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Child Dev. > Ch. 9 > Flashcards

Ch. 9 Flashcards

1
Q

language

A

form of communication (spoken, written, signed) that’s based on system of symbols

-consists of words used by community and rules for varying and combining them

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2
Q

infinite generativity

A

ability to produce endless # of meaningful sentences using a finite set of words and rules

-rules: language is orderly and describe what It works

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3
Q

5 systems of rules

A

1) phonology
2) morphology
3) syntax
4) semantics
5) pragmatics

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4
Q

phonology

A

sound system of language, including how sounds are used and how they’re (not) combined

-vowels and consonants

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5
Q

phoneme

A

basic unit of sound in a language

-smallest unit of sound that affects meaning

-unique sound that can be joined to make words

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6
Q

morphology

A

governs how words are formed in an language

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7
Q

morpheme

A

minimal unit of meaning

-word or part of word that can’t be broken into smaller meaningful parts

-not all are words by themselves

-marks tense, number, and gender
–prefixes, suffixes

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8
Q

syntax

A

way words are combined to form acceptable phrases and sentences

-used interchangeably w/ term grammar

-can be shifted for emphasis in poetry to make rhythm

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9
Q

general word order

A

subject + verb + object

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10
Q

general adjective order

A

-quantity, quality, size, age, color

-proper adj. (i.e., nationality, origin, material), purpose

-(i.e., lovely little old round grey Italian silver serving plate)

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11
Q

semantics

A

meaning of words and sentences

-literal and figurative

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12
Q

pragmatics

A

appropriate use of language in different contexts

-change language according to needs of listener or situation

-follow rules for conversations and storytelling

-differ from one culture to the other

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13
Q

lang. development in infants

A

1) crying
-starts at birth

2) cooing
-1-2 mths., gurgling sounds that’re made in back of throat and express pleasure during interaction w/ caregiver

3) babbling
-strings of consonant-vowel combinations
-6 mths

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14
Q

when do infants start using gestures?

A

8-12 mths.

-wave goodbye, nod, point

-lack of pointing is a major sign of problems and an important index in societal aspects of language (joint attention)
–characterizes children w/ autism

-enhanced in 2nd yr. of life, differences across SES

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15
Q

infants as “citizens of the world”

A

-birth-6 mths.
–get better at seeing changes in sounds from “own” language (ones that parents speak)

-recognize when sounds change most of the time, no matter what language the syllables come from

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16
Q

when do infants detect word boundaries?

A

8 mths.

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17
Q

when do infants recognize their name?

A

5 mths.

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18
Q

first words

A

10-15 mths. and average of 13 mths.

-babies understand words before they produce them

-don’t vary much across time

-once kids say first word, their vocabulary increases

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19
Q

what does a child’s first words include?

A

people, animals, vehicles, toys, food

-body parts, clothes, household items, greeting terms

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20
Q

early childhood and lang.

A

2-3 yrs.: move from simple to complex sentences

-demonstrate understanding of rules of morphology
–logical missteps

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21
Q

nursery rhymes

A

give children building blocks of lang.

-rhyming couplets teach patterns

-repetition teaches how sounds and sentences work

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22
Q

“There’s a Wocket in my Pocket’ (Seuss, 1974)

A

substitutes sounds of everyday objects

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23
Q

alliteration

A

repetition of an initial consonant sound across several words

(i.e., “faint frogs”)

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24
Q

assonance

A

repetition of vowel sounds within words

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25
Q

pig latin

A

move any consonant at start of word at end of word and say “ay” after it

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26
Q

gaining appreciation

A

adding sounds onto start of every word

-change order of words

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27
Q

lang. in kids w/ deaf parents

A

sign communication
–can be children’s “mother tongue,” bilingual learners, common mistakes

-oral communication
–5-10 hrs. weekly

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28
Q

trajectory of vocabulary development

A

children understand first 50 words before they produce them

-rapid growth in vocab.
–18 mths-5 yrs.
–1 word every hr.
–1st grade: 14,000 words

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29
Q

kids learn

A

words they hear often, what’s interesting, better in responsive enviro.

-meaningful context, clear info. of meaning, grammar and vocab. considered

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30
Q

family enviro. and lang.

A

Head Start Program (U.S. Dep. of Health and Human Services)
-early childhood edu., health, and parent involvement to low income families

-goals:
–improve edu. outcomes, socioemotional and behavioral growth
-self-control, self-esteem, pos. parenting practices

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31
Q

receptive vocabulary

A

words child understands

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32
Q

spoken vocabulary

A

words child uses

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33
Q

overextension

A

tendency to apply a word to objects that’re inappropriate for word’s meaning

-children don’t know appropriate word or can’t recall it

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34
Q

underextension

A

tendency to apply a word too narrowly

-occurs when children fail to use a word to name a relevant event or object

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35
Q

when do children utter two-word messages?

A

18-24 mths.

-convey meaning through gesture, tone, and context

36
Q

meanings communicated w/ two-word utterance

A

identification, location, repetition, possession

-attribution, agent-action, question

37
Q

telegraphic speech

A

use of short and precise words w/o grammatical markers
–articles, auxiliary verbs, and connectives

-not limited to two words
(i.e., Mommy give ice cream)

38
Q

fast mapping

A

children’s ability to make an initial connection between a word and its referent after only limited exposure to the word

39
Q

Hirsh-Pasek and Golinkoff’s 6 principles in vocabulary development

A

1) children learn words they hear most often

2) children learn words for things and events that interest them

3) children learn words best in responsive and interactive contexts rather than passive ones

4) children learn words best in contexts that’re meaningful

5) children learn words best when they access clear info. about word meaning

6) children learn best when grammar and vocabulary are considered

40
Q

middle-late child.

A

better at classifying words
-6 yrs.: 14,000 words
-11 urs. 40,000
–better understanding of grammar

41
Q

middle-late childhood skills

A

increasingly using language to talk about things that aren’t physically present

-learning what a word is and learning how to recognize and talk about sounds

-learn alphabetic principles, changes in vocabulary and grammar

42
Q

when do children develop a sensitivity to needs of others and change speech style to suit situation?

A

4-5 yrs.

43
Q

what should a preschool literacy program be like?

A

instruction built on what children know about oral language, reading, writing

-offer supportive enviro.

44
Q

Galinsky’s (2010) strategies for using books w/ preschoolers?

A

use books to initiate conversations w/ children
–ask to put themselves in book

-use what and why questions

-encourage children to ask questions

-choose books that play w/ language

45
Q

elementary school years

A

use language to produce connected discourse

-relate sentences to one another to produce descriptions, definitions, and narratives that makes sense

-metalinguistic awareness

46
Q

metalinguistic awareness

A

knowledge about language

-understanding what a preposition is or being able to discuss sounds of language

-allows children to think about language, understand what words are, and define them

47
Q

reading stage 0

A

birth-1st grade

-use language to talk about things that aren’t present

-learn what a word is, recognize sounds and talk about them

-learn left-to-right progression and order of reading

-identify letters if alphabet and how to write names, read words on signs

48
Q

reading stage 1

A

1st-2nd grade

-learn to read by acquiring ability to sound out words

-complete learning of letter names and sounds

49
Q

reading stage 2

A

2nd-3rd grade

-more fluent at getting individual words and reading skills

-reading isn’t used much for learning

-demands of reading are so taxing that they have few resources to process

50
Q

reading stage 3

A

4th-8th grade

-children become able to obtain new information from print

-read to learn, difficulty understanding info presented from various views in same story

-when children don’t learn to read -> downward spiral unfolds that leads to difficulties in academic subjects

51
Q

reading stage 4

A

high school

-fully competent readers w/ ability to understand material told from various views

-engage in discussions of literature, history, economics and politics

52
Q

Mayer’s (2008) 3 cognitive processes to read a printed word

A

1) being aware of sound units in words
–recognizing phonemes

2) decoding words
–converting printed words into sounds

3) accessing word meaning
–finding a mental representation of a word’s meaning

53
Q

2 approaches to teach hot to read

A

1) phonics
2) whole-language approach

54
Q

phonics approach

A

emphasizes reading instruction should focus on teaching basic rules for translating written symbols into sounds

-early instruction should involve simplified materials

-only after children learned correspondence rules that relate spoken phonemes to alphabet letters that represent them should they be given reading materials

55
Q

whole-language approach

A

stresses reading instruction should parallel children’s natural language learning

-reading materials should be whole and meaningful so they learn to understand language’s communicative function

-connected with listening and writing skills

56
Q

reading wars

A

national disputes for teaching kids how to read
-is learning phonics dull or a secret code?
-is whole-language about intellectual dependence and true knowledge or about underpaid and underppareciated teachers?

57
Q

researchers indicate

A

benefit from both approaches
-phonics should be emphasized, need to learn how to read fluently (auto.)

-need to learn:
–monitoring reading progress, understanding gist, summarizing

58
Q

learning how to write

A

2-3 yrs.: scribbles/printed letters
-4 yrs: print name
-5 yrs.: reproduce letters, copy short words, distinguish distinctive characteristics of letters (curved/straight, open/closed letters)

59
Q

bilingualism

A

used to believe that if you didn’t learn a 2nd language by puberty, you won’t gain fluency

-now it depends on language system
–new vocab is easier for teens/adults to learn than new sounds/grammar
–adults learn faster but kids are better

60
Q

multilingual myths

A

child will get confused by raising them with 2+ languages
-norm in Canada, Belgium, Finland, etc.

child will mix languages together
-temporary

61
Q

multilingual benefits

A

better problem-solving abilities, increase multi-tasking

-stave off Alzheimer’s and dementia, improved memory

-improved decision making

62
Q

adolescence

A

more sophistication in use of words, increase in abstract thinking, speak a dialect w/ peers

-better than children at analyzing function a word performs in a sentence

-develop more subtle abilities with words, better writers and readers

-make strides in understanding metaphors, understand and use satire

-better at organizing ideas before they write and distinguishing between general and specific points as they write

-string together sentences that make sense, organize writing into intro, body, and concluding remarks

63
Q

satire

A

use of irony, derision, or wit to expose folly or wickedness

-parodies/spoofs, The Onion, political cartoons, “Weekend Update”

64
Q

dialect

A

variety of language distinguished by vocabulary, grammar, or pronunciation

-jargon and slang w/ peers, satirical and derisive nicknames,

-labels reduce seriousness of situation

65
Q

ways of organizing ideas

A

early elementary school
-narrate, describe or write short poems

late elementary-middle school
-move to projects like book reports that combine narration and more reflection and analysis

high school
-more skilled at forms of exposition that don’t depend on narrative structure

66
Q

4 interventions that improve 4th-12th grade writing

A

1) strategy instruction
2) summarization
3) peer assistance
4) writing goals

67
Q

children who are fluent in 2 languages

A

perform better on single-language counterparts on tests on control of attention, conceptual formation, analytical reasoning, inhibition,

-cognitive flexibility, complexity, and monitoring

-more conscious of structure of spoken and written language

-better at noticing errors of grammar and meaning, skills that benefit reading ability

68
Q

metaphor

A

implied comparison between unlike things

69
Q

2 regions involved in language that were discovered in studies of brain-damaged individuals

A

1) Broca’s area
2) Wernicke’s area

70
Q

Brocas area

A

left frontal lobe of brain

-involved in speech production and grammatical processing

-people w/ damage have difficulty producing words correctly

71
Q

Wernicke’s area

A

region of brains left hemisphere involved in language comprehension

-people w/ damage have poor comprehension
–produce fluent but incomprehensible speech

72
Q

aphasia

A

loss or impairment of language processing

73
Q

Chomsky’s language acquisition device (LAD()

A

children are born w/ biological endowment that enables them to detect certain features and rules of language
-phonology, syntax, semantics

-prepared by nature w/ ability to detect sounds of knowledge
–form plurals

74
Q

cons of behavioral view of language

A

1) doesn’t explain how people make novel sentences
–ones that people haven’t made or spoken before

2) children learn syntax of native language even if they’re not reinforced for doing so

75
Q

child-directed speech

A

language spoken in a higher pitch than norma

-simple words and sentences, automatic

-captures infant’s attention and maintains communication

76
Q

recasting

A

rephrasing something child says, turning it into question

-restate child’s immature utterance in form of grammatical sentence

(i.e., C: The dog was barking.
P: When was the dog barking?)

77
Q

expanding

A

restating in linguistically sophistication what a child said

(i.e., C: Doggie eat.
P: Yes, the doggie is eating.)

78
Q

labeling

A

identifying names of objects

79
Q

interactionist view of language

A

both biology and experience contribute to lang. development

80
Q

language and tech.

A

-new vocab, txt spk, mindless browsing, active participation

81
Q

how effective is Head Start?

A

kept low-income kids out of poverty and away from crime

-don’t do much to raise kids’ academic success
—“small to moderate” pos. impacts on 3-4 yr. kids in literacy and vocab.

82
Q

fixing Head Start

A

kids not getting into Head Start early enough
-poor kids way behind before entering program (3-4 yrs.)

83
Q

Betty Hart and Todd Risley

A

sampled # of words spoken to young kids from 42 families @ 3 SES lvls. over 3 yrs.
—welfare homes
—working-class homes
—professional homes

84
Q

Hart & Risley findings

A

children in professionals’ homes were exposed to an average of more than 1500 more spoken words per hr. than children in welfare homes

-1 yr.+: difference of 8 million words
-4 yrs.: gap of 32 million words
—gap of tone and complexity of words used

-direct correlation between early verbal experiences and later achievement

85
Q

what to do with findings

A

-speak to children early and often

-read early and often, nurturance and acceptance

-set high expectations, embrace failure

-encourage “growth” mindset

86
Q

Jean Berko

A

WUG test

-children have internalized systematic aspects of linguistic system that enable them to produce plurals, past tenses, possessives, and word forms not used before

Child Dev. (16 decks)

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