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75 Cards in this Set
- Front
- Back
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Initially sensory and motor are... |
Retained only briefly. *Increases reflect the changes in memory strategies* -from memory of just a few days at 2 months-8 weeks at 12 months. Gradually form other types of “schemes” and use them in recognition. With increased memory, infants can retrieve schemes without input. Little kids can’t retrieve image without stimulus. |
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Memory of speech |
Phonotactic representations (phoneme and syllable structure) form a template or model against which child can compare her output w/ input Ex. Doggy->gaggy |
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Memory is important for… |
Forming a representation of a word (called mapping), connecting semantics and phonology, and retrieving phonological representations |
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Phonotactic representation and semantic representation |
Phonotactic representations of words probably build up gradually from input. Semantic representations may begin forming with only one exposure to a word. |
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Infants hear a word (“mommy”) repeatedly … |
Form template or model (CVCV, /mami/). Produces word mommy to match template. |
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Representational competence |
The ability to extract commonalities from experiences and represent them in your mind abstractly or as symbols. The child gradually changes the idea of doggy then represent doggy as symbols. ex. We could represent a birthday party. What would be in it? |
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Infants anticipate future events based on... |
their representations. |
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Object permanence |
Items that can be represented in our mind. I know these things exist even if I can’t see them. Thus, an infant can represent things/location That are not immediately available to the sentences. *Words represent the world* |
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Cognitive development and symbol use |
Within a few months of birth, infants begin to anticipate behaviors based on objects. Ex. Signals: object(bottle)=message(eat) |
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By eight months, the baby is able to discern... |
A change in a persons goals based on actions. Index: action(get coat)=message(out) Child use a shared properties of actions. Soon words will take up meaning. |
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Important cognitive development |
Means-ends develops at about 7 or 8 months. *jack in a box* highly correlated with communication development, especially gestures. Intentionality: waaa(cry)-reach |
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Begins to recognize patterns in speech |
Prosodic memory or flow of speech, phonotactic patterns or Syllable structure And sound combinations. By eight months, storing sound patterns. |
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By nine months: Vocal imitation and gestures highly correlated... |
Able to discern individual speech sounds. Representation: develop object constancy and object permanence. Hi correlation between object play and language at 10 to 13 months *Symbols or first words appear at 12 months, along with symbolic play* - environment is important, parenting is part of this. |
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Maternal techniques |
*ball w/ shapes* Phasing, facilitative, initiating, adaptive, elaborative, control -child directed speech or motherese(parentese) |
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Best focus is 8 inches in front of The baby. Are we pre-wired for communication? |
Preferences: movement -A light/dark contrast (eyes, mouth) -corners ASD: as infants, they don’t often look into the persons eyes, often look at mouth |
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Hearing-20 weeks post conception-halfway through pregnancy |
Inner ear fluid in middle ear, up eustachian tube. -Hearing is functioning at birth -Best hearing: human voice frequency, baby has preferences(range of hearing voice). -Random speech sounds/over music, *human voice* -Entertainment: moving to the rhythm of the human voice (think gestures made with speech) |
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Children become communicators because… |
We treat them that way. |
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Attention |
Modifying my behavior to modify children’s behavior |
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Child temperament and parenting stress parent sensitivity lax when stressed |
Child temperament and parenting stress. -parent sensitivity is lacking when stressed * Parent with ASD child may have this stress* |
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Promote interaction w/ child when you’re not stressed |
Vary what you do based on temperament/behavior of child. Some others are over responsive, some others are under responsive. *response based on child’s behavior* |
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Infant directed speech (IDS) builds language |
Use things in the environment. |
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Promote interaction w/ child when you’re not stressed |
Vary what you do based on temperament/behavior of child. Some others are over responsive, some others are under responsive. *response based on child’s behavior* |
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Infant directed speech (IDS) builds language |
Use things in the environment. |
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The Waltz |
Mutual modification in both the mother and child’s behavior Ex. Sleeping (intrapersonal: sleeps when baby wants to). Parent works to get baby on same sleep schedule as theirs. (cereal in bottle with milk @ 2 months, gradually change out behavior as an adult) |
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Chronology of development: 1st week |
Imitates (movement similar to adults). Mom treats movement as a behavior. |
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Chronology of development: 2nd week |
Responds differently to mothers face and voice |
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Chronology of development: 3rd week |
Baby smiles at an oval with two dark circles (tuning into eyes) |
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Chronology of development: by 3 months |
Child has full focus, mother exaggerates facial expression/voice to hold attention. *Gaze coupling: locking eyes*-regularized patterns builds infants anticipation. *Revocalization-A child is most likely to revocalize if the adult makes a sound after the initial vocalization. Turn taking (Last mention)/ bah bah geee (me baby me) |
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3 months: Stimulus-response bonds |
(NOT MOM/CHILD BONDING) (signal value of specific behaviors). “I can influence/change the world” Ex. Stimulus- me crying, response of person *think orphanage* |
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3 months: Joint action-Shared action behaviors, joint reference behaviors lead to conversation. |
Protoconversations: Routines: We as adults are predictable, language is predictable routine provide script for baby. Ex. Baby sticks up leg in air at home after daycare assistant does “this little piggy” when changing babies diaper |
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Games |
Have attributes like language, Has opening/closing moves like conversation, have turn-taking like conversation, Both parties agree to participate (similar to convos) The waltz occurs once the child learns to start the game, mom puts in more terms. |
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Fifth month |
The baby will increase vocalizing if adult doesn’t respond. |
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Chronology: Six months |
Sits unsupported and influences interaction (Interact w/ something in b/w us). Interactions become more complex. |
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chronology: 7 mo. |
“Comprehends” one or more frequently use words (w/in context ex. Wave by) |
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Chronology: 8 mo. |
*Gestures is the first time the child demonstrates intention* Mom responds. Baby learns to do all different types of stuff, build language off of that |
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8 mo gestures: Development of intention |
Pre-intentional stage 0 to 8 months, Gestural intentions 8 to 12 months, first words 12 months. The development of gestures includes showing, show self, full gestural complex |
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Standard gestures |
words go on top of gestures (showing, giving, pointing. Signaling notice and requesting) Ex. looks like pointing but rolled forward and louder noise. |
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Standard gestures |
words go on top of gestures (showing, giving, pointing. Signaling notice and requesting) Ex. looks like pointing but rolled forward and louder noise. |
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Non-standard gestures |
Showing off and tantruming. |
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Functional (individualistic) gestures |
Look like they’re meaning (baby see doggy, moves hand like petting doggy [Individualized]) |
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Development of each gesture |
Gesture only, gesture and vocalization, gestures and verbalization. * intentions expressed and gestures are later expressed through words* |
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Infant illicit maternal communication behavior: infant directed speech (IDS) |
Short utterance length, simple syntax (no complicated grammar), And small core vocab. -Appropriate/consistent, Redundant (same combo, different ways), Children’s attention, Joint or shared reference, Treats infant behaviors as meaningful. gaze facial expression and presentation - Cultural social economic and gender differences (varies) [Mom uses IDS more than father, mom/dad talk more IDS to girls] |
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Joint attending leads to joint reference |
* theory of mind may begin here* Capacity to coordinate one’s attention, child comes to understand that others intend for sharing occurs -Following a line of regard for Ex. the waltz “follow” when mom points (not really) Importance of shared reference “Language is learned in order to interact w/ someone about something the two of you share
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Theory of mind |
Realization that you and someone else has a mind around age 4, develops gradually up to that point |
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Phase 1 (0-6 mo.) |
Mastering joint attention |
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Phase 2 (7-8 mo) |
Intention to communicate |
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Phase 3 (8-12 mo) |
Gestures and vocalization Protoimperative-Tries to influence someone’s (verbal) behavior [ask questions]. Protodeclarative-Gestures discuss something
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Phase 4 (12+ mo.) |
Naming and topicalization. Joint reference within dialogues |
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Importance of social and communicative bases |
Some children will not obtain a strong social and communicative base for language due to environmental or individual factors or both. This could be caused by abuse/neglect in the home, behavioral/cognitive disorders (ASD) or intellectual disability (may fail to bond with and respond to caretaker). *Result may be impaired language and communication* |
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Assumptions: When is a word a word?....Reference principal |
The word refers to something (action, etc.) |
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Assumptions: When is a word a word?....Extendability principal |
If things look exactly alike, they must have the same name. |
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Assumptions: When is a word a word?....Whole object principle |
The name must refer to the whole thing. |
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Assumptions: When is a word a word?.... Categorical assumption |
Things that are similar take the same word |
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Assumptions: When is a word a word?....Novel name-nameless assumption |
If something is nameless, it must apply to something that doesn’t have one |
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Assumptions: When is a word a word?....Conventionality assumption |
If it was a cup yesterday, it’s a cup tomorrow. Adults are consistent |
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Receptive learning strategies |
Ability to comprehend words develops gradually and is highly context dependent |
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Toddler expressive learning strategies |
Evocative (doggy!) utterances, hypothesis testing (doggie?), interrogative utterances (I have no idea what it’s called, asking), Selective imitation (I hear you say something, I say it too) ex. Doggy? No honey, that’s a kitty. Kitty! |
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Two-step strategy |
What I understand, what I produce. |
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Selective imitation “Do you want a cookie?” |
Whole or partial repetition “cookie”, -At growing edge of language -Content is essential: Always of making sense {has to make sense} -Limited use after 30 months. 20% selective imitation, 5% after 30 months |
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Imitation |
Single word, double combo not good for syntax |
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Use-changes with age |
Focus operations predominant until age 3. Up to age 3, I am going to imitate what you say. After age 3, substitute words to figure out meaning. |
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Substitution in which children replace his words |
High percentage of preschool children’s novel utterances Differ only slightly from utterances produced previously |
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Less is more Developmental change in working memory and attention |
Both initially limited, but increase over time. Limited ability may be an advantage. Deconstructing the language code and masteringIt is an extremely complex process, So beginning small is a good place to start. |
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Toddler expressive learning strategies continued-Toddler’s parents teaching strategies |
Modeling- parents do provide good models when talking to language learning children. |
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Child directed speech (CDS) |
Style of talking to 18-24 month olds. Not to his parents (all of us make modifications). At age 4, children talk to younger kids differently too! Child is essential (modify speech based on the child) |
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Characteristics of CDS |
Few utterances per conversation, Slower with longer pauses, more self-repetition, Few were broken and run-on sentences (short), Fewer disfluencies, Smaller core vocab. short sentences, repeat (adults), Very short sentences, more contextual support (I talk about the physical context), Exaggerated intonation/stress, higher pitch, whispering and shouting.*Directs and hold the kids attention* think storyteller |
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Effects of CDS *varies with age of child* |
Keeps child’s the tension, allows child to participate, allows both to share a limited joint knowledge, and help child w/ linguistic analysis. |
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Parental consequating |
Directly reinforce very little. Only 7% of child’s utterances.*Reinforcement increases the likelihood that something will happen again*But use… “Mommy eat cookie” (intonation [Positive, repetition right there]) “mhm, mommy eat cookie”Expansion-keeping child’s word order, but maturesExtension-replyImitation, expansion, and intention *increased likelihood of imitation or longer utterance of child** maintain child’s word order while providing a more mature form of child’s utterance* |
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Important *memorize*-preschool learning strategies |
-Pay attention to the end of words -Phonological forms can be systematically modified(Can be changed. Phonological, based on the words they’re attached to) ex. Dogs -Pay attention to the order of words in the morphemes -avoid interruption or rearrangement of linguistic units -underlying semantic relations should be marked-overtly and clearly(when there’s a meaning change or meaning relationship, it should be obvious) |
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Avoid exceptions |
Children develop -ING before any other morphological ending -Children with a little knowledge of grammatical structure may make a few errors because they attempt to produce it in frequently. Other children are risk takers Use of grammatical markers should make semantic sense…Semantically consistent rules acquired first: -ING on process, but not state verbs vs. arbitrary regular-irregular verbs and -ED |
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Children’s processes of language acquisition |
Early linguistic representations and highly concrete and specific pieces of language, not abstract categories and rules. -Often word-specific constructions based on frequency of use and probability May use to cognitive processes: 1. Intention-reading: “she is sick” 2. Pattern-finding: “Is she sick” |
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Role of production |
Constructing utterances out of already learned pieces of language appropriate to communication process *Does not construct utterances one morpheme at a time* but form of a ragtime assortment of different pre-existing linguistic units. Three basic options -retrieve and repeat -retrieve and “tweak” it to fit -produce something unique by combining words and phraseSchemes, but not utterance level rules |
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What children hear |
-5000-7000 words per day almost 80% of mothers utterances are full adult sentences -Highly frequent patterns Most consist of 2 words or 2 morphemes. *Intern, children produce many of these same words-based utterance frames. Acquisition made a little easier by moms. |
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Preschoolers parent “teaching” strategy |
*Reformulation or recast* Adult reformulates what the kids said, from what the kid said. Then, adult locates error and embeds correction. -Children repeat reformulation, Acknowledge correction w/ yeah or uhuh &Cognitive conversation or rejection formulation. Re-formulations go beyond a mere expansionAnd can involve considerable rearrangement of sentence elements while presenting child meaning. |
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Turnabout |
-Used alone and w/ imitation, expansion, extension, and reformulation. Facility turns for a child and keep combo focused. -Consist of comment, hand turn back with a question usually |
