exam 2 2500

is the ability to devote attention to the prosodic and phonetic regularities of speech

This ability develops tremendously in the first year as infants move from detecting larger patterns, such as rhythm, to detecting smaller patterns, such as combinations of specific sounds

Frequency (pitch), duration (length), and the intensity (loudness)

Infants in learning English hear many more ____-__ stress patterns in bisyllabic words than they hear ____-_____

By age ___ months infants learning English prefer to listen to words containing strong-weak stress patterns

phonemes (speech sounds), and combinations of phonemes

allows listeners to distinguish between phonemes so that they can quickly and efficiently process incoming speech by ignoring those variations that are nonessential in their language

The process by which infants start to focus more on perceptual differences that are relevant to them is called ___ and is not limited to speech sounds (such as face perception and musical rhythm)

As infants hear their native language more and more they also develop the ability to recognize permissible combinations of phonemes in their language, this is known as

Infants ability to differentiate between and impermissible sound sequences in their native language is present by about ___ months

One mechanism humans use to distinguish between sounds in different categories is __ __ __, which is the interval between the release of a stop consonant and the onset of vocal cord vibrations (/b/ and /p/)

By __ months, infants are able to distinguish between purposeful and accidental actions

This is one of the earliest prelinguistic abilities to develop, and perhaps one of the best indicators of later cognitive and linguistic outcomes

The uppermost level in a category hierarchy. Describe the most general concept in a particular category and include words such as food, furniture, and clothing. Kids cannot successfully categorize words at this level until preschool age

Lowest level in the category hierarchy. Describes specific concepts in a category. For example garbanzo, pinto, and kidney are subordinate terms for different types of beans

Lie in the center of the category hierarchy. Describe general concepts in a category, including words such as apple, chair, and shirt.

In addition to using the hierarchical structure of categories to learn new concepts and words, infants use two basic categories at each level of the hierarchy:

-Infants form perceptual categories on the basis of similar appearing features including color, shape, texture, size and so forth
-Infants use this by 3 months

-Conceptual categorization requires infants to know what something is, forming categories based on what objects do rather than what they look like.
-When children have perceptual categories, they can use these categories to make inductive generalizations about new objects without relying on perceptual similarity (ex: real penguin vs toy penguin)

Babes follow an observable and sequential pattern of vocalizations:
-Include sounds of discomfort, distress, and vegetative sounds such as burping, coughing, and sneezing. Kids do not have control over reflexive sounds. Parents are more sensitive to reflexive sounds

Babes follow an observable and sequential pattern of vocalizations:
-Infants begin to produce cooing and gooing sounds. Mostly vowel like sounds. Infants might also combine vowel sounds with consonant sounds, and even nasalized sounds. Consonant sounds produced at the back of the oral cavity are easiest to produce

Babes follow an observable and sequential pattern of vocalizations:

-Infants gain more control over the articulators and begin to produce isolated vowel sounds (those that would be transcribed as adult vowels) as well as vowel glides. Infants also experiment with loudness and pitch. In this phase infants may also use marginal babbling, an early type of babbling containing consonant-like and vowel-like sounds with prolonged transitions between the consonant and vowel sounds

Babes follow an observable and sequential pattern of vocalizations:

-In this stage infants begin to produce single consonant-vowel syllables. Canonical Babbling also emerges in this stage (producing more than two consonant vowel syllables in a sequence). Deaf kids also babble with their hands

___ babbling consists of repeating CV pairs like Ma Ma Ma

____ babbling consists of non repeating CV combinations such as da ma goo ga

____ vocalizations are CV combos followed by an isolated consonant, which consist of two CV syllables separated by an audible gap

Babes follow an observable and sequential pattern of vocalizations:

Infants begin to produce diphthongs, other complex syllable forms and multisyllabic strings with and without varied stress intonation patterns

____ is a special type of babbling that contains at least two syllables and at least two different consonants and vowels, as well as varied intonation patterns in the absence of recognizable words

_____ features of IDS includes a higher overall pitch, exaggerated pitch contours, and slower tempos

_____ characteristics of IDS include a shorter mean length of utterance (the number of morphemes in an utterance), fewer subordinate clauses, and more content and fewer function words

______ features of IDS include more repetition and more questions than those used in ADS

-It highlights content words (nouns and verbs) with exaggerated pitch
-___ exaggerates pauses

Phases of Joint Reference and Attention Development:

-Attendance to social partners
-Birth to about 6 months
-Infants develop patterns of attending to social partners
-Learn how to maintain attention and are especially interested in looking at peoples faces
-In this phase, caregiver responsiveness is important

Phases of Joint Reference and Attention Development:

-Transition to language
-1 years and beyond
-Children begin to incorporate language into their communicative interactions with other people
-Infants shift to this phase to engage socially with other individuals and use language to represent events and objects within these interactions
-Active involvement of the parents are still muy importante

7 bullshits of caregiver responsiveness

Between ages 1 and 3 is considered