C D 329 Week 5

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Bloom and Lahey's Model (1978)

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Language is...
-dynamic
-influenced by several variables
-embedded in context

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Form

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word order, word endings, speech

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Content

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word meaning, the way word meanings link together, sequencing

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Use

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conversation, social rules, matching language to the situation

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first "cognitive" theory developed by

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developed by Jean Piaget beginning about 1920

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Piaget

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observed and described children at different ages

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Piaget's theory was very

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very broad, from birth through adolescence, and includes concepts of language, scientific reasoning, moral development, and memory

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Piaget's assumptions about children

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-children construct own knowledge in response to their experiences
-children learn many things on their own without intervention of older children or adults
-children highly motivated to learn and do not need rewards from adults to motivate learning

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assimilation

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People translate incoming information into a form they can understand.

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accommodation

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people adapt current knowledge structures in response to new experience

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Theory of Cognitive Development:
Sensorimotor Stage

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(birth to 2 years old)
-infant builds understanding of self and reality (how things work) through interactions with environment

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in Sensorimoto Stage, learning takes place through

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takes place through assimilation (organization and information and absorbing to existing schema) and accommodation (when object cannot be assimilated and the schemes have to be modified to include the object)

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during the Sensorimotor Stage, knowledge of the world is limited (but developing) because

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because it's based on physical interactions/experiences

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object permanence

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is one of the most important accomplishments at the sensorimotor stage, a child's understanding that objects continue to exist even though they cannot be seen or heard

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Theory of Cognitive Development:
Preoperational Stage

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(ages 2-7)
child not yet able to conceptualize abstractly and needs concrete physical situations, objects are classified in simple ways, especially by important features
children increase playing and pretending

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Theory of Mind during Preoperational Stage

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child still has trouble seeing things from different points of view

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children's play is mainly categorized by this during Preoperational Stage

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symbolic play (play with absence of actual objects involved)

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Theory of Cognitive Development:
Concrete Operations

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(age 7-11)
as physical experience accumulates, accommodation is increased, children begin to think abstractly

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during concrete operations, a child's thought processes becomes

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becomes more mature and "adult like" during this stage, start solving problems in more logical fashion, abstract hypothetical thinking not yet developed

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during Concrete Operations, children only solve problems that

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solve problems that apply to concrete events or objects (drawing inferences from observations to make generalization) during this stage

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Theory of Cognitive Development:
Formal Operations

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(age 11-15)
person no longer requires concrete objects to make rational judgements, capable of hypothetical reasoning, ability for abstract thinking very similar to adult

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parents of 8-12 month olds consistently recognize infant

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recognize infant intonational patterns that convey request, frustration, greeting, and pleasant surprise

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an infant's gaze is more likely to be initiated and maintained when

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more likely when its mother is vocalizing and/or gazing back

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Communication Intentions

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at 8-9 months infant develops intentionality, are initially expressed primarily through gestures (9 month old will use gestures and vocalizations to accomplish several intentions)

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Three Stage Development of Early Communication Function

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Perlocutionary Stage (0-8 months)
Illocutionary Stage (8-12 months)
Locutionary Stage (12+ months)

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in Perlocutionary Stage , communication is limited to behaviors that

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(0-8 months)
behaviors that sustain an interaction such as cries, coos, and use of face and body nonspecifically during this stage

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attentional interactions

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infants are initially characterized as this during Perlocutionary Stage

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contingency interactions

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behavior directed toward imitating and sustaining interactions, characterized during perlocutionary stage

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infants demonstrate understanding of object purpose or use during perlocutionary stage by

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becoming more interested in manipulating objects and begin to use gestures

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infant reaches for desired objects and for objects out of reach during

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during perlocutionary stage, to later become a pointing gesture

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Illocutionary Stage

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(8-12 months)
-infants use conventional gestures, vocalization, or both to communicate intentions
-infant displays full range of gestures, including conventional means of showing, giving, pointing, and requesting
-each infant develops functional gestures or gestures that relate specific meaning

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initial gestures are used to signal

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signal protoimperatives and protodeclaratives

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protoimperative pointing

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important gesture of index finger used to request an object (reaching, pointing)

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protodeclarative pointing

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important gesture of index finger to draw someon's attention to an object to comment on it or share interest in it (joint attention pointing, showing)

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the appearance of intentional gestures requires

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requires a certain level of cognitive and social functioning

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locutionary stage

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(12+ months)
-first meaningful words appears
-words accompany or replace gestures to express

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IDS

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Infant-Directed Speech
-child directed speech/motherese/parentese
-infant-elicited social behavior consists of maternal adaptations in speech and language, gaze, facial expression, facial presentation and head momvents, and proxemics

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speech and language directed to infants is

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this speech is systematically modified, not babyish talking

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maternal input is

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is very important for infant's communication development

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children who are deaf and exposed to maternal signing from birth

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these type of children achieve all linguistic milestones at or before hearing children

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IDS may facilitate

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facilitate infant learning of phonological regularities

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IDS is characterized by

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characterized by short utterance length, simple syntax, and use of core vocabulary

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mothers in IDS

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paraphrase and repeat themselves (high rates of redundancy)

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in IDS, maternal speech prior to 6 months

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-contains less than 3 morphemes per utterance, increase in 6 months, and decrease again around 1 year anticipation of infant's own speech
-use paralinguistic variations beyond that found in adult to adult speech

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appropriate and consistent adult ___________ is important in emergence of early communication

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responsivity

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referencing

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noting of a single object, action, or event, and is signaled by mother either following her infant's glance or commenting on object to attract infant's attraction

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describe the sound of IDS

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Infant-Directed Speech has higher pitch, content words and syllables are emphasized, vowel duration is longer, and there are longer pauses between utterances

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compared to other languages, parents who speak American English

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have more extreme modifications in speech than parents of other languages, especially Asian language

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simplified speech

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aids children in learning language

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selected infant behaviors are treated as meaningful communication in IDS for

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for maintaining a child's responsiveness

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IDS fills 3 functions

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1. gain and hold infant's attention
2. establish emotional bonds
3. enable communication to occur in earliest opportunity

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other infant-elicited social behavior

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gaze, facial expression, proxemics (interpersonal space)

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gaze

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a mother monitors her infant's gaze, adjusting conversational topic accordingly

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facial expression

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mothers use facial expression to complement talking, termination is signaled by frown, head turn, and gaze breaking, mother uses expressions to maintain infants' attention and aid comprehension

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proxemics (interpersonal space)

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-mother communicates with infant from very close distance
-as infant gets older, American mothers communicate from greater distance, results in less touching and more eye contact (cultural distances)

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Joint Reference

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assumes two or more individuals share a common focus

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identification of autism spectrum disorder is partly based on lack of

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lack of joint reference

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important for language development are

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infants develop gestural, vocal, verbal signals of directly attending or signaling notice within the context

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three aspects of early joint referencing

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indicating, deixis, naming

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indicating

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can be gestural, postural, or vocal

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deixis

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phenomenon wherein understanding the meaning of certain words and phrases in utterance requires contextual information (here, there, this, that, before, after, you, me)

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naming

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infants can associate names with referents prior before producing names

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the ability to identify intention is

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critical to joint attention.
when individuals understand others have goals, intention, and attentional states, able to enter into and direct another's attention

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ability to engage in joint attention is

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this ability is crucial for language development

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the capacity to coordinate attention is

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is a critical first step in learning to comprehend and predict the thoughts and actions of others

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within context of sharing

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child begins to appreciate intentional communication through this

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joint attention plays an important role in development of theory of mind
T/F

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true

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routines offer

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conventionalized, predictable contexts in which caregivers provide order

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routines provide

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scripts that have "slots" for infant's behavior and air meaningful interpretation of the event

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scripts

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reduce cognitive energy needed to participate and make sense (minimize cognitive load)

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infants' event knowledge

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is gained within familiar daily routines and events

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greater semantic complexity and range in routines

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in routines equal to longer utterances and more words used in familiar situations

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joint action

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shared behavior in familiar contexts, providing structure in which language can be analyzed

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from game playing and routines children learn

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children learn taking turns and conversational skills from these

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crying shifts form a

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form a demand mode to an anticipatory request mode (infant pauses in anticipation of their mother's response)

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early examples of dialogues

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peek-a-boo is an example of this

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within exchange games

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infants shift roles, take turns through this

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turn taking

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occurs in early feeding sessions

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mom initiates exchange through smiles and talking to infants, resulting in

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results in infant vocalizes and smiles when mom paused too long, results in interactional exchanges called protoconversations (initial elements of emerging conversation)

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protoconversations

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initial elements of emerging conversation, interactional exchange, both partners are active participants in this exchange

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gestures and words will develop to

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develop to fill infant's turn as true conversations develop

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language processing may be limited by

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may be limited by amount of incoming information, stored data, and demands of the task and available cognitive resources (ability to process information is limited)

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top-down processing

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-conceptually driven
-linguistic and nonlinguistic contexts help you predict the form and content of incoming linguistic information
-knowledge is used to cue lower order functions
-The cat caught a __________.

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Bottom-up processing

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-data driven
-analyze each word and then integrate infomation

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top-down and bottom-up processing

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-may be used simultaneously or rely more on one strategy
-heavily relies on words rather than incoming information (chicken feet for trick or treat)

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cognitive skill and language abilities are

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are associated and develop in parallel

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organization of longer utterances requires

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requires short term memory and knowledge of syntactic patterns and word classes

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development of many grammatical constructions reflect

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reflects cognitive development (to respond to a 'why' question, a child must be able to use 'because' and reverse the order)

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Event-Based Knowledge and Taxonomic Knowledge are

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are assumed to guide word acquisition

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Event-Based Knowledge consists of

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consists of sequences of events or routines that are temporal or casual

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a child uses knowledge to form

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to form scripts or sets of expectations that aid memory, enhance comprehension, and enable the child to interpret events

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scripts

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sets of expectations that aid memory, enhance comprehension, and enable the child to interpret events

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taxonomic knowledge

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-consists of categories and classes of words
-new words are compared to categories and organized for retrieval

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event based knowledge (world knowledge)

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influences vocabulary acquisition and may be the basis of taxonomic (word) knowledge

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from repeated use, words

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words become cues for the event

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preschoolers rely on event-based knowledge while kindergarteners

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kindergarteners use more categorical script-related groupings like 'things I eat', by age 7-10 children use taxonomic categories like 'food'

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The developmental relationship between comprehension and production is

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the developmental relationship between these two are unclear

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a child doesn't fully comprehend first words before producing them, need greater

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child need greater linguistic background and experience for this

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up through age 2, comprehension is

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up through age 2, this is highly context dependent

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mother monitors child's input to check the accuracy of fit and provide feed =>

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child's comprehension and production are fine-tuned essentially at the same time when this happens

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within the first 50 words, comprehension

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seems to precede production (understand 50 words vs. produce 10 words)

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children respond best to verbal commands

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respond best slightly above their production level

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two strategies may be used with objects

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do-what-you-usually-do (probably event strategy)
act-on-the-object-in-the-way-mentioned (use basic syntactic knowledge and event knowledge)

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by late preschool, children use word order

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use word order consistently for comprehension (may refer back to event knowledge)

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by age 5 or 6 children rely

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children rely consistently on syntactic and morphologic interpretation at this age

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by age 7-9 children use

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children use language to acquire more language

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short, simple sentences are easier to process so that

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so that new learning can occur from these type of sentences

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as working memory improves, can it deal with

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can deal with increasingly complex input and help child refine his/her knowledge

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play is ideal for language acquisition because

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-play is fun
-topics are shared
-games have structure and variation in the order of elements like grammar does
-games contain turn-taking

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play and language develop

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develops interdependently and demonstrate underlying cognitive developments

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initially, both play and language are very concrete, with cognitive maturity, they

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these two both become less concrete with cognitive maturity

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at about the time children begin to combine symbols, they

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by this time, begin to play symbolically

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initially, preschoolers prefer functional explicit props (car, cup, doll), later

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later use ambiguous props (blocks to represent other entities after this

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Brown's 14 morphemes

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1. Present Progressive Verb
2. Prepositions
3. Plurals
4. Irregular Past Tense Verbs
5. Possessives
6. Uncontractible Copula
7. Articles
8. Regular Past Tense
9. Regular Third Person Singular
10. Irregular Third Person Singular
11. Uncontractible Auxiliary
12. Contractible Copula
13. Contractible Auxiliary

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give an example of Present Progressive Verb

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(the "-ing" form)
(is) playing, (was) singing

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give an example of prepositions

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in (baby in tub)
on (kitty on bed)

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give an example of plurals

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toys, cats

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give an example of irregular past tense verbs

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came, fell, saw, hurt

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give an example of possessive

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daddy's car, baby's cup

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give an example of uncontractible copula

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The verb “to be” cannot be contracted in the context (Who is here? John is. Is John sick? Are you tired?)

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give an example of articles

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a, the

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give an example of regular past tense

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-ed
played, washed, wanted

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give an example of regular third person singular

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-s
sees, wants, talks

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give an example of irregular third person singular

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does, has

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give an example of uncontractible auxiliary

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He is eating; Are you sleeping?

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give an example of contractible copula

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That's mine; It's pretty

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give an example of contractible auxiliary

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He's crying; They're running

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noun

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a person, place, or think (dog, book)

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verb

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express action (run, jump)

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adverb

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a word that modifies or describes a verb (he drove "slowly"), adjectives ("very" pretty coat); other adverbs (She ran "very" quickly")

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adjective

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a word that modifies/describes a noun (old, happy, big)

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preposition

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usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence (to, under, on, beside)

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conjunction

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connect or conjoin other words (and, but, although, or)

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determiner

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precede nouns, include articles (a, an, the), possessive pronouns (his, her, their) and demonstrative pronouns (this, that, these, those)

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pronoun

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include subject pronoun (I, you, me, we, she, us), object pronoun (me, you, us, him, her, them), possessive pronoun (above)