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COMD 2500 Language Development > Chapter 3 - Building Blocks of Language > Flashcards

Chapter 3 - Building Blocks of Language Flashcards

1
Q

phonological development

A
  • acquiring the rules of language that govern the sound structure of syllables and words
  • acquiring sensitivity to prosodic cues, developing internal representations of the native language’s phonemes, and producing vowels and consonants intelligibly
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2
Q

phonemes

A

individual speech sounds in a language that signal a contrast in meaning between two syllables or words

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3
Q

phonological representation

A

neurological imprint of a phoneme that differentiates it from other phonemes

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4
Q

phonological rules

A

rules that specify “legal” orders of sounds in syllables and words and the places where specific phonemes can and cannot occur

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5
Q

phonological building blocks

A

begins immediately with birth, if not prior as the infant experiences speech beyond the womb

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6
Q

parsing the stream of speech

A
  • infants use specific cues to parse speech stream into smaller units and to separate simultaneously occurring speech streams
  • knowledge of word-stress patterns
  • knowledge of pausing
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7
Q

prosodic cues

A

infants use their familiarity of word and syllable stress patterns, or the rhythm of language, to break into the speech stream

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8
Q

phonotactic cues

A
  • sensitivity to the probability with which certain sounds occur both in general and in specific positions of syllables and words
  • knowledge of probabilities and improbabilities is an important tool for the infant to segment novel words out of a continuous stream of speech
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9
Q

phonological knowledge

A
  • internal representations of the phonemes comprising one’s native language
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10
Q

phonological production

A
  • expression of phonemes to produce syllables and words

- vowels develop before constants

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11
Q

developing phonemic inventory

A
  • timing influenced by: frequency in spoken language, number of words a child uses, articulatory complexity of producing the phoneme
  • order of consonantal acquisition varies across languages
  • sufficiently well-developed by 3-4 years of age to provide for fully intelligible speech
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12
Q

phonological awareness

A
  • an individual’s ability to attend to the phonological units of speech through implicit or explicit analysis
  • ex: identify rhyming words, identify the first sound in a word, count the number of phonemes in a word
  • impact of systematic instruction of the phonological structure of language
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13
Q

phonemic awareness

A
  • focus on the phonemic units of words
  • awareness of the individual phonemes of which language is comprised
  • phonics: teaches children the relationships between letters and sounds and children who are phonologically aware benefit from it more
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14
Q

influences on phonological development: native language

A
  • influence of phonemic composition of the language to which infants are exposed
  • “functional load” - importance of a phoneme in a language’s phonemic inventory
  • children will not develop phonemes that are not in their language
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15
Q

influences on phonological development: linguistic experience

A
  • variability in phonological exposure
  • lower-income home vs higher-income home
  • ex: lower-income = less exposure to language
  • chronic ear infections
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16
Q

what is morphological development?

A
  • internalization of the rules of language that govern the structure of words
  • involves acquiring 2 types of morphemes: grammatical and derivational
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17
Q

morphemes

A
  • smallest units of language

- can change syntactic class of words

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18
Q

grammatical morphemes

A
  • add grammatical inflections such as:
    plural s
    possessive ‘s
    past tense -ed
    present progressive -ing
  • child’s acquisition of the major grammatical morphemes fairly invariant in both order and timing of acquisition
  • first grammatical morpheme emerges around age 2 (-ing)
  • enables a child’s movement from speaking with a telegraphic quality to a more adult-like
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19
Q

derivational morphemes

A
  • change syntactic class and semantic meaning
    prefixes
    suffixes
  • morphemes added to root words to create derived words
  • development of derivational morphology adds precision to one’s lexical base
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20
Q

obligatory contexts

A

instances in which a mature grammar specifies the use of a grammatical marker
- morpheme mastery is 75% or more of obligatory contexts

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21
Q

second language acquisition

A
  • influences morphological development
  • persons learning a second language that differs considerably to its grammatical morphology from their native language may never master the grammatical morphology of the second language
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22
Q

dialect

A
  • influences morphological development
  • the variants of a single language
  • morphology varies among dialects of a single language
  • ex: AAVE vs GAE
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23
Q

language development

A
  • influences morphological development
  • hallmark characteristic of specific language impairment (SLI): difficulty in grammatical morphology
  • verb markings, such as past tense inflection and the third person singular inflection
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24
Q

what is syntactic development?

A
  • internalization of the rules of language that govern how words are organized into sentences
  • how to organize words into sentences that specify “who did what to whom”
  • developed through gradual internalization of the grammatical system of one’s language
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25
Q

syntactic building blocks

A
  • “discrete combinatorial system” - a finite number of discrete elements that allow the child to produce an infinite number of sentences
  • 3 major achievements
    increase in utterance length
    increase in sentence variety
    development of a complex syntax
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26
Q

utterance length

A
  • gradually increases from 1-6 yrs old
  • by 6 yrs old, most children are able to produce utterances that are, on average, nearly as long as those of adults
  • calculating the MLU provides a symple proxy for estimating syntactic complexity up to age 5 yrs old.
  • more grammatical markers, more MLU, less childlike and more adultlike
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27
Q

sentence modalities

A
  • longer utterances produce sentences of various types or modalities
  • increasing skill at producing different sentence types that vary in pragmatic intent and syntactic organization
  • differences among sentence types reside in how words are grammatically organized at a surface level
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28
Q

declarative sentence

A
  • make a statement
  • common for 3 yr olds to have mastered majority of these patterns and to use coordinating and subordinating conjunctions to link several together
  • children never explicitly taught how to produce declarative sentences, they intuit the rules from the language around them
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29
Q

negatives

A
  • express negation and rely on words like, “no,” “not,” “can’t,” etc
  • negation involves learning where to insert negatives into sentences
30
Q

interrogatives

A
  • specific syntactic rules to organize sentences for interrogative purposes
31
Q

phrasal coordination

A
  • the ability for children to connect phrases
32
Q

complex syntax

A

use of phrase and clause (phrase including a verb) structures as well as conjunctive devices for organizing internal structure of sentences

33
Q

influences on syntactic development

A
  • relatively invariant across children compared to other domains of language; largely uniform patterns in type and timing of developments
  • individual differences become even more evident as children develop more complex aspects of syntax
34
Q

exposure to complex syntax

A
  • variability in the extent to which children are exposed to exemplars of more complex syntax
35
Q

Hoff’s “learning from input hypothesis”

A

grammatical properties of children’s language use are dependent upon exposure to those properties in child-directed speech

36
Q

language impairment

A
  • specific: affect only the language faculty

- secondary: resulting from other causes (mental retardation, down syndrome)

37
Q

acquired language disorder

A

injury or illness damaging the language centers of the brain

- ex: stroke leading to Broca’s aphasia in left hemisphere

38
Q

what is semantic development?

A
  • an individual’s learning and storage of the meaning of words
  • new word ==> develop internal representation of the word like phonological form, grammatical role, and conceptual meaning
  • knowledge of a specific word matures over time
39
Q

semantic building blocks

A

3 major tasks

  1. acquire a mental lexicon of roughly 60,000 words between infancy and adulthood
  2. acquire new words rapidly
  3. organize the mental lexicon in an efficient semantic network
40
Q

the mental lexicon

A
  • receptive lexicon: volume of words one understands
  • expressive lexicon: volume of words one uses
  • typically, the receptive lexicon is larger than the expressive
  • vocabulary spurt begins near the end of the second year and continues for several years thereafter
  • children transition from a slow stage of development to a rapid stage of development with an inflection point differentiating the slow and rapid stages
  • size of child’s lexicon = volume + individual’s lexical items
  • early lexicon: the first 50 or so words
41
Q

semantic taxonomy

A

differentiates words based on semantic roles

42
Q

specific nominals

A

specific object

43
Q

general nominal

A

all members of a category (ex: truck, cat)

44
Q

action words

A

specific actions (ex: up), social-action games (ex: peekaboo), action inhibitors (ex: no)

45
Q

modifiers

A

properties and qualities (ex: big, mine)

46
Q

personal-social words

A

affective states and relationships (ex: yes, bye-bye)

47
Q

learning new words

A
  1. achieve a general familiarity with the word (ex: phonological form, conceptual meaning)
  2. “fragile” state: errors in understanding and use of the word are likely to occur
  3. deeper and flexible knowledge of the word
48
Q

concept represented by the word

A
  • “hard words:” words referring to abstractions
    - the concept to which they refer is not accessible to the child, such as words that describe mental states and believes
  • the concept or meaning represented by the word influences the ease with which the word is learned
49
Q

phonological form of the word

A
  • arbitrary relationship between the phonological form of the word and the concept to which it refers: onomatopoeic words, common sound sequences, rare sound sequences
  • common sound sequences learned more readily than words containing rare sound sequences
50
Q

contextual conditions at initial exposure

A
  • contextual information used to develop and refine internal representations of novel words
    • linguistic context
    • extent to which semantic features of the word are described
    • information from the extralinguistic context
51
Q

ostentive word learning context

A

a great deal of contextual information is provided about a word either linguistically or extralinguistically

52
Q

nonostentive word learning contexts (inferential contexts)

A

little contextual information is provided to derive the meaning of a new word

53
Q

building a semantic network

A

new words stored in semantic network where entries are organized based on connective ties and weak or strong connections are based on the extent to which words share syntactic, phonological, or semantic features

54
Q

spreading activation

A

activation of specific entries spreads across the network based on the strength of connections among entries

55
Q

influences on semantic development

A
  • rate with which children build lexicon
  • rate with which they learn new words
  • efficiency in retrieving words from the lexicon
56
Q

gender

A

early in language acquisition, girls tend to have larger vocabularies and learn words more easily compared to boys

  • differences attenuate if not disappear by 6-7 years old
  • biological, physiological, and social variables influence these patterns
57
Q

language impairment

A
  • children who exhibit a neurologically-based language impaired typically have significantly smaller vocabularies compared to non-impaired peers
  • word-finding errors and slower retrieval of items from the semantic network
58
Q

language exposure

A

significant relationship between the number and type of words children hear in their environment and the size of their vocabulary

  • orphanages: depressed vocabularies
  • low SES households: parents’ emotional resources–compromises the quality and frequency of parents’ conversational interactions with their children
59
Q

what is pragmatic development

A
  • acquiring the rules of language that govern how language is used in social interactions for instrumental purposes
  • aspects that emerge during early childhood:
    1. using language for different functions or intentions
    2. developing conversational skills
    3. developing sensitivity to extralinguistic cues
60
Q

communicative functions

A

there is an intention behind every utterance, which may reflect mental states, beliefs, desires and feelings

61
Q

intentionality hypothesis

A

children’s development of form and content is fostered, in part, by their experiences with others as they use language to engage with others

62
Q

schema

A

building blocks of cognition; internalized representations of the organizational structures of various events

63
Q

conversational schema

A

initiation and establishment of a topic, a series of contingent turns that maintain the topic, and resolution and closure

64
Q

macrostructural schema of conversations

A

provides a broad organizational framework in which many additional microstructural schemata are embedded

65
Q

microstructural schema

A

a child must acquire to include navigating topic shifts, negotiating conversational breakdowns, and knowing how much information to provide when background information is shared among listeners versus when it is not shared

66
Q

joint attention

A

infants and caregivers focus attention on a mutual object; the infant must coordinate her attention between her social partner and the object of interest
- provides the child with early schematic representations of conversational organization

67
Q

proto-conversations

A

highly scripted routines focused on concrete objects

- helps infants develop conversational schema

68
Q

sensitivity to extralinguistic cues

A

posture, gesture, facial expression, eye contact, proximity, etc

69
Q

register

A

stylistic variations in language that occur in different situational contexts
- ex: dramatic play, requests of peers vs adults

70
Q

temperament

A
  • the way in which an individual approaches a situation, particularly one that is unfamiliar
  • one’s behavioral style or personality type
  • uninhibited/bold vs inhibited/shy
  • biologically-based heritable variations in neurochemistry
71
Q

social and cultural contexts of development

A
  • children’s pragmatic development reflects the pragmatic rules of their larger community
  • achievements in each area of pragmatic building blocks reflect the socialization practices children experience at home, school, and in the community
  • language impairment also affects pragmatic development

COMD 2500 Language Development (3 decks)

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