Chapter 9

Question 0

Semantics

Answer 0

The second component, involves vocabulary–the way underlying concepts are expressed in words and word combinations

Question 1

Phonology

Answer 1

Refers to the rules governing the structure and sequence of speech sounds

Question 2

Grammar

Answer 2

The third component of language, consists of two main parts. The syntax, and morphology

Question 3

Syntax

Answer 3

The rules by which words are arranged into sequences

Question 4

Morphology

Answer 4

The use of grammatical markers indicating number, tense, case, person, gender, active or passive voice,

Question 5

Pragmatics

Answer 5

Refers to the rules for engaging in appropriate and effective communication

Question 6

Language acquisition device

Answer 6

An innate system that permits them, once they have acquired sufficient vocabulary, to combine words into grammatically consistent, novel utterances and to understand the meaning of sentences they hear

Question 7

Universal grammar

Answer 7

A built-in storehouse of rules common to all human languages

Question 8

Broca’s area

Answer 8

Located in the left frontal lobe, supports grammatical processing and language production

Question 9

Wernicke’s area

Answer 9

Located in the left temporal lobe, plays a role in comprehending word meaning

Question 10

Phonemes

Answer 10

The smallest sound units that signal a change in meaning, such as the difference between the constant sounds in “pa” and “ba”

Question 11

Categorical speech perception

Answer 11

This tendency to perceive as identical a range of sounds that belong to the same phenomic class

Question 12

Infant-directed speech

Answer 12

A form of communication made up of short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal meanin, and repetition of new words In a variety of contexts

Question 13

Babbling

Answer 13

Infants constantly make consonant-vowel sounds, often in long strings

Question 14

Joint attention

Answer 14

In which the child attends to the same object or event as the caregiver

Question 15

Protodeclarative

Answer 15

In which baby points to or touches or holds up an object while looking at others to make sure they notice.

Question 16

Protoimperative

Answer 16

Baby gets another person to do something by reaching, pointing, and often making sounds at the same time

Question 17

Comprehension

Answer 17

The language they understand develops ahead of production

Question 18

Production

Answer 18

The language they use

Question 19

Fast mapping

Answer 19

Children can connect a new word with underlying concept after only a brief encounter

Question 20

Referential style

Answer 20

Their vocabularies consist mainly of words that refer to objects

Question 21

Expressive style

Answer 21

Compared with referential children they initially produce many more social formulas and pronouns

Question 22

Underextension

Answer 22

The error of applying words too narrowly

Question 23

Overextension

Answer 23

Applying a word to a wider collection of objects and events than is appropriate

Question 24

Phonological store

Answer 24

Permits us to retain speech-based information

Question 25

Mutual exclusivity bias

Answer 25

The assumption that words refer to entirely separate categories

Question 26

Syntactic bootstrapping

Answer 26

According to one proposal, preschoolers discover many word meanings by observing how words are used in syntax

Question 27

Telegraphic speech

Answer 27

Two word utterances that focus on high-content words and omit smaller, less important ones

Question 28

Grammatical morphemes

Answer 28

Small markers that change the meaning of sentences

Question 29

Overregularization

Answer 29

An error in which children apply a regular morphological rule, and extend it to words that are exceptions

Question 30

Semantic bootstrapping

Answer 30

They use word meanings to figure out sentence structure. Children might begin by grouping together words with “agent qualities” as subjects and words with “action qualities” as verbs.

Question 31

Recasts

Answer 31

Restructuring inaccurate speech into correct form

Question 32

Expansions

Answer 32

Elaborating on children’s speech, increasing its complexity

Question 33

Turnabout

Answer 33

The speaker not only comments on what has just been said but also adds a request to get the partner to respond

Question 34

Shading

Answer 34

In which the speaker initiates a change of topic gradually by modifying the focus of discussion

Question 35

Illocutionary intent

Answer 35

What a speaker means to say, even if the form of the utterance is not perfectly consistent with it

Question 36

Speech registers

Answer 36

Language adaptations to social expectations

Question 37

Metalinguistic awareness

Answer 37

The ability to think about language as a system