chapter 6

Question 1

Language comprehension

Answer 1

refers to an individual’s ability to understand the linguistic information contained in a message that is almost always augmented by the message’s specific nonlinguistic context.

Context:
What is going on at the time?
Who is speaking?
What was previously said?
What visual information is available?
Listener’s world knowledge

Question 2

Fast Mapping

Answer 2

Children rely heavily on context to infer a new word’s meaning to then use it spontaneously.

Children who are successful ‘fast mappers’ have an advantage in vocabulary learning.

Question 3

Comprehension and Production: Single Words

Answer 3

Up through age 2, comprehension is highly context‐dependent.

The mother monitors the child’s input to check the accuracy of fit and provide feedback.

The child’s comprehension and production are fine‐tuned at the same time.

Within the first 50 words, comprehension seems to precede production.

Toddlers rely on basic semantic relations, use of objects, and routines for comprehension

Question 4

Strategies for Comprehension: Verbs

Answer 4

Strategy 1: Do‐what‐you‐usually‐do (Regardless of what the caregiver says the young child will think of the items possible functions and does an action at random)

Strategy 2: Act‐on‐the‐object‐in‐ the‐way‐mentioned. (Notes the action word and does the action)

Question 5

What happens when a toddler (12-24 months) is exposed to a new word for the first time?

Answer 5

The child hears the word
Auditory Cue

The child’s memory about the sounds and syllables of the word are activated
Phonological representation

Activation from the phonological level is spread to the word meaning level
Semantic level

Question 6

Reference Principle

Answer 6

Reference: words stand for entities to which they refer.
E.g., cup and spoon-different referents.

Question 7

Extendibility Principle

Answer 7

Extendibility: one symbol can stand for more than one referent.
E.g., my pet cat Luna and all other cats are “cat”

Question 8

Whole Object Principle

Answer 8

Whole‐object: assumes that a label refers to a whole entity.
Rather than a part or an attribute. E.g., table before leg, top, and drawer.

Question 9

Categorical Assumption

Answer 9

The categorical assumption: a label can be extended to related entities.
E.g., Cup can be used to label all the things you can pour liquid in

Question 10

Novel name‐nameless assumption

Answer 10

Children assume that novel symbols are linked to previously unnamed referents.

Question 11

Conventionality assumption

Answer 11

The conventionality assumption : Children expect meanings to be expressed in a consistent and conventional way.
E.g., a car is always going to be called a car.

Question 12

Toddler Strategies for Expressive Language

Answer 12

Use of evocative utterances
Hypothesis testing and interrogative utterances
Selective imitation

Question 13

Evocative utterances:

Answer 13

Children name objects that provoke nice emotions and interest to them

Question 14

Hypothesis testing and interrogative utterances

Answer 14

are more direct methods of acquiring linguistic knowledge.
Erroneously labeling something and seeking feedback (doggy?)
Asking questions (what’s that?)

Question 15

Selective Imitation

Answer 15

Imitation is a whole or partial repetition of an utterance of another speaker.
Imitation does not occur with every word or expression.

Question 16

Role of Selective Imitation

Answer 16

Selective implies that the child decides what to imitate.

At the single-word level, selective imitation is important for vocabulary growth.

Imitation is less useful for language learning as language becomes more complex.

Question 17

Bootstrapping

Answer 17

Children use what they know about language to help them decipher what they don’t know.

Question 18

Semantic Bootstrapping

Answer 18

When children use semantics to decode syntax

Question 19

Intention‐reading

Answer 19

is a social cognitive skill for understanding language behavior of others.
The child attempts to comprehend the intention of an utterance

Question 20

Pattern‐finding

Answer 20

enables us to find common threads in disparate information.

Question 21

Self-talk and Parallel-talk

Answer 21

How to do the technique: Copy what the child is doing and describe what you are doing “self talk” or narrate what the child is doing “parallel talk”

Question 22

Imitation

Answer 22

How to do the technique: Copy what the child says. If the child imitates your imitation say something else!

Question 23

Expansion

Answer 23

Take what the child says and add grammatical markers and semantic detail that would make it an acceptable adult utterance

Expansion
Child: Red
Clinician: Yes, the block is red

Question 24

Extension

Answer 24

Add a comment that adds semantic information to a remark made by the child

Child: Red
Clinician: Yes, we have many different colors

Question 25

Build Up and Breakdown

Answer 25

Expand the child’s utterance
Breakdown the utterance into a series of sequential utterances

Who can benefit: All children, shows them different ways of saying the same message

How to do the technique: 2 steps
Step 1: Expand on what the child is saying
Step 2: Break down the sentence into smaller parts

Child: Red
Clinician:
Here you have the red block.
The block is red.
Red block.

Question 26

Turnabout

Answer 26

A turnabout is a response to the previous utterance, with a response required.

Question 27

Importance of Play

Answer 27

Play is fun
Topics are shared
Games have structure
Play has variation in the order of elements like grammar does
Games contain turn‐taking

Play and language develop interdependently and demonstrate underlying cognitive developments

Question 28

DEVELOPMENT OF PLAY AND LANGUAGE

Answer 28

Unoccupied play
Parallel play
Associative play
Cooperative play

Question 29

Unoccupied play (0-3 months)

Answer 29

Newborns (0-3 months) move their arms and legs to explore
They look at objects placed at closed proximity
Prefer black and white images

Question 30

Onlooker Play and Parallel Play

Answer 30

Onlooker play (2yrs)
The infant looks at other children playing but does not engage yet

Parallel Play (2yrs+)
Refers to interactions in which toddlers may enjoy playing near other children but may not interact.

Question 31

Associative Play

Answer 31

Play/interaction with others and imagination increases.

At first, a child’s play role represents himself or herself; later roles are projected on other persons and dolls.
Unstructured toys, such as play telephones, kitchen sets, tools, medical kits, and dress-up clothes are favorites and encourage imaginative dramatic play.

Question 32

Cooperative Play (4+ years)

Answer 32

Increased role-play .

Initially, pre-schoolers prefer functionally explicit props, such as a phone, car, or cup

As children mature and participate in more frequent imaginative play, they use more ambiguous props, such as blocks or stones, that can represent other entities.

Question 33

Solitary Play (0-2 yrs)

Answer 33

Development of sensorimotor and visual cortex areas of the brain is reflected in play.

Through sight, sound, touch, taste, smell, babies learn about the world. (hence putting everything in their mouths)