chapter 1 Flashcards
communication
process of exchanging information about a speakers ideas, thoughts, feelings, needs, or desires
communicative competence
consists of the ability to communicate through verbal, written, or nonverbal means
involves appropriate use of language in interaction
linguistic competence
acquisition and use of morphology, phonology, syntax, and semantics
morphology
how words and smaller units can be combined to form other words
go + ing = going
phonology
how sounds are combined to form words
c+a+t = cat
syntax
how words are combined to express meaning in sentence structures
I + see + a + bird
semantics
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)
communicative interaction
exchange of information between a sender and a receiver
the sender transmits information (encodes), the receiver comprehends or understands (decodes)
receptive language
ability to understand others’ spoken language
“auditory comprehension”
ability to understand language, concepts, and directions
expressive language
ability to share thoughts, ideas, and feelings through productions of words and sentences
paralinguistic cues
accompany spoken language
paralinguistic cues-affect
facial expressions
paralinguistic cues-gestures
head nods
paralinguistic cues-posture
body position
paralinguistic cues-physical
distance or proximity between a speaker and a listener
paralinguistic cues-intonation
voice or vocal pitch that marks a difference between a statement and a question
paralinguistic cues-word stress
emphasis on a single syllable word or syllables in a multi syllable word
paralinguistic cues- speech rate and rhythm
fast, moderate, or slow
pause or hesitation
paralinguistic cues-volume or intensity
louder speech indicates anger or assertiveness
paralinguistic cues-pitch
high or low pitch
paralinguistic cues-Inflection
differences related to the context
(exaggerated inflection when reading to a child vs normal inflection when speaking to adults)
prosody
communicative tool that involves duration, intensity, frequency when producing words or longer utterances
allows us to communicate different attitudes like sarcasm and sympathy
rhythm of speech
rising and falling patterns across the production of an utterance
speech
verbal communication through articulation
articulation
production of speech sounds by movement of lips, tongue, and soft palate
velum
soft palate
larynx
muscular organ that contains the vocal cords or folds
vocal cords
stimulated by respiration
vibrate to produce phonation or voice
phonemes
smallest units of sound that create a difference in meaning
cat vs mat
rhotic diphthongs
combination of a vowel and the vowel ɚ
although combined, considers a single sound
ear, door, air, car
orthography
symbols or alphabet letters
graphemes
alphabet letters
speech production
drawing air into the lungs, and directed upwards, causing vocal cords to vibrate
voiced sounds
produced when vocal cords are closed (adducted) and vibration occurs
b, g, v, g, z, m, n
unvoiced sounds
produced when vocal cords are open (abducted) and vibration does not occur
k, f, s, p, h,
how are nasal consonants produced
sounds exists through nasal cavity with a lowered velum
phonology
concerned with combination of speech sounds for word formation
language
communication through spoken words, written symbols, or sign language
shared code that represent concepts through the use of symbols
syntax
involves rules for combining words to form sentences
morphemes
minimal distinctive units of words that indicate meaning
cat cannot be broken into c or at without losing the meaning of the word
free morphemes
have meaning by themselves
nouns, adjectives, verbs, etc
bound morphemes
only occur in combination with free morphemes
-ed, -s, -ing
two types of bound morphemes
inflection and derivational
inflectional morphemes
modify verb tense or indicate noun number
-ing, -ed, -est, ‘s
derivational morphemes
have a prefix or suffix
change the semantic meaning of the word
un-, non-, dis,
-ize, -ary, -ion, -er, -ess
grammatical morphemes
conjunctions, articles, prepositions
overgeneralization
children can overgeneralize the regular past tense inflectional morpheme -ed to form the past tense of irregular verbs
eated
throwed
morphophonology
described the interaction between phonemes and morphemes
/s/ changing to /z/ in dogs
cluster reduction
pot for spot
reduplication
wawa for water
weak syllable deletion
nana for banana
final consonant deletion
ca for cat
velar fronting
/t/ for /k/ tea/key
/d/ for /g/ dame/game
stopping
replacing derivative with a stop
see/tea
assimilation
gog for dog
overextension
young children calling all foot-legged animals doggie
under extension
having a limited representation of an entity for thing
refusing to accept their mom has
conceptual knowledge
what a child knows and understands about ideas, entities, and actions
numbers
colors
size
social awareness
semantic development
given more experience with language children learn that words can have multiple meanings
block- toy, action, place
pragmatics
rules for the use of language in social interactions
learned by observations and insight into others feelings
theory of mind
theory of mind
allows children to recognize others mental states (beliefs, emotional states, intentions, etc) to understand and predict others’ behaviors
speech acts
label a speakers intent or meaning
greeting
promise
request
compliant
invitation
refusal
modal auxiliaries
can, could, will, would, may
used to make requests in an appropriate manner.
executive function
refiners to the ability to control and regulate ones thought processes
important factors associated with cognition
attention-ability to focus on essential factors
memory- ability to store information
inhibition
conscious or unconscious restraint of a behavior or an impulse to act
initiation
beginning an activity or thought process
planning
ability to list steps needed to attain a goal
working memory
capacity to hold and process information
attention
sustained focus on a task and the ability to disregard distractions
discrimination
recognition of differences
problem solving
ability to define and solve a problem in an efficient manner
verbal reasoning
ability to understand concepts and facts expressed in words to manipulate this information to solve a problem
metacognition
mental processes used to plan, monitor, and analyze one’s own thinking and behaviors
self regulation, planning and considering outcomes of actions
metalinguistics
abilities that allow a child to think and talk about language with awareness of syllables and phonemes
auditory processing skills
listen, analyze words, discriminate sounds, attach meaning to input, integrate information into a significant whole
