Chapter 3 Flashcards
Morphological development
Acquiring inflectional morphemes and derivational morphemes
Phonological development
Acquiring sensitivity to prosodic cues, internal representations of the native languages phonemes, producing vowels and consonants intelligibly
Syntactic development
Increasing utterance length, different sentence modalities, developing complete syntax
Semantic development
Building a lexicon, new words and organizing lexicon for efficient retrieval
Pragmatic development
Acquiring communication and conversation skills, sensitivity to extra linguistic cues
When does phonological development begin?
Immediately at birth if not prior.
How do infants parse streams of speech?
Prosodic cues, knowledge of word stress patterns and pausing
Phonological knowledge
Internal representation of the phonemes comprising the native language
Phonological production
Expression if phonemes to produce syllables and words
Phonics
Teaches relationships between letters and sounds. Importance of systemic nature of phonological structure of language
Functional load
Importance of a phoneme in a languages phonemic inventory
What influences phonological development?
Linguistic experience (low vs high income homes), chronic ear infections, etc.
Grammatical morphemes
Add grammatical inflections to words I.e. Plural ‘s’ , past tense ‘Ed’
Derivational morphemes
Change syntactic class and semantic meaning ex: prefixes and suffixes
Bound morphemes
Must be attached to other morphemes
Free morphemes
Can stand alone; words with clear semantic Referents and worded with primarily grammatical purposes
3 different sentence types
Declarative, negatives, interrogative
2 types of interrogatives
Wh questions, yes/no questions
Clause
A syntactic structure containing a verb or verb phrase
Complex syntax
Use of phrase and clause structures as well as conjunctive devices for organizing internal structure of sentences
Browns 5 stages of grammatical development
- 3-5 morphemes in length
- Complex sentences emerge that feature embedded subordinate clauses
- Embedded wh questions
Hoffs “learning from input hypothesis”
Grammatical properties of children’s language use are dependent upon exposure to those properties in child directed speech
The mental lexicon
Volume of words one understands (receptive) and uses (expressive). Typically receptive > expressive
vocabulary spurt
Begins near the end of second year and continues for several years
Semantic taxonomy
Differentiates words based on semantic roles
Nelson’s semantic taxonomy
- Specific nominals 2. General nominals 3. Action words 4. Modifiers 5. Personal social words
Specific nominals
Specific object (daddy, mommy)
General nominal
All members of a category (truck, cat)
Action words
Specific actions (up), social action games (peek a boo) , action inhibitors (no)
Modifiers
Properties and qualities (big, mine)
Personal social words
Affective states and relationships (yes, bye bye)
Composition of early (50 words) lexicon
General nominals 51% Specific nominals 14% Action words 13% Modifiers 9% Personal social words 8%
3 stages of learning a new word
Achieve familiarity with word, “fragile state” errors occur, deeper and flexible knowledge of word
Ostentive word learning contexts
Great deal of contextual info provided about a word either linguistically or extra linguistically
Nonostentive word learning contexts (inferential)
Little contextual info is provided to derive the meaning of a new word
Building a semantic network
Entries organIzed based on connective ties. Entries themselves don’t carry meaning but the links between them do
Influences on semantic development
Gender, language impairment, exposure,
Joint attention
Coordinating attention between social partner and object of interest, early schematic representation of conversations
Register
Stylistic variations in language that are used in different situations
Features of phonological awareness
Syllable counting, rhyme detection, initial sound identification, initial sound elision, phoneme counting
Language focused curricula
Designed to improve the linguistic environments of preschool classrooms by increasing teachers use of complex vocabulary and syntax in the CDS. Ex: Betty bunce uni of Kansas Language Acquisition Preschool
How does poverty affect language learning?
Families in poverty have less emotional well being, education, and time to focus on their child’s language environment. Also less medical care
