Chapter 9 Flashcards
language (9.1)
a system that relates sounds or gestures to meaning
- arbitrary units (symbolic)
- structured and meaningful
- displacement
- generativity
LANGUAGE (9.1)
phonology
- sounds of a language
- phonemes
LANGUAGE (9.1)
morphology
- rules of meaning within the language
- morphemes
LANGUAGE (9.1)
semantics
- denotes the study of words and their meaning
LANGUAGE (9.1)
syntax
- rules that specify how words are combined to form sentences
- how we combine nouns, verbs, adverbs
LANGUAGE (9.1)
pragmatics
- refers to the communicative functions of language and the rules that lead to effective communication
LANGUAGE (9.1)
grammar
- rules of the structure of language
PERCEIVING SPEECH (9.1) phonemes
- unique sounds that can be joined to create words
- consonants, vowels
PERCEIVING SPEECH (9.1) infant directed speech
- adults speak slowly with exaggerated changes in pitch and loudness
PERCEIVING SPEECH (9.1) phonetic category learning
learning the stresses
perceiving speech (9.1)
- phonemes distinguished at 1 month
- 1 year distinguish phonemes native to their language
- pay more attention to words they often hear and to words at ends and beginnings of sentences
- 6 months: pay attention more to the big meaning words
- 7 months: focus more on the words they hear alot
- stressed syllable vs. soft syllable
cochlear implants (9.1)
a device that picks up speech sounds and converts them to electrical impulses that stimulate nerve cells in the ear
FIRST STEPS TO SPEECH (9.1)
cooing
- 2 months
- infants begin to produce vowel-like sounds
- “oooooo” and “ahhhhh”
FIRST STEPS TO SPEECH (9.1)
babbling
- speech-like sound that has no meaning
FIRST STEPS TO SPEECH (9.1)
intonation
- 8 to 11 months
- pattern of rising or falling pitch
MEANING OF WORDS (9.2)
naming explosion
- 18 months
- children learn new words – particularly names of objects – much more rapidly than before
- 10 or more words per week
MEANING OF WORDS (9.2)
fast mapping
- children’s ability to connect new words to their meanings so rapidly that they cannot be considering all possible meanings for the new word
MEANING OF WORDS (9.2)
holophrase
- using a gesture and a word together to represent a two word sentence
NAMING ERRORS (9.2) underextension
- defining a word too narrowly
- “car” to family car
- “dog” to their dog only
NAMING ERRORS (9.2) overextension
- 1 to 3 years
- defining a word too broadly
- sophisticated error
- “doggie” to all four-legged animals
INDIVIDUAL DIFFERENCES IN WORD LEARNING (9.2)
heredity
- identical twins vs. fraternal twins
INDIVIDUAL DIFFERENCES IN WORD LEARNING (9.2)
phonological memory
- the ability to remember speech sounds briefly
WORD LEARNING STYLES (9.2)
referential style
- their vocabularies mainly consist of words that name objects, people, or actions
WORD LEARNING STYLES (9.2)
expressive style
- their vocabularies include some names but also many social phrases that are used like a single word, such as “go away,” “what’d you want?” and “I want it.”
encouraging word learning (9.2)
- exposure to language: quality and quantity
- exposure to good grammar
- reading: participatory reading
- outside of zone of proximal
bilingual children (9.2)
- at 1 or 2 there is a lag in language development
- mix words of both language
- mix grammar later on
- eventually have larger vocabularies
- more quickly understand that language is a system of symbols
- better at inhibiting inappropriate responses
- immersion as a method of teaching
BILINGUAL CHILDREN (9.2) allophones
- people living in Canada who speak a language other than one of the two official languages
SENTENCES (9.3)
telegraphic speech
- consists of only words directly relevant to meaning
SENTENCES (9.3)
grammatical morphemes
- 2 y.o
- words or endings of words that make a sentence grammatical
SENTENCES (9.3)
over-regulation
- applying rules to words that are exceptions to the rule
ACQUIRING GRAMMAR (9.3) innate predisposition
- behaviorist answer
- to form neuro-connections to learn language
ACQUIRING GRAMMAR (9.3) semantic bootstrapping theory
- linguistic answer
- children are born knowing that nouns usually refer to people or objects and that verbs are action; they use this knowledge to infer grammatical rules
INNATE PREDISPOSITION (9.3) evidence for it
- specific regions of the brain are known to be involved in language process
- only humans can learn grammar easily
- children develop linguistic communication with little or no formal input
- there is a critical period for learning language
- development of grammar is tied to the development of vocabulary
ACQUIRING GRAMMAR (9.3) cognitive answer
- use of cognitive skills to notice speech patterns
ACQUIRING GRAMMAR (9.3) social-interaction answer
- attend to language through interactions
- adults provide reinforcement for appropriate language use
parents can encourage language development by: (9.3)
- talking and interacting with them often
- use expansion and rephrasing or recasting (always positive)
~ shutting down language is aversive - encourage the use of sentences and descriptive words
- listen to children and let them express themselves
- use different modalities to teach language
USING LANGUAGE TO COMMUNICATE (9.4)
- taking turns
- speaking effectively
- engage others
- vary conversation to match capacity of audience
(4 to 5 y.o) - listening well
- asking for clarification (staying in topic)
- message relates to the topic
- understanding metaphors and sarcasm (9 to 10
y.o)
SPEAKING EFFECTIVELY (9.4) african american english
- a variant of standard US english that has slightly different grammatical rules
signed language (9.5)
- symbolic and the signs are arbitrary
- it is structured and meaningful and has its own grammar
- it shows displacement
- it is generative
