chapter 2 intro to lang disorders

• B.F. Skinner
• Children acquire verbal behavior through stimulation, response, reinforcement
• Focus is on observable and measurable aspects of behavior
• Learning plays key role in acquisition of verbal behaviors
• Believe that all forms of verbal behavior can be increased or decreased experimentally
•      • Ex: social reinforcement for babbling
• Key components in language development
• Observable, measurable behavior
• Linguistic competence
•     -A language users underlying knowledge        of the rules
•     -Not measurable, therefore not                    emphasized by behaviorists
• Linguistic performance
•     -Linguistic knowledge in actual usage
•     -Measurable, therefore emphasized by          behaviorists

• selects specific target responses (specific words I want student to know)
• creates appropriate antecedents events (how will i get student to do this)
• reinforces correct responses (prizes for doing correctly)
• clearly established criterion for success (if get a certain amount right, can get prize)
•     -9/10 trials
•     -DTT, ABA examples (reinforce good,            punish ignore bad)
• major hole in this theory
•     -doesn't take into consideration what a          child brings to experience

• Noam Chomsky
• theory of syntactic structures as essence of lang
• lang is a product of the unique human mind
• children are born with a lang acquisition device LAD
•     -A specialized lang processor that is a physiological part of the brain
•     -the LAD has basic lang knowledge then integreate other aspects of the lang to help in learning
• key: the basic knowledge necessary to acquire lang is present at birth
• lang competence
•     -innate
•     -CHILD LEARNS INDEPENDENTLY OF ENVIRONMENT

• actual porduction of lang
• doesn't take into consideration fatigue and distraction
• surface structure
•     -phrase or sentence you actually hear
• deep structure
•     -abstract
•     -holds the rules of sentence formation
• transformation
•     -an operation that relates the depp and surface structures and gives different forms of the sentence
• speakers can generate an endless variety of sentences through knowing the rules of grammar and transformations

• piagetian stages of cognitive development
• empahsis on cognition
• variant of the nativist theory
• lang acquisition occurs by cognition and general intellectual processes 
• child develops concepts prior to developing words

• cognition and lang are interrelated
• 1. cognitive abilties that are essential prerequisites to lang development
• 2. 4 stages of piagetian development
• 3. must master the characteristics of one stage in order to progress to the next
• 4. may demonstrate variations in rate of acquisition of each stage

• cognition only part of a child's lang abilities
• owens some lang skills develop at the same time as some cognitive skill no proof of this yet
• cognitive precursors are innate while lang is not (this is different than nativist)

• Eligibility criteria
•     -cognitive limitations impact if child is enrolled
•     -ex: lang age is cognitive age
•     must assess cognitive skills to determine lang needs
•     -need to develop skills in cognitive precursors prior to working on lang

• 6-7 months
• repeated CV syllables (mamama, dadada)

• 9 months
• mabada
• limitation of intonation and sounds

• prior to 12 months
• some form of verbal response, not a word necessarily

• 12 months
• realization that things to do exist even when out of sight

• 0-6 months
• Signals used
• that lack communicative effect
•       •Crying but not necessarily related to              current activity

• 9-10 months
• Intentional communication
• Signal to carry out socially organized action

• 12 months
• intentionally uses words

i

• focus joint attention on an object or event
• both look at same time

• using the same word for all "alike" items
•    -all men are daddy

only one item is called by that name

• 1. regulatory-control behavior of others (do as i tell you
• 2. Personal-self awareness, own feeling and attitudes (that's interesting, withdrawal)
• 3. imaginative (lets pretend)
•    -pretend or play acting, use lang to create environment
•    -vocalization during doll play
• 4. instrumental-attempt to get assistance (i want)
• 5. heuristic-why events, actions occur (why)
• 6. informative-tell someone something (got something to tell you)
• 7. interactional-initiate interaction with others (initiation)

• Dore
• 1. requesting an answer
• 2. labeling.
• 3. protesting
• 4. greeting
• 5. practicing (what they hear, lang)
• 6. answering
• 7. calling/addressing
• 8. requesting action
• 9. repeating/imitating

• •Reading is a translation of written elements into language
• •Knowledge of the perceptual features of letters and their correspondence to sounds aids word recognition and decoding
• • The processing of textual materials is the same as processing oral language except for breaking the graphemic code (Owens )
• • It assumes that the child must learn to decode print into language

• problem solving approach
• reading is psychlinguistic guessing game in which the reader uses their knoledge of lang as well as their conceptual knowledge to aid them in recognizing word and sequentially
•    -ability to fill in the blanks

requires multiple sensory, perceptual linguistic and conceptual processing strategies in constructing the meaning of text