Oral Language Development
Oral Language Development CSD 333
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This 4 page Class Notes was uploaded by Cody Bednar on Saturday September 19, 2015. The Class Notes belongs to CSD 333 at Michigan State University taught by Casby in Fall. Since its upload, it has received 23 views. For similar materials see /class/207210/csd-333-michigan-state-university in Communication Sciences and Disorders at Michigan State University.
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Date Created: 09/19/15
Iquot S P Equot 9 CSD 333 Fall 2012 Study Guide Know and understand these important terms concepts points of information etc This information is meant to be quot39 39 not or r 39 Use it to guide your study Make up questions about each of these and others Check all answers As presented in class what is the end state of communication and what are its exact components intention conceptualization etc Think about how the components of the end stateare parallel interactive or serial Know vocalization vs verbalization Know such milestonesas vocalization cooing babbling prelinguistic intentional communication protowords etc Know and understand the constructs of ontogeneticepigeneticemergent especially as related to the process of language development Knowand 39the quot39 39 39 39 39 quot U of the global phases of communication developmentreflexes actions etc I II39 Know and 39 Ithe U of the more specific developmentaldescriptive levels 10 of communication development Know the main conceptsaspects of language socialconventional arbitrary etc Know some of the important differences between animal communication and language Know syntax morphology phonology semantics and pragmatics and know how they all relate to the FormContent Use and Components amp Processes Model Know FormContent Use and Components amp Processes Know and define language speech communication and social and cognition visA vis language development Know how speech is a rapid ballistic overlapping linguistically driven means of expressing ones language Know how speech and language are different and how they are related Know the processes of speech What is communicationand how does it related to language and speech Maslow s hierarchy of needs 7 Survival needs health needs come first 7 bio neuro stable Safety protection needs 7 not abusive or neglect il Esteem needs 7 love social affectively responsibly environment 7 positive social interaction acceptance Self actualization needs 7 independence comes to be around nine months when illocutionary communication comes Because communication is unintentional it is important that the environment over interprets Demsions of attachment Bonding 7 hormonal physiological positive bonding may go awry postpartum depression 7 begins prenatal y Attachment 7 learned behavior realization of independence strong positive attachment 7 separation anxiety not promoting of attachment 7 a good relationship will indicate no response because the infant realizes the parent will come back Secure v insecure 7 security independence predicts academics and language development Sensitive v insensitive Accepting v rejecting Cooperative v interfering Accessible v ignoring Social development 7 rst couple of months responding to social contacUinteraction from others Initiating contacUinteraction with others at around nine months Maintaining contacUinteraction with others Communication via re exive behavior 7 perlocutionary ousal orientation engagement and attending 7 24 months Social affective responsiveness maintenance and initiation 7 9 months Early Symbolism 7 10 12 months Visual 7 face to face mutual gaze 7 joint gaze 7 infant care giver jointly looking at the same object 7 joint attention 7 object mutual gaze 7 shared attention alternating gaze 7 gaze switching looking at a preferred object then person 7 intentional gaze Infants high risk 7 gaze early indicator of disabilities such as autism Motor 7 Bod orientation may be an indicator for high risk neuromuscular problems 7 not having that touch indicator as early as first 6 months mi ing frowning looking away drowsy sleepy 7 important motorgestural communication Gesture complex reaching grabbing holding showing giving pointing taking Vocal Cry 7 different kinds of cries wet cold hungry gas 7 if parents don t know this they are insensitive to that child s needs fussing vegetative cooing re exes Babbling jargon proto wor Infants have a predisposition to hearing the human voice and seeing the human face 7 the eyes the nose the voice 7 meets esteem needs for both parties Parents 7 over exaggerate smiles and laughs and high pitch voices Post parturn 7 at expressions 7 stresses child Activity based interaction 7 bathing diparing washing feeding 7 cognitive interaction during these activities 7 positive 7 social affective touch positive communication 7 singing playing etc Early intentional goal directedness 7 78 months 7 intentional action trying to get objects out of reach Early prelinguistic intentional use of communication 7 emergence of illocutionary from positive environment Engagement Cues 7 important for positive learning 7 ready for interaction You can stress out and overstimulate and infant Disengagement Cues 7 this may cause over stimulation and the system shuts down 7 perlocutionary signals Fussing and crying drowsiness back arching maximal eye gaze aversion limb ailing yawning head turning away increased hand to mouth Functional Core Hypothesis 7 the core aspect of what a word means is its mctionpurpose ball vs orange Katherine nelson Semantic Feature Theory 7 form clark 60 7 40 children chose function over form Prototype theory 7 Melissa bowerlin children learn vocab based on personal experience with things If a child learns that a beach ball is a ball then that is their prototype so things closer in relation to that rst object will be easier to learn because it is closer to the prototype Ex Chihuahua is a dog German Shepherd may not be viewed as a dog immediately where as a dachshund may Constraints theory 7 limiting the guesses whole object 7 when someone refers to something they are referring to the whole thing rather than just the part 7 ex Grab the leg of the chair 7 grabs the whole chair grab the garbage bag 7 grabs whole can Start by learning a whole object then learn the parts 7 aids them in their guess1ng mutual exclusivityprinciple of contrast 7 adult has already listed the other objects so can exclude them and novel namenameless object N3c 7 know the names ofall other objects so it must be the other thing joint attentiontheory of mind 7 thinking like the person speaking because they are similar in mind situational constraints 7 things in the kitchen in the baby room in the bathroom are different phonological constraints 7 pbtdmn milkmine poppie toydogdada learn in phonology words more so than out of phonology words are words that begin with phonemes that the child is not producing So in this case out of phonology words would be something like horse owl orange stop etc Easier for a child to produce the words and therefore prefer to create those Fast mapping 7 the speed at which children learn new words avg ve to seven exposures more action they have with it they learn the words faster 7 3 to 5 exposures Holophrases are part of protowords using it to get meaning across Reduplication 7 looking for patterns da da could be repeating the dog when said Child will use schwa uh dog or doguh to hold an empty place where they are trying to convey information schwa holds place of info Successive single word utterances 7 have capacity and control to focus on one word at a time and can be related but not yet two word utterances One word pause another word pause even though they may be related Holophrastic convey basic ideas thoughts and concepts 7 important early semantic list in handout 32211 Modulation of Meaning Re nement enhancement of meaning by using telegraphic language Adding morphosyntactic re nements 7 grammatical morphemes see slide on Mod Of Meaning Roger Brown s l4 grammatical morphemes Found how children re ned their telegraphic language Know what earlymidlate sets consist of 7 come together as Early 7 present progressive ing bound morpheme needs to be attached 7 present ongoing action 7 hugely signi cant and communicative 7 adds effectiveness and important meaning of tense
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