Speech Exam 3

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Major language development milestones in infancy

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Infant speech perception
Awareness of actions and Intentions
Category Formation
Early Vocalizations

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Infant Speech Perception Includes:

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Attention to prosodic and phonetic regularities in speech

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Prosodic regularities include

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Frequency, duration, intensity (which together produce) stress and inotation

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Frequency

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Pitch. Low pitched hum vs. high pitched squeal. Prosodic.

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Duration

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Legnth. Prosodic.

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Intensity

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Loudness. Prosodic.

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Stress

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The prominance placed on certain syllables of multisyllabic words (over vs. above)

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Intonation

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like stress, prominance placed on certain syllables but applies to entire phrases and sentences.

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How do infants use prosodic regularities to segment their speech stream?

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Become familiar with dominant stress patterns of their native language.

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Weak vs. strong stress patterns

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Prosodic regularity. Helps infants segment speech stream. Weak (over) is heard more than strong (above). by 9 months, English learners prefer to hear strong-weak patterns.

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Phonetic regularities

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Phenomes or speech sounds.

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Infants devote their attention to _____ while older children concentrate their efforts on ___

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phonetic details
word learning

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Infants ability to distinguish sounds of all world languages is an example of

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nonnative phonetic differences. This is lost over time.

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Nonnative phonetic difference distinguishment coincides with changes in other cognitive and perceptual abilities

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May be a domain general ability rather than directed towards language solely

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Phonatic regularities

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Permissable combinations of phonemes in language. /ps/ always comes at the end of a word, not the beginning.

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Detection of phonetic regularities helps to

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segment words from continuous speech

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Infants ability to differentiate between permissable and impermissable sound sequences in native language is presented by about

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9 months of age

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Childrens perception of speech is

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categorical

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General categorization of speech sounds

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speech and non speech sounds

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Further categorization of speech sounds

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features of the sounds

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Categorical perception of sounds allows people to distinguish

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sounds in different categories /p/ vs. /d/

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Wihout training, people can not distinguish

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variations of sounds in the same category (the first and last /p/ in pup) or allophones

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Allophones

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variations of sounds in the same category. Differ in aspiration but do not signify difference in meaning as phonemes do

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Voice onset time

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helps humans distinguish between sounds in different categories. interval between the release of a stop consonant /p/b/t/d/ and the onset of vocal cord vibrations. /b/ is shorter than /p/.

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By what age can infants distinguish between purposful and accidental intentions?

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4 months. They appear to focus on intentions and underlying actions rather than the physical details of the actions.

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What age do infants understand rational actions as means to a goal?

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12 months

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What is the importance of an infants awareness of movement and the goals underlying actions

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It is a precursor for language development beacuse they understand that there is an intention behind actions and they can engage in intentional communication by pointing, gesturing adn eventually using language.

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Ability to form categories is a predictor to:

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later cognitive and linguistic outcomes

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3 levels of category formation

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superordinate
subordinate
basic

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Superordinate level of category heirarchy

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Uppermost level, latest to develop, general concepts such as furniture, food, clothing

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At what age can children successfully categorize words at the superordinate level

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Preschool age

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Subordinate level of category heirarchy

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Lowest level, specific concepts (types of beans)

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Basic level

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Center category. Infants first categories and first words.

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To learn new words, infants use:

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hierarchical, perceptual and conceptual categories

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Infants form perceptual categories on the basis of:

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Similar appearing features including color, shape, texture and size...

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Infants use perceptual categories to

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recognize and identify objects around them

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By this age, infants can distinguish between cats and dogs

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3 months

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By this age, infants can distinguish between animals and furniture

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4 months

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Infants for conceptual categories on the basis of:

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what something is, what objects do.

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Give an example of conceptual categories

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balls roll, dogs bark and airplanes fly

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Infants can tell the difference between conceptual and perceptual categories for example

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a real penguin and a toy penguin

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What is the stage model?

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A very predictable obervable and sequential pattern of infants vocalizations

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What are the stages in the Stark Assessment

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Reflexive
Control of Phonation
Expansion
Control of articulation
Canonical syllables
Advanced forms

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Reflexive

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0-8 weeks
Sounds of discomfort, distress and vegetative sounds
No control over these sounds although adults tend to respons

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Control of phonation

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6-16 weeks
Cooing and gooing sounds which consist of gooing and nasalized sounds
consonant sounds

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What sounds are nasalized sounds

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consonant. They are usually easier for infants to produce than sounds that require more precise tongue placement

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Expansion

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4-6 months
vowel glides (eeey)
loudness and pitch
yell, growl and make raspberries

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Infants rate of syllabic and vocalic vocalizations are ___ associated with symmetrical communication patterns and ___ associated with unilateral communication patterns

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positively, negatively

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Syllabic vocalizations

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speechlike

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Vocalic vocalizations

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non speechlike

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symmetrical communication patterns

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mutual engagement on the part of mother and infant

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unilateral communication patterns

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engagement on the part of the mother but not the infant

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Control of articulation

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5-8 months
experiment in loudness and sounds
engage in squealing
Marginal babling

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Marginal babbling

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babbling with short strings of consonant like and vowel like sounds

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Canonical syllables

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6-10 months
True babbling
Reduplicated babbling
Nonreduplicated babbling
Variegated babbling
whispered vocalizations
rounded vowels
high front vowels
often parents think the child is talking but they arent communicating anything, so they arent technically speaking

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Babbling

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Production of syllables that contain pairs of consonants and vowels (C-V sequences)

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Reduplicated babbling

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ma ma ma ma

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Nonreduplicated babbling

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Variegated babbling da ma goo ga

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Advanced form

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10-18 months
dipthongs- combinations of two vowel sounds within the same syllable (boy)
Complex combinations of consonants and vowels CVC CCV VCV
Jargon

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dipthongs

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combinations of two vowel sounds within the same syllable

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Jargon

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babbling that contains true melodic patterns of an infants native language

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speech perception, awareness of actions and intentions, category formation and early vocalizations involve a series of ____ development

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incremental

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Infant directed speech also called

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motherese
babytalk
child directed speech

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Paralinguistic features of ID Speech

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high pitch, exaggerated pitch contours, slower tempos.

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Syntatic characteristics of ID speech

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shorter MLU or number of morphemes in an utterance
fewer subordinate clauses
more content words
fewer function words

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Discourse characteristic of ID speech

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more repetition
more questions
exaggerated vowels
highlight content words
exaggerate pauses

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Special purposes of ID speech

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attracts attention
infants prefer it
aids in communicating emotion and speakers communicative intent

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In ID talk, adults universally modify

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prodosity (stress and rhythm)

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Adamson and Chance take a Vygotsky approach which says that

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language is a dynamic process that occurs within a childs ZPD as they interact socially with more advanced peers and adults

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Adamson and Chance claim that infancy comprises three major development phases with respect to

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Joint reference and attention

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The three phases of Adamson and Chances infancy development are

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1. Attendance to social partners
2. Emergence and coordination of joint attention
3. Transition to language

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Phase 1: Attendance to Social Partners

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Birth to 6 months
Infants value and participate in interpersonal interactions learning how to maintaon attendance and be organized within sustained periods of engagement
Infants like looking at peoples faces
Caregiver responsiveness especially important

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Phase 2: Emergence and Coordination of Joint Attention

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6 months to 1 year
Interest shifts to manipulating the objects around them
Move attetntion between an object of interest and another person- emergence of joint attention

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What is the emergence of joint attention

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When an infant begins to move their attention between an object of interst and another person

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Joint Attention

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the simultaneous engagemetn of two or more indivduals in mental focus on a single external object of focus

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What does joint atttention foster

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important communicative exchanges such as labeling

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Children who engage in longer peoriods of joint attention

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have relatively larger vocabularies at age 18 months

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Supported joint attention

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extent to which mothers use strategies to maintain infants attention is related to ability to exchange sustained attention at 18 months
when mothers redirect attention negative relationship is found to an infants ability to engage in sustained attention

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line of regard

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the direction of a persons gaze, which indicates what the person is looking at

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gestures

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pointing

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intersubjective awareness

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recognition of when one person shares a mental focus on some external object or action with another person. Only after infants realize that they can share a mental focus with another human being do they begin to interpret other peoples referential actions as intentional.
Phase 2- Emergence and coordination of joint attention

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Indicators of infants intentionality

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alternates eye gaze between an object and a communicative partner
ritualized gestures- pointing
persists towards goals by repeating or modifying gestures when communication attempts fail
begins around 8-10 months

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Intentional communication begins

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around 8-10 months of age

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Forms of pointing

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Imperative pointing
Declarative pointing

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Imperative pointing

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requests to adults to retrieve objects
begins around 10 months

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Declarative pointing

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call an adults attention to objects or comment on objects

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Declarative pointing is linked to

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understanding of other peoples intentions

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Phase 3:

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Transition to Language 1 year +
Children incorporate language into their communicative interactions
Should have joint attention adn intentionally well etablished

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Mothers verbal encouragement at age 1 is positively linked to

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infants language development at that age

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Phonotactics

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combinations of sounds that are acceptable in their native language

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Routines allow infants to encounter

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numerous linguistic patterns and engage in episodes of joint attention with their caregivers

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Caregiver responsiveness

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describes caregivers attention adn sensitivity to infants' vocalizations and communicative attempts

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Caregiver responsivenss teaches children that

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other people value their behaviors and communicative attempts

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Appropriate caregiver responsiveness promotes

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childrens ability and desire to sustain long periods of joint attention and increases their motivation to communicate

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Key indicators of caregiver responsiveness (7)

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Waiting and listening
Following the childs lead
Joining in and playing
Being face to face
Using a variety of questions and labels
Encouraging turn taking
Expanding and extending

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First word

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Language Content

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True first word only if:

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Clear intention
Recognizable pronunciation
Used consistently and is generalized

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Infants begin communicating intentionally around

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8 months

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Infants who communicate intentionally usually use

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Attention seeking to self
Attention seeking to events, objects or other people
Requesting objects
Requesting action
Requesting information
Greeting
Transferring
Protesting or rejecting
Responding or acknowledging
Informing

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Intraindividual Differences in language development

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receptive and expressive language development

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1 year olds comprehend and average of ___ words

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80 (15-150)

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1 year olds produce an average of ___ words

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10 (0-30)

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language comprehension requires:

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retrieve words from lexicon
sentences are preorganized
there are clues to assist comprehension

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Interindividual Differences in language development:

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Group of children
Develop language more quickly
Express themselves for different reasons
There are late talkers and early talkers

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Language devlopment rate is an

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Interindividual difference

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Variations in expressive and receptive language can be accounted for by

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age (very little)
SES
Amount parents talk with their children

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Variations of language Use

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Expressive or referential

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Expressive language use

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used for social exchanges
vocabularies allow child to express feelings and emotions

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Referential language use

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Used to refer to people or objects
Label things
Early vocabularies contain object labels

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Late talkers can catch up by

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3 or 4 years but may exhibit delays in subtle aspects of language development and perform at lower levels on measures of verbal short term memory

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Early talkers are

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Children between 11 and 21 months who score in the top 10% for vocabulary production

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Advantages of early talkers are

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vocabulary, grammer and verbal reasoning

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Researchers use

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Habituation Dishabituation Tasks
Intermodal Preferential Looking Paradigm
Interactive Intermodel Preferential Looking Paradigm
Naturalistic Observation

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Habituation

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Presenting the same stimuli repeatedly until his or her attention to the stimulus decreases by a predetermined amount

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Dishabituation

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Renewed interest in a stimulus accordind to a predetermined threshold.

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Habituation-Dishabituation Tasks

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Determine whether infants detect differences in prelinguistic and linguistic stimuli and determine how infants organize these stimuli categorically

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Dishabituation shows that

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young infants are sensitive to the nonlinguistic aspects of manner and path that potentially serve as verb labels in their native language

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High amptitude nonnutritive sucking prodecure is similar to ___ and uses ___

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habituation dishabituation tasks
suckign rate as a dependent variable

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Intermodal preferential looking paradigm

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infant sits on blindfolded parents lap and researchers test whether the child has found a link between the information presented in the ausitory modality and visual modality

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Interactive intermodal preferential looking paradigm

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infant on blindfolded parents lap, can explore object, given an salience trial and then teach the child the name of an object.

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Natruralistic Observation

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Researchers
Can be home or laboratory

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Clinicians use

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informal language screenings- checklists
Parent report measures