normal development 2
Terms
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- Phonological and Lexical Development
- Normally organize by how they sound
- Speech Acquisition Theory
- Nativist -- Cognitive Behaviorist
- Nativist Speech Acquisition Theory
- Jakobson Phonemic contrast Vowels contrast with consonants – Ditinctive Feature Theory Jakobson, Roman. He coined the term structural linguistics and stressed that the aim of historical linguistics is the study not of isolated changes within a language but of systematic change. Prague school of linguistics. They argued that synchronic phonology, the study of speech sounds in a language at a given time, must be considered in light of diachronic phonology, the study of speech sounds as they have changed over the course of the language's history
- Behaviorist Speech Acquisition Theory
- Olmstead Most frequently occurring phonemes would be learned first External reinforcers are the reasons for change What sounds like a word would be reinforced like a word
- Behaviorist and Nativists Limitations
- behaviorists Problem: speech acquisition isn’t always linear .
- Cognitive Speech Acquisition Theory
- Piaget Child is attempting to meet the adult model “I want to be part of the adult word. Assimilation and accommodation! – Testing skills by using sounds over and over (reduplication) Firgureing out sounds through hypothesis testing. Avoidance of difficult soundsExploitation of easy sounds
- Developmental Sequence of Speech
- Babbling
- Syl able shapes -v b – CV ba – VCV aba – CVCV bada /a/e//u/ Reduplicated babbling is very “word like developing from sylable shapes. Occasionall a closed syllable consonant on the end of a wide open syllable
- Stage 1 B-1month
- reflexive crying/vegetative sounds babies normally makes sounds when you move them or when they move around, if they don’t it may be a concern
- Stage 2 2m-4m
- cooing and laughter Mostly vowels – coo and laugh when they are comforatable
- Stage 3 4m-6m
- vocal play Entertaining self with voice. Listening to what other voices ound like Range of pitch, loudness, sustained sounds, more consonants dropped in Mainly open syllable structure
- 6months
- true laughter
- Stage 4
- 6m-speech canonical babbling mamama (strings together, reduplicated babblilng)makking noise to see how mouth workds. Non reduplilcated lamadamalama Reeal word s reflect back word
- Stage 5 10m
- Jargon Parents just think they are real words. Sounds like they should be Conversational rhythmn present
- Babbling and later language development
- Proto conversation: attempts at real conversation How is it related?Quality of babbling is predictive of language development A child who is not as babbly—later develoment
- Prosody:
- melody, liliting of voice
- Phonology
- Part of language form
- Vowels
- stream of output Clothesline a lot of vowles
- Consonants
- hanging on the vowles like Clothes on a clothesline
- Phonetic Characteristics of Speech Sounds
- motor, concrete, acoustic
- The motor production
- : tongue at alveolar ridge
- Concrete acoustic information
- motor change of /s/ can create a lispy sound
- Phonemic Characteristics of Speech Sounds
- Meaning and function of what the speech sounds mean /f/at and /s/at
- The FUNCTION of the sound
- The way the sound is used contrastively contrastive
- Classification Systems of Phonology
- Place (tongue) Manner (stop/bilabial) Voicing (+ or -) Distinctive Features
- Developmental Sequence of Phonemes
- Discrepancies across research and Sequence is key, not age
- Typical Phonological Errors phonological processes
- Phonological Processes
- Syllable structure Process
- Consonant blends; Reduplication;Final consonant deletion;Syllable reduction, epenthesis
- Reduplication
- after second birthday suprression of baba, gaga by 12-18 months
- Final Consonant Deletion
- Dog becomes daw . This can impact intelligbililty. We like colsed syllables. If you take away the last piece of phonological information it becomes a guessing game and requrires rich interpretation.
- Syllable Reduction
- Unstressed syl able deletion; Elephant becomes efint; Banana becomes nana
- Consonant Cluster Reduction
- Initial consonant clusters Final consonant clusters Sniff becomes niff Waist becomes wait ccvccvc
- Epenthesis
- ccvc= vcc ADD a Vowel. (assimilation) Insertion of a vowel into a consonant cluster; Sport becomes support Sweep becomes suweep
- Substitution Processes
- ; Stopping; Fronting; liquid gliding
- Stopping
- Sounds that keep going (continuing sounds like s ʧ ʤ s z) are replaced with sounds that don’t (replaced with stops like /t/ and /d/). It is a CHANGE in the MANNER of production. Often paired with final consonant deletion.Sick becomes tick Zoo becomes doo. Sheep becomes teep
- Fronting
- 3.5 years
- Liquid Gliding
- /l/ /r/ are replaced by /j/ /w/ Sounds that are classified as liquids are replaced with sounds that are classified as glides Rats becomes wats Lounge becomes younge
- Sequence of process suppression
- Syllable Structure Processes
- – Final Consonant Deletion
- 36 months or 3 years
- – Unstressed Syl able Deletion
- as late as 4 years
- – Cluster reduction
- can last the longest up to 5-6 years
- – Epenthesis
- 3-5 years most commmon but can be up to preschool -6 years
- – Stopping
- 3.5 years (this can really hinder intelligbility. Worry after 3.5 years)
- – Gliding
- up to 7-9 years old
- Developmental Sequence of Semantics
- Situational: meaning Begins in a specific situation “going for a walk†shoes. In kitchen, “juice†Then begins hypothesis testing….â€shoes?†“ shoes?†“no, book†“ no, dog†Testing: Is it intellilgible? When is it no longer cute? Are parents repeating things that shouldn’t be continued?
- Protowords
- also called Phonetically Consistent forms: sounds like a real word, inflection, should have meaning, but doesn’t’.
- The First 50 Words
- phonetic variablity and pragmatics
- Intentions in first words
- (intention, control, representation; expression, social, tutorial, procedural)
- Intention develops
- as representation begins:
- Control
- make demands, protest, request
- Representation
- (sign.) don’t need Tasha in front of me to talk about her. Not just labeling it now, but refering to it when Tasha is out of the room CONCEPTUAL y
- Xpression
- Intent just to express themselves: chatering while doing something
- Social
- “ I love you so much†greeting, please, thank you, , Well Hi, what we do when we talk.
- Tutorial
- Open mouth and let words come out. Practice Phonetic activity
- Procedural --
- tries to get attention. Wants communication to start over again
- Conversational abilities with first words
- 18m-2 y 1st 50 words
- Presupposition
- What they see everyone sees. You know what I know. Presupposition makes it possible to use I and it, he and she. Upset when someone doesn’t’ understand becauuse they have presupposed knowledge.
- Turn Taking
- Developing an ability to have conversation later in life
- Initial Lexicons
- All the words you know how to use and how they relate to one another. Synonyms, antonyms, Not just a bucket, use. (nominals, verbs, modifiers, pronouns)
- Nominals (nouns)–
- ~50% of first words “Naming†usually general. Too specific then it’s too hard to create relationships, and too much.
- Action words–
- ~ (7 words) 11-14% of first words “gimme†“ up†“ fixâ€
- Modifiers–
- ~9-10% of first words 4-5 words “mine†dirty†“noâ€
- Personal social~
- 9-10% of first words 4-5 words “please†thank you†“tatoo†PCF or frozen Phrase – (tatoo: symbol for thank you – idiosyncratic/personal/ known by a few)
- Functional
- 4% of first words “Uhâ€
- 1St 50 Words:
- building blocks⬦ Will move into representation and then phrasies End of 1st 50 around 2 years
- Meaning of Single Word Utterances
- Comprehension
- Understanding precedes production It is impossible to know what a 12 – 24 month old knows. Probably doesn’t know everything we say (parent education)
- Concept Formulation
- (Scarlet Frogs Associate) Semantic feature hypothesis Functional core hypothesis Associative and Prototypic Complexes
- Semantic Feature Hypothesis
- Defined by perceptural features Every referent can be defined by a certain set of semantic features, human/non human round square. The child assigns meaning via these perceivable parameters Size shape touch smell. Scheme for a cat: Little furry, “meow†a Tiger might have to be accommodated into this scheme. Dissects into tiny pieces and sometimes misses relational information. Hear doorbell: “Pizzaâ€
- Functional core hypothesis
- Referents are defined by FUNCTION between 2.5 and 3 kids talk about what things do! Mommyis the person who puts me to bed. (hard time with baby sitter) You EAT an apple.
- Associative and Prototypic Complexes
- Different systems for different situations
- Associative
- Each time you use the word the word shares a feature with other core concepts: REFINING. It is broad so many things fit.
- Prototypic
- EXPANDING broadening understanding of juice Prototypic is specific.. smoothie may not fit concept of juice, so we have to expand our concept to include it.
- Extensions of Concepts
- (Over and Under)Will use evocative utterances and hypothesis testing to see if they are right. This will help to broaden or narrow a meaning for them.
- Under-extensions
- Overly restricted meanings Common in both expressive and receptive language Under-extensions This is what I understand (may be prototypic) It’s not white like my cat, so I’m not sure it’s really a cat
- Over-extensions
- Meanings are too broad General y only in expressive language Over-extensions Only spoken, this is what I speak “Everyone is a momâ€
- Three types of over-extensions
- Cats Attack Police Categorical inclusions, analogical over extensions predicate statments
- Categorical over-inclusions
- Anyone in a unifor m is a police officer
- Analogical over-extensions
- -- Perceptural or functional Functional similarity: red ball is an apple becauuse it is red. Earphones are hats because they go on the head
- Predicate statements
- child recognized a relationship between an object and a person. Sees father’s slippers says, “DADDY!:â€
- Semantic Class Relations
- Before word combinations emerge Understanding how words relate to one another
- Substantive Words
- Entities or classes of entities SPECIFIC Naming something or a group: 1st 50 words are 50% nominals CAT JUICE
- Relational Words
- Relationship between thing they just labled and theinformation they are trying to communicate “that cat†“ allgone†ABSENCE
- Semantic development
- 1st 50 at 18-2 years beyond 1st 50 begins combining at 2 years – two word phrases
- After 50 words
- x
- Organization:
- Interrogatives:
- Then begins interrogatives how? Why? Where? Want more information. But don’t understand how to respond to why? (why did you do that? -- don’t have concept for that yet)They have no way to explain importance yet. Parent education. They don’t know why. May finally understand “why†about 7 or 8.
- Conventionality
- If one word emans one thing that it always means that one thing. Start with the easiest thing. Context dependent. Depends on where they were tryingto communicate. At home a “ sucker means†something different than at the bank. Meaning is dependent on who you are with and where you are.
- Contrast
- understand that if it isn’t something I have, then I have to lable it something else.
- Relational terms
- Interrogatives; Temporal Relations; Physical Relations; Locational Prepositions; Kinship Terms; Pronouns
- Temporal Contingencies
- “since†and “until†contingencies and conditions –may not understand this until 7 yrs. (since I wore the same shoes yesterday…I can’t wear them again today….
- Temporal BEFORE AND AFTER ERRORS
- Give directions one at a time or with visual cues. Kids don’t know what to doe when parents use too much before and after language or if they give directions in too many ways. (confusing) Solution: in the middle of the first behavior, then give the second. Practice in Classroom: Simon says: first touch your head, then touch your nose.
- _ Physical Relations
- big –little large –small- enormous-tiny and gradations between an elephant an an ant
- Positive Opposite
- learns first yes, big and more
- Negative opposite
- learns second no , little, less
- Physical realations caution
- if not conserving yet, then they won’t understand
- _ Locational Prepositions toddlers
- IN what do kids do “dump and load†In and not in (don’t understand out until later)they will use on if they cant figure out how to put something in
- 3-4 years Locational prepositions
- “underâ€
- Locational “next to†“benind†“ in backâ€
- will understand it if it is next to them, but if centrated, won’t get it.
- Day care and location
- may speed up the process of understanding locational terms because the will be “lining up behind†someone several times a day.
- _ Kinship Terms
- grandmother, mother, sister in law. Hard for kids to conceptualize. You can’t be someone’s daughter, because you are my mom.
- _ Pronouns
- This is the place where semantics and pragmatics come together. Him, her, it all stand for something meaningful. They are distinct in # and gender and there are rules FORM: he not them Placement: not her that trashcan. There can be a lot of presupposition with pronouns. I’m so mad at him†this kind of presupposition can interfer and affect communication.
- Anaphonia
- using a pronoun without a reference
- Neighborhood organization
- lexicon of words seperated by one phoneme
- Dense
- has many relatives or neighbors like cat
- Sparce
- has few neighbors like the
- Preschool children–
- 2-5 years of age and not in formal daycare
- School aged children
- 5-18
- Preschool Initiating
- pull on your arm or “yaknowhat?â€
- Responding
- don’t always know how to respond. Good preschool will model good communication and show how to respond, “What do you want to say?†“he hurt me†“okay, why don’t you go tell him.â€
- 71 What does a preschool child talk about?
- Here and now Shared experiences. Conversation partner may have to cue about things that happened in the past. “Do you remember when we went to the zoo last week and saw the tigers…â€
- 72 Short conversations
- Few conversational turns ;_Monologues (egocentric…talkk themselves through things -- sleeptimetalk); Little regard for his listener (changing topics frequently “doyaknowhat?â€
- Conversational turn
- “Can I go out to play.†“Only for 10 minutes.†Turn over.
- Introduction
- “do ya know what? begins
- _Maintenance
- maintained poorly in preschool, jumps around with topics
- Extending
- You really think that?, You know…? Preschoolers don’t do this.
- Shading
- gentle subtle shift in conversation; moving away from a sensitive conversation “shading away†Preschoolers don’t shade well they are blunt “I don’t want to talk about this anymoreâ€
- _ Topic knowledge
- Everyone knows what I know, K 1, 2 surprised that you don’t
- _ Pronoun referencing
- assume everyone knows what they are referencing
- _Direct
- Give me that, “more, please†(Family support: may need help making more direct requests)
- _ Indirect, conventional
- “do you know what time it is “ POLITE
- _ Indirect, unconventional
- Inferred, manipulative “I love cake Jason†rare in preschool
- 76 Deixis
- Speaker’s point of view At first the child only understands their own point of reference and then later is able to understand things from the speaker’s point of view.
- – Here/there
- Come here doesn’t make sense, child thinks “I am here. Here is where I am†needs “Come stand by mommyâ€
- – This/that
- “Give me that†doesn’t make sense. I have this not that . “Hand to mommyâ€
- Phonetic Variability
- cv- vc –v open syllables and single syllables most meaning is in head Sound Structures stops develop first /t/ b/ most poupular in mouth /ɛ/ / ʌ/ /u/ – Dominant syl able shapes CV • VC • CVC • CVCV*
- Gestures
- [na] with gesture
- Primitive Speech Acts
- Child says something and adult assigns meaning “na†plus gesture†“oh,you want juice†Adult does most of the work, child not representational Requesting action Protesting Labeling Greeting
- Substantive And Relational Categories
- x
- Screening
- lowest level typical 2 word phrase at 2 years (two words aren’t allgone or cupcake—these are ONE WORD)
- “Fast mapping
- start with inference about word just heard “eat your toast†then begin inferring through perceptual characteristis the meaning on part of that: square brown, warm, cruchy, eat it, get it in the kitchen… (apply functional core to gain meaning).
- Verb Definitions
- x
- Verbs have forms
- hard to decipher “color the page†from “get your colorsâ€
- Principles for inferring meaning
- x
- _ Interrogatives
- won’t understand “why†until 7yrs. Will ask why at 2-6,but doesn’t know the concept of causation, just uses why to get more information
- _ Temporal Relations
- 1st. Before and after (order before duration)