Chapters 3 and 4.
The Language Developers
Ch. 3 Facts
-Children learn language by actively participating with others: Conversation.
-A child's conservations are primarily between them and their caregiver.
-One of the only things about conversation that a child must learn is how to
take turns.
-Some researchers say that motherese helps present the child with a clear set
of formats for dialogue. However, some say this impact of speech patterns is
questionable.
Ch. 4 Facts
-Infants have a limited repertoire of controllable and observable responses:
direction and duration of gaze, sucking, head turning.
-Children focus on the eyes when communicating.
-Early in the infants life, the mother is synchronizing with the baby.
-According to Bruner, 6 months is when scaffolding of language takes place.
Vocabulary
motherese: a mother's speech to children
protodeclaratives: use of an object to gain adult attention
protoimperatives: use of an adult to gain a desired object
Questions
-At what ages do children start responding to repair initiations?
*age 3-5
-A mother's motherese contains what?
*higher pitch, questions, exaggerated inotation patterns
-In conversations children learn to take turns and to string together
sequences known as
*adjacency pairs
-The idea that things exist in the world independently of our perception of
them is called
*object permanence
-________ is a powerful signal of emotional state and is a key part of
communication.
*facial expressions
-What are the 2 communication acts performed by children before use of
language?
*protodeclaratives and protimperatives
-What takes place during the preverbal stage?
*development of person-object coordination, using other people as instruments
Summary
Our group basically focused on conversation. Children learn to have conversations when they are young. They have to learn when it is their turn to speak and their turn to listen. In conversation children learn to string their turns together into sequences. These include two-part sequences such as greeting-greeting, question-answer, and invitation-reply. Also we discussed that infants communicate with people in their environment from birth, using vocalizations, crying, eye movements and gestures. We think the environment is extremely important when it comes to learning, especially learning language.
Holly, Jordan, Frankie, Abigail, Nicole
Data Stamp
Holly Hargis
Monday, February 21, 2005 4:16 pm
fbowles@uark.edu
language developers
PLANET TELKK Group
Chapter 3 explains children's speech as conversation. We learned how children learn to take turns when talking and how children learn to speak by conversations. The chapter also gave us a brief overview of self-initiated repairs and other-initiated repairs in conversations. This book emphasizes on motherese, which is mother's speech to children. Chapter 4 explains preverbal communication. We learned how the environment can affect a child's communication.
FACTS
Chapter 3
- Conversations involve primordial activity, which is the underlying of communicative activity.
- The most fundamental fact of conversation is that speakers take turns.
- When children begin to take part in human conversation they need to learn how to take turns and how to arrange turns so they form a sequence.
- Self initiated repairs: repairs made by the current speaker.
- Other initiated repairs: initiated by the other speaker.
- Children between ages 3 and 5 routinely respond to appropriate repair initiation.
- Motherese: mothers speech to children, contains few past tenses, coordination's or subordinations, it is pitched higher and has an exaggerated intonation pattern.
- Motherese seems to change with the speech of the child.
- Two part sequences: greeting/greeting, question/answer, invitation/reply
Chapter 4
- Infants from 15 to 70 days old can make a wide variety of color discriminations.
- Studies show that infants prefer to look at photos of human faces than of models, drawings, distorted face, etc.
- Based on visual cues discrimination of the mother occurs around three months.
- By seven months a child may recognize one face in several poses.
- Children's visual and auditory systems are actively taking in and being shaped by environmental stimulation.
- Cognitive development appears to be a necessary precursor to the use of language to communicate.
TERMS
Adjacency pair: Two "matched" turns spoken by different speakers but placed one right after the other.
Self-initiated repairs: Repairs initiated by the current speaker.
Other-initiated repairs: Repairs initiated by the other speaker.
Motherese: Mother's speech to children.
Object Permanence: The idea that things exist in the world independently of our perception of them.
QUESTIONS
1. The book states that the most fundamental "fact" of conversation is that a speaker ______ ______, which occurs when people alternate speaking in a conversation.
**TAKE TURNS**
2. Name two ways in which an adult child conversation is greeted or started.
**ANSWERS WILL VARY** (HAND SHAKE OR CHILD'S NAME)
3. Two matched turns spoken by different speakers but placed one right after the other are called a (an):
- Matched Group
- Adjacency Pair
- Matched Pair
- Conversation Pair
**ADJACENCY PAIR**
4. The idea that things exist in the world without our perception of them is called?
**OBJECT PERMANENCE**
5. T or F. Infants are sensitive to sound even before birth.
**TRUE**
Data Stamp
klm01
Monday, February 21, 2005 6:45 pm
fbowles@uark.edu
Language dev't ch. 3 and 4.doc
Four blondes and a brunette
Chapter 3
Goodwin Lawrence-Discussion Director
Sarah Sharp-Fact Formulator
Melissa Murray-Word Wizard
Julie McDaniel-Quiz Questor
Lindie McElroy-Cyber Citer
Facts
 Children learn language as active participants in interactions with others.
Conversation is a general term to refer to the entire speech ecology.
The most fundamental fact of conversation is that speakers take turns.
Garvey reports that children between 3 and 5 years of age routinely responded appropriately to repair initiations.
Children make self-repairs by 18 months of age.
Not all repairs lead straight to correction; some lead to problems.
In other cultures, mother-child dialogues do not seem to play a central role in children's speech development.
Vocabulary
Conversation-the entire speech ecology
Adjacency pair-two "matched" turns spoken by different speakers but placed one right after the other.
Self Initiated-repairs initiated by the current speaker
Other Initiated-repairs initiated by the other speaker
Quiz Questions
Children first learn to talk and then they engage in conversation. True/*False
Do you like those soo- I mean, shoes?
This is an example of:
*Self-initiated repair
Other-initiated repair
Simple and redundant speech from a mother to a child is called ___________________?
- Mothergese
- Mothergoose
- *Motherese
- Motherhen
Chapter 4
Goodwin Lawrence-Discussion Director
Sarah Sharp-Fact Formulator
Melissa Murray-Word Wizard
Julie McDaniel-Quiz Questor
Lindie McElroy-Cyber Citer
Facts
Infants have remarkable visual and auditory skills
Experimenters have gathered convincing evidence indicating that newborns are equipped to begin interacting with their environment at birth.
Chase demonstrated that infants from 15 to 70 days old could make a variety of color discriminations.
An infant can look at their mother's eyes and get clues about how she feels and what she is looking at by following her gaze.
In the second half of the infant's first year, games and other structured interactions become frequent and important carriers of language-related information.
Vocabulary
Object Permanence-the idea that things exist in the world independently of our perception of them
Person Object Coordination-such coordination indicates the child's trying to use a person to obtain and object
Object Object Coordination-such coordination indicates the child's understanding that an object can be used as an instrument to achieve some end
Protodeclaratives-characterized as the use of an object to gain adult attention
Protoimperatives-characterized as the use of an adult to gain a desired object.
Quiz Questions
The concept of ________________permanence is a key precursor to the ability to use words to represent ideas.
*Object*
Infants have remarkable visual and auditory skills. *True/False
Data Stamp
Subject: chapters 3 & 4
Message no. 708
Author: Lindie McElroy (lmcelro)
Date: Tuesday, February 22, 2005 7:41pm
Sorry our information is a little late (it's only a few hours). One of our group members wasn't there yesterday and I had to get in touch with her to get our words. Thanks for understanding.
Lindie McElroy
Interpersonal People
Group Members:
Catherine- capple@uark.edu
Erica- ejarnol@uark.edu
Lauren- leide@uark.edu
Sarah -samerso@uark.edu
Jennifer- jcdoyle@uark.edu
Summary
In our group we just came up with several main points we thought were important in chapters three and four.
Outline
Ch. 3 Outline Notes- Conversation: The Language-Learning Environment
- Children can't learn language simply by passively listening; they learn as active participants through conversation
- Children's conversation includes repetitive drilling, problem-solving tasks, clues about group membership, sound play, and fun
- Learn to take turns through signals (summons to enter conversation) and cues (various ways)
- Repair problems through self-initiated repairs or other-initiated repairs; when children master repairs, it shows that they have comprehension of syntax, semantics, and knowledge of conversation
- Motherese- high-pitched, simple, redundant; not universal- most Anglo American middle-class; debatable topic
Ch. 4 Outline Notes- Preverbal Communication
- Infant Capabilities: newborns equipped to begin interacting w/ environment at birth- direction and duration of gaze, sucking, head turning, crying
- Fetus can not only respond to sound but also has capability for associative learning (example on pg 43)
- Cognitive growth during infancy is phenomenal
- "Scaffolding"- Bruner- adult support gradually removed as child's ability increases (example on pg 49)
- Intentional communication-
- Person-object coordination- ask mom for help
- Object-object coordination- tool use
- Concept important because coordination of people and objects in child's communicative behavior occurs just prior to child's ability to use language to communicate
- Child's development of intentional communication is a stage of cognitive development that must be achieved before language appears; this alone, however, does not ensure language will appear
Quiz Questions
1. What are the elements of a conversation that children need to learn?
Turn taking, sequence, self correction,
2. What is an adult's role in a child learning how to have a conversation and why is it important?
3. What capabilities to infants bring to their environment that allow them to discrimminate what is happening around them?
4. What is an example of a child communicating with intent? (pg. 50)
TEACHER'S NOTE: Disregard questions 2, 3 and 4. Students, you must answer your questions. Otherwise, you are engaging in a useless exercise.
Facts
Chapter 3
- A child's speech develops holistically.
- Conversation is talking back and forth, taking turns.
- Children have to learn to take turns.
- A cue is a slot when a turn is taken.
- A repair is an attempt to repair communicative failures.
- Self initiated repairs vs other initiated repairs
- Adults are fairly unconscious of repairs
- Children make repairs as early as 18 months.
- Not all repairs lead to correction
- Motherese is widely debated. Some feel it is necessary and others think it is not.
o It changes with the speech of the child
Chapter 4
- An infant's preverbal communication experiences provide foundations for later social communication and linguistic interaction.
- Controllable and observable responses in infants are:
o direction
o duration of gaze
o sucking
o head turning
- Newborns prefer pattern over color. They focus on the human face, particularly the eyes.
- They begin to learn the concept of object permanence.
- Facial expression is a powerful communicator of emotions.
- Infants are sensitive to sound.
- Mother- Infant interaction is important to children learning language.
- Mothers have conversations with infants as if they are speaking back.
- Language games begin during the infants first year.
- The signaling of intentional communication is necessary for language.
- The preverbal stage culminates in the development of person-object coordination.
Definitions
Chapter 3
Conversation: The Language-Learning Environment
Conversation - the spoken exchange of thoughts, opinions, and feelings; talk
Endowment - a natural gift, ability, or quality
Primordial - being or happening first in sequence of time; primary; original
Summons - a request to be present
Cue - a reminder or prompting
Adjacency Pair - adjacency - nearest in space or position; immediately adjoining without intervening space
pair - two corresponding persons or items, similar in form or function and matched or associated
Disjunction - the act of breaking a connection
Transcribe - make a full written or typewritten copy
Emergence - the gradual beginning or coming forth
Motherese - child-directed speech
Redundant - needlessly wordy or repetitive in expression
Intonation - rise and fall of the voice pitch
Dialogue - a conversation between two or more people
Dyadic - of or relating to a dyad or based on two
Hierarchical - classified according to various criteria into successive levels or layers
Holistically - Concerned with wholes rather than analysis or separation into parts
Chapter 4
Preverbal Communication
"Habituation paradigm" - habituation - general accommodation to unchanging environmental conditions
paradigm - one that serves as a pattern or model
Caveat - a warning against certain acts
Synchronize - to operate in unison
Reciprocal - concerning each of two or more persons or things
Autonomous - not controlled by others or by outside forces; independent
Protodeclaratives - the use of an object to gain adult attention
Protoimperatives - the use of an adult to gain a desired object
Data Stamp
capple@uark.edu
Wednesday, February 23, 2005 11:14 am
fbowles@uark.edu
Chapter 3 and 4's missing info
Summary.doc
The Yellow Team
Katie Wilson- Quiz Questor
Bethani Ussery- Cyber Citer
Ella Swift- Fact Formulator, Chapter 3
Judi Monroe- Word Wizard
Hibba Ihmeidan- Discussion Director
Brook Journagan- Fact Formulator, Chapter 4
Chapter 3 Facts:
 Children learn language as active participants in interactions with others.
The development of children's speech is a history of children's conversations.
Conversation is talking back and forth-I take a turn and you take a turn. The child who learns to speak is learning to take turns in human conversation.
The most fundamental "fact" of conversation is that speakers take turns. We must learn to signal each other that it is time to take and yield turns.
As children enter the human conversations, they need to learn not only to take individual turns, but also so arrange these turns so that they from sequences. This introduces the notion of an adjacency pair, which is two "matched" turns spoken by different speakers but placed one right after the other.
Children learn some techniques from repairing problems in conversation and from a very young age they correct their own errors without adult assistance.
Many researchers contend that caretakers who speak motherese aid the child's development by providing a simplified model and many opportunities to participate actively in speech communication.
Chapter 4 Facts:
Infant's preverbal communication experiences provide foundations for later social communication and linguistic interaction.
Infants have remarkable visual and auditory skills.
Visual Perception
Frantz designed experiments that suggested newborns prefer pattern to color and have definite pattern preferences. Chase's experiments suggested that infants from fifteen days old can still discriminate between colors.
Infants two months and younger pay more attention to the borders or outlines of a stimulus than the internal features.
Children begin to discriminate between their mother and strangers from five weeks old with visual and sound cues (three months without the sound cues).
Infants study the eyes more than any other feature of the human face.
Around six months infants can tell a smile from a frown.
Auditory Perception
Studies suggest that a fetus in the seventh gestational month are responsive to sound and are capable of associative learning.
Very young infants seem able to perceive differences among the sounds we make when we speak.
Auditory perception studies have taught us that the human auditory system is set up to make speech and learning possible.
Communication between mother and infant is important in preparing for child's early use of language.
Coordination of people and objects in the child's communicative behavior occurs just prior to the child's ability to use language to communicate.
Vocabulary
Arbitrary: Existing or coming about seemingly at random or by chance.
Articulators: Tongue, teeth, lips, etc.
Categorization: The ability to sort reality, which is chaotic for the purpose of interpretation or explanation.
Communication: Process by which information is exchanged between individuals through a common system of symbols.
Empiricist: Believes that all knowledge originates in experience.
Genetic change: change that takes place over several generations (requires adaptation.)
Innate: Originating in or derived from the mind the constitution or the intellect rather than from experience.
Instinct: Largely inheritable and unalterable tendency of an organism to make a complex and specific response to environmental stimuli without involving reason.
Language: A systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures or marks having understood meaning.
Linguistics: The study of human speech including units, nature, structure and modification of language.
Linguistic Universals: Aspects of grammar that appear in all languages.
Phonology: The science of speech sounds including the history and theory of sound changes in a language or in two or more related languages.
Rationalist: Believes that reason is in itself a source of knowledge superior to and independent of sense perception.
Semantics: The study of meanings.
Syntax: The development of language structure.
Quiz
Chapter 3
1. What is the most fundamental "fact" of conversations?
Speakers take turns.
2. ________ parts are followed in adult speech by matching _______ parts.
First pair, second pair
3. Two "matched" turns spoken by different speakers but placed one right after the other are called:
- first pairs
- second pairs
- adjacency pair
- pair parts
4. What is a mother's speech to children called?
motherese
Chapter 2
1. _______ is a characteristic of early cognitive development.
Increasing complexity of behavior
2. ______ coordination indicates a child's understanding that an object can be used as an instrument to achieve some end.
- person-object
- object-object
- object-person
- person-person
3. What stage of cognitive development must be achieved before language appears?
Intentional
4. True or False: Infants communicate with the people in their environments from birth
Data Stamp
"Bethani J. Ussery"
Thursday, February 24, 2005 3:36 pm
fbowles@uark.edu
ch. 3 & 4
LD- Ch.3-4.doc
*This is the next step toward THE One World Language.
Step Sixteen: *Your dangling participle injected with botox.
Planet Gnosis is ruled by Freddie A. Bowles, a professional educator and fellow at the Department of Curriculum and Instruction, the University of Arkansas at Fayetteville. An independent entity in the CornDancer consortium of planets, Planet Gnosis is dedicated to the exploration of education and teaching. CornDancer is a developmental website for the mind and spirit maintained by webmistress Freddie A. Bowles of the Planet Earth. Submissions are invited.
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