned to certain parts of the brain

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prosopagnosia

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face blindness

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laminar organization

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glial cells help provide a hospitable environment so neurons can do their job

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2 types of cells

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glial cell and neurons

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glial cells

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more numerous than neurns provide firmness and structure to the brain 2. forming the myelin sheath that surrounds the axons of long neurons and speeds up their firing 3. provides scaffold for neurons to latch onto during process of cell migration 4. taking up and removing some chemical transmitters

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neurons

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responsible for transmitting information contain pyramidal cells (longer and narrower create a pyramid) and stellate cell ( stars)

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laminar layer

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higher number deeper u go
layer 1- short connections horizontal
layer2&3 dendritic conn.neuron-neur
layer 4 stellate cells
lay.5&6 highest #pyramidalcells deep

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proliferation

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if not enough cells mitosis makes more

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cell migration

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cell location go to place where they are needed

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differentiation

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can be changed to fit need assumes right # and type located in right place

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growth and function (synaptic development)

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growth- proximity facilatates efficiency

function- form synaptic connections to send & receive messages

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synaptic connections

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fetal development -activation patterns that occur
infancy&childhood - activation patterns occur when provoked or stimulated

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neuronal death

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Allowance for error synaptic pruning- lose it or use it

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Dendritic arborizations

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Sprouting of new dendrites

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Axonal myelination

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Fatty coating speeds up firing brain is heaviest at 22 to 23 years old depends on how you use your brain

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Genetics

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Between species - proliferation room for error migration differentiation
Within species - each bring uniquely different twin studies same genetic instructions and individual differences

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Environmental stimulation

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Responding to the environment based on uniformity in how information is received

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role of the brain

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Afferent neurons bring information to the brain via sensory receptors, cortical neurons receive, process and store information

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Prenatal Nutrition

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Prenatal malnutrition slows proliferation fewer neurons fewer glial cells proliferation slows

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Childhood malnutrition

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Results in slow cell growth inhibits myelination but can be fixed

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steroids

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The use of steroids affects cell growth and reactivity but is not entirely understood

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Teratogen

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Only foreign substance that can cause harm during embryonic or fetal stages of development association between Teratogens effects are evident based on dose susceptibility time of exposure example painkillers virus alcohol

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Nativist

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Abilities are innate and predetermined

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Empiricist perspective

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Idea that intelligence is shaped by the environment

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Constructivist perspective

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Nature and nurture equally important but environment is more important the sooner the better

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Formalism nativism

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Language is a autonomous

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Functionalism empiricism

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Language developed in context of the environment

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Requirements of spoken language competence

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Phonological knowledge grammatical knowledge

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Skills of competent speakers

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Recognize intention of communication gauged possible reaction from listeners choose words that are more effective the more vocabulary the better

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Skills of competent listener

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Infer meaning remember details

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The rules

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Quantity principle, quality principle, relation principle manner principle

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Quantity principle

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be informative but with the right amount of information

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Quality principle

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Truthful without exaggeration no association is no evidence

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Relation principle

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Stay on topic be relevant

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Manner principle

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Give enough information not too brief

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Proper use of ancillary

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Irony, sarcasm, metaphor, lying, humor

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Developmental changes in requirements for spoken language

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Phonological grammatical semantics

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Phonological

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Drastic changes in the first 5 years plateau in the next couple years

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Grammatical

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Most rules learned early

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Semantics

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Changes through lifetime drastically different

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Conversational skills

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Progress made over the course of childhood until adulthood adults provide scaffolding

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Communicative goals

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Initially gaining attention recruiting for action, changes over time - talking just to talk variety of functions emerge

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Communicative devices

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Indirect request polite expression irony sarcasm verbal humor metaphor lies, improvement overtime comprehension before use

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Factors that promote change for conversational skills

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Adults are speaking, partners are immensely important -appropriate modeling, patience, older siblings +/- witness to more sophisticated interactions

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Factors promote change for phonological semantic grammatical knowledge

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Exposure to words in a variety of context, allow practice of phonemes hearing them and saying that, children need to have enough base words before manipulating them to learn grammatical rules, semantics affect both grammar and psychological development

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factors that promote change for communication goals

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Feedback is key natural consequence

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Factors that promote change and communicative devices

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Age+ exposure + first hand experience, added degree of difficulty with this if: English not primary language language delay / disorder

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Damage to other areas of brain

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results in language differences, especially the neuances and auxiliary contributing ASD, RHD, TBI

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Phonological processing

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Ability to recognize and correctly pronounce sounds represented in language

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Receptive phonological skills

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recognize sounds in typical sound patterns of native when listening to another speaker 4 levels phonemes word syllable porosody

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Phoneme

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smallest unit of sound 45 phonemes differentiate between individual speech sounds puh vs buh

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Syllable

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Phonemes come together to make syllables or segments of words

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Words

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Composed of syllables which are formed by letter groups word recognition requires representation

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Prosody

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Begins with motherese infant directed speech provides information about syllables words in a sentence types of sentences e.t.c

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productive phonological competence

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ability to produce sounds and sound patterns when speaking produce all phonemes in native language combine phonemes into syllables and words
create multiword expression

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onsets and rimes

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onset- word meanings
rimes- word endings

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compensating

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listeners don't require production to be exact just needs to be close enough ask q"s conduct behavioral research create models

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speech sound errors

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Sound substitutions, assimilation, cluster reduction

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Invariance

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Recognize speech in a variety of circumstances

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categorical perception

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Phonemes are heard as discrete category

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Conductive behavioral research on babies

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High amplitude sucking, head turn procedure, habituation

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Cohort model partial input model

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Auto fill suggestion of learning words narrow down the word based uverse, autofill

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Neighborhood activation model partial input model

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Determine words based on its neighbor example cat rat SAT

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Spreading activation

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When an onset is heard information sent along a network network associative strength amount of strength in firing depends on how frequent sound occurs

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Statistical learning

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Combining pattern detection in computational abilities

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Phonotactic patterns

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Restrictions placed on the occasion of sound help define word boundaries in connected speech

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Receptive age trends birth to 4 months

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The following are attributed to prenatal experience newborns prefer mother's language preference of mother's voice matching prosadic properties

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Early infant categorization

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Stop vs stop stop vs nasal

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5 to 8 months receptive

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Sensitivity for a non-native decline syllable stressed needed for parsing

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9 to 12 months receptive

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Preference for own language phonemes phonotactic patterns

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13 months and up receptive

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Greater understanding of process predictive value in segmenting syllables and onset rimes

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Birth to 12 months productive

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Reflexive cry cooing laughter vocal play canonical babbling variegated babbling

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Phoneme acquisition

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Vowels by age 3, consonants by age7

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Stops

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P B T D K G

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Nasals

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M, n

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Sibilants

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S, Sh

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evaluate word competence by

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spontaneous utterances
standardized testing ( ppvt, MacArthur, cdi)