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Language Acquisition > 2-3 - Early Word Acquisition > Flashcards

2-3 - Early Word Acquisition Flashcards

1
Q

What are the stages of an infant being able to speak words?

A

Comprehension

Production with Any Meaning

Production with Adult Meaning

Phonologically Correct

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2
Q

How many words did Smith find that children had at Smith 0;8?

A

0 words

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3
Q

How many words did Smith find that children had at Smith 0;10?

A

1 word

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4
Q

How many words did Smith find that children had at Smith 1;0?

A

3 words

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5
Q

How many words did Smith find that children had at Smith 1;3?

A

19 words

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6
Q

How many words did Smith find that children had at Smith 1;6?

A

22 words

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7
Q

How many words did Smith find that children had at Smith 1;9?

A

118 words

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8
Q

What study did Benedict perform in 1979?

A

8 Children

Longitudinal Study (Six Months)

Looked the rate of and the gap between Comprehension (C) and Production (P)

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9
Q

What did Benedict find in his 1979 study?

A

Rate of Comprehension was twice as as fast as Production for first 50 words. (Up to 100 words understood before first words)

The rate and gap were independent.

(e. g. David 1;3 C = 80, P = 40)
(e. g. Elizabeth 1;2 C = 150; P = 0)

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10
Q

Why are there Word Spurts?

A

We don’t know

Cognitive shift for receptive words (ex. Helen Keller)

Phonological shift for expressive words

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11
Q

Do Word Spurts appear when there is Language Delay?

A

Yes

Ex., Graeme had virtually not vocabulary at age 3. Then his vocabulary expanded enormously between 3-4.

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12
Q

Who developed Categories of Word Meaning?

A

K. Nelson

Benedict

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13
Q

What are the two kinds of Nominals?

A

Specific

General

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14
Q

What are specific nominals?

A

Individuals

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15
Q

What are general nominals

A

All members of a category

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16
Q

Do young children tend to mix up individual and general nominals?

A

Yes

e. g. ‘daddy’ (all men),
e. g., ‘doggie’ (family dog)

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17
Q

What are Sound Effects? What category do they fall under?

A

‘meow’
‘moo’

  • Nominal -
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18
Q

What are Food and Drink? What category do they fall under?

A

‘apple’
‘juice’

  • Nominal -
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19
Q

What are Body Parts & Clothing? What category do they fall under?

A

‘eye’
‘hat’

  • Nominal -
20
Q

What are House & Outdoors? What category do they fall under?

A

‘cup’
‘tree’

  • Nominal -
21
Q

What are People? What category do they fall under?

A

‘baby’
‘daddy’
‘mommy’

  • Nominal -
22
Q

What are Toys & Vehicles? What category do they fall under?

A

‘ball’
‘car’

  • Nominal -
23
Q

What are General Actions? What category do they fall under?

A

‘down’
‘go’
‘eat’

  • Action Words -
24
Q

What are Locatives? What category do they fall under?

A

‘in’ (but if it involves a movement then it would be an action verb)
‘on’
‘table’

  • Action Words -
25
Q

What are Social-Action Games? What category do they fall under?

A

‘peekaboo’

  • Action Words -
26
Q

What are Affective States and Relations? What category do they fall under?

A

‘happy’

  • Personal-Social -
27
Q

What are Assertions? What category do they fall under?

A

‘yes’
‘no’
‘want’

  • Personal-Social -
28
Q

What are Social-Expressive Actions? What category do they fall under?

A

‘hi’
‘byebye‘
‘nite-nite’

  • Personal-Social -
29
Q

What are Modifiers?

A

Properties & qualities of things or events

30
Q

What are Attributes? What category do they fall under?

A

“big’

  • Modifiers -
31
Q

What are States? What category do they fall under?

A

‘allgone’
‘hot’ (unless “hot” as in I hurt myself. That would be personal-social)

  • Modifiers -
32
Q

What are Locatives? What category do they fall under?

A

‘there’

  • Modifiers -
33
Q

What are Possessives? What category do they fall under?

A

‘mine’

  • Modifiers -
34
Q

What are the four different types of Lexical Meanings?

A

Nominals

Action Words

Personal Social

Modifiers

35
Q

What are the two types of children (in regards to language development)?

A

Expressive

Referential

36
Q

What are Expressive Children?

A

Ones who have a higher use of social-personal words

37
Q

What are Referential Children?

A

Ones who have a dominance of general nominals

38
Q

Why do referential kids not have a higher rate of specific nominals?

A

The number of specific nominals is limited

You only use specific nominals (names) when referring to that person.

39
Q

Why so referential kids not have a higher rate of action verbs?

A

Action words come when social engaging (expressive)

40
Q

Do expressive children use more personal-social words than general nominals?

A

No

41
Q

Is Rachel Ingram and Expressive or Referential kid?

A

Expressive

42
Q

Why are children Expressive and others Referential?

A

Environment? (The way parents interact with kids)

Individual preferences/Inherent characteristic (Dr, Ingram believes this one but rule out the other possiblities)

Continuum/Spectrum (Maybe these two categories where at opposite ends of a spectrum
Maybe lots of kids fall somewhere in the middle)

43
Q

What kinds of words are more frequently acquired during the Comprehension “phase”?

A

Action words

44
Q

What kinds of words are more frequently acquired during the Production “phase”?

A

General Nominals

45
Q

Vocabulary is acquired during the comprehension “phase” about _______ ahead of time
But, by the time children begin to talk, they are acquiring more ______.

A

Four months

General nominals

46
Q

New Conclusion: There is a continuum from early ______ to greater use of _______ over time

A

Action Words

General Nominals

Language Acquisition (14 decks)

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