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CSD 115- Unit 2 Exam > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

A process by which information is exchanged between individuals through a common system of symbols, signs, or behaviors

A

Communcation

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2
Q

A system of symbols that can be spoken, written, signed and used for communication

A

Language

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3
Q
  1. Gesture
  2. Oral Language
  3. Written Language
A

Modes of Communication

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4
Q

Use of nonverbal communication (eye contact, hand movements, body language) to express or assist in expressing one’s ideas or desires; may include vocalizations; preverbal.

A

Gesture

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5
Q

Use of spoken language to communicate one’s wants and needs (learned without formal instruction- but how??)

A

Oral Language

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6
Q

Utilizaed alphabetics system; found in books, notes, text messages, etc; most complex mode of communication; requires formal instruction

A

Written Language

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7
Q
  1. Phonology
  2. Morphology
  3. Semantics
  4. Syntax
  5. Pragmatics
A

Components of Language

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8
Q

Rules associated with sound combinations and pronunciation of sounds

A

Phonology

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9
Q

Modifications of words, using inflections (morphemes)

A

Morphology

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10
Q

Smallest units of meaningful speech

A

morphemes

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11
Q

Involves words and their meanings; vocabulary

A

Semantics

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12
Q

Rules governing word order and word classes

A

Syntax

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13
Q

The use of language within the communicative context

A

Pragmatics

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14
Q
  • Involves conversational rules
  • Appropriateness of language
  • How social context affects language
A

Pragmatics

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15
Q

For most children, language develops…

A

predictably.

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16
Q
  1. Nurturists

2. Naturists

A

Theories of Language Acquisition

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17
Q

Says that “Children are born with no knowledge or language”

A

Nurturists

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18
Q

Says that “Children acquire language as a result of direct interaction with caregivers; a clean slate”

A

Nurturists

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19
Q

Says that “Language is innate; children are born with certain merchanisms and abilities that predispose them to learn language”

A

Naturists

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20
Q

commonly known ‘Nurturists’ (BVTP)

A
  1. BF Skinner
  2. Vygotsky
  3. Tomasello
  4. Piaget
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21
Q

Says that “children learn language behaviors because they are reinforced by adults”

A

BF Skinner

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22
Q

Behavioral Theory

A

BF Skinner

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23
Q

Says that “everyday social interactions (feeding, dressing, playing) involve langauge; children learn language as a bi-product of interacting; they imitate what they hear from loves ones; loved ones support their learning”

A

Vygotsky

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24
Q

Social Interactionist Theory

A

Vygotsky

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25
Q

He added that “the social nature of language provides the motivation to talk; to acquire language”

A

Tomasello

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26
Q

Says that “language is a bi-product of cognitive development. Language is learned, because children perceive and organize their experiences into meaningful units. These organizational units become language”

A

Piaget

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27
Q

Cognitive Theory

A

Piaget

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28
Q

Terminology associated with cognitive theory (SAAE)

A

S-Schemata
A- Assimilation
A- Accommodation
E- Equilibrium

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29
Q

A concept, mental category, or cognitive structure

A

Schema/Schemata

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30
Q

Use to “file” all new information

A

Schema/Schemata

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31
Q

Will become categories for language

A

Schema/Schemata

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32
Q

Cognitive process whereby a person includes a new stimulus into an existing schema

A

Assimilation

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33
Q

You “scan” your existing schemata when you encounter new stimuli

A

Assimilation

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34
Q

Decide: Where does it fit?

A

Assimilate it

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35
Q

Developing new schemata to allow for the organization of stimuli that do not fit into existing schemata

A

Accommodation

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36
Q

A balance between assimilation and accommodation

A

Equilibrium

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37
Q

Too much assimilation results in categories that are too broad to be useful

A

Equilibrium

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38
Q

Too much accommodation results in too many categories to be useful

A

Equilibrium

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39
Q

Lifelong process

A

Equilibrium

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40
Q

They are prewired or hardwired for language

A

Naturists

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41
Q

“Language is an innate ability and children only need exposure to language for these inborn abilities to be set in motion”

A

Naturists

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42
Q

commonly known ‘Naturists’

A
  1. Noam Chomsky

2. Gleitman/ Pinker

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43
Q
  1. Linguistic Acquastion Device

2. Linguistic Universals

A

Noam Chomsky

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44
Q

An abstract mechanism located somewhere within the brain that allows children to acquire language at a rapid pace and be creative in their sentence constructions

A

Linguistic Acquastion Device

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45
Q

Children are “prewired” with grammatical rules that are languages have in common (syllables, nouns & verbs, etc.)

A

Linguistic Universals

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46
Q

Says that “Children have innate knowledge of word categories (noun-verb), or innate conceptual knowledge (object-action) which helps them understand new words they encounter”

A

Gleitman and Pinker

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47
Q

Says that “Children can use their innate understanding of grammar to figure out new words”

A

Gleitman

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48
Q

“Syntactic Bootstrapping”

A

Gleitman

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49
Q

Figuring out something new from something you already know

A

Bootstrapping

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50
Q

“tunking” example

A

Syntactic Bookstrapping

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51
Q

With general understanding of a verb (action) when they hear a new one they can figure it out because of the syntax (how it’s used in sentence)

A

Syntactic Bookstrapping

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52
Q

“Semantic Bookstrapping”

A

Pinker

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53
Q

Based on the child’s general idea of what an object is vs an action is. They can generaliza new words as either nouns or verbs

A

Semantic Bootstrapping

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54
Q

Prelinguistic Communication

A

Birth-12 months (1 year)

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55
Q

Vocalizations that occur BEFORE the first word

A

Prelinguistic Communication

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56
Q

The sound of early language (3)

A
  1. Cooing
  2. Babbling
  3. Jargon
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57
Q

Receptive Vocabulary Developing (words child understand but doesn’t yet produce, 3-50 words)

A

Prelinguistic Semantic Development

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58
Q

No expressive vocabulary in this stage (just cooing, babbling, jargon and gestures to communicate)

A

Prelinguistic Semantic Development

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59
Q

Caregiver behaviors that assist infants in learning language (2)

A
  1. Child-directed speech

2. Joint Reference

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60
Q

Slower rate; increased pitch variations, long pauses, frequent repetition (motherese;parentese)

A

Child-directed speech

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61
Q

Directing a child’s attention to a particular object or action and then labeling it when both child and caregiver are attending

A

Joint Reference

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62
Q

Intentionality

A

Prelinguistic Pragmatic Development

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63
Q

Use of verbal and nonverbal behaviors to indicate wants and needs

A

Prelinguistic Pragmatic Development (INTENTIONALITY)

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64
Q

Parents respond to child’s gestures and vocalizations as they interpret what they mean by them

A

Prelinguistic Pragmatic Development (INTENTIONALITY)

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65
Q

As the parents’ behavior reinforce the child’s behaviors, they occur more often

A

Prelinguistic Pragmatic Development (INTENTIONALITY)

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66
Q

Dore’s Primitive Speech Acts (5)

A
  1. Labeling
  2. Requesting an object or action
  3. Refusing an object or action
  4. Calling-to get attention
  5. Repeating-imitating
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67
Q

Organized prelinguistic behaviors according to the social function they serve; both verbal and non verbal

A

Dore’s Primitive Speech Acts

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68
Q

First Words: Speech Development

A

12-24 months

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69
Q

Linguistic stages begin with the appearance of the first word

A

First Words: Speech Development

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70
Q

Child’s first words sound different from adult productions, due to slowly developing speech sounds.

A

First Words: Speech Development (SPEECH)

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71
Q

Initial pronunciations are simplified using Phonological Processes

A

First Words: Speech Development (SPEECH)

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72
Q

Slowly, processes are extinguished, as adult productions are mastered

A

First Words: Speech Development (SPEECH)

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73
Q

First words: Semantic Development (4)

A
  1. Receptive Vocabulary
  2. Expressive Vocabulary
  3. Jargon remains coming
  4. Protowords
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74
Q

Grows to 500 words

A

Receptive Vocabulary

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75
Q

Grows to 250 words

A

Expressive Vocabulary

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76
Q

First words emerge shortly after first birthday

A

Expressive Vocabulary

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77
Q

First words consist of (4)

A
  1. 60% nouns and proper names
  2. 15% early action words
  3. Few interaction words- “hi” “bye-bye”
  4. Few descriptive words- “mine”
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78
Q

Emerge along with real words

A

Protowords

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79
Q

Also known as “Phonetically consistent forms”

A

Protowords

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80
Q

Word-like productions used consistently to label objects or actions

A

Protowords

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81
Q

Bear no resemblance to adult form of word

A

Protowords

82
Q

Used consistently to refer to only that object or action

A

Protowords

83
Q

Adults learn what they mean and reinforce them as though they were true words

A

Protowords

84
Q

Toward the end of the first year, two-word utterances emerge

A

First words: Semantic Development

85
Q

Social functions described by Dore continue to be used

A

First words: Pragmatic Development

86
Q

Words allow child to express them more clearly

A

First words: Pragmatic Development

87
Q

Social words allow child to learn social interaction and cultural routines

A

First words: Pragmatic Development

88
Q

Behaviors related to books that children demonstrate before they begin to read

A

First words: Pre-literacy Development

89
Q
  1. Expressing interest in books
  2. Holds/turns books to upright and ready position
  3. Turns pages front to back
A

First words: Pre-literacy Development

90
Q

Early Language: Speech Development

A

Age 2-3 (25-26 months)

91
Q

Speech sounds continue to develop, phonological processes continue to be suppressed

A

Early Language: Speech Development

92
Q

Vocabulary Spurt occurs

A

Early Language: Semantic Development

93
Q

Grows to 900 words by age 3

A

Receptive Vocabulary

94
Q

Grows to 500 words by age 3

A

Expressive Vocabulary

95
Q

Learning up to five new words per day, due to fast mapping

A

Expressive Vocabulary

96
Q

Children’s ability to hypothesize the meaning of a new word after hearing it used only one or two times

A

Fast Mapping

97
Q

Child begins to combine 2-3 words into early sentences that express semantic relations

A

Early Language: Semantic Development

98
Q

Semantic Relationships in Early Language: Semantic Development (6)

A
  1. Recurrence
  2. Rejection
  3. Disappearance
  4. Denial
  5. Agent + Action
  6. Action + Object
99
Q

Recurrence

A

More

100
Q

Rejection

A

No

101
Q

Disappearance

A

No, Bye-Bye

102
Q

Denial

A

No

103
Q

Agent + Action

A

Daddy go; baby cry

104
Q

Action + Object

A

Push car; go car

105
Q

Overextention and underextention are common as child learns so many new words

A

Early Language: Semantic Development

106
Q

When child uses one word to refer to many different objects (overusing the word)

A

Overextenetion

107
Q

“everyone is mommy”

A

Overextention

108
Q

“All dogs are buffy or all animals are dogs”

A

Overextenetion

109
Q

Child uses one word to ONLY label an object that is specific to her

A

Underextention

110
Q

Uses doggie only to refer to her dog buffy; doesn’t use it to refer to other dogs

A

Underextention

111
Q

Early Language: Syntax and Morphological Development

A

Age 2-3 (25-36 months)

112
Q

14 Grammatical morphemes emerge

A

Early Language: Syntax and Morphological Development

113
Q

The smallest unit of meaning

A

Morphemes

114
Q

Two types of morphemes

A
  1. Freestanding

2. Bound Morphemes

115
Q

Freestanding Morphemes

A

Words

116
Q

Bound Morphemes

A

Grammatical inflections that attach to words to change their meaning

117
Q

Used to measure the complexity of language in preschool children

A

Mean Length of Utterance (MLU)

118
Q

MLU
M=
L=
U=

A 
M= Mean (average)
L= Length in morphemes
U= Utterance (one single spoken comment)
119
Q

14 Grammactical Morphemes

A
  1. Present Progressive -ing
  2. In
  3. On
  4. Regular Plural -s
  5. Irregular Past
  6. Possessive ‘s
  7. Uncontractible Copula
  8. Articles
  9. Regular Past -ed
  10. Regular third person -s
  11. Irregular third person
  12. Uncontractible Auxiliary
  13. Contractible Copula
  14. Contractible Auxiliary
120
Q

Example of Present Progressive -ing

A

Mommy driving (19-28)

121
Q

Example of In

A

Ball in cup (27-30)

122
Q

Example of On

A

Doggie on sofa (27-33)

123
Q

Example of Regular Plural -s

A

Cats, dogs, classes (27-33)

124
Q

Example of Irregular Past

A

Came, fell, broke, sat, went (25-46)

125
Q

Example of Possessive ‘s

A

Mommy’s balloon broke (26-40)

126
Q

Example of Uncontractible Copula

A

He is. (28-46)

127
Q

Example of Articles

A

I see a kitty (28-46)

128
Q

Example of Regular Past -ed

A

Pulled, walked, batted (26-48)

129
Q

Example of Regular Third Person -s

A

Kathy, hits, begs, loses (28-50)

130
Q

Example of Irregular third person

A

She does it. She has it. (28-50)

131
Q

Example of Uncontractible Auxiliary

A

He is. (29-48)

132
Q

Example of Contractible Copula

A

That man’s nice. (29-49)

133
Q

Example of Contractible Auxiliary

A

Daddy’s eating (30-50)

134
Q
  1. Count the number of utterances the child says
  2. Count the number of morphemes in each utterance
  3. Add all of the morphemes together
  4. Divide the total number of morphemes by the total number of utterances
A

Determining Mean Length of Utterance (MLU)

135
Q

Average number of morphemes used in each utterance

A

MLU

136
Q

The baby is crying! # of morphemes

A

5

137
Q

No crying, baby! # of morphemes

A

4

138
Q

Mommy is coming. # of morphemes

A

4

139
Q

Mommy’s coming. # of morphemes

A

4

140
Q

See baby, Mommy’s home. # of morphemes

A

5

141
Q

Demonstrated that a child’s MLU correlates closely with the child’s age (in years) if the syntactic development is normal

A

Roger Brown

142
Q

Age 1 to 2

MLU=

A

1.0 to 2.0

143
Q

Age 2 to 3

MLU=

A

2.0 to 3.0

144
Q

Age 3 to 4

MLU=

A

3.0 to 4.5

145
Q

MLU no longer a good measure of language complexity because children learn to say more with less

A

after age 5

146
Q

Increased vocabulary and use of sentences allow for one more advanced means of expressing needs and wants

A

Early Language: Pragmatic Development

147
Q

Dore’s Conversational Acts (7)

A
  1. Request
  2. Response to Request
  3. Description
  4. Statement
  5. Acknowledgement
  6. Organizational Devices
  7. Performatives
148
Q

Request

A

Information or action

149
Q

Response to Request

A

answering questions/compliance with commands

150
Q

Description

A

Not just naming but describing

151
Q

Statement

A

facts, rules, feelings, beliefs

152
Q

Acknowledgement

A

of someone else’s utterance

153
Q

Organizational Devices

A

begin or ending conversations

154
Q

Performatives

A

utterances that perform a particular function like: complaining, teasing, joking, warning

155
Q

Child becomes more active in book reading:

  • Points to pictures
  • Labels things
  • Ask questions about pictures
  • Focused on pictures/not yet aware of text or its value
A

Early Language: Preliteracy Development

156
Q

Growth explodes in all areas of language

  • Semantics
  • Syntax & Morphology
  • Pragmatics
  • Preliteracy
A

Preschool Language Development

157
Q

Preschool Language Development

A

Age 3-5 years

158
Q

Receptive Vocabulary by age 5

A

3000 words

159
Q

Expressive Vocabulary by age 5

A

2000 words

160
Q

Adding different categories of words (nouns, verbs, adjectives, adverbs, prepositions, pronouns, articles, negatives, wh-words

A

Preschool Language Development

161
Q

Learns to produce

  1. compound sentences
  2. complex sentences
  3. complex verb forms
A

Preschool Language: Syntax & Morphological Development

162
Q

Using conjunctions (and, but, if)

A

Compound sentences

163
Q

imbedding phrases within sentences

A

Complex sentences

164
Q

allow child to talk about past, present and future

A

Complex verb forms

165
Q

Sentence structure is adult-like; mostly error free

A

Preschool Language: Syntax & Morphological Development

166
Q

Like adults, child is able to use language to accomplish almost any purpose

A

Preschool Language: Pragmatic Development

167
Q

Able to carry on extended conversations with adult or peers

A

Preschool Language: Pragmatic Development

168
Q
  • Initiates conversations
  • takes turns
  • maintains and changes topics
  • ends conversations
  • changes tone; code sifts from peers to adults
A

Preschool Language: Pragmatic Development

169
Q

Phonological Awareness Skills definition in Preschool Language

A

awareness of how phonemes-syllables-words-sentences are connected

170
Q

Phonological Awareness Skills consist of: (5)

A
  1. Rhyming skills
  2. Syllabication
  3. Letter-sound correspondence
  4. Beginning sounds
  5. Manipulation of sounds
171
Q

Noties and is interested in text (pretends to read)

A

Preschool Language: Preliteracy Skills

172
Q

“Reads” favorite labels and commonly recognized signs

A

Preschool Language: Preliteracy Skills

173
Q

Monologues; in which one person speaks and one or more people listen

A

Narratives

174
Q

Prolonged opportunities to speak, where the speaker bears total burger for communication. Requires more skill than conversation

A

Narratives

175
Q

Allows children to produce narratives as well as participate in conversation

A

Complex Language Skills

176
Q

Narratives differ from conversation:

A
  • monologues
  • speaker bears total burden for conversation
  • require more expressive language skill
177
Q

Able to tell stories about won experiences as well as things he has seen and heard

A

Preschool Language: Narrative Skills

178
Q

Can describe problems and resolutions

A

Preschool Language: Narrative Skills

179
Q

Includes characters and relationships

A

Preschool Language: Narrative Skills

180
Q

Good narrative skills correlate with good reading and writing skills

A

Preschool Language: Narrative Skills

181
Q

Types of Narratives (3)

A
  1. Fictional Story Telling
  2. Recalling Experiences
  3. Scripts
182
Q

major change in language

A

The school years (Linguistic Development)

183
Q

The ability to read and write

A

Literacy

184
Q

Child learns strategies for comparing words to one another

A

The school years (Semantics)

185
Q

Share spelling but have different meaning (fair, suit)

A

Homonyms

186
Q

Different words but mean the same thing (sick, ill, big/large)

A

Synonyms

187
Q

Opposites (big/little)

A

Antonyms

188
Q

Figurative Language

  • Language that carries a meaning that is different from its literal sense
  • emerges during school years
  • allows children to “play” with language
A

Figurative Language

189
Q

Examples of Figurative Language (3)

A
  1. Metaphors
  2. Similes
  3. Idioms
190
Q

Figurative Langauge=

A

HUMOR

191
Q

Using language to develop and maintain friendships, accomplish goals, etc.

A

Pragmatics

192
Q

Suggests that children acquire language as a result of the direct interaction with caregivers (parents and siblings) in their environment

A

Nurturist Theory

193
Q

Focuses on the belief that language is an innate ability and children only need exposure to language for main proponents of the naturist perspective for language acquisition

A

Naturist Theory

194
Q

Says that “language is learned through operant conditioning”

A

Skinner

195
Q

Says that “cognitive development influences language development”

A

Piaget

196
Q

Says that “language acquisition device (LAD) aids development”

A

Chomsky

197
Q

Says that “innate conceptual knowledge aids development (semantic bootstrapping)

A

Pinker

198
Q

Says that “innate knowledge of syntax aid development (syntactic bootstrapping)

A

Gleitman

199
Q

Says that “language is learned through social interactions with caregivers”

A

Vygotsky

200
Q

Says that “social interaction serves as a motivator for children to learn language”

A

Tomasello

CSD 115- Unit 2 Exam (3 decks)

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