CMD 306 Exam 2

Caregiver and child are focusing on the same object or event at the same time, NECESSARY FOR LANGUAGE DEVELOPMENT

Type of adult speech used with babies. Short, simple, sentences, high pitch, significant pauses, exaggerated facial expressions,repeats babies and own utterances, utilizes object or activity baby is engaged in

Caregiver’s reaction or response to infant’s behavior; influencing infant’s behavior. Includes use of turn taking, responding to infant as communicative partner, mirroring

Caregiver expands a child’s utterance into a complete form. He/she does not change the order of the words in the child’s utterance and maintains what is believed to be child’s communicative intent
ex) Mommy book--> Mommy, get a book for Maura?

Crying, moving arms/legs, smiling

Informal talk in which two or more people exchange thoughts, feelings, or ideas, or in which news of information is discussed

understanding grammatical functions, focus communication on child-selected topic, reinforce turn-taking

When a caregiver does more that expand the child's utterance by providing a more syntactically accurate model and additional semantic information
ex) "daddy go"= "yes, daddy went to work"

Volume of talk if powerful determinant of language learning

Parents talking pattern influences how talkative their children become, peak and low talking times thorughout the day

Amount of parent talk to child directly relates to variation in IQ and language ability
Amount of talk to children 0-3yrs predicts acadamic success at 9-10 years
Children with advanced language have parents who talk to them significantly more

rich, positive, communication environment, interactions in daily routines

Attend specifically to speech
Discriminate betwee speech sounds
Remember sequence of speech sounds in correct order
Discriminate between sequences of speech sounds
Compare a sequence of speech sounds to a model stored in memory
Make discriminations among intonational patterns

Specify which sounds can occur in sequence

Unit of organization for speech sounds, countain one vowel/dipthong

Devlopment of gestures to signal intent

Call attentin to or indicate an object or event

Assess awareness of mental states of others because understanding of intention is required to reproduce act

Way to further interact with people, things, events in environment

Akin to a comment, sharing info, point out, show, maintain joint attention

Gestures made by child to control/amnipulate others, request objects, people, actions, a command

An assumption the speaker makes concerning what the listener knows about the subject of the conversation
Emerges early, develops through preschool

Evidenced prior to first word

Perlocutionary Stage
Illucutionary Stage
Locutionary Stage

Birth-8 months
Infant responds in a reflexive way to environment, caregiver acts as if intentional message is sent

8 months - 12months
Combine gesture and vocalization to express a range of specific and recognizable communicative functions

1 year+
Expressive language development, intentional and uses true words

1-5 years
5 stages
MLU

Smallest unit of meaning in a word

Prefixes and Suffixes

-ed -s -'s -ing

Semantic roles and grammatical relations
12-26 months 1.0-2.0

Grammatical Morphemes and the modulation of meanings
27-30 months 2.0-2.5

Modalities of the simple sentence
31-34 months 2.5-3.0

Embedding of one sentence within another
35-40 months 3.0-3.75

Coordination of simple sentences and propositional relations
41-46 months 3.75-4.50

she runn(ing)
19-28 months

(in) (on)
27-30 months

Girl(s) playing
27-33 months

Mommy (went) to work
25-46 months

Billy('s) bike
26-40 months

Billy (was) bad
27-39 months

(the) (A)
28-46 months

Mommy look(ed)
26-48 months

She eat(s)
26-46 months

Daddy (has) cookie
28-50 months

I (was) eating)
29-48 months

Billy('s) bad
29-49 months

He('s) running
30-50 months

Mean length of utterance
Morphemes/Utterances

Semantics(CONTENT)
Syntax(FORM)
Phonology(FORM)
Morphology(FORM)
Pragmatics (USE)

A command

A question

Words have certain meanings and there can be embiguity
Context is important and extralinguistic cues

The ability to use situational contexts to produce, recieve, or interpret a message
Using context to establish a meaning beyond dictionary definition of words

Words are developed according to a set of features or descriptors that differentiate it from other words
dog=furry, dour legs, tail, barks

Words are largely learned by their function or purpose

Early word learnung is experiential
The experience=the prototype
Children then compare other objects actions, or words to this prototype

Bloom and Lahey
Word combinations without grammatical markers express an intention or understanding of more complex meaning

1. Child recieves auditory cue
2. Memory is activated to recall previously learned sounds
3.Phonological information applied to semantic understanding

Organizing the sounds of the word onto the concept that represents word's meaning

Diectic gestures, representational gestures

show something, include eye gaze, reaching, pushing away, pointing, waving
8-11 months

hand movements that often resemble the actual movements involed in acting on objects
12 months

An assumption that the child makes concerning what the caregiver understands regarding the subject of the conversation

Inaccurate, incomplete description of events

Child relates a group of unrelated idead with topic switches frequently

Stories contain relevant elements but the listener may need additional knowledge to follow story

One word expressed multiple meanings
all animals with 4 legs=dog

One word offers narrow applications of a given meaning
all juices=apple juice

18-24 months rapid expansion of vocabulary

Early words, 1-2 syllables
Must be ritualized and consistenyl applied for a specific meaning
ex)baba

80% of early vocabulary=nouns
Objects are static and have shared qualities we agree on, making them easier to learn

Explanation for rapid vocabulary aquisition
The ability to learn new vocabulary when there is no overt expression of what this new word means

The purpose is to measure the pool of vocabulary words, to measure the frequency of use of novel words within a language sample

Labeling, Answering, Requesting an action, Requesting an answer, calling, greeting protesting, repeating/imitaing, practicing

identifies an object

responds to an inquiry

directed eye gaze, word production or prosodic change, waits for response

asks for information from caregiver

attempts to gain attention of caregiver

acknowledges caregiver's prescence

rejects action or object

Partial repetition

produces a word or prosodic pattern without anyone in the room

Verbal and non-verbal rules of social interaction
Social language