Chapter 2 book Flashcards
Phonological development
involves acquiring the rules of language that govern the sound structure of syllables and words.
minimal pairs
Words that differ by only one phoneme, such as low and row
phonotac-tic rules
these rules specify “legal” (i.e., acceptable) orders of sounds in syllables and words and the places where specific phonemes can and cannot occur.
three key build-ing blocks in phonological development,
(a) using cues to segment streams of speech, (b) developing a phonemic inventory, and (c) becoming phonologically aware.
prosodic cues
infants draw on their familiarity with word and syllable stress patterns, or the rhythm of language, to break into the speech stream.
phonotactic cues
to parse the speech stream.
phonological knowledge
the child’s acqui-sition of internal representations of the phonemes composing his or her native language
phonological production
his or her expression of these phonemes to produce syllables and words—ter
factors influence the timing of development for specific phonemes
including the phoneme’s frequency of occurrence in spoken language, the number of words a child uses that contain a given phoneme, and, to some extent, the articulatory complexity of producing the phoneme
Phonological awareness
is an individual’s ability to attend to the phonological units of speech through implicit or explicit analysis.
examine an individual’s phonological awareness using a variety of simple oral tasks
syllable counting rhyme detection initial sound identification initial sound elision phoneme counting
Functional load
refers essentially to the importance of a phoneme in the phonemic inventory of the language, which corresponds to the volume of words that are distinguish-able by that phoneme
Children develop phonological representations through
their exposure to phonemic contrasts in their language; thus, differences in the timing of phonological development occur, at least in part, because of variability in children’s phonological exposure.
morphological development
is their internalization of the rules of lan-guage that govern word structure.
Morphemes
the smallest meaningful units of language
grammat-ical morphemes/ inflectional morphemes
include the plural -s (cat–cats), the possessive ’s (mom–mom’s), the past tense -ed (walk–walked), and the pres-ent progressive -ing (do–doing), to name a few
derivational morphemes
change a word’s syntactic class and semantic meaning. For example, taking the word like, we can add both prefixes (dislike, unlike) and suffixes (liken, likeable, likeness) to vary its meaning and syntactic role in a sentence.
bound morphemes
Suffixes (and prefixes) , because they must be bound or attached to other morphemes.
free morphemes
can stand alone; they include both words with clear semantic referents (e.g., dream, dog, walk), and words that serve primarily grammatical purposes (e.g., his, the, that).
obligatory contexts
occurs when a mature grammar specifies the use of a grammatical marker; for instance, in the phrase The girl’s house, the possessive ’s is considered obligatory.
derivational morphemes
to root words to create derived words.
derivational relations
The corpus of words derived from a common root word (e.g., friend, friendless, friendliness, befriend)
Language impairment affects morphological development,
In general, children with SLI seem to have very specific difficulties with verb tense markings, such as the past tense inflection and the third-person singular inflection
Syntactic development
children’s internalization of the rules of language that gov-ern how words are organized into sentences.
three major syntactic achievements:
(a) an increase in utterance length, (b) use of different sentence modalities, and (c) the development of complex syntax.
Utterance Length
most children achieve with relative ease by their sixth birthday is the production of utterances that are, on average, nearly as long as those of adults.
