Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Normal Language Development > Chapter 7 > Flashcards

Chapter 7 Flashcards

1
Q

Contextualized language

A
  • Grounded in the immediate context
  • Relies on the background knowledge that a speaker and listener share
  • Relies on gestures, intonation, and immediately present situational cues
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Decontextualized language

A
  • Relies heavily on the language itself in the construction of meaning
  • When a child wants to discuss people, places, objects, and events that are not immediately present
  • Fundamental to academic success
  • Nearly all learning in schools focuses on events and concepts beyond the classroom
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Fairly reliable progression of ToM

A
  • Demonstrate sensitivity to diverse desires
  • Demonstrate sensitivity to diverse beliefs
  • Demonstrate sensitivity to knowledge access (the understanding that something can be true but someone might not know it to be true)
  • Understand false belief (knowing that something can be true but that another person might believe something different) - PRESCHOOL
  • Understand hidden emotion (understanding that a person can feel a certain way while displaying a different emotion)
  • Understand sarcasm
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Sentential complements

A

Structures that represent a person’s speech or mental state… knowledge of these helps facilitate theory of mind development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Emergent literacy

A

The earliest period of learning about reading and writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Children’s literacy abilities depend heavily on:

A

The oral language skills they began to acquire in infancy and toddlerhood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Emergent literacy achievements depend largely on children’s ______________

A

Metalinguistic ability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Metalinguistic ability

A

The ability to view language as an object of attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What are the three important achievements in emergent literacy?

A

Alphabet knowledge, print awareness, and phonological awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Children who grow up in households where book reading is common…

A

Begin to show emerging knowledge of the alphabet during the first 3 years of life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Children are often familiar with the letters that make up their names by?

A

5 years old

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Four hypotheses that characterize the order in which preschool children learn the names of the individual alphabet letters

A
  • Own-name advantage: children learn the letters of their names earlier than other letters
  • Letter-name pronunciation effect: children learn alphabet letters with the name of the letter in its pronunciation earlier than letters for which this is not the case
  • Letter-order hypothesis: children learn letters occurring earlier in the alphabet string before letters occurring later in the alphabet string
  • Consonant-order hypothesis: children learn letters for which corresponding consonantal phonemes are learned early in development before letters for which corresponding consonantal phonemes are learned later
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Print awareness

A

Children’s understanding of the forms and functions of written language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Developmental continuum of print awareness

A
  • Print interest: developing an interest and appreciation for print
  • Print functions: understanding that print has meaning and a specific function
  • Print conventions: knowing that print is organized in specific ways (left to right, top to bottom)
  • Print forms: print units can be differentiated and names (words, letters)
  • Print part-to-whole relationships: print units can be combined into other print units (including how letters combine to form words)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Phonological awareness and when it begins

A

Children’s sensitivity to the sound units that make up speech (phonemes, syllables, words… awareness begins at around age 2)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Phonological processes

A

The systematic errors children make in their speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What age range has the fastest suppression rate?

A

3-4 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What may 4-year-olds still have, but should be gone by age 5?

A

Weak syllable deletion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Past age 5, what phonological processes might kids still struggle with?

A

Liquid gliding and stopping

20
Q

Alphabetic principle

A

The relationship between letters or combinations of letters and sounds

21
Q

The most significant area of morpheme development in the preschool period is:

A

Verb morphology

22
Q

Mapping a new word to its corresponding object, event, action, or concept

A

The mapping problem or Quinean conundrum

23
Q

Six factors that contribute to the order in which children acquire grammatical and derivational morphemes

A
  • Frequent occurrence in utterance-final position: infants and children are most sensitive to sounds and words at the ends of utterances (they first learn morphemes occurring as suffixes)
  • Syllabicity: children first learn morphemes that constitute their own syllables (ing) before morphemes that only contain a single sound (s)
  • Single relation between morpheme and meaning: children first learn morphemes with only one meaning (the) before morphemes that have multiple meanings (s)
  • Consistency in use: children learn morphemes that are used consistently more easily than ones that vary in their use
  • Allomorphic variation: children learn morphemes that have a consistent pronunciation before the ones with allophonic variations
  • Clear semantic function: children first learn morphemes that have a clear meaning (plural morpheme) before ones with less clear meaning (third-person singular - he runs)
24
Q

Slow mapping

A

Refining representations with time and multiple exposures to a word in various contexts

25
Q

Vocabulary knowledge development stages

A
  • No knowledge of a word (never saw it before)
  • Emergent knowledge (heard it but don’t know what it means)
  • Contextual knowledge (I recognize it in context… it has something to do with:)
  • Full knowledge (I know it)
26
Q

Extended mapping

A

A full and complete understanding of the meaning of a word

27
Q

Describe the 6 relational terms

A
  • Deictic terms: words whose use and interpretation depend on the location of a speaker and listener within a particular setting (here, there)
  • Interrogatives
  • Temporal terms: describe the order, duration, and concurrence of events (before, until, during)
  • Opposites
  • Locational prepositions (under, behind, in front ot)
  • Kinship terms
28
Q

Discourse functions are used to:

A

Satisfy the seven communicative functions (instrumental, regulatory, interactional, personal, heuristic, imaginative, and informative)

29
Q

Narrative

A

A child’s spoken or written description of a real or fictional event from the past, present, or future

30
Q

Types of narratives

A
  • Personal: individual shares a factual event
  • Fictional: individual shares an imaginary event
31
Q

Language profiles

A

Simultaneous patterns of language in multiple domains (phonology, morphology, syntax, semantics, or pragmatics)

32
Q

Literacy profiles

A

Simultaneous patterns of literacy, including competencies such as narrative discourse and metasemantics (the ability to think about and explain the meaning of words and sentences)

33
Q

Low-SES children benefit from classes with:

A

Mixed-SES backgrounds

34
Q

Preschoolers with disabilities attending classrooms with peers of higher average language skills had language scores about:

A

40% higher than preschoolers with disabilities attending classrooms with peers of lower language skills

35
Q

Preschoolers with more than three siblings tend to have:

A

Smaller receptive vocabularies

36
Q

For preschoolers, researchers use:

A

Language sample analysis (which analyzes form, content, and use)

37
Q

Semantics measurements

A
  • Total number of words (TNW)
  • Number of different words (NDW)
  • Type-token ratio (TTR)
38
Q

Syntax measurements

A
  • Mean length of utterance (MLU)
  • Developmental sentence scoring
39
Q

Pragmatics measurement involves

A

Coding language samples

40
Q

Language samples must be:

A
  • Reliable: similar across multiple recording contexts for the same child
  • Valid: accurately represents the quantity and quality of language a child can produce
41
Q

Three strategies to establish shared interest with a child when gaining language samples:

A
  • For children who are particularly reticent or who appear to be self-conscious about their speech, try not to say anything beyond the initial greetings for the first five minutes
  • Engage in parallel play by directing talk to the toys rather than to the child (“These cookies are delicious!”)
  • Engage in interactive play but ensure that the activity does not preclude talking. Encourage discussion once the activity is underway
42
Q

Six strategies to maintain a positive interaction during language sampling:

A
  • Be enthusiastic
  • Be patient
  • Listen and follow the child’s lead
  • Demonstrate that you value the child’s communication efforts
  • Treat the conversation as if it were a genuine adult conversation by refraining from asking questions with obvious answers
  • Keep the child’s perspective in mind and adapt your language to the child’s needs
43
Q

Grammatically judgment tasks

A
  • Well-formedness judgment: a child judges whether a sentence is syntactically acceptable
  • Judgments about interpretation: a child must interpret one or more parts of a sentence
44
Q

Clinician tests

A

Screening, comprehensive evaluation, progress monitoring, and formal assessment of bilingual children

45
Q

Screening

A

Determines whether a child is experiencing difficulty with particular aspects of language, and determines whether a child might need a more comprehensive language evaluation

46
Q

Comprehensive evaluation

A

Determines whether a child has a language disorder and if so, learns more about the nature of the disorder

47
Q

Literacy abilities depend heavily on:

A

The oral language skills acquired in infancy and toddlerhood

Normal Language Development (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions