Chapter 9

Question 1

Langauge

Answer 1

A symbolic system in which a limited number of signals can be combined according to rules to produce an infinite number of messages

Question 2

Morphemes

Answer 2

The basic units of meaning that exists in a word

Question 3

Syntax

Answer 3

Rules specifying how words can be combined to form meaningful sentences in language

Question 4

Semantics

Answer 4

The aspect of language centering on meanings

Question 5

Pragmatics

Answer 5

Rules specifying how language is to be used appropriately in different in social contexts to achieve goals

Question 6

Prosody

Answer 6

The melody or sound pattern of speech, including intonation, stress, and timing with which something is said

Question 7

Aphasia

Answer 7

A language disorder

Question 8

Universal Grammar

Answer 8

A system of common rules and properties of language that may allow infants to grow up learning any of the world’s languages.

Question 9

Langauge Acquisition Device

Answer 9

A set of linguistic processing skills that nativists believe to be innate; presumably the LAD enables a child to infer the rules governing others’ speech and then use these rules to produce language.

Question 10

Poverty of Stimulus (POTS)

Answer 10

Children could not possibly acquire such an incredibly complex communication system with the limited linguistic input they receive

Question 11

Child-Directed Speech

Answer 11

The speech adults use with infants and young children: short, simple sentences spoken slowly, in a higher-pitched voice and with an altered quality that seems to help engage infants as they are trying to decipher these vocalizations

Question 12

Word Segmentation

Answer 12

The ability to break the stream of speech sounds into distinct words

Question 13

Cooing

Answer 13

An early form of vocalization that involves repeating vowel-like sounds.

Question 14

Babbling

Answer 14

An early form of vocalization that appears between 4 and 6 months of age and involves repeating consonant– vowel combinations such as “baba” or “dadada.”

Question 15

Joint attention

Answer 15

The act of looking at the same object at the same time with someone else; a way in which infants share perceptual experiences with their caregivers.

Question 16

Syntatic bootstrapping

Answer 16

Using the syntax of a sentence—that is, where a word is placed in a sentence—to determine the meaning of the word.

Question 17

Holophrase

Answer 17

A single-word utterance used by an infant that represents an entire sentence’s worth of meaning.

Question 18

Vocabulary spurt

Answer 18

A phenomenon occurring around 18 months of age when the pace of word learning quickens dramatically.

Question 19

Fast mapping

Answer 19

The capacity of young language learners to readily determine the object or other referent of a word and then remember this for future encounters with the word.

Question 20

Overextension

Answer 20

The young child’s tendency to use a word to refer to a wider set of objects, actions, or events than adults do (e.g., using the word car to refer to all motor vehicles).

Question 21

Underextension

Answer 21

The young child’s tendency to use general words to refer to a smaller set of objects, actions, or events than adults do (e.g., using candy to refer only to mints)

Question 22

Telegraphic speech

Answer 22

Early sentences that consist primarily of content words and omit the less meaningful parts of speech such as articles, prepositions, pronouns, and auxiliary verbs.

Question 23

Functional grammar

Answer 23

An analysis of the semantic relations (meanings such as naming and locating) that children express in their earliest sentences.

Question 24

Overregularization

Answer 24

The overgeneralization of observed grammatical rules to irregular cases to which the rules do not apply (e.g., saying mouses rather than mice).

Question 25

Transformational grammer

Answer 25

Rules of syntax that allow a person to transform statements into questions, negatives, imperatives, and other kinds of sentences.

Question 26

Mastery motivation

Answer 26

An intrinsic motive to master and control the environment that is evident early in infancy.

Question 27

Metalinguistic awareness

Answer 27

Knowledge of language as a system

Question 28

Bilingual

Answer 28

Knowing two or more languages.

Question 29

Alphabetic principle

Answer 29

The idea that the letters in printed words represent the sounds in spoken words.

Question 30

Emergent literacy

Answer 30

The developmental precursors of reading skills in young children, including knowledge, skills, and attributes that will facilitate the acquisition of reading competence.

Question 31

Phonological awareness

Answer 31

The understanding that spoken words can be decomposed into some number of basic sound units, or phonemes; an important skill in learning to read.

Question 32

Dyslexia

Answer 32

Serious difficulties learning to read in children who have normal intellectual ability and no sensory impairments or emotional difficulties that could account for their learning problems.

Question 33

Fixed mindset

Answer 33

The belief that intelligence and other traits are fixed or static; associated with the tendency to want to prove rather than improve one’s ability

Question 34

Growth mindset

Answer 34

The belief that intelligence is not fixed but malleable and can therefore be improved through hard work and effort.

Question 35

Grit

Answer 35

A combination of passion and perseverance to achieve a goal even when faced with obstacles; often found among those who hold a growth mindset.

Question 36

Mastery (learning) goal

Answer 36

In achievement situations, aiming to learn new things in order to learn or improve ability

Question 37

Performance goal

Answer 37

A goal adopted by learners in which they attempt to prove their ability rather than to improve it

Question 38

Person-environment fit

Answer 38

The match between an individual’s personality and environment (e.g., work environment);

Question 39

Life-course perspective

Answer 39

The view that events such as retirement need to be considered within the context of all the other life events experienced by a person; examples are health trajectory, financial stability, work expectations, friend networks, family situation, and so on.