Chapter 5 Infancy: Let the Language Achievements Begin! Language Development from Theory to Practice, 2e © 2012 Pearson Education, Inc. All rights reserved.
Download ReportTranscript Chapter 5 Infancy: Let the Language Achievements Begin! Language Development from Theory to Practice, 2e © 2012 Pearson Education, Inc. All rights reserved.
Chapter 5 Infancy: Let the Language Achievements Begin! Language Development from Theory to Practice, 2e © 2012 Pearson Education, Inc. All rights reserved. Focus Questions This chapter is designed to address the following questions: What major language development milestones occur in infancy? What are some of the early foundations for language development? What major achievements in language content, form, and use characterize infancy? What factors influence infants’ individual achievements in language? How do researchers and clinicians measure language development in infancy? Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-2 © 2012 Pearson Education, Inc. All Rights Reserved. Introduction Receptive language abilities grow ___________ ____________ Overview of major milestones in language development infants achieve over the course of their _______________ _________________ for language development Infants’ achievements in language _________, ____, and ______ __________________ among children developing language Methods that researchers and clinicians use to measure _____________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-3 © 2012 Pearson Education, Inc. All Rights Reserved. Infant Speech Perception Infants learning language must be able to __________________________________ __________________________________ Speech perception ability, the ability to devote attention to the ________and ________ regularities of speech, develops greatly over the first year Large patterns (rhythm) to smaller patterns (combinations of specific sounds) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-4 © 2012 Pearson Education, Inc. All Rights Reserved. Using Prosodic Regularities Prosodic characteristics: Frequency:_______________ Duration:_________________ Intensity:_________________ Combinations produce distinguishable _______ and _____________ patterns that infants can detect. Stress: ____________________________________ __________________________ Intonation: _________________________________ ___________________________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-5 © 2012 Pearson Education, Inc. All Rights Reserved. Using Prosodic Regularities, cont Infants become familiar with the dominant stress patterns of one’s _______________ English: strong/weak stress (trochaic) patterns Preference for the dominant stress patterns of one’s language can help infants begin to ___________________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-6 © 2012 Pearson Education, Inc. All Rights Reserved. Using Phonetic Regularities Phonetic details of speech: ______________________ ______________________ Infants who are not yet learning words devote greater attention to the _______________________ Older children concentrate their efforts on _____________ at the expense of fine phonetic detail (Stager & Werker, 1997) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-7 © 2012 Pearson Education, Inc. All Rights Reserved. Detecting Non-native Phonetic Differences Ability to notice fine phonetic detail ___________________________________ In the first year, infants are able to distinguish among the sounds of the _______________________ _____________________________________ As infants develop and become attuned to the sounds they hear on a regular basis, their ability to _____________________________________ _______________________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-8 © 2012 Pearson Education, Inc. All Rights Reserved. Detecting Phonotactic Regularities Phonotactic regularities: _____________________ _________________________________________ As infants hear their native language more and more, they also develop the ability to recognize phonotactic regularities Examples: /ps/ and /h/ Ability to detect phonotactic regularities in one’s language helps infants ____________________ _______________________________________ Infants’ ability to differentiate between permissible and impermissible sequences of sounds in their native language present by about ____________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-9 © 2012 Pearson Education, Inc. All Rights Reserved. Categorical Perception of Speech Children’s perception of speech is categorical– _________________________________________ Children categorize incoming sounds into______ and _________________ We are able to distinguish between sounds in different categories (/p/ vs. /b/), but without special training, we are not able to distinguish between _________________________________ (the first and last /p/ sounds in pup) Allophones: ______________________________ _________________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-10 © 2012 Pearson Education, Inc. All Rights Reserved. Categorical Perception of Speech, cont Voice onset time: _________________ ________________________________ ________________________________ ______________________ Used to distinguish between sounds in different categories Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-11 © 2012 Pearson Education, Inc. All Rights Reserved. Awareness of Action By_______, infants can distinguish between __________ and __________ actions Appear to focus upon the intentions underlying actions rather than the physical details of the actions By_______, infants understand rational _______ as means to a ______, even when they are not able to view the entire context in which an action takes place Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-12 © 2012 Pearson Education, Inc. All Rights Reserved. Awareness of Action, cont Infants’ awareness of ____________ and their understanding of _______ ______________________________ is an important precursor for language development Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-13 © 2012 Pearson Education, Inc. All Rights Reserved. Category Formation Ability ___________, or to group items and events according to the perceptual and conceptual features they share is _______________________________ One of infants’ earliest developing and most robust predictors of later cognitive and linguistic outcomes Infants’ ability to form categories between ______________ of age is predictive of their general cognitive abilities and language abilities at _______ years and of cognitive outcomes at _____ years of age Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-14 © 2012 Pearson Education, Inc. All Rights Reserved. Category Formation Cont. Infants’ first categories are _________ ___________ and first words are _____ _____________ Two basic types of categories that infants utilize at each level of the hierarchy: __________ categories and __________ categories Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-15 © 2012 Pearson Education, Inc. All Rights Reserved. Perceptual Categories Based on _______________________, to include color, shape, texture, size, etc. Used to ______________________ objects around them __________ categorization describes knowing what something looks like, whereas ___________ categorization describes knowing what something is Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-16 © 2012 Pearson Education, Inc. All Rights Reserved. Conceptual Categories Based on what ________, rather than what they look like Used to make ______________ about new objects without relying on perceptual similarity at all Languages differ in how they ________ these concepts and children who are learning different languages ultimately come to perceive the world in different ways because of the way their language categorizes concepts Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-17 © 2012 Pearson Education, Inc. All Rights Reserved. Early Vocalizations Infants follow a fairly ________ pattern in their early use of vocalizations Stage model: _____________________________ _____________________________ Stark Assessment of Early Vocal Development (SAEVD; Nathani, Ertmer, & Stark, 2000) 6 distinct stages of early vocalization development: Reflexive (0-2 months) Control of phonation (1-4 months) Expansion (3-8 months) Control of articulation (3-8 months) Canonical syllables (5-10 months) Advanced forms (9-18 months) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-18 © 2012 Pearson Education, Inc. All Rights Reserved. Reflexive (0-2 Months) Reflexive sounds: _____________________ ___________________ Sounds of ________ and ______ (crying, fussing) Vegetative sounds produced during feeding (burping, coughing) No control over the __________________ produced Adults tend to respond as if they are ____ communication attempts Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-19 © 2012 Pearson Education, Inc. All Rights Reserved. Control of Phonation (1-4 Months) ______ and ______ sounds ____________ and some nasalized sounds (airflow directed through nose) Infants typically produce consonant sounds ______________________ (e.g., “gooo”) ___________________ are easier for infants to produce than those sounds that require more precise manipulation of the tongue, lips, or teeth Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-20 © 2012 Pearson Education, Inc. All Rights Reserved. Infant Video Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-21 © 2012 Pearson Education, Inc. All Rights Reserved. Expansion (3-8 months) Gain more control over the ____________ Produce series of ________________ as well as vowel glides Experiment with the ___________ and ______ of their voices Yell, growl, squeal, and make raspberries and trills Early infant vocalizations are one component of a _________________________________, whereby patterns of mother-infant communication relate to infant vocalizations Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-22 © 2012 Pearson Education, Inc. All Rights Reserved. Control of Articulation (3-8 months) Marginal babbling: ______________ ______________________________ Emerge as infants gain control of their articulation Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-23 © 2012 Pearson Education, Inc. All Rights Reserved. Canonical Syllables (5-10 months) True babbling appears Contains pairs of _________________ (called CV sequences when the consonant precedes the vowel) Reduplicated: ______________________ Non-reduplicated or variegated: non- (ma ma ma ma ) repeating consonant and vowel combinations (da ma goo ga) Infants prefer _________ and __________ in their variegated babbling Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-24 © 2012 Pearson Education, Inc. All Rights Reserved. Advanced Forms (9-18 Months) Diphthongs: ___________________________ _____________________________________ More complex combinations of consonants and vowels CVC CCV VCV Jargon: ________________________________ _______________________________________ Not true words because not referential and don’t convey meaning Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-25 © 2012 Pearson Education, Inc. All Rights Reserved. What Are Some of the Early Foundations for Language Development? Foundations for later language development _______________________ _______________________ _______________________ _______________________ Importance of the _____________ in language development Linguistic input _______ provide ___________________ that infants engage in with others Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-26 © 2012 Pearson Education, Inc. All Rights Reserved. Infant-Directed Speech Also called _________, _____, and ______-directed speech Paralinguistic characteristics: ________________ ________________________________________ Speech we use in communicative situations with young language learners High overall pitch, exaggerated pitch contours, slower tempos (as compared to adult-directed speech) Syntactic characteristics: ______________ of utterance (MLU), few subordinate clauses, more content words, fewer function words Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-27 © 2012 Pearson Education, Inc. All Rights Reserved. Infant-Directed Speech, cont Discourse features: _______________, _____ ___________________________________ Attracts infants’ attention and infants prefer it to adult-directed (AD) speech, even as ___________ Aids in communicating _______________ ________________________ Adults might ____________ modify the prosody (i.e., stress and rhythm) of their speech to infants Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-28 © 2012 Pearson Education, Inc. All Rights Reserved. Infant-Directed Speech, cont Contains _______________ Highlights ___________ (e.g., nouns, verbs) relative to function words (e.g., prepositions, articles) Places these words on _______________________ _____________________________________ _____ _________________________ Exaggerates ________, creating a salient cue to help infants detect major syntactic units in speech Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-29 © 2012 Pearson Education, Inc. All Rights Reserved. Phase One: Birth to Six Months – Attendance to Social Partners Infants develop patterns of ______________ _______________ Infants value and participate in __________ _________, learning how to maintain attention and be “organized” with sustained periods of engagement Interested in looking at people’s faces, especially the ___________________ _______________________ is an important feature Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-30 © 2012 Pearson Education, Inc. All Rights Reserved. Phase Two: Six Months to One Yr.– Emergence & Coord. Of Joint Attention __________________________________ __________________________________ Begin to navigate attention between an ___________________________________ Signals the emergence of joint attention Joint attention: ______________________ ___________________________________ ________________. Symbolizes a critical avenue for early communication development; fosters important communicative exchanges Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-31 © 2012 Pearson Education, Inc. All Rights Reserved. Phase Two: Six Months to One Year, Cont Supported joint engagement: ___________ ___________________________________ _______________________________ maintaining infant’s attention related to an infant’s ability to engage in sustained attention at _______ (Bono & Stifter, 2003) redirecting infant’s attention _________ related to infants’ ability to engage in sustained attention (Bono & Stifter, 2003) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-32 © 2012 Pearson Education, Inc. All Rights Reserved. Phase Two: Six Months to One Year, cont In the absence of joint attention, infants may ____________________________________ By about 16 to 19 months, infants are adept at using several cues to support inferences about a speakers’ referential intentions ________________ ________________ ________________ ________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-33 © 2012 Pearson Education, Inc. All Rights Reserved. Phase Two: Six Months to One Year, Cont Intersubjective awareness: ______________ Intentional communication: ____________ ____________________________________ _____________________ ___________________________________ _____________ When infants have intersubjective awareness, they begin to interpret others’ referential actions as intentional and begin to use their own actions referentially Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-34 © 2012 Pearson Education, Inc. All Rights Reserved. Phase Two: Six Months to One Year, Cont Indicators of intentionality include Camaioni, & Volterra, 1975): a) b) c) (Bates, _____________________________________ ____________________ _____________________________________ _____________________________________ _____________________________________ ___________________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-35 © 2012 Pearson Education, Inc. All Rights Reserved. Phase 2: 6 Months to 1 Year Cont. Imperative pointing: ___________________ ___________________; around 10 mos. Declarative pointing: __________________ _______________________ Call adult’s attention to objects, and to comment on objects Produce and understand _______ pointing later than understand and produce ________ pointing Production of declarative pointing is linked to infants’ ____________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-36 © 2012 Pearson Education, Inc. All Rights Reserved. Phase Three: One Year and Beyond Children begin to incorporate language into their _______________________________ Able to engage socially with others and to use language to __________________________ ______________________ Active involvement of __________________ is still important during this phase Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-37 © 2012 Pearson Education, Inc. All Rights Reserved. Theory to Practice Theories about language development and the research that these theories propagate are making an increasing impact on our _____________ and even influence the products we buy for our infants Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-38 © 2012 Pearson Education, Inc. All Rights Reserved. Routines of Infancy Provide a sense of ________ and _________ and many opportunities for language learning Provide opportunities to engage in episodes of ________________________ By hearing words and phrases repeatedly, infants learn about the sounds and structure of their language ________________ ________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-39 © 2012 Pearson Education, Inc. All Rights Reserved. Caregiver Responsiveness Describes caregivers’ __________________ to infants’ vocalizations and communicative attempts Teaches infants that others value their behaviors and communicative attempts Consistent, contingent, and appropriate responses to an infant’s communication attempts promotes a child’s ability and desire to __________________ _______________ and increases children’s motivation to communicate. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-40 © 2012 Pearson Education, Inc. All Rights Reserved. Caregiver Responsiveness, cont More responsive language input by mothers is linked to children’s language milestones, _________________________ ________________________ More important than infant’s own behaviors, such as their vocalizations and play Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-41 © 2012 Pearson Education, Inc. All Rights Reserved. Caregiver Responsiveness, cont Weitzman & Greenberg (2002) key indicators of caregiver responsiveness: _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-42 © 2012 Pearson Education, Inc. All Rights Reserved. What Major Achievements in Language Content, Form, and Use Characterize Infancy? 3 rule-governed domains: content, form, and use Content: ______________________________ ________________________________ Vocabulary system, lexicon Form: _________________________________ ______________________________________ Use: __________________________________ ______________________________________ __________________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-43 © 2012 Pearson Education, Inc. All Rights Reserved. Language Content Produce first true word at _____mos, on average 3 criteria for a true word: Usually refer to salient people and objects in infants’ everyday lives ______________________ ______________________ __________________________________________ __________________________________________ Must be able to ___________ words to several appropriate cases for them to meet the criteria for a true word. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-44 © 2012 Pearson Education, Inc. All Rights Reserved. Language Form When infants begin to use true words, they generally utter these words in ______________________________ before they begin to _____________ _______________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-45 © 2012 Pearson Education, Inc. All Rights Reserved. Language Use Communicate intentionally (usually by 8 months of age) by using a variety of pre-verbal language functions (Kent, 1994): ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-46 © 2012 Pearson Education, Inc. All Rights Reserved. What Factors Influence Infants’ Individual Achievements in Language? 4 main areas that exhibit substantial variability Variations in _________ and ________ language development Variations in rate of _____________________ Variations in ______________________ Variations at the extremes of the ______ _____________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-47 © 2012 Pearson Education, Inc. All Rights Reserved. Variation in Receptive and Expressive Language Development 1. At all stages of life, __________ language development outpaces _________ language development Language comprehension requires only that we retrieve words from our _______, whereas language production requires that we retrieve words and apply proper ______________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-48 © 2012 Pearson Education, Inc. All Rights Reserved. Variation in Receptive & Expressive Language Development Cont. 2. 3. With language ___________, sentences are pre-organized with lexical items, a syntactic structure, and intonation as we hear them Language that adults use in communicative interactions with infants is usually highly ___________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-49 © 2012 Pearson Education, Inc. All Rights Reserved. Variation in Rate of Language Development Receptive language: _____________ ______________________________ Expressive language: ____________ ______________________________ _________________________ Norm referenced measures of language MacArthur-Bates Communicative Development Inventory Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-50 © 2012 Pearson Education, Inc. All Rights Reserved. Variation in Language Development, cont 2 variables of interest are ____________ status (SES) and the ________ of talk parents provide to their children. Amount parents talk to their infants and young children is related to parents’ SES Regardless of SES, the _________________ ____________________________________ _______________, and the better children perform on measure of verbal and cognitive competence at age 3 Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-51 © 2012 Pearson Education, Inc. All Rights Reserved. Variation in Infants’ Learning Styles Expressive language learners: use language primarily for _____________ Express their needs and describe their feelings as they interact with others “Hi” and “bye-bye” Referential language learners: use language primarily to __________________ Enjoy labeling things Early vocabularies contain a large proportion of object labels, “ball,” “doggie,” and “juice” (Nelson, 1973) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-52 © 2012 Pearson Education, Inc. All Rights Reserved. Variations at the Extremes of the Typical Range Extreme cases in lexical development at both ends of the range: ____________ __________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-53 © 2012 Pearson Education, Inc. All Rights Reserved. Late Talkers Children who exhibit delays in their _________________ development Many are able to recover to normal language levels by age ______, but they may still exhibit delays in subtle aspects of language development Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-54 © 2012 Pearson Education, Inc. All Rights Reserved. Early Talkers Ahead of their peers in _______________ use Bates, Dale, and Thal (1995) definition: Between the ages of _______ months of age who are in the top ten percent for vocabulary production for their age on the MacArthur CDI Early talkers maintain an advantage over their age-matched, typically developing peers in measures of ________, ____, and ______ __________ throughout early childhood Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-55 © 2012 Pearson Education, Inc. All Rights Reserved. Naturalistic Observation Generally take place in the infant’s home __________, _______, _______, or any combination as infants interact naturally with those around them Semi-structured or structured observation in a laboratory setting: Targeting ____________ or pre-linguistic behaviors Specific props or ask the same questions of all the infants as a point of comparison Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-56 © 2012 Pearson Education, Inc. All Rights Reserved. How Clinicians Measure Language Development In general, it is difficult to gauge whether children are lagging behind in their language skills until they reach __________, when their expressive language truly begins to emerge 2 informal measures of language development that clinicians utilize with infants: ___________________ ___________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-57 © 2012 Pearson Education, Inc. All Rights Reserved. Informal Language Screen _____________, whereby clinicians and parents can check whether or not the infant exhibits each of the behaviors in question Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-58 © 2012 Pearson Education, Inc. All Rights Reserved. Parent-Report Parents report directly on their infant’s development Quick way to gauge their ___________ ______________ measure of language ability when compared to other direct assessments Checklists and questionnaires Language Development Survey (LDS; Rescorla, 1993) MacArthur-Bates Communicative Development Inventories (CDI; Fenson et al., 1993; Fenson et al., 2000) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 5-59 © 2012 Pearson Education, Inc. All Rights Reserved.