Chapter 6

Question 1

Development of language rests upon several major variables that interact with one another. What are they

Answer 1

1. the childs cultural and linguistic environment is a big influence upon language learning.
2. each child has a unique characteristics that she brings to the language learning situation.

Question 2

For a child to develop language optimally…

Answer 2

She needs language stimulation from her environment.

In many cultures, adult interaction with infants and young children differs from mainstream U.S. expectation.

Question 3

Most american mothers do what with children?

Native americans?

Answer 3

most american use CDS: high pitch, shorter sentences, longer pauses, repetition : “lets take a bath” “ah the duck!”

However other cultures (native American) silent with infants. ch also may not be read to.

Question 4

What do mainstream americans view/believe?

Answer 4

• View children as conversational partners

- believe in playing with child

Question 5

In some cultures it is believed that…

Answer 5

• Child should be seen and not heard
• child learn by observation, not interaction
• comprehension is more important than production

Question 6

how does social economic status make a difference?

Answer 6

• low-ses childs vocabulary develop more slowly
• homelessness very negative impact
• low-ses moms may not read as much

Question 7

Cognition and language

Answer 7

• cogn. and lang. are intertwined and develop in parallel fashion
• cognition skills are especially related to grammatical constrictions like because and before and after

Question 8

Word acquisition is guided by 2 types of knowledge structures what are they?

Answer 8

Event-based knowledge

Taxonomic Knowledge

Question 9

What is Event-based knowledge?

Answer 9

sequences of events or routines that are temporal or causal and organized toward a goal.
preschoolers especially rely on this type of knowledge.

Question 10

What is Taxonomic knowledge?

Answer 10

categories and word classes

ex: shapes, food, animals, colors

Question 11

Toddler learning strategies.

Formula A:

Answer 11

Verbal routine or unanalyzed chunk of language- memorized units.
Mark Mckibbin at 2 years old: “thanks have a nice day!”

Question 12

Formula B: Selective Imitation

Answer 12

-Toddlers imitates a part of or all of an utterance
-decreases after age 2
Ex: cute funny baby imitating his father (motion only)

Question 13

Formula C: Evocative Utterance

Answer 13

• statement a child makes where he names something

- Usually he is sure of the word

Question 14

Formula D: Interrogative Utterance

Answer 14

• the child is unsure of the word, and asks “what’s that?”

- they are requesting an answer

Question 15

Adult conversational teaching techniques:

A. General Facts

Answer 15

• Children learn language faster when parents converse ( as opposed to teaching and instructing)
• There are definite language-learning advantages for children who attend preschools where the curriculum emphasized language and literacy

Question 16

B:

What is expansions

Answer 16

Expansion: more mature version of the childs utterance in which word order is preserved
EX: Ch: “daddy drive”
Adult: “ Daddy is driving”

Question 17

B:

What is extension?

Answer 17

Extension: reply that provides more semantic information; has semantic and pragmatic contingency
-pragmatic contingency: occurs with intent of previous utterance
EX: Ch: “daddy drive”
Adult: “Yes, daddy is driving the car because he is going to work”.

Question 18

C: Turnabouts

Answer 18

-Utterance that both responds to the previous utterance and in turn requires a response.
EX: Ch: We went to the zoo!
Dad: Zoo’s are fun. What animals did you see?

Question 19

D. Prompting

Answer 19

• Parental behaviors requiring a toddlers response.
  1) Questions (where is your ball?)
  2) Elicited imitations (say more please)
  3) Fill-ins (This is a ___)

Question 20

Hulit, Fahey, and Howard 2015 — Summary of new research on child-directed speech:

Answer 20

• Amount of talk directed to child from 0-3 years old predicts academic success at ages 9-10 years old.
• Parents of lang- advanced children spoke much more to those children than parents of less- advanced child

Question 21

Hulit et al 2015 continued:

Answer 21

• mothers accounted for 75% of total talk in childs environments
• parents talked more to first born child
• most adult talk in childs environment occurred in late afternoon and early evening

Question 22

The more tv in a childs day…

Answer 22

the lower their language scores

Question 23

What did Christakis and colleagues studied?

Answer 23

-They studied the impact of tv and its noise on parent-child interactions in homes

Question 24

Christakis et al. found that:

Answer 24

each hour of audible tv was associated with significant reductions in :

1. child vocalizations, vocalizations duration, and conversational turns
2. Adult male and female word count

Question 25

Constant noise in the home is also associated with:

Answer 25

• Reduction in joint attention activities between child and caregivers
• poorer attention, memory, reading, and overall lang and academic achievement

Question 26

Print VS E-books for preschoolers

A: Premise

Answer 26

• The American Academy of Pediatricians (2014) clearly states no screen time for children from 0-2years old
• Research shows that school-aged children may benefit from e-book advantages (e.g., dictionary, highlighting key words)

Question 27

In terms of paper vs. e-books for preschool children (2-5 yrs)

Answer 27

• research is mixed
• e-books– more exciting, initially engage childs attention more effectively than paper books
• Dialogic reading: interactive reading

Question 28

Disadvantages of E-books: ( willoughby et al)

Answer 28

• higher cost of tablet devices
• devices potential to break
• parents inability to review book before purchase
• parents using books as babysitter

Question 29

Parrish-Morris, Mahajan, hirsh-psek, golinkoff, and collins (2013) Once upon a time: Parent-child dialogue and storybook reading in the electronic era studied what?

Answer 29

Studied 165 parent-child dyads reading e-books and traditional paper books

Children’s story comprehension and parent-child dialogic reading were negatively affected by the presence of electronic features

Question 30

Parrish-Morris et al. 2013 continued

Answer 30

• preschoolers expose to paper books had better story comprehension
• better dialogic reading experiences with parents

Question 31

Conclusions

Answer 31

well-made e books without to many distracting hot spots are ok if joint media engagement with parents.
expose young children print books first with ebooks following later as supplements.