Language Development Midterm

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Speech

Back 1

verbal means of communication, requires motor coordination.
effective speech requires the coordination of many systems.

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Non-speech forms of communication

Back 2

Math
ASL
body language, non-verbals

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Language

Back 3

a shared, dynamic system.
a social agreement.
a socially shared code to represent concepts through the use of arbitrary symbols and the rules that govern those symbols.
evolving, rule-goverened, has 3 properties:
1. rules
2. social tool
3. generative

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Dialect

Back 4

sub-categories of the parent language that use similar, but not identical rules.

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Speech Meaning

Back 5

vocal quality, intonation, rate
meaning is impacted by concept (i.e. father - dad or priest?)

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Communication

Back 6

exchange of information, usually of wants and needs.
requires 2 people

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Parts of Communication (5)

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Exchange information
Competence
Paralinguistics
Nonlinguistics
Metalinguistics

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Properties of Language

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1. Social tool (words effect and affected)
2. Rule governed system (grammars)
3. Generative system (creative)

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Language as a social tool

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language has one purpose: to serve as the code for transmissions between people. Influenced by culture

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Language as a rule-governed system

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non-arbitrary organizational features of language. Shows rules and patterns. Effective speakers use grammars, have linguistic competence and can perform linguistically.
Finite set of appropriate responses

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Grammars

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the rules that govern how language is put together. Describes the relationship between sounds, between words and smaller units, words and meaning, and between words and communicative intent.

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Linguistic Competence

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underlying knowledge about the system of rules. (indicated by linguistic performance)

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Linguistic performance

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linguistic knowledge in actual use. subject to constraints:
1. long-term - SES, ethnicity, disability
2. short-term - intoxication, fatigue

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Predictions

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Linguistic Competence allows a listener to predict which symbols will come next (eg. noun, verb, question)

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Language as a Generative System

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knowledge of the rules allows speakers to generate meaningful and sometimes novel sentences. Words can mean more than one thing, or objects can have more than one name. Many different ways to combine.

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Bloom and Lahey
Components of Language

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Form/Content/Use:
Syntax (f)
Morphology (f)
Phonology (f)
Semantics (c)
Pragmatics (u)

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Syntax

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Related to Language FORM
-the structure of a sentence, word order and the rules that govern them
-each complete sentence must have a NOUN PHRASE + VERB PHRASE

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Morphology

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Related to Language FORM
-the internal organization of words
-smallest grammatical unit

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Morpheme

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The smallest grammatical unit
Indivisible without changing meaning.
TYPES:
-free
-bound

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Free Morpheme

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can stand alone (eg. big, happy)

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Bound Morpheme

Back 21

cannot function independently, but can change meaning (eg. -ly, -ing, -s)

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Phonology

Back 22

Related to Language FORM
the rules governing the structure, distribution, and sequencing of speech sounds.
(eg.ng does not occur it the word initial position in English)

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Phoneme

Back 23

Speech sound
smallest unit of sound that can affect meaning

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Allophone

Back 24

variations of a phoneme

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Semantics

Back 25

Related to Language CONTENT
the meaning or content of words and word combinations.
Relates to vocabulary
Highlights the difference between similar words (female, woman, lady)
**greatly affected by personal experiences

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Pragmatics

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Related to Language USE
language in context, social component of language.
turn-taking, topic maintenance, eye contact, types of discourse (narrative/joke)

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Cooperational Principle

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conversational partners must cooperate with each other.
-Quality
-Quantity
-Relation
-Manner

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How the Components of Language Work Together

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All areas (syntax, morphology, phonology, semantics, pragmatics) work together
If there is a deficit in one area, it is likely that it will affect other areas of language development.

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Behavioral Theory

Back 29

Skinner
Assumes that parents model, children imitate, ans parents selectively reinforced. Grammar is learned through chaining.
OPERANT CONDITIONING
-language is learned
-use of reinforcers and punishers
-successive approximations, as child's knowledge increases parents require more correct responses

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Contributions and Limitations
of the Behavioral Theory

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LIMITATIONS
-how do you explain novel utterances?
-amount of reinforcement needed
-production heavy

CONTRIBUTIONS
-reinforcement
-imitations
-recognizes role of environment in lang. dev.

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Psycholinguistic Theory
(syntactic/nativist)

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children are born with Language Acquisition Device containing the universal phrase structure rules.

INNATE BIOLOGICAL CAPACITY for speech, across people and languages

LINGUISTIC PROCESSING
-deep and surface structures that determine sentence production

LANGUAGE ACQUISITION DEVICE
-innate, contains phrase-structure rules. works with user hypothesis and linguistic input

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Limitations and Contributions
of the Psycholinguistic Theory
(syntactic/nativist)

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LIMITATIONS
-may result in underevaluating a child's language
-deemphasized the role of the environment
-how do language and thought work influence each other?

CONTRIBUTIONS
-relationship between language and meaning.

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Sociolinguistic Theory

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language emerges from well-established communication, children learn from environ. as adults modify language to child. Gestures as the building blocks for language.

SPEECH ACT THEORY
-unit of linguistic communication that can be divided into other elements. relies on linguistic and non-linguistic cues for meaning. Role of communication partner is critical in providing expansions, idealizions of language (rather than reinforce)

LANGUAGE ACQUISITION
-transactional (caregiver/child model). caregiver provides crucial language learning early on by imparting meaning and intent to child's utterances
-uses joint attention to aid in learning

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Joint Attention

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the achievement of shared attention on an object or event. Involves eye contact, calling the child, pointing, and naming an object.

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Limitations and Contributions
of the Sociolinguistic Theory

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LIMITATIONS
-does not explain acquisition
-how does the child develop syntactic knowledge

CONTRIBUTIONS
-served as a base, but we now know that children have speech differences (and that does not mean disorder or improper use)
-The child is an active participant, both caregiver and child have the intent of language growth

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Emergentism

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the brain evolved to serve many complex challenges. Grammar is the solution to limited speech channel. complex language = increase in working memory

Combines many theories.
-some innate structure within the brain is needed for language acquisition

LINGUISTIC REPRESENTATIONS
combine
1. the physical brain
2. how the brain processes info
3. tasks engaged in
4. characteristics of the language they are exposed to

GRAMMAR
-the brain's solution to a complicated process

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Central Nervous System (CNS)

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comprised of the brain and spinal cord (brainstem: medulla, pons, thalmus, midbrain)
85% of nervous system

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Peripheral Nervous System (PNS)

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any neural tissue outside of the CNS

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Neuron

Back 39

basic unit of the nervous system
1. cell body
2. axon
3. dendrites

Role: communicate/exchange information via electrical impulses with each other through synapses

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Reticular Formation

Back 40

Compact unit of neurons within the brainstem
integrates incoming stimulus (auditory/visual/tactile) and filters information to facilitate/inhibit sensory transmission

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Thalmus

Back 41

relay station
sends sensory information to the brain for analysis

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Cerebellum

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controls equilibrium
aka "mini-brain"
controls rate and range of motion

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Cerebrum

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two halves (L/R Hemis)
mostly contralateral control, for sensory and motor functions

*for language, hemis are asymmetrical. processing is the responsibility of one side over the other.

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Basic Functions of the Brain (3)

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1. Regulation;energy level and tone, aids other functions
2. Processing; information for analysis
3. Formulation; intentions and programs for behavior

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Hemispheric Asymmetry

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-distribution of specific functions are usually lateralized
-communicates via the CORPUS CALLOSUM
-must work collaboratively

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Roles and Responsibilities:
Right Hemisphere

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-depth perception
-recognition of faces and pictures
-comprehension
-prosody
-para and nonlinguistics

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Roles and Responsibilities:
Left Hemisphere

Back 47

-oral-language processing

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Brain Maturation

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Language development relies on the growth and maturation of the brain.
-Gross Brain Weight
-Organization
-Tissue Changes

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Gross Brain Weight (GBW)

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-indicates neural development
-most rapid growth occurs between 0-2yrs (brain weight x3)
-adult weight brain by age 12
-as it grows, neurons grow in size and complexity, myelination!

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Early Organization of the Brain

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Use of neural pathways stimulates and strengthens connection of neurons, making them more efficient.

@ 1mo, synaptic firings increase 50x to over 1 thousand trillion

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Tissue changes in the baby brain

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-cell differentiation begins at 16w gestation.
-post birth, rapid growth of cerebellum and cerebrum

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Neurolinguistics

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The study of the manner and location of linguistic processing within the brain

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Areas of the CNS that aid in Language Processing

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Left Lobe
-Heschl's Gyrus
-Wernicke's Area
-Arcuate Fasiculus
-Broca's Area

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Heschl's Gyrus

Back 54

Located on the Auditory Cortex
-separates incoming info
-differentiates significant info
-sent to L temporal for processing

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Wernicke's Area

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Located in the Left Temporal Lobe
-completes linguistic analysis of visual, tactile, and auditory info with help from angular & supramarginal gyri
-can impact expressive and receptive features of language

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Arcuate Fasciculus

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-transmits information between Wernicke's and Broca's
-White fibrous tract, inferior to the angular gyrus

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Broca's Area

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Located in the Left Frontal Lobe
-details programming for verbalizing a message
-generally, damage to this area affects expressive features of language, only

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Comprehension

Back 58

linguistic auditory processing and language symbol decoding.

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Hippocampus

Back 59

Transmits information to the temporal lobe for consolidation

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Attention

Back 60

Awareness of a learning situation combined with active cognitive processing
Affected by:
-Orientation
-Reaction

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Orientation

Back 61

ability to sustain attention over time.

Humans attend best with high-intensity dynamic stimuli

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Reaction

Back 62

amount of time required for an individual to respond to a stimulus, ability to select the relevant parts of a task to respond to.

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Why it is sometimes hard for children to pay attention

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Children are developmentally immature in the area of attention and need to use a larger percentage of their brain when focusing on a task. Therefore, less space is available for higher level tasks.

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Discrimination

Back 64

ability to identify stimuli, differing along some dimension. Relates to the ability to compare new and old information.

*relies on working memory