Language Development Test 1

Front 1

the speech chain

Back 1

the speaker's brain --> message put into language form --> neural impulses sent to speech mechanism triggering speech movements --> movt. of speech mechanism produces disturbances in air (sound waves) --> sound wave received by listener's hearing mechanism --> listener's brain

Front 2

three properties of language

Back 2

productivity (speakers can express novel utterances); semanticity (refer to ideas, events, objects, symbols); displacement

Front 3

Lenneberg's Characterization of Language

Back 3

regular onset of speech; speech is not suppressible; language cannot be taught to other species; languages have universal features

Front 4

Broca's Aphasia

Back 4

telegraphic speech, missing function words; usually better comprehension than production.

Front 5

Wernicke's Aphasia

Back 5

fluent speech with poor comprehension and paraphasis
- literal/phonemic = spork for fork
- verbal/semantic = horse for dog
- neologisms/jargon = fremsher for ashtray

Front 6

Conduction Aphasia

Back 6

trouble producing/comprehending complex language, but simple tasks can be done. inability to repeat simple sentences they can say spontaneously.

Front 7

William's Syndrome

Back 7

childhood disorder - relatively intact grammar and vocabulary with severe cognitive (IQ) deficits. Genetic, short, good at music, funny, can hold a conversation, socially appropriate. (elephant example)

Front 8

Specific Language Impairment

Back 8

childhood disorder - cognitive abilities (IQ) within normal range, but deficits in vocab and severe deficits in morphosyntax. (man on boat example)

Front 9

relations between age and capacity (4)

Back 9

full capacity ends at 5; FC ends at puberty; gradually declining capacity; capacity declining at an increased rate

Front 10

prelinguistic stage

Back 10

birth to ~1 yr: object concept development; intention; development of play; environmental factors facilitating development

Front 11

development of symbolic representation

Back 11

symbols direct your thought to the things for which they stand (need this understanding to use language); verbal productions are symbolic representations of an object. ex. stoplight in kindergarten, train whistle

Front 12

sensorimotor stage

Back 12

child changes from experiencing the world around her through her senses to forming representations about the world and using these representations to think, reflect, play, and communicate.

Front 13

object permanence

Back 13

understanding that things exist even when we cannot see them;

need this to represent things cognitively and then later talk about them; understand this through play (toy under blanket)

Front 14

means-end

Back 14

understanding that problems can be solved mentally so that a goal can be attained by methods other than trial and error (understanding that actions have outcomes)

communication involved intention; different cries of a baby; toddler reaching for a cookie and getting a response

Front 15

tool use

Back 15

using other people or things to achieve a goal

nonfunctional use - not aware of the conventional use (rolling wheels of car rather than rolling car)

Front 16

stage 3

Back 16

4-8 months; imitation of others if behavior is in repertoire; repetition of behavior with unexpected outcomes (baba = bottle); self is cause of everything

Front 17

stage 4

Back 17

8-12 months: imitation of new behavior (play a game, sign back), object permanence begins; manual search for object where last seen

Front 18

stage 5

Back 18

12-18 months: experiment with means-end activities; tools used (nonfunctional, conventional)

Front 19

stage 6

Back 19

cause-effect relationships other than self; tool use complete (conventional and productive); object permanence complete

Front 20

intentionality

Back 20

any communicative act that an individual engages in purposefully (with volition)

Front 21

criteria for intentional behavior

Back 21

8-10 months: deliberate use of eye contact during behavior; consistent behavior and ritualized behavior; pauses after behavior to to wait for response; persistence of behavior when not understood

Front 22

stages of intentional behavior

Back 22

0-8 months - prelocutionary: intention inferred by adult; 8-12 months - illocutionary: shows objects and displays range of gestures; 12 months + - locutionary: words accompany and replace gesture

Front 23

communicative functions of intentional behavior

Back 23

imperative functions (rejection, request), declarative functions or comments (directing attention, seeking engagement, etc.)

Front 24

two methods for studying intentional behavior

Back 24

low structured interaction of two people (free-play); communicative temptation tasks

Front 25

how kids learn through play

Back 25

provides children practice with abilities and allows for the consolidation of skills: mental representations of the world, problem solving about the world, decontextualized thinking skills, social adjustment with others, negotiative and interactive skills

Front 26

relation between sensorimotor constructions and language according to Piaget

Back 26

language at any stage based on the independent mental constructions that arise with interaction with the environment

Front 27

relation between cognition and language according to Vygotsky

Back 27

language emerges through contact with peers and adults; language moves from a social plane to a psychological plane; language and cognition intertwined until around 2

Front 28

reality play

Back 28

<5 years

Front 29

imaginary play

Back 29

>5 years

Front 30

5 areas of play

Back 30

social participation with others in play; types of play (use of objects); types of themes (dinner, school); negotiation of play themes and roles; ability to take perspective in play

Front 31

social participation in play

Back 31

solitary play (1 year)
parallel play (1 1/2 years)
associative play (3 years)
cooperative or collaborative play (5 years)

Front 32

parallel play

Back 32

playing next to someone

Front 33

associative play

Back 33

watching what someone else does with a toy

Front 34

cooperative play

Back 34

actually playing with someone

Front 35

symbolic development within play

Back 35

non-symbolic; symbolic; with language; without language

Front 36

3 functions of baby talk

Back 36

holds baby's attention and helps secure bond between child and adult; highlights chunks of language and helps child learn by advanced association (fuzzy dog); develops turn-taking

Front 37

allophones

Back 37

different ways to pronounce the same phoneme

Front 38

minimal pair

Back 38

thight/thy

Front 39

supersegmentals

Back 39

voice, pitch, loudness, timing; adults normally change these when talking to babies

Front 40

intonation contour

Back 40

melody

Front 41

optimality theory

Back 41

initial constraints that need to be shed or overcome in development; best time to develop babbling sounds

Front 42

autosegmental phonology

Back 42

3-dimensional relationship between phonetic properties of place, manner, voice

Front 43

infant speech perception

Back 43

when children come to perceive different phonemes in speech

Front 44

methods for examining infants' speech perception

Back 44

high amplitude sucking, head turning/preference, pulse/neurological activity;

3 day olds identify mom; 4 day olds identify native language

Front 45

developmental milestones of infant perception of speech

Back 45

1 month: voicing; 3 months: place/manner; 10-12 months: lose ability to perceive non-native sound distinctions

Front 46

stages of babbling

Back 46

0-2 months: reflexive
2-4 months: cooing
4-6 months: vocal play
6 + months: canonical babbling (reduplicative, variegated) (CVCV)
10+ months: jargon

Front 47

relations between babbling and speech

Back 47

continuity hypothesis; discontinuity hypothesis; cognitive or problem solving approaches

Front 48

age when words begin

Back 48

8-16 months

Front 49

six general processes of speech sounds

Back 49

feature change; cluster reduction; dummy syllables; assimilation; substitutions; canonical forms

Front 50

feature changes

Back 50

getting voicing right, but placement wrong

Front 51

cluster reduction

Back 51

producing clusters as one or two consonants (kissmass tee)

Front 52

dummy syllables

Back 52

adding an extra syllable in a word: diminutization or epenthesis

Front 53

assimilation

Back 53

changing a word to make it sound like another word: progressive L-->R; regressive, anticipatory R-->L

Front 54

substitutions

Back 54

consistent changes in place/manner/voice combos

Front 55

sounds they should know by 3 1/2

Back 55

all 14 vowels, /p/ /b/ /m/

Front 56

sounds by 4 1/2

Back 56

n, ng, w, h, t, d, k, g, all 10 dipthongs

Front 57

sounds by 5 1/2

Back 57

f, v, y, th, th, l

Front 58

sound sby 6 1/2

Back 58

r, s, z, ch, j, sh

Front 59

sounds by 7

Back 59

all consonant blends

Front 60

18 mo intelligibility

Back 60

25%

Front 61

24 mo intelligibility

Back 61

60%

Front 62

30 mo intelligibility

Back 62

75%

Front 63

36 mo intelligibility

Back 63

85%

Front 64

42 mo intelligibility

Back 64

95%

Front 65

48 mo intelligibility

Back 65

100%