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HD Final: Chapter 5

Terms in this set (38)

Speech (pg. 84)
involves very skilled motor control but also involves expression of thoughts of spoken words. Speech therefore is learned, and reflects the culture and communication forms of the society within which the infant develops. People of all cultures and backgrounds require extensive postnatal experience to produce and decode speech sounds that are the basics of language.
Language (p. 84)
Is a system of words or signs that have understood Meaning within a particular group of people. Through language, people express thoughts and feelings to each other. Language may be expressed verbally or by writing, signing, or making other gestures such as eye blinking or mouth movements. It encompasses verbal and nonverbal communication skills.
The word language has many meanings. Contemporary views of human language that hold.
1. involves within specific historical, social, and cultural context 2. as a rule governed behavior, is described by at least five parameters--phonologic, morphologic, syntactic, semantic, and pragmatic 3. language learning and use are determined by the interaction of biological, cognitive, psychosocial, and environmental factors; and 4. effective use of language for communication requires a broad understanding of human interaction including such associated factors as nonverbal cues, motivation, and social cultural roles.
Communication (p. 84) expressive communication
Is the use of language to communicate thoughts, ideas, or feelings. Expressive communication may be spoken, signed, or written language. Expressive language similar in concept that focuses on the ability to express oneself through language. Expressive language includes both speech and written communication. Expressive language and skills include vocabulary, semantics (word/sentence meanings), morphology, and syntax (grammar rules)
Receptive communication (pg 84)
Describes an individual's ability to receive and interpret verbal and/or nonverbal messages. In typical development, children's receptive understanding of language greatly exceeds their ability to produce speech. Receptive language parallels this concept; however, it is narrowed to consider communication that is language-based. Receptive language skills include receptive vocabulary, following directions, and understanding questions.
Table 5-1 Clariying speech and language.

Voice
Is the sound we make as air from our lungs is push between vocal folds in our larynx, causing them to vibrate. An individual's voice has distinctive qualities that are a combination of learning and Anatomy. It's qualities include pitch, resonance, and amplitude.
speech
Is talking, which is one way to express language. Speech requires precisely coordinated muscle actions of the tongue, lips, jaw, and vocal track to produce the recognizable sounds that make up language. Articulation is how clearly a speech sound is produced. Children or adults may have errors and speech for one specific sound, or a group of sound classes. For example a child may say tat for cat
language
Is a set of shared rules that allow people to express their ideas in a meaningful way. Language may be expressed verbally or by writing, signing, or making other gestures, such as eye blinking or mouth movements. Language may be received through listening, reading, or through the interpreting of some other coding system.
Communication milestones in the prelinguistic period. (Table 5-2 review of communication for birth to 12 months) "0 - 3 months"
play and cognitive skills: Children make eye contact, are alert to sounds, watch a speakers mouth, engage in vocal play. Receptive language: Discriminate between angry and friendly voices. Expressive communication: Have distinct cries for hunger, discomfort, and boredom, and vocalize to show pleasure. Sound production: Makes cooing sounds: "ah, ah, ah, ah"
3- 6 months
play and cognitive skills: Maintain eye contact with speakers imitate facial expressions are attracted to objects and people in the immediate environment. receptive language: Begin to recognize their own name respond to, No. Expressive communication: Take turns vocalizing will show you toys. Sound production: Make razzing sounds and constant/Vowel combinations: "bah, bah, bah"
6 to 9 months
play and cognitive skills: Imitate gestures and play search for hidden objects look to see if you are watching when playing with toys, do things to make you laugh. Receptive language: Move toward or look for familiar people or pets when they are named. Expressive language: Shout or squeal to gain attention smile or laugh when looking at parents. Sound production: Variegated Babbling: "bah, bah, tag, tag, dah" vocal inflection patterns resemble a doll patterns.
9 to 12 months
play and cognitive skills: Play gesters games like peekaboo, hold out toy to show others, are interested in playing with a variety of objects. Receptive language: respond to some verbal request such as give me or want wave hi and bye, look at the toy when you point to it across the room, will point to show you things
Paralinguistics (p. 86)
Is the use of manner of speaking, including tone, rhythm , pacing, and inflection to communicate particular meanings.
sensitive periods
The first three years of life are recognized as a sensitive period for language development. During this early period, a maturing brain is most open to acquiring speech and language skills. Most babies begin producing sounds at about seven months, "babbling," but congenitally deaf infants show obvious deficits in early vocalizations.
Refining language skill ( p.91)

The process begins at birth and continues into adulthood; however, the basic foundation is formed during the preschool years. Receptive communication abilities develop first, with expressive abilities and emerging later. This is seen in a toddler who can follow two and three step instructions while he may only be able to utter a two word statement. As speech skills improve, so does speech intelligibility.
The term intelligibility refers to the proportion of a speakers output that a listener can readily understand. In typical development, as children learn to talk, they not only game speech sounds, but though sounds also become more understandable to those around him. Family members can often understand speech intent for earlier than outsiders can. Most children have functionally intelligible speech, understandable even though some aspects of articulation may be in perfect by age 5.
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