Brainscape's Knowledge GenomeTM

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


See full index

COMD 3200 > Chapter 2 Building Blocks of Language > Flashcards

Chapter 2 Building Blocks of Language Flashcards

1
Q

phonological development

A

acquiring the rules of language that govern the sound structure of syllables and words.

/l/ never followed by /h/

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

Minimal pairs

A

words that differ by only one phoneme

Low–Row

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

phonotactic rules

A

rules that specify “legal orders of sounds in syllables and words and the places where specific phonemes can and can’t occur.

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

phonological representation

A

a neurological imprint of a phoneme that differentiates it from other phonemes.

What a phoneme should sound like

receptive language proceeds expressive language

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

prosodic cues

A

word and syllable intonation and stress patterns in a language that allows infants to break into the speech stream.

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

phonotactic cues

A

sounds followning the phonotactic rules of a native language that allows infants to parse the speech stream.

In English the phoneme sequence /g/ /z/ doesn’t start a word, but can end it. (dogs)

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

Phonemic inventory

A

PHONOLOGICAL KNOWLEDGE- acquisition of internal representation of phonems in a language.
What a phoneme should soud like
PHONOLOGICAL PRODUCTIONS-expression of phoneme to produce syllables and words
Produce or say the sound correctly
vowles first
early consonants
late consonants

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

Phonological Awareness

(unbrella term that includes phonemic awareness)

A

an individuals ability to attend to the phonological units of speech through impicit or explisit analysis

  • bridge between language and reading
  • Phonics teaches relationship between letter and sound
     syllable counting
     rhyme detection
     initial sound detection
     initial sound elision
     phoneme counting
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

phonemic awareness

A

A part of Phonological awareness
awareness of the individual phonemes of a language

underdeveloped phological awareness contributes to those who struggle to develop basic word-reading skils.

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

funtional load

A

importance of a phoneme in the phonemic inventory of a language.
corresponds to the volume of words that are distinguishable by that phoneme.

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

Morphological development

A

internalization of the rules of language that govern the structure of words.

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

content words

A

nouns, verbs, adjectives

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

funtional words

A

no meaning- conjunctions, articles

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

grammatical morphemes/ inflectional morphemes

A

*Small units of language added to words to allow grammatical inflection of the words.

include the plural -s, possessive ‘s, past tense -ed and progressive -ing

obligatory contexts
situations in which mature grammer specifies the use of a grammatical marker “The girl’s hat is lost.”

This is used to study children's achievement of  grammatical morphology
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

derivational morphemes

A

*Prefixes and suffixes added to root words to create derived words.

change the word’s syntactic class and syntactic meaning
like–dislike/unlike
like–likeable/likeness
**derivational relationships - the relationship among a corpus of words that share a common root word.
friend-friendless-befriend

Table 2.2 pg 40

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

Brown’s Morphems 1973

Gramatical morphemes

A

14 grammatical morphemes in early childhood
-ing by age 2
Table 2.1 (pg 39)

-ing, -s, in, on, ‘s, -ed, regular past tense, irregular past tense, regular 3nd person, articles (a, the, an), contractible copula be, contractible auxiliary (He’s playing) uncontractible copula be, (He was sick), uncontractible auxiliary (He was playing) irregular third person (She has one)

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

influences of morphological development

A

-Second language- harder to learn if differet from 1st.
learn young!

-dialect
AAE vs GAE
benefites if you can switch between dialects

-language inpariment
verb tense markings
grammatical morphemes -ing
25% accuracy vs 80% accuracy in kids without SLI

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

syntactic developmet

A

children’s internalization of the rules of language that govern how words are organized into sentences.
Developed through gradual internalization ot the grammatical system of one’s language.

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

Syntactic building blocks

discrete combinational system
a FINITE number of discreat elements that allow the child to produce an INFINITE number of sentences.

A

Three major syntactic achievements

Increase in utterance length

Increase in sentence variety
Declarative, negatives, interrogatives

Development of a complex syntax

20
Q

utterance length

A 
Mean length of utterance (MLU)
# of morphemes per utterance / #of utterances (at least 50)

Speech becomes less telegraphic and more adult like

21
Q

Sentence modalities

A

longer utterances produce senteces of various types or modalities pragmatic intent and syntactic organization
1-declarative-make statment
2- negative sentences (no, not, can’t…)
3-interrogatives- ask questions

22
Q

complex syntax: linking phrases and clauses

A

Phrase- cluster of words organizd aroung a head
clause- a syntctic structure containing a verb or verb phrase
Table 2.2

23
Q

phrasal corrdination

A

connect phrases by using “and”

I put on my hat and my coat.

24
Q

complex syntax

A

the use of phrase and clause structures as well as conjunctive devices for ongoing internal structures of sentance.

Table 2.4

25
Q

Influences on syntactic development

A

child- directed speech
talk directed to child by others including parents and
other caregivers.
learn form enviornment
**expose young kids to complex language
simple syntax
gramaticall well-formed utterances containing simple
noun phrases and verb structure
language impairment
specific- affects only language faculty (SLI)
secondary- result form other cause (downsundrom)
acquired- injury or illness
*acquired and developmental effect syntactic
comprehension and production
SLI and secondary effect syntactic development
Most difficulty with verbs. Either conjugating them or leaving them out completely

26
Q

Semantic development

A

individual’s learning and storage of the menaing of words.

3 major tasks

1-acquiring a mental lexicon (60,000 words between
infancy and adunthood.
2- learning new words rapidly
* Vocabulary spurt- begins near the end of 2nd year
and continues for several years
25% of kids have spurt. most just gradualy learn
*inflection point- the point in a vocabulary spurt
that differentiates between the slow and rapid
stages of vocabulary development
3- organizihg the mental lexicon in an efficient semantic
network.

27
Q

mental lexicon

A

of words in mental vocabulary

Receptive lexicon is bigger than expressive lexicon because people understand more words than they use

28
Q

receptive lexicon

A

of words understood

29
Q

espressive lexicon

A

of words used

30
Q

catigories of lexical items

Nelsons Semantic taxonomy

A

early lexicons: first 50 words. typically at least one word in each of the semantic categories

  1. specific nominals- Daddy, Fluffy cats name 51%
  2. general nominals-those, cats 14%
  3. action words- up, peekaboo (action inhbitors –no) 13%
  4. modifiers- big, mine 9%
  5. Personal-social-yes, bye-bye 8%
31
Q

New words

Three factors that influence how fast a child learns new words

A

three factors will influence how fast a child learns a new word.
1.concept represented by the word
Hard words like , think or know (abstract)
Easier words like, hit or drink
2. phonologicl form of word
-arbitrary relationship between phonoligical form of the
word and the concept it represents
* -onomatopoeic “crash” “Boom”
-common sound sequence (“sit,” “cat” are easy.
“These” is harder
3. contextual conditions at inital exposer
how was the word introduces
**Follow In (lable an object or event that is currently
in childs attentional focus) better that **Lead In (lable
object or event that is outsice ot the child’s
attentional focus.
(pg54-55 book)

32
Q

ostensive word-learning contexts

A

situations in which a lot of contextual information is provided about a new word either linguistically or extralinguistically.
pg 54 book

33
Q

nonostentive word-learning context

interential contexts

A

situation in which little contextual information is provided about new word
pg 55 book

34
Q

semantic network

A

a network in which the entries in a person’s mental lexicon are stored according to their connective ties.
the entries themselves do not carru meaning; the links between the entries do.
(spreading activation)

35
Q

influences on semantic development

A

Gender- girls are more talkitive. Boys catch up by 6yrs
* most likely these early differences in semantic
development result form a combination of biological
(brain organization for girls and boys) psychological,
and social variables.
Language exposure- rate in building lexicon.
ease in learning new words.
efficiency in retrieving words
Language impairment-
rate they build vocab
difficutlies learning new words
Poorly organized semantic networks
word finding errors and slower retrieval
Language exposure
Low SES

36
Q

Pragmatic development

Use. Brings all other aspects of language together

A

rules of language for social tool

brings all other aspects of language together

37
Q

Pragmatic building blocks

A
  1. using language for different functions
  2. developing conversational skills
  3. developing sensitivity to extralinguistic cues
38
Q

communication functions

A

intention behind utterance
* a child’s pragmatic skils strongly influances other aspects of language like vocab and grammer

Intentionality hypothesis
the theory that children’s development of language form and content is fostered in part by their experience with other people as they use language to engage with these people.

Lecture notes pg 18

39
Q

conversational skills

A

*Schema
the building blocks of cognition, internalizated representation of the organiztional structures of various
events.
*conversational schema
initiation and establishment of topics, a series of contingent turns that maintain the topic resolution and closure–conversational framework
*joint attention
infant and caregier focus attention on a mutual object
protoconversations
highly scripted routines focused on concreat object

40
Q

sensitivity to extra-linguistic cues

A

posture, gesture, facial espression, eye contact, proximity pitch, loudness, pausing

**register
stylistic variations in language that occur in different situational contexts

41
Q

influences of pragmatic development

A

temperment
the way in which an individual approaches a situation, particularly one that is unfamiliar
“Persnonality type”

social and cultural context
what is acceptable in their culture
ASD!!!!

42
Q

spreading activaion

A

Activation of specific entries spread across the semanticNetwork based on the strength of connections among entries:

a process in which actibation of specific mental lexicon entries spreads across the semantic network accordign to the strength of connecions among the enteries. (semantic network)

43
Q

Influences on Phonological Development

A

Native Language
phonemic composition of the language to which the
infants are exposes. (funtional load)
example - no /p/ in Arabic so children learning this
language will not develope phonemic representation
Linguistic Experience
cronic ear infections deminish exposure to hearing,
thus exposure to speech sounds
low-income homes also have a negative effect.

44
Q

Phonological building blocks

A

Using cues to segment streams of speech

Developing a phonemic inventory

Becoming phonologically aware

45
Q

Child directed speech

CDS

A

Talk direct us towards children by parents or caregivers. The syntax kids are exposed to relates to their syntactic development. Use more complex sentences to help the children develop their syntax

COMD 3200 (9 decks)

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