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54 Cards in this Set
- Front
- Back
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Birth to 3 Months:
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Displays startle response to loud sound
Visually tracks, or moves eyes, to source of sound Attends to and turns head toward voice § Smiles reflexively Quiets when picked up Ceases activity or coos back when person talks (by 2 months) |
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4-6 Months
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Respondsby raising arms
Movesor looks toward family members when they are named Exploresthe vocal mechanism through vocal play such as growling, squealing, yelling,making “raspberries” Beginsto produce adult-like vowels Begins marginalbabbling; double syllables |
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7-9 Months:
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Looksat common objects when names are spoken§ Comprehends“no”
Beginsto use gestural language Useswide variety of sound combinations Usesinflected vocal play, intonation patterns Imitatesintonation and speech sounds of others (9 months) Beginsvariegated babbling (mabamaba; 9 months) Uncovers hidden toy |
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10-12 Months
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Understandsup to 10 words
Beginsto relate symbol and object; uses first true word Givesblock, toy, or object upon request Understandsand follows simple directions regarding body action Looksin correct place for hidden toys Turnshead instantly to own name Gesturesor vocalizes wants and needs§ Jabbersloudly Usesall consonant and vowel sounds in play |
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Perlocutionary Behavior
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“signals” that have an effect on listener
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Illocutionary Behaviorfont
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9-10 months; signal to carry out some socially areaorganized action such as pointing or laughing
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1-2 Years; Syntax
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One-wordsentences
Approx.18 months, child puts two words together Three-orfour-word responses by 2 years Approx 51% ofutterances consist of nouns |
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1-2 Years; Semantics
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3-20words and gestures
Understandingof some words and simple commands Usessemantic relations: utterances that reflect meaning based on relationshipsbetween different words Usesoverextensions (all brown-eyed, slender women are “mommy”) Answersthe question “what’s this?” Says“all gone” Followsdirections using one or two spatial concepts§ Pointsto 1-5 body parts Listensto simple stories§ Refersto self with pronoun and name Asksfor “more” Verbalizesimmediate experiences begins to use someverbs and adjectives |
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1-2 Years; Pragmatics
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Understands some rule of dialogue
Usesnonverbal and verbal communication to signal intent Imaginative Personal Informative Interactional
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Heuristic
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Attempt to have environment and events explained to them (1-2 years)
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Instrumental:
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Attempt to get assistance, material things from others (1-2 years)
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Regulatory:
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control behavior of others (1-2 years)
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Presuppositions
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expressions that have shared meaning (1-2 years)
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Core found from 12-24 months:
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Practicing language
Protesting Greeting Calling/addressing Requesting action Requesting answer Repeating/imitatingAnswering |
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2-3 Years; Syntax
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Wordcombinations
AverageMLU of 2.0-4.0 Combines3-4 words in subject-verb-object Usestelegraphic speech Askswh- questions Expressesnegation |
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2-3 Years; Semantics
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Meaningsseem to be learned in sequence: objects, events, actions, adjectives, adverbs,spatial concepts, temporal concepts
Firstpronouns are self-referents Answerssimple wh- questions Identifysimple body parts Carriesout one- and two- part commands Understandsplurals Cangive simple account of experiences |
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2-3 Years; Morphology
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Developsinflections, such as –ing
Developssimple, irregular past tense Copularwere Isplus adjective Regularpast-tense verbs Overregularizespast-tense inflections Overgeneralizesplural morphemes Uses memorizedcontractions |
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2-3 Years; Pragmatics
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Rapidtopic shifts
Criticism,commands, requests, threats, questions, and answers Interpersonalcommunication expands |
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3-4 Years; Syntax
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MLU3.0-5.0
Learnsset of clause-connecting devices Usescomplex verb phrases (I should have been able to do it) Usesmodal verbs (could, should, would) Usestag questions (you want to go, don’t you?) Usesembedded forms, which rearrange or add elements within sentences (The man whocame to dinner stayed a week) Passivevoice (She’s been bitten by a dog) Completesentences Mostlynouns, verbs, and personal pronouns Acquiresdo-insertions and ability to make transformations (Does the kitty run around?) Usesnegation in speech Complex and compoundsentences |
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3-4 Years; Semantics
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§ Askshow, why, and when questions
§ Understandssome common opposites § Knowsfull name, street, nursery rhymes § Labelsmost things in environment § Relatesexperiences and tells activities in sequential order § Singa song § Answersappropriately questions § Cancomplete opposite analogies § Understandschildren preschool stories § Pronounsàyou, they, us, and them § Conceptsof heavy-light, empty-full § Agent-actionàtell me what flies, swims, bites… § Supplieslast word of sentenceAnswers “what if”questions |
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3-4 Years; Morphology
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§ Usesirregular plural form§ Third-personsingular, present tense
§ Simplepast and present progressive § Inflectionto convert adjective to causative (sharp, sharpen) § Simpleplural nouns correctly used § Beginsto use is at beginning of questions § Contractedforms of modals § Andas a conjunction § Usesis, are, am in sentences § Possessivemarkers consistently § Usereflexive pronoun myself § Conjunctionbecause |
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3-4 Years; Pragmatics
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§ Maintainconversation without losing track of topic
§ Modifyspeech to age of listener § Produceindirectives (Are cookies done? Meaning, I want a cookie.) § Usesrequesting§ Respondswith structures such as yes, no, because§ Conversationaldevices usedCommunicativefunctions used |
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4-5 Years; Syntax
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§ 6-6.5words per sentence
§ Speaksin complete sentences § Complexsentences; interprets complex sentences correctly § Futuretense used § Usesif, so in sentence § Uses passive voice |
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4-5 Years; Semantics
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§ Usesconcrete meaning and words
§ Canname items in a category § Tellslong stories accurately § Understandright and left § Candefine 10 common words § Showsobjects by use and function § Identifiespast and future verbs § Demands explanations |
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4-5 Years; Morphology
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§ Comparatives
§ Couldand would in sentences |
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4-5 Years; Pragmatics
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§ Canmaintain topic over successive utterances§ Egocentricmonologue about a third of the time
§ Indirectspeech acts, softens speech § Begins to tell jokesand riddles |
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5-6 Years; Syntax
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§ Present,past, and future tenses used correctly§ Conjunctionsto string words together
§ Asks“how” questions § uses“if” questions § comprehendsverb tenses in passive voice § useslanguage that approximates adult modelMLU of 6.0-8.0 |
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5-6 Years; Semantics
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§ Knowsspatial relations and prepositions
§ Candistinguish alike, same, different § Distinguishesright and left in self, not others § Knowscomplete address§ Knowsmost common opposites § Definesobjects by use, composition § Cananswer “what happens if…” § Canstate similarities and differences in objects § Canname position of objects: first, second, third § Canname days of week in order § Comprehendsfirst and last § Knows function ofbody parts |
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5-6 Years; Pragmatics
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§ Understandshumor, surprise
§ Correctspotential errors by modifying message § Canrecognize a socially offense message and reword it § Modifiesspeech according to listener’s needs § Beginsto use and understand formal levels of address § Usesexpressions § Oftenasks permission to use objects belonging to others § Contributes to adultconversation |
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6-7 Years; Syntax
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§ Usesif and so
§ Usesreflexive pronouns § Beginsto use perfect tense forms § Fulluse of passive voice § Usesembedding more frequently § MLU of 7.3 words |
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6-7 Years; Semantics
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§ Seasonsof year and knows what you do in each
§ Formsletters left to right § Printsalphabet and numerals from previously printed model § Recitesalphabet sequentially, names capital letters, matches lower to upper caseletters § Rotecounts to 100 § Tells time related tospecific daily schedule |
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6-7 Years; Morphology
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§ Usesirregular comparatives
§ Beginsto produce gerunds (a noun form produced by adding –ing to a verb infinitive,fish to fishing) § Acquires use ofderivational morphemes, in which verbs are changed into nouns (catch becomescatcher) |
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6-7 Years; Pragmatics
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§ Becomesaware of mistakes in other people’s speech
§ Isapt to use slang and mild profanity |
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7-8 Years; Syntax
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§ MLUof 7.0-9.0
§ Uses predominantlycomplex sentence forms |
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7-8 Years; Semantics
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§ Interpretsjokes and riddles literally
§ Anticipatesstory endings § Usessome figurative language § Usesdetails in description § Createsconversation suggested by a picture § Enjoystelling stories and anecdotes § Retells a story,keeping main ideas in correct sequence |
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7-8 Years; Morphology
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§ Usesmost irregular verb forms, some mistakes
§ Usessuperlatives (biggest, prettiest) § Uses adverbsregularly |
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7-8 Years; Pragmatics
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§ Initiates,maintains conversation in small groups
§ Ableto role-play, take listener’s point of view§ Determinesand uses appropriate discourse codes and styles § Nonlinguisticand nonverbal behaviors § Takes more care incommunicating with unfamiliar people; announces topic shifts § Cansustain a topic through a number of conversational turns, but topics tend to beconcrete |
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In kindergarten
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teachers work on strengthening children’s oral language skills&Gf
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1st grade
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focus is on reading and writing
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2nd grade
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increased skill in reading and writing,and independent reading encouraged
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3rd grade
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read longer, more complex stories andwrite longer, complex paragraphs
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4th- 6th grade
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transition from “learning to read and write” to “reading and writing tolearn”
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Junior high and High school
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lecture and students take notes
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Behavioral Theory: B.F. Skinner
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One can teach language by targeting anyobservable behavior and manipulating elements of a stimulus, a response, andsome type of reinforcement
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Nativist Theory: Noam Chomsky
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Believe children are born with innate capacity to learnlanguage because the basic knowledge necessary to acquire language isalready present at birth, language is not learned through environmentalstimulation, reinforcement, or teaching
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CognitiveTheory: Piaget
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Piaget's stages
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sensorimotor (birth-2yrs), preoperational (2-7 yrs), concrete operational (7-11 yrs), formal operational (11-18+ yrs)
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Information-Processing Theory:
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View human information-processing system as a mechanism which encodes stimuli from the environment, operates on interpretations of those stimuli,stores results in memory, and permits retrieval of previously stored information(Nelson, Owens)
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Social Interactionism Theory: Lee Vygotsky
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Language knowledge is acquired through social interaction with morecompetent and experienced members of the child’s culture
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Specific Language Impairment (SLI)
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Articulatory and phonological problems Overextend(all male adults “daddy”) or underextend (call only family pet “dog, but notuse that term for other dogs) Word-finding/word-retrievalproblems- may result indysfluencies (pauses and interjections) Useshorter utterances Speechis telegraphic Many are passive: unassertive and unresponsive in communicationinteractions |
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SLI; Morphological problems
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Perceptual problems: childrendo not perceive morphological features as well as they do other features,because those features are produced with less stress and lower intensity
Syntactic problems: the syntactic complexity involved in sentencecomprehension and production may have a negative effect on morphology |
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SLI Pragmatic difficulty
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Topic initiation
Turn taking Topic maintenance Appropriate conversational repairstrategies Discourse and narrative skills Staying relevantduring conversation |
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SCERTS (Prizant)
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Autism Treatment Program: Emphasizes the importance of targeting goals in social communication(SC) and emotional regulation (ER) by implementing transactional supports (TS)
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Transactional supports
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visual supports, environmental arrangements, and communication styleadjustments
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