Chapter 9 - Language and Communication

Question 1

Phonology

Answer 1

Sound patterns of language

Question 2

Semantics

Answer 2

Meanings of word or signs

Question 3

Grammar

Answer 3

Systems of rules for combining words or signs

Question 4

Pragmatics

Answer 4

Using language for particular purposes in specific social contexts

Question 5

Intermodal preferential looking procedure (IPLP)

Answer 5

A research method in which infants are shown two side-by-side videos and hear a word or linguistic stimulus that matches one fo the displays. Infants who understand the linguistic stimulus look longer at the matching video than the non matching video

Question 6

Infant-directed (ID) speech

Answer 6

Modifications that adults make when speaking to infants, producing language that is shorter, more repetitive, higher-pitched, more variable in pitch, and less semantically and grammatically complex than language addressed to adults

Question 7

Phonemes

Answer 7

Linguistically meaningful phonetic categories that signal differences in words through combinations of vowels and consonants

Question 8

Phonetics

Answer 8

A set of vowels and consonants that a particular language uses

Question 9

Perceptual magnet effect

Answer 9

A phenomenon in which acoustic space is altered as a result of increasing sensitivity to native language phonemes and declining sensitivity to nonnative language phonemes

Question 10

Constrained statistical learning

Answer 10

The ability to extract recurring patterns from repeated experience with stimuli

Question 11

Syllables

Answer 11

Combinations of consonants and vowels such as baba and mama

Question 12

Babbling

Answer 12

Patterned but meaningless sequences of reduplicated sounds, such as strings of syllables

Question 13

Holophrase

Answer 13

Infants’ first one-word utterances that name objects but also communicates other meanings

Question 14

Overextension

Answer 14

A common error in which children use a word to refer to other object that may be perceptually or functionally similar to the word’s correct referent.

Question 15

Underextention

Answer 15

An error in which children apply a word only to a specific instance or fail to use it to refer to other referents for which he word would be correct

Question 16

Referential cues

Answer 16

Verbal and nonverbal behaviours, such as gaze, facial expression, and head orientation, that reflect an individual’s attentional focus, intentions, or expectations

Question 17

Whole object assumption

Answer 17

A constraint on learning that guides children to assume that new words refer to whole objects rather than actions, spatial location, or parts or features of an object

Question 18

Taxonomic assumption

Answer 18

A constraint on learning that guides children to assume that new words should be extended top objects within the same category rather than thematic associates

Question 19

Mutual exclusivity assumption

Answer 19

A constraint on learning that guides children to assume that objects will have only one name and to look for a nameless object when they hear a new word

Question 20

Lexical contrast

Answer 20

The ability to learn a new word’s meaning by comparing it to words that are already known

Question 21

Emergentist coalition model (ECM)

Answer 21

A theory about early learning that describes children shifting at approximately 12 months of age from a reliance on attentional cues such as perceptual saliency and temporal continuity to a greater dependency on social and linguistic cues, such as eye gaze, social context, and grammar

Question 22

Telegraphic speech

Answer 22

Early two-word and multiword utterances that sound like telegrams because they lack grammatical markers and extra words, such as articles, plural endings, prepositions, and auxiliary verbs

Question 23

Overregularization

Answer 23

An error in which children apply grammatical morphemes to words for which a language makes an exception to the rule

Question 24

Autism Spectrum Disorder (ASD)

Answer 24

A genetically based developmental disorder, often diagnosed at 12-24 months, in which individuals vary in the appearance and course of symptoms, but may exhibit language skill deficits and unusual social interactions