LIN3716 Language Development Module 5 Notetaking Guide PDF

**LIN3716 Language Development** **Module 5 Notetaking Guide** **The Social & Communicative Bases of Early Language & Speech** **Module 5 Learning Objectives:** - **Describe **how social-emotional development impacts language development in the first year of life. - **Explain** the soci...

**LIN3716 Language Development** **Module 5 Notetaking Guide** **The Social & Communicative Bases of Early Language & Speech** **Module 5 Learning Objectives:** - **Describe **how social-emotional development impacts language development in the first year of life. - **Explain** the social and communication developmental progression from birth to 12 months. - **Understand** and discuss how caregiver interactions facilitate language development in infants.  - **Discuss **the importance of joint reference, joint action, turn-taking, and explain the difference among parents from diverse cultural and linguistic backgrounds. Development of Communication - Social-emotional development: Ability to get along with others and deal with the world emotionally - Relates to a child's sense of self - Relates to how a child feels they fit into the world - Involves interaction with care-givers initially and moves to others - A child\'s Pragmatic language skills are directly influenced by these abilities - 3 developmental stages - The Examiner: birth to 6 months - Newborns - Initially display a preference for human voices (mother's voice) over non-speech sounds (speech is optimal frequency).​ - Initially show more interest in human face then other visual stimuli (8" optimal focus).​ - Interactions impacted by: ​ - Head positioning (see Figure 5.1)​ - Mood (e.g., hunger, discomfort)​ - Stimulation (intensity, novelty), attention, alertness​ - Reciprocity by caregiver - One Month: ​ - Establishment of social interaction; caregiver ascribes meaning to infant's actions ​ - Gaze and vocalization exchanges​ - Differential response to mother (or primary caregiver) visually by 2 weeks​ - Social smile emerges at 3 weeks; smile in response by 3-6 weeks​ - Two months: - Search for mother's voice; turn-away from stranger's voice​ - Recognition of familiar people (visually)​ - Cooing emerges - Three months: - Visually discriminate among people and differentially respond​ - Caregiver must modulate interaction to maintain attention​ - Turn-taking continues to develop through reciprocal interactions ​ - Assists with stimulus response (C/E)​ - Maternal playfulness, sensitivity, encouragement, pacing at 3 months is correlated with secure attachment at 9 months​ - Caregiver responsiveness is key​ - Four-Six Months: - Rituals (e.g., feeding) and game-play emerge (e.g., peek-a-boo)​ - Deliberate imitation of motor and vocalizations​ - Peek period of face-to-face play​ - Interest/engagement with toys increases - Transferring: interacts by handing something over to somebody or feeding a person - Protesting/Rejecting​: Indicate disapproval by crying, fussing, and squirming to get down.​ - Responding/Acknowledging: Interact with communication by looking, returning gaze, laughing, smile and frown.​ - Informing​: Indicates some type of information about situation with gesture of pointing and vocalizing fuss that something is not right -- such as the cup is empty or out of food. - The Experimenter: 7 to 12 months *By 7 months the infants interactions become more intentional.*​ - Motor imitation increases (waving, clapping)​ - They assert and initiate communication more​ - Motivated to increase their communication ​ - Assertions include the Communicative Functions of: ​ - Requesting​ - Interacting ​ - Attention getting​ - Before words are used, intonational patterns indicate request, frustration, greeting and surprise​ - Babbling includes vowels, stop phonemes and nasals​​ - Development of Intentionality: - Perlocutionary/Pre-intentional  - 0 to 8 months​ - Intentions are not present yet the caregiver interprets behaviors as intentions (ascribing intentionality)​ - Baby still does not know "ends to a means" connection (action is done with the purpose of achieving)​ - Attentional Interactions: No goal, simply attention and response to stimuli​ - Contingency Interactions: Aware of goal, undifferentiated behavior to initiate or continue a stimulus​ - Differential Interactions: Designs, plans and adjust behavior for desired response (goal). Might raise arms to be picked up, look at adult for desired object. - Illocutionary/Intentional -- 8 to 12 months​ - Emergence of intentionality​ - Encoded Interactions: Coordinated plan to achieve a goal; begins with gestures and eye-contact, bringing object to adult, climbing to achieve object​ - Use vocalizations and intonation patterns to attempt communication (Phonetically Consistent Forms; PCF)​ - Show objects​ - Gesture use increases: requesting, pointing, showing, giving, protesting (See Figure 5.2)​ - Unconventional gestures also increase: tantrums, showing off - Locutionary/Symbolic -- 12 month+ - Verbal language develops and replaces/accompanies vocalizations and gestures​ - Language starts to move further from context​ - [[Says several single words]](https://youtu.be/AMxgyI4EdSM)​ - See Table 5.3 - The Explorer: 12 months to 3 years - The Exhibitor: 3 to 5 years Maternal Communication Behaviors   +-----------------------+-----------------------+-----------------------+ | **Behavior​** | **Description​** | **Examples​** | +=======================+=======================+=======================+ | Preparatory | Free infant from | Reduce hunger, | | Activities​ | physiological state | fatigue​ | | | dominance​ | | +-----------------------+-----------------------+-----------------------+ | State-setting | Manipulate physical | Move into | | Activities​ | environment to | visual field​ | | | optimize interaction​ | | | | | Get attention through | | | | vocalizations​ | +-----------------------+-----------------------+-----------------------+ | Maintenance of | Use of continuates | Modulate speech, | | Communication | by caregiver​ | provide a focus of | | Framework​ | | attention​ | +-----------------------+-----------------------+-----------------------+ | Infantlike | Variation of | Use baby talk​ | | Modification of | caregiver activities | | | Adult Actions​ | in rate, intensity | Imitate baby | | | modulation, | movements​ | | | amplitude, | | | | and quality from | | | | those of adult-adult​ | | +-----------------------+-----------------------+-----------------------+ - Infant Directed Speech (IDS) - Also referred to as \"Motherese\", \"Parentese\" or \"Baby Talk\" - Modification of adult speech and language to child\'s level for increase learning opportunity - Advantages include: - Develops pragmatic interaction of attention to speaker, turn-taking and eye-contact - May aid in the processing of speech units and syntactic features due to the exaggerated prosody. - Aids in syntax and semantic development as salient features of nouns and verbs are emphasized. - Paralinguistics of IDS - Higher and more exaggerated pitch​ - Slower rate​ - Gaze is modified with maintaining eye-contact a longer period of time​ - Facial expressions are exaggerated -- mock surprise, widening eyes, smiling..​ - Facial presentation and head movement are exaggerated -- head nod, averting, sudden appearance​ - Proxemics -- Much closer distance between baby and care-giver - Linguistics of IDS - Syntactic features: - Shorter and simpler utterances​ - Use proper names rather than pronouns​ - Increase of content words and less function words​ - Discourse features: - Here and now referencing​ - Repetitions​ - More questions - Purpose: - Repetition/variation captures and maintains infant attention​ - Simplified speech aids in language development (think ZPD)​ - Maintains infant responsiveness as optimal level (mother's adjust based on child's age and attention)​ - Create atmosphere of reciprocity (turn-taking) and conversation​ - Engage children in communication as early as possible​ - Mother-child interaction - Gaze​ - Differentiated from adult-adult gaze​ - May last up to 30 seconds, often paired with vocalization​ - Leads to development of joint attention​ - Facial Expression​ - Complements IDS; maintains attention​ - Mock surprise, smile, frown, avoidance​ - Facial Presentation & Head Movement​ - Accompanies IDS and social games​ - Head shaking, nodding, averting, angles​ - Proxemics​ - Communicative use of interpersonal space​ - Much closer than adult-adult interactions​ - Increased touching and eye contact Interactions between Infant and Caregiver - Reference: the ability to differentiate one entity from other entities and take note of/understand its presence of our environment - Joint reference: two or more persons share a common focus on one entity. - Joint Action: two or more persons share a common action. - Joint reference - Three early aspects include: - Indicating: - Calling attention to an object or person​ - Pointing, holding up to see (showing), giving​ - Deixis/Deictic gestures​ - Meaning changes according to context/perspective​ - Same gesture or word may mean two different things​ - here, there, this, that, before, after, you, me ​ - Naming/labeling​ - Verbally labeling object for child to learn. - Development: - **[Phase I]  "Mastery of Joint Attention"**​ - Caregiver calls attention to the entity (4-6 weeks)​ - Infant visually tracks caregiver movements (8 weeks)​ - Infant attends to utterance directed to them (12 weeks)​ - Infant follows caregiver's line of regard and respond to "look" (4 months)​ - Infant may respond to object/event name/intonational pattern to establish Joint Reference (6 months)​ - **[Phase II]  "Intention to Communicate"**​ - Infant establishes joint reference by pointing, showing, but not looking at adult for confirmation (7 months)​ - Reach with gaze shift to caregiver (8 months)​ - **[Phase III] -- "Gestures and Vocalizations"**​ - Reaching, requesting, pointing, showing​ - Protoimperatives, protodeclaratives (8-12 months)​ - **[Phase IV] -- "Naming and Topicalization"**​ - Joint reference established within dialog structure (12 months)​ Language use -- pragmatics is developing pre-verbally through communication intentions: - Attention seeking - Seek attention directed to self.​ - Seek adult's attention to a something outside of self -- object, event, other.​ - Requesting - Indicate want of an object by pointing, gesture, grabbing.​ - Indicate want of an action such as leaning over to switch caregiver or hands up.​ - Indicate a request for name or label with point or vocalization.​ - Greeting - Engages in initiation or conclusion of communication with both waving for Hi or Bye.​ Joint Action - Development: - Established through game play and daily routines.​ - Crucial to infant learning conventions of human communication. ​ - Alertness is initially maintained through face-to-face contact of playing a game and turn-taking.​ - Around 6 weeks, the infant starts to modify their own alertness instead of depending on Mom's/Dad's.​ - Play and motor imitation is a form of joint action.​ - Game Playing - Copycat; assists in development of imitation​ - Birth -- 6 months: Social behaviors, no specific rules​ - 6 -- 12 months: Object play increases​ - Sequence of Social Play​ - Initiation -- Mutual Gaze -- Play Begins -- Play Ends upon Disengagement​ - "So Big", "Peek-a-Boo", "I'm gonna get you"​ - Routines​ - Increase across first year of life​ - Scripts that allow for 'slots' of behavior​ - Bath time, diaper changing, dressing, feeding Turn taking & proto-conversations - Emergent skill of later conversation/dialogue​ - Starts early in 1 second exchanges (tickling, lifting, bouncing -- pauses)​ - Eye gaze is critical​ - Mutual Gaze: infant-caregiver look at each other​ - Gaze Coupling: turn-taking of making/breaking eye contact​ The importance of play in development​ - Relates to language by tapping into all cognitive areas and language modalities - Stages of play progress from self to interacting with environment - Develops imagination and symbolism (role play)