Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Language Development > chapter 1 > Flashcards

chapter 1 Flashcards

1
Q

communication

A

process of exchanging information about a speakers ideas, thoughts, feelings, needs, or desires

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

communicative competence

A

consists of the ability to communicate through verbal, written, or nonverbal means

involves appropriate use of language in interaction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

linguistic competence

A

acquisition and use of morphology, phonology, syntax, and semantics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

morphology

A

how words and smaller units can be combined to form other words

go + ing = going

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

phonology

A

how sounds are combined to form words

c+a+t = cat

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

syntax

A

how words are combined to express meaning in sentence structures

I + see + a + bird

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

semantics

A

how words correspond to things and events in the world (It is raining)

how language reflects a speakers intent
(I want to tell you a story)
or feelings
(I am happy)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

communicative interaction

A

exchange of information between a sender and a receiver

the sender transmits information (encodes), the receiver comprehends or understands (decodes)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

receptive language

A

ability to understand others’ spoken language

“auditory comprehension”

ability to understand language, concepts, and directions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

expressive language

A

ability to share thoughts, ideas, and feelings through productions of words and sentences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

paralinguistic cues

A

accompany spoken language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

paralinguistic cues-affect

A

facial expressions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

paralinguistic cues-gestures

A

head nods

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

paralinguistic cues-posture

A

body position

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

paralinguistic cues-physical

A

distance or proximity between a speaker and a listener

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

paralinguistic cues-intonation

A

voice or vocal pitch that marks a difference between a statement and a question

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

paralinguistic cues-word stress

A

emphasis on a single syllable word or syllables in a multi syllable word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

paralinguistic cues- speech rate and rhythm

A

fast, moderate, or slow
pause or hesitation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

paralinguistic cues-volume or intensity

A

louder speech indicates anger or assertiveness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

paralinguistic cues-pitch

A

high or low pitch

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

paralinguistic cues-Inflection

A

differences related to the context
(exaggerated inflection when reading to a child vs normal inflection when speaking to adults)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

prosody

A

communicative tool that involves duration, intensity, frequency when producing words or longer utterances

allows us to communicate different attitudes like sarcasm and sympathy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

rhythm of speech

A

rising and falling patterns across the production of an utterance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

speech

A

verbal communication through articulation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

articulation

A

production of speech sounds by movement of lips, tongue, and soft palate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

velum

A

soft palate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

larynx

A

muscular organ that contains the vocal cords or folds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

vocal cords

A

stimulated by respiration

vibrate to produce phonation or voice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

phonemes

A

smallest units of sound that create a difference in meaning
cat vs mat

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

rhotic diphthongs

A

combination of a vowel and the vowel ɚ

although combined, considers a single sound

ear, door, air, car

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

orthography

A

symbols or alphabet letters

32
Q

graphemes

A

alphabet letters

33
Q

speech production

A

drawing air into the lungs, and directed upwards, causing vocal cords to vibrate

34
Q

voiced sounds

A

produced when vocal cords are closed (adducted) and vibration occurs

b, g, v, g, z, m, n

35
Q

unvoiced sounds

A

produced when vocal cords are open (abducted) and vibration does not occur

k, f, s, p, h,

36
Q

how are nasal consonants produced

A

sounds exists through nasal cavity with a lowered velum

37
Q

phonology

A

concerned with combination of speech sounds for word formation

38
Q

language

A

communication through spoken words, written symbols, or sign language

shared code that represent concepts through the use of symbols

39
Q

syntax

A

involves rules for combining words to form sentences

40
Q

morphemes

A

minimal distinctive units of words that indicate meaning

cat cannot be broken into c or at without losing the meaning of the word

41
Q

free morphemes

A

have meaning by themselves

nouns, adjectives, verbs, etc

42
Q

bound morphemes

A

only occur in combination with free morphemes

-ed, -s, -ing

43
Q

two types of bound morphemes

A

inflection and derivational

44
Q

inflectional morphemes

A

modify verb tense or indicate noun number

-ing, -ed, -est, ‘s

45
Q

derivational morphemes

A

have a prefix or suffix

change the semantic meaning of the word

un-, non-, dis,
-ize, -ary, -ion, -er, -ess

46
Q

grammatical morphemes

A

conjunctions, articles, prepositions

47
Q

overgeneralization

A

children can overgeneralize the regular past tense inflectional morpheme -ed to form the past tense of irregular verbs

eated
throwed

48
Q

morphophonology

A

described the interaction between phonemes and morphemes

/s/ changing to /z/ in dogs

49
Q

cluster reduction

A

pot for spot

50
Q

reduplication

A

wawa for water

51
Q

weak syllable deletion

A

nana for banana

52
Q

final consonant deletion

A

ca for cat

53
Q

velar fronting

A

/t/ for /k/ tea/key
/d/ for /g/ dame/game

54
Q

stopping

A

replacing derivative with a stop

see/tea

55
Q

assimilation

A

gog for dog

56
Q

overextension

A

young children calling all foot-legged animals doggie

57
Q

under extension

A

having a limited representation of an entity for thing

refusing to accept their mom has

58
Q

conceptual knowledge

A

what a child knows and understands about ideas, entities, and actions

numbers
colors
size
social awareness

59
Q

semantic development

A

given more experience with language children learn that words can have multiple meanings

block- toy, action, place

60
Q

pragmatics

A

rules for the use of language in social interactions

learned by observations and insight into others feelings

61
Q

theory of mind

A

theory of mind

allows children to recognize others mental states (beliefs, emotional states, intentions, etc) to understand and predict others’ behaviors

62
Q

speech acts

A

label a speakers intent or meaning

greeting
promise
request
compliant
invitation
refusal

63
Q

modal auxiliaries

A

can, could, will, would, may

used to make requests in an appropriate manner.

64
Q

executive function

A

refiners to the ability to control and regulate ones thought processes

65
Q

important factors associated with cognition

A

attention-ability to focus on essential factors
memory- ability to store information

66
Q

inhibition

A

conscious or unconscious restraint of a behavior or an impulse to act

67
Q

initiation

A

beginning an activity or thought process

68
Q

planning

A

ability to list steps needed to attain a goal

69
Q

working memory

A

capacity to hold and process information

70
Q

attention

A

sustained focus on a task and the ability to disregard distractions

71
Q

discrimination

A

recognition of differences

72
Q

problem solving

A

ability to define and solve a problem in an efficient manner

73
Q

verbal reasoning

A

ability to understand concepts and facts expressed in words to manipulate this information to solve a problem

74
Q

metacognition

A

mental processes used to plan, monitor, and analyze one’s own thinking and behaviors

self regulation, planning and considering outcomes of actions

75
Q

metalinguistics

A

abilities that allow a child to think and talk about language with awareness of syllables and phonemes

76
Q

auditory processing skills

A

listen, analyze words, discriminate sounds, attach meaning to input, integrate information into a significant whole

Language Development (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions