Chapter 1 book Flashcards
statistical learning
infants appear to assess statistical regularities among the sounds they hear in the speech stream around them and use these regularities to identify and learn the words of their native language.
coarticulation
the phonemes overlap with one another
communication
the process of sharing information among two or more persons, usually differentiated as the sender (speaker) and the re-ceiver(s) (listeners).
communication involves four basic processes:
formulation, transmission, reception, and comprehension.
Formulation
is the process of pulling together your thoughts or ideas for sharing with another
Transmission
is the process of conveying these ideas to another person, often by speaking, but alternatively by signing, gesturing, or writing.
Reception
the process of receiving the information from another person,
comprehension
is the process of making sense of the message.
Symbolic communication/referential communication
occurs when an individual communicates about a specific entity (an object or event), and the relationship between the entity and its referent (e.g., a word) is arbitrary
Preintentional communication
is communication in which other people assume the relationship between a communicative behavior and its referent.
intentional communication
relatively precise in its intent and the relationship between the communicative behavior and its referent is not ar-bitrary.
iconic communication
Some forms of intentional communication are very transparent (called iconic communication) because of the clear relationship between the message and its referent
people share informa-tion for three basic purposes:
to request (“May I have some cake?”), to reject (“I don’t want this cake”), and to comment (“This cake is delicious”).
oral communication.
The combination of speaking and listening is a common mode of commu-nication
Model of Communication
(a) a sender to formulate and transmit a message, (b) a receiver to receive and comprehend the message, and (c) a shared symbolic means for communica-tion.
Feedback
is information the receiver provides to the sender. In effective communication, the receiver provides continual feedback, and the sender responds to this feedback to maintain the ongoing effectiveness of the com-munication process.
Paralinguistic feedback
refers to the use of pitch, loudness, and pausing, all of which are superimposed over the linguistic feedback.
conversational repair
repairs of communication breakdown
primary purpose of communication
is to provide and solicit information.
Instrumental
Used to ask for something
Regulatory
Used to give directions and to direct others
Interactional
Used to interact and converse with others in a social way
Personal
Used to express a state of mind or feelings about something
Heuristic
Used to find out information and to inquire
Imaginative
Used to tell stories and to role-play
Informative
Used to provide an organized description of an event or object
Form
is how words, sentences, and sounds are organized and arranged to convey content.
- phonology
- morphology
- syntax
content
which refers to the meaning of language—the words used and the meaning behind them.
lexicon
we select and organize words to express our ideas or to understand what other individuals are saying.
Use
pertains to how people draw on language functionally to meet personal and social needs.
Phonology
form
- refers to the rules of language governing the sounds that make syllables and words.
Allophones
subtle variations of phonemes that occur as a result of contex-tual influences on how phonemes are produced in different words.
phonotactics
each language has rules governing how sounds are organized in words,
Morphology
form
- pertains to the rules of language governing the inter-nal organization of words.
Syntax
from
- refers to the rules of language governing the internal organi-zation of sentences.
semantics
content
- refers to the rules of language governing the meaning of individual words and word combinations.
pragmatics
use
- the rules governing language use for social purposes, and is a synonym for the term social communication.
- (a) using language for different functions or intentions (communication intentions); (b) organizing language for discourse, including conversation; and (c) knowing what to say and when and how to say it (social conventions).
acquisition rate
children acquire the complexities of language at a seemingly miraculous rate:
critical period/sensitive period
The years of early language acquisition, from birth to about puberty for language development,
universality
suggests all persons around the world apply the same cognitive infrastructure to the task of learning language, and that this cognitive infrastructure is particularly suited to the task of developing sym-bolic representations for objects and actions
species specificity
Language is strictly a human capacity
semanticity or, alternatively, displacement.
Human language allows people to represent events that are decontextualized, or removed from the present—to share what happened before this moment or what may happen after this moment.
Productivity
the combina-tion of a small number of discrete units into seemingly infinite novel creations.
humans use a relatively small number of words and with them, can create an infinite variety of new sentences, most of which no one has ever heard.
Language difference
the variability among lan-guage users.
children have differences in the the number of words they understand, the length of their sentences, the types of words they use, and the way they share language with other people during conver-sation.
Dialects
the natural variations of a language that evolve within specific cultural or geographic boundaries.
Bilingualism
many children in the United States learn a single language (monolin-gualism), others acquire two or more languages
1/5 of americans
simultaneous bilingualism
children acquire their two languages concur-rently
sequential bilingualism
children develop one language initially, then acquire a second language later
Gender
that girls have an advantage over boys in lan-guage development. Girls usually begin talking earlier than boys do and develop their vocabulary at a faster rate than boys do in the early years of life
-boys are more likely to have significant difficulties with language development, or language impairment
Language-Learning Environment
in which children are reared exerts consider-able influence on their language development.
- characteristics of the language to which children are exposed in their promi-nent caregiving environments (home, preschool, etc.) contribute to the variability in children’s language development.
Quantity
refers to the sheer amount of language a child experiences.
Quality
refers to the characteristics of the language spoken in the child’s caregiving environment:
responsiveness
promptness, contingency, and ap-propriateness of caregiver responses to children’s bids for communication through words or other means
heritable language impairment
exhibit depressed language abil-ities, typically with no other concomitant impairment of intellect
specific language impairment (SLI),
the most common type of communication impairment affecting children.
7-10% have it
SLI is a heritable condition,
intellectual disability
Down syn-drome, which is due to a chromosomal anomaly during the initial stages of fetal development.
secondary language impairment
ASD is an umbrella term describing a variety of developmental conditions characterized by significant difficulties in social relationships and com-munication with others, and restricted and repetitive behaviors.
