language development from theory to practice, 2e © 2012 pearson education, inc. all rights...

Language Development from Theory to Practice, 2e

© 2012 Pearson Education, Inc.All rights reserved.

Chapter 6Toddlerhood: Exploring the World and

Experimenting with Language

Language Development from Theory to Practice, 2eKhara L. Pence Turnbull and Laura M. Justice

© 2012 Pearson Education, Inc.All Rights Reserved.

6-2

Focus QuestionsThis chapter is designed to address the

following questions: What major language development

milestones occur in toddlerhood? What are toddlers’ achievements in

language form, content, and use? What factors influence toddlers’

individual achievements in language? How do researchers and clinicians

measure language development in toddlerhood?



6-3

Introduction Toddlerhood: period between __

and __ yrs of age

Create matches between ______ and _______ in the world and the language that describes them



6-4

First Words Pre-verbal to verbal communication First word ~12 mos of age, on average Words:

______________________ ______________________ ______________________

Each new word creates an entry in lexicon



6-5

First Words, cont Lexical entries: series of symbols that

comprise the word, sound of the word, meaning of the word, and word’s part of speech

3 criteria for true word: ____________________________________ ____________________________________ ____________________________________

__________________



6-6

First Words, cont Phonetically-consistent form, or PCF:

__________________________________ __________________________________ __________________________________ Ex. “water” as “ahhhh” Consistent sound structure, used in several

contexts, rather than to name a single referent Learn the value of adopting a stable

pronunciation to communicate in a particular situation



6-7

Gestures Precedes ______________ Transition from __________ to ________

__________: Referential gestures: _____________________

______________________________________ Ex. Holding a fist to the ear to indicate

“telephone” Share some properties of first true words Use signals an impending transition from pre-

linguistic to linguistic communication



6-8

Gestures, cont Transition from 1-word stage to 2-

word stage: _____________________ _____________________

Begin to use _______________________, cease to combine two referential gestures



6-9

Achievements in Language Form, Content, and Use 3 rule-governed domains:

Form Content Use

Toddlerhood: ______________________; ____________; ____________________ __________________________; _______ ______________________ WOW!



6-10

Norms for Phoneme Attainment Sander’s (1972) customary ages of

production and ages of mastery and speech sounds

Customary age of production: _________ __________________________________ __________________________________

Age of mastery: _____________________ __________________________________



6-11

Phonological Processes Place of articulation changes: ____________

____________________________________ ____________________________________ ____________________________________ Fronting: replace sounds produced farther

back in the mouth with sounds produced farther forward in the mouth

Manner of articulation changes: _________ ___________________________________ ___________________________________



6-12

Phonological Perception First position: ________________________

____________________________________ Only after toddlers enter the ____________

does a restructuring of lexical representations begin

More efficient storage of lexical items and allows toddlers to recognize words at the segmental rather than global level

Second position: ____________________ __________________________________



6-13

Grammatical Morphemes Morpheme: ________________________

__________________________________ __________________

Grammatical morphemes: _____________ ___________________________________ Appear in speech between _______ mos of

age, or after first ___words acquired Roger Brown (1973): order and ages by

which children master 14 grammatical morphemes



6-14

Combining Words to Make Longer Utterances

Two-word stage: _________________ _______________________________ Marks the true beginning of syntax (rules that govern the order of words in a child’s language) Functions:____________, ________,

_________, ___________



6-15

Combining Words to Make Longer Utterances Cont. Brown’s Stages of Language Development:

__________________________________ __________________________________ Mean length of utterance (MLU): __________

_____________________________________MLU= total number of morphemes/total number of

utterances As language develops, MLU increases systematically General standard: calculate MLU using a language

sample of 50 utterances or more



6-16

Sentence Forms Telegraphic quality: omit key

grammatical markers _______________________________

_______________________________ _______________________:

Yes/no questions Wh-questions Negatives



6-17

Achievements in Content Novice to expert __________________

Large gains in ___________________ ___________________



6-18

The Receptive and Expressive Lexicon Receptive lexicon: _________________

________________________________ Expressive lexicon: ________________

___________________________ Vocabulary spurt, word spurt, naming

explosion: _________________________ __________________________________ _____________________ Children learn an average of ___new words

per day!



6-19

Overextension Overextension: children use words in an

overly general manner 3 major kinds of overextensions made

by toddlers: Categorical: _______________________________

________________________ Analogical: ________________________________

_________________________________________ Relational: _________________________________

__________________________________________ Overgeneralize about ____ of new words



6-20

Underextension Underextension: _________________

_______________________________ More common than overextensions



6-21

Overlap Overextend in some circumstances and

underextend in other circumstances 3 possible explanations for why children

make such errors (Gershkoff-Stowe, 2001): ________________________ Pragmatic error: ________________________

______________________________________ _____________________________

Retrieval error: _________________________ ______________________________________ _____________________



6-22

Social-Pragmatic Framework for Acquiring New Words

Follow another’s gaze and pointing gestures, engage in joint attention, and imitate actions by _____mos of age (Baldwin, 1995)

By ______ of age infants use social cues, including line-of-regard, gestures, voice direction, and body posture to make inferences about intentions underlying others’ actions (Baldwin & Baird, 1999)



6-23

How Do Toddlers Acquire Words So Quickly?: Fast Mapping

Fast mapping: _________________ _____________________________

Lexical representation from brief exposure to the novel word and its referent



6-24

Conversational Skills Initiate a _____________, sustain that

topic for ___________, and then appropriately __________________________

Difficulty keeping their _______________ in mind

Not yet proficient at realizing when they are _____________________________; unlikely to seek clarification



6-25

Theory to Practice 1991 National Institute of Child Health and

Human Development (NICHD) began a longitudinal Study of Early Child Care (SECC)

Data concerning cognitive, social, emotional, and language development from birth on

Indicators associated with positive caregiving behaviors:

_________________ _________________ __________________________ ______________________________________ (NICHD ECCRN,

1996)



6-26

Theory to Practice, cont Overall quality of child care, and

______________ in particular, was consistently but modestly related to toddlers’ cognitive and language outcomes at ___months, ___ months, and ____ months (NICHD, ECCRN, 2000)



6-27

Individual Differences in Language Development

Language development is not linear (e.g., Fenson et al., 2000; Scarborough, 2002)

_______________________________ _______________________________ _______________________________



6-28

Variation in Receptive and Expressive Language Development

___________ generally precedes ___________ in language learning

Disparity between size of one’s receptive and expressive lexicon continue throughout ____________, ____________, and into _________



6-29

Effects of Gender Girls produce ___________________ than

boys and also produce more ___________ combinations than boys

Boys lag behind girls in their _________ ______________

Differences in boys’ and girls’ maturation rates, particularly with respect to _________ ___________, may contribute to gender differences in language acquisition

______ interact differently with boys and girls



6-30

Effects of Birth Order Children’s language development

might differ according to the order in which they are born _________ children are more likely to have

larger vocabularies in their second year, and to reach the 50-word mark sooner than their later-born counterparts

Possible that first born and only children receive a larger amount of _________ attention than children who are not first born



6-31

Effects of Socioeconomic Status Some measure of __________, _________

___________, or ______________ Associated with a variety of health, cognitive,

and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood (Bradley & Corwyn, 2002)

____ is associated with toddlers’ receptive and expressive language development



6-32

Multicultural Focus Exposing children to multiple languages Laura Ann Pettito and colleagues (2001):

“being exposed to two languages from birth, by itself, ________________________ to the normal process of human language acquisition” (p. 494)

Ability to detect __________________ _______________ regularities, in infancy, contributes to our capacity to acquire multiple languages simultaneously



6-33

How Researchers Measure Language Development

Methods for assessing children’s language development (McDaniel, McKee, & Smith, 1996) ________________ ________________ ________________



6-34

Production Tasks Produce, or say, the language

targets under investigation Unstructured or semi-structured:

___________________________ Structured and systematic: ________

______________________________ ______________________________



6-35

Naturalistic Observation Researchers must consider:

_________ __________________, ____________ __________________________, and the variety of ___________________ ___________________



6-36

Elicited Imitation Natural ability to imitate others’

movements and speech sounds in order to gauge their underlying linguistic competence ___________________________ and requests

that the child ___________________________ ______________________________________

In order for a child to successfully imitate a target, that target must be a part of the child’s _________________



6-37

Elicited Production Produce __________________________ Jean

Berko Gleason’s (1958) Wug Test Investigate children’s acquisition of English

morphemes, including the plural marker Allomorphs (variants of a morpheme with the

same meaning, but different sounds) of the morpheme –s

/z/, /s/, and /Iz/ Presented children with a pseudo word and asked

them to say what two of the same word would be called



6-38

Comprehension Tasks Match pictures to target words and

phrases or act out phrases that they hear an experimenter say ____________________ ____________________



6-39

Picture Selection Task Present a _______________ and ask

the child to choose the picture that corresponds to that target Investigate children’s understanding

of lexical items and syntactic constructions



6-40

Act Out Task Present a child with a __________

and instruct the child to “act out” the sentences he or she hears in order to investigate the child’s _____________ _______________________________



6-41

How Clinicians Measure Language Development Individuals with Disabilities Act of 2004

(IDEA; 2004): Evaluation: _____________________________

__________; includes determination of the child’s status across developmental areas

Structured, standardized, and limited in duration Assessment: ____________________________

_______________________________________ Less formal; variety of methods Encourage parent and caregiver participation



6-42

Evaluation and Assessment Tools Limitations:

Limited role for family members in the assessment process

Limited allowance for individual variation across children due to standardization

Limited predictability of later language and communication abilities

Ecological validity: extent to which the data resulting from these tools can be ________________________, including the child’s home and daycare surroundings



6-43

Informal Language Screen _____________ that allow clinicians

and parents to check whether or not children exhibit each of the behaviors in question

language development from theory to practice, 2e © 2012 pearson education, inc. all rights...

Documents

language slide

pearson education

e khara

language form

pence turnbull

word stage

lexicon slide

new word