Chapter 1 Language Development: An Introduction Language Development from Theory to Practice, 2e © 2012 Pearson Education, Inc. All rights reserved.
Download ReportTranscript Chapter 1 Language Development: An Introduction Language Development from Theory to Practice, 2e © 2012 Pearson Education, Inc. All rights reserved.
Chapter 1 Language Development: An Introduction Language Development from Theory to Practice, 2e © 2012 Pearson Education, Inc. All rights reserved. Focus Questions This chapter is designed to answer the following questions: • • • • • What is language? How does language relate to speech, hearing, and communication? What are the major domains of language? What are some remarkable features of language? What are language differences and language disorders? Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-2 © 2012 Pearson Education, Inc. All Rights Reserved. What is Language? • • • • Basic and essential __________ that develops ___________ Involves words and __________ Expression (__________ of language) and comprehension (__________ of language) Process of the brain that helps us ______________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-3 © 2012 Pearson Education, Inc. All Rights Reserved. Language Defined Nelson (1998, p. 26) Language is a “______ shared code that uses a conventional system of ________ symbols to represent ideas about the world that are meaningful to others who know the same _____.” Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-4 © 2012 Pearson Education, Inc. All Rights Reserved. Characteristics of Language Language is socially- shared: 1. ___________________________ ___________________________ _____________ Emerge from __________________, ____________, or _____________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-5 © 2012 Pearson Education, Inc. All Rights Reserved. Characteristics of Language, cont 2.Language is a code that uses a system of arbitrary symbols: Code utilizing a set of symbols, specifically ___________. Morphemes: ______________ of language that carry _______; combined to create words. Relationship between words and their __________ is arbitrary. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-6 © 2012 Pearson Education, Inc. All Rights Reserved. Characteristics of Language, cont 3. The language code is conventional: Specific, systematic, and _____________ conventions that remove the __________ from language. Rules govern the way a particular linguistic ________ arranges sound into words and words into phrases, clauses, and sentences. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-7 © 2012 Pearson Education, Inc. All Rights Reserved. Characteristics of Language, cont 4. Language is a representational tool: ___________ that provides symbolic representations of linguistic concepts that are organized in a vast network. Provides formal _________ that organize these concepts into orderly surface-level representations (Bickerton, 1995). _____________ and carry out cognitive processes Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-8 © 2012 Pearson Education, Inc. All Rights Reserved. Language as a Module of Human Cognition Modularity: ______ of cognitive science that considers how the human mind is organized within the ______________. Module ___________ Unlikely that there is just ____________ _______ Critics of language modularity Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-9 © 2012 Pearson Education, Inc. All Rights Reserved. How Does Language Relate to Speech, Hearing, and Communication? Language: __________________________ ________________________________ __________________ __________________ Speech: ________________ by which we turn language into a ________ that is transmitted through ___________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-10 © 2012 Pearson Education, Inc. All Rights Reserved. How Does Language Relate to Speech, Hearing, and Communication Cont. Hearing: _____________________ ______________________________ __________________________. Communication: ______________ ______________________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-11 © 2012 Pearson Education, Inc. All Rights Reserved. Speech Definition: _______ neuromuscular behavior that allows humans to express language; essential for spoken communication. Precise activation of muscles in 4 systems: __________ __________ __________ __________ (Duffy, 1995) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-12 © 2012 Pearson Education, Inc. All Rights Reserved. Model of Speech Production • Model: way to represent an unknown event based on the current best evidence governing that event. 3 stage process: ____________ ____________ _____________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-13 © 2012 Pearson Education, Inc. All Rights Reserved. Model of Speech Production, cont Stage 1: Perceptual event Initiated with a _____, ______ representation of the speech stream to be produced. Abstract representation is the language code and provides a ___________ of what is to be produced by speech. Code is represented at the level of the phoneme. Phoneme: the smallest unit of sound that can signal a ________________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-14 © 2012 Pearson Education, Inc. All Rights Reserved. Model of Speech Production, cont Stage 2: Development of a _________ to represent the perceptual languagebased representation “_________________” based on the abstract representation of the perceptual target. Rough plan organizes ________ into syllable chunks. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-15 © 2012 Pearson Education, Inc. All Rights Reserved. Model of Speech Production, cont Stage 3: Production of speech, or speech output Flow of ___, vibration of _________, and movements of the oral cavity carry out motor schema and create ________. Ongoing _______ relays information about speech output back to the origination of the perceptual target and motor schema. Timing, delivery, and precision. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-16 © 2012 Pearson Education, Inc. All Rights Reserved. Relationship of Speech to Language Language _______ depend on speech, as we can share language via other means. Speech is wholly dependent on _______ as language gives speech its _______. Speech and language are __________ __________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-17 © 2012 Pearson Education, Inc. All Rights Reserved. Hearing ____________________. Hearing is essential to both ________ and ___________ of spoken language. Hearing, or _____: perception of sound; includes general _____________ and perception of ________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-18 © 2012 Pearson Education, Inc. All Rights Reserved. Sound Fundamentals Acoustics: _______________. Transmission and reception of sound involves 4 acoustic events: 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ (Champlin, 2000) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-19 © 2012 Pearson Education, Inc. All Rights Reserved. Sound Fundamentals, cont 1. 2. Creation of a sound source: Sound source creates a set of vibrations in the surrounding air particles. Vibration of air particles: Frequency or pitch: _______________ _________________________________ Intensity or loudness of sound: ______ _________________________________ ________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-20 © 2012 Pearson Education, Inc. All Rights Reserved. Sound Fundamentals, cont 3. Reception by ear: 4. ___________ ___________ _______________________ Comprehension by brain: Left hemisphere: ______________ information sent through the ear and along the __________ _______. Speech vs. non-speech sound information Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-21 © 2012 Pearson Education, Inc. All Rights Reserved. Speech Perception Difference from ___________________ Specialized processors in the brain evolved specifically to respond to _____________ and _________ “Auditory overshadowing” (Sloutsky & Napolitano, 2003): young child’s preference for _________ over _______ information Co-articulation: __________________ __________________________________ ________________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-22 © 2012 Pearson Education, Inc. All Rights Reserved. Communication Process of ______________ between 2 or more persons. Must involve a _____ (speaker) and a ________ (listener) Four basic processes: _____________ _____________ _____________ _____________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-23 © 2012 Pearson Education, Inc. All Rights Reserved. Communication, cont Formulation: _____________________ __________________________________. Transmission: ____________________ __________________________________ Reception: _______________________ __________________________________ Comprehension: __________________ __________________________________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-24 © 2012 Pearson Education, Inc. All Rights Reserved. Communication, cont Symbolic communication or referential communication: ___________________ __________________________________ Pre-intentional communication: __________________________________ __________________________________ __________________________________ Intentional communication or iconic communication: ___________________ __________________________________ __________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-25 © 2012 Pearson Education, Inc. All Rights Reserved. Communication, cont 3 basic purposes: • __________ __________ __________ Human communication is unique due to its use of language and speech in the communication process. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-26 © 2012 Pearson Education, Inc. All Rights Reserved. What are the Major Domains of Language? 3 interrelated domains: _____________________ _____________________ _____________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-27 © 2012 Pearson Education, Inc. All Rights Reserved. The Major Domains of Language, cont Content:________________ Words we use and the meaning behind them. Lexicon: ____________ Contextualized: __________ Decontextualized: _________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-28 © 2012 Pearson Education, Inc. All Rights Reserved. The Major Domains of Language, cont Form: _____________ Sentence structure, clause and phrase usage, parts of speech, verb and noun structures, word prefixes and suffixes, and the organization of sounds into words. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-29 © 2012 Pearson Education, Inc. All Rights Reserved. The Major Domains of Language, cont Use: ____________ Intention behind the utterance and how well it is achieved Analysis of use requires an understanding of the context in which language is occurring. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-30 © 2012 Pearson Education, Inc. All Rights Reserved. 5 Components of Content, Form and Use Phonology (Form) Morphology (Form) Syntax (Form) Semantics (Content) Pragmatics (Use) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-31 © 2012 Pearson Education, Inc. All Rights Reserved. 5 Components of Content, Form, and Use, cont 1. Phonology (form): ____________ Phonemes: meaningful sounds ~ 39 phonemes in Standard American English 15 vowels and 24 consonants 2. Morphology (form): ___________ Adds precision to language. Expands vocabulary exponentially. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-32 © 2012 Pearson Education, Inc. All Rights Reserved. 5 Components of Content, Form and Use, cont Allophones: subtle variations of phonemes that occur due to contextual influences on how we produce phonemes in different words. Phonotactics: rules governing how sounds are organized in words for each language. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-33 © 2012 Pearson Education, Inc. All Rights Reserved. 5 Components of Content, Form and Use, cont 3. Syntax (form): Govern the internal organization of sentences. Provides the structure to our utterances. 4. Semantics (content): Govern the meaning of individual words and word combinations. Considers the meaning of various words and phrases. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-34 © 2012 Pearson Education, Inc. All Rights Reserved. 5 Components of Content, Form and Use, cont Pragmatics (use): _________ 5. Rules that govern: Using language for different functions or intentions (communication intentions) Organizing language for discourse (conversation) Knowing what to say and how to say it (social conventions) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-35 © 2012 Pearson Education, Inc. All Rights Reserved. What are some remarkable features of language? Rate of acquisition Universality Species-specificity Semanticity Productivity Engine of thought Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-36 © 2012 Pearson Education, Inc. All Rights Reserved. Rate of Acquisition First ______ years of life are a critical period (or sensitive period) for language development. “Window of opportunity” during which language develops most rapidly and with the greatest ease, Similarity to other species for acquisition of behaviors considered essential for survival. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-37 © 2012 Pearson Education, Inc. All Rights Reserved. Universality All persons across the world apply the same cognitive infrastructure to the task of learning language. Way in which children learn language and the timepoints of achieving certain milestones is fairly invariant across the world’s language communities. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-38 © 2012 Pearson Education, Inc. All Rights Reserved. Species Specificity Language is a _______ capacity. No other animals share this aptitude. Nonhuman communication systems are more or less ______. No other animal communication system provides the means for the _______________________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-39 © 2012 Pearson Education, Inc. All Rights Reserved. Semanticity Decontextualized events: _____________________________. Human language has no boundaries of time or space. Arbitrary relationship between a referent and the language used to describe it. Shared by no other species. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-40 © 2012 Pearson Education, Inc. All Rights Reserved. Productivity Combination of a small number of discrete units into seemingly infinite novel creations. Capability of producing an endless amount of ideas and new constructions. Inherent to language in its earliest stages of acquisition. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-41 © 2012 Pearson Education, Inc. All Rights Reserved. What are Language Differences and Disorders? Invariant pathway of language development. Communication using words begins _____. 2-word combinations at _______ mos. Adult-like grammar before __________. Differences influenced by the language learned, gender, temperament, and language-learning environment. Genetic predispositions, developmental disability, injury or illness result in mild to severe disabilities in language acquisition. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-42 © 2012 Pearson Education, Inc. All Rights Reserved. Language Differences Variability among language users. Influences: __________ __________ __________ __________ __________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-43 © 2012 Pearson Education, Inc. All Rights Reserved. Dialect Natural variations of a language that evolve within specific cultural or geographic boundaries. Number of dialects for a given language tends to increase when: Users are spread across a large geographical region Significant geographical barriers isolate a community from others. Social barriers are present within a language community Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-44 © 2012 Pearson Education, Inc. All Rights Reserved. Multicultural Focus: African American Vernacular English (AAVE) Use typically influenced by the amount of contact with AAVE-speaking peers rather than ethnic or racial heritage. AAVE equivalent in its complexity to any other English dialect. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-45 © 2012 Pearson Education, Inc. All Rights Reserved. Bilingualism Monolingualism: ____________ Bilingualism: _____________ Code-switching: _______________________ _________________. Simultaneous: develop languages concurrently Sequential: develop one language and add in a second at a later time. All languages reflect the same infrastructure of the human brain and are similar in their complexity (Bickerton, 1995). Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-46 © 2012 Pearson Education, Inc. All Rights Reserved. Gender _______ have an advantage over ______ in language development: Start talking earlier than boys (Karmiloff & Karmiloff-Smith, 2001) Develop their vocabulary faster than boys in the second year of life (Huttenlocher, Haight, Bruyk, Seltzer, & Lyons, 1991) Boys more likely to have difficulties with language development: language impairment Differences due to ____________ and ________________ factor influences Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-47 © 2012 Pearson Education, Inc. All Rights Reserved. Genetic Predisposition • Twin studies: estimate the contribution of genetics to language development and heretability of language disorders. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-48 © 2012 Pearson Education, Inc. All Rights Reserved. Environment Environment in which children are reared exerts considerable influence on their language development. Neural architecture is calibrated based on input from the environment concerning the form, content, and use of the language(s) to which they are exposed. Quantity: _______________________. Quality: ________________________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-49 © 2012 Pearson Education, Inc. All Rights Reserved. Environment, cont Experiences with languages in prominent caregiving environments Caregiver responsiveness: promptness, contingency, and appropriateness of caregiver responses to children’s bids for communication through words or other means (Tamis-LeMonda, Bornstein, & Baumwell, 2001). Quality of language input is _______ as important as quantity. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-50 © 2012 Pearson Education, Inc. All Rights Reserved. Theory to Practice: LinguisticallyReticent Children in the Classroom Temperament: an individual’s “innate way of approaching and experiencing the world” (Kristal, 2005, p.5) Influence on the amount of language input a child experiences Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-51 © 2012 Pearson Education, Inc. All Rights Reserved. Theory to Practice: LinguisticallyReticent Children in the Classroom Cont. Interaction between language development and temperament Interaction-promoting responses and the preschool classroom: ______________________ ______________________ ______________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-52 © 2012 Pearson Education, Inc. All Rights Reserved. Language Disorders Children with language impairment: Difficulties in the __________ of language Achieve language milestones more ______ than others Longstanding difficulties with various aspects of language _____, _____, and _____. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-53 © 2012 Pearson Education, Inc. All Rights Reserved. Heritable Language Impairment (LI) Specific language impairment (SLI) Depressed language abilities, typically with no other concomitant impairment of intellect. Affects ~ _____% of children (Beitcheman et al., 1988; Tomblin et al., 1997) Most common type of ______________ affecting children Most frequent cause for ___________ and special education services for young children. Evidence suggests it is a ______________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-54 © 2012 Pearson Education, Inc. All Rights Reserved. Developmental Disability LI often co-occurs with certain developmental disabilities Secondary disorder: __________________ ______________________________ Intellectual disability Austism spectrum disorder (ASD): Autism Childhood disintegrative disorder Asperger’s syndrome Pervasive developmental disorder- not otherwise specified (PDD) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-55 © 2012 Pearson Education, Inc. All Rights Reserved. Brain Injury In utero Perinatally Acquired brain injuries: occur after birth Traumatic brain injury (TBI): brain damage resulting from physical trauma, particularly blunt trauma to the head. Causes: abuse, intentional harm, accidental poisoning, car accidents, falling Diffuse: affecting large areas of the brain Focal: affecting only one specific brain region Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-56 © 2012 Pearson Education, Inc. All Rights Reserved. Brain Injury, cont Language impairment influenced by: ___________ ___________ __________________(Chapman, 1997) • Fallacy that the brains of young children are better able to withstand and heal from injury than older children Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 1-57 © 2012 Pearson Education, Inc. All Rights Reserved.