Brainscape's Knowledge GenomeTM

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


See full index

Exam 5 Language Development > Chapter 10 > Flashcards

Chapter 10 Flashcards

1
Q

What did burke say?

A

US ranks 4th in the world for per pupil spending
however we are much lower than other countries in math and reading
Americans 15 yrs olds middle zone in reading, near bottom in math falling behind Estonia and Slovenia

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

Overall Growth in the early years

A

the biggest language changes we see are in semantic and pragmatic skills

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

What is metalinguistic ability

A

the ability to think about language- makes big leaps during this time

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

what kind of skills develop at this age?

A

Fine Motor Skills: draw and write

Gross Motor Skills: for sports

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

What becomes increasingly important?

A

peers

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

what continues to develop?

A

theory of mind

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

at what age is full metalinguistic awareness achieved by?

A

7-8 years

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

Development of Syntactic Skills

A. What is an noun phrase?

A

persons, places, or things

remember that a noun phrase is a sentence role filled by people and objects

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

Noun phrases become more complex and sophisticated

A

for example:
@ 5 years old:
“A little car”(article + adj + noun)

@ 6 years old:
A big fluffy cat (Article+adj + noun)

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

children become better at using _____ appropriately

and add _____ (himself, herself)

A
  1. pronouns

2. reflexives

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

children can distinguish between ____ and ____ nouns.

A

mass nouns

count nouns

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

what are mass nouns?

A

homogenous, nonindiviudal substances

EX: water, sand, air

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

what are count nouns?

A

heterogenous, individual objects

EX: pencil, tomato, girl

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

B. What are verb phrases?

A

harder than noun phrases
irregular verbs develop slowly (e.g., caught, slid, blew)
should be there by 8 years old

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

C. Types of sentences

A

sentences become longer and more sophisticated more varied

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

at what age do children begin to understand passive sentences?

A

5 years old

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

__% of ___-___ yrs old produce full passive sentences.

A

80%

7.5-8 year olds

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

What is a complex sentence?

A

has an independent and dependent clause

EX: We will go to the movies if we have enough money.

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

what is a compound sentence?

A

two independent clauses joined by a conjunction

EX: I went to the movies AND my mom bought us some popcorn

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

Morphological development

Why is it important?

A

This is a very important because morphology is stressed in the common core state standards.

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

children especially need to master derivational suffixes, what are they?

A 
changes in word classes
EX:
Root word: attach ( verb)
Deriv suffix: -ment
attachment- noun
22
Q

the -ly suffix which converts adjectives into adverbs

A

appropriately, sincerely, thankfully

-it is not full mastered.

23
Q

What are the 3 uses of -ER?

A
  1. acquired to mark the initiator of an action (e.g, paintER, preachER) mastered at 8 years old.
  2. marks an instrument for accomplishing an action ( erasER, blowER) mastered at 11 years old.
  3. used as a comparative (smallER, strongER) mastered in mid-elementary school
24
Q

Semantic Development:

A. Vocabulary Growth

A

5 year olds have an expressive vocab. of around 2200

25
Q

a first grader has an expressive vocal of how many words?

A

2600 words but may understand 8,000-10,000 english root words

26
Q

by 6th grade a child understands around how many words?

A

50,000

27
Q

Children need to learn how to organize words, what are they?

A

Taxonomies: categories of objects that share a common essence (fruits, weather,tools)
Themes: bound by an event ( cake, present candles= birthday party)

28
Q

in terms of development

A

-younger children relate to themes.
as ch. gets older, taxonomies more prevalent
-In therapy we call taxonomies “working on categories”

29
Q

previous knowledge is so important to vocabulary acquisition, why?

A
  • children trying to learn the word “aquatic”

- needs to relate this to her previous experience with aquariums, oceans, etc.

30
Q

the ability to define words…

A
  • is highly correlated with involvement in an academic culture
  • is taught at school
  • is related to metalinguistic skills
31
Q

What is slow map?

A

-children add features beyond the functional and physical aspects of something
EX: @ 5 years:
they think of a dog as a furry animal that barks
@ 12 yrs old :
they think of a dog as a furry animal that barks and is a mammal that has descended from wolves and is carnivorous

32
Q

What did Laura Justice ,ASHA school conference, say about the TIER WORDS?

A

Tier 1 words: very common usually learned without direct teaching (car, book)
Tier 2 words: high frequency vocabulary for mature lang users (lang of books)
Tier 3 words: high specialized (ex: peninsula)

33
Q

What did Justice say about Tier 2 words?

A

-we need to teach tier 2 words.
-because they go across the curriculum
EX: function, constitute, correlate

34
Q

What is figurative language?

A
  • words used in an imaginative sense, rather than a literal one, to create an imaginative or emotional expression
  • connote higher order language skills
35
Q

What is a metaphor?

A 
-implies an analogous relationship
EX: love is like a rose.
love is a rose.
He's a bull in a china shop
She's a kid in a candy store
36
Q

What is a simile?

A

-directly state an analogous relationship
EX: Your lips are LIKE pedals-bicycle pedals.
Your teeth are LIKE stars-they come out at night.
She’s AS light AS a feather.

37
Q

What are proverbs?

A

-short, popular saying that embody a generally accepted truth, useful thought, or advice
EX:the early bird gets the worm.

38
Q

Why are proverbs hard for children?

A
  • because they take things very seriously.

- hard until the age of 8.

39
Q

Pragmatic Development

A. Conversational skills

A
  • Theory of mind increases ( social perspective taking)

- child learns to respond to questions and requests in the classroom

40
Q

Children must learn the I-R-E format. What is it?

A

teacher Initates
child Responds
teacher then Evaluates child’s response

41
Q

As they mature, children become better at?

A
  • indirect requests
  • introducing a topic into conversation, sustaining it through several turns, and closing or switching the topic
  • repairing conversational breakdowns through providing more background context and defining terms.
42
Q

ASHA School Conference: Pamela Wiley

What did she say about children in middle school?

A
  • children look for peer support
  • increase social pressure
  • child more independent , less reliant on family
  • struggle with social expectations
  • increases on superficial qualities
  • social hierarchies
43
Q

B. Narrative skills

what are they?

A
  • narrative reflect the storytellers experience

- being a good story teller enhances children self image and group identification within their families and communities

44
Q

What are the 4 type of narratives?

A
  1. Stories: known patterns- main character, must overcome a challenge
  2. Recount: adult request a child to tell about past experiences
  3. Eventcast: explanation of some current or anticipated event
  4. Account: highly individualized spontaneous narratives where child shares their experiences
45
Q

Rosslyn Delmonico says?

A
  • small talk is important as a bonding ritual
  • we need to help students with this, especially if they have ASD
  • start with eye contact, then smile, next is greeting
  • can throw a ball for turn taking
46
Q

What are Rosslyn Delmonico ways to gracefully change the subject?

A
  • “by the way…”
  • “that makes me think of…”
  • “this is off topic but…”
  • “this is kind of random, but you just made me think of…”
47
Q

Children need to develop story grammar…

A

usually there is a setting + episode structure

48
Q

What are the components of a story grammar?

A
  1. Setting; introduce characters etc.**
    There once was a girl who lived in New Hampshire
  2. Initiating event (action, seeking something)
    and she wanted to become famous.
  3. Internal response (character’s reactions, thoughts, intentions, motivations)
    She thought it would make her happy.
  4. Internal plan (strategies for attaining goals)**
    So she and her family moved to Hollywood
  5. Attempt (Character’s action to attain goal)
    where she took acting lessons and found an agent.
  6. Direct consequence (success or failure)
    She found out that there were about 200 girls auditioning for every role she tried out for
  7. Reaction (character’s emotional response, though, or actions to the outcome or preceding chain of events)
    The girl missed all her friends back in New Hampshire, and she wasn’t getting any roles. So she and her family moved back home.
49
Q

language differences

What is codeswitching?

A

-is a normal behavior that demonstrates the continuing separation of two languages
EX: “me gusta manejar. ill take the car!”

50
Q

what is recommended for children who speak African American English (AAE)?

A
  • Be proficiently, bidialectal using AAE with friend and family
  • mainstream english to use at school
  • children must write and spell in mainstream english in order to be successful

Exam 5 Language Development (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions