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ABSC 160 > Chapter 9 Language Development > Flashcards

Chapter 9 Language Development Flashcards

1
Q

A system of symbols used to communicate with others or in our thinking

A

Language

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2
Q

The study of the sounds of a language

A

Phonology

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3
Q

The smallest distinct sound in a particular language

A

Phoneme

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4
Q

The way words are formed from the sounds of a language and how these words are related to other words

A

Morphology

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5
Q

The smallest unit in a language that has a meaning

A

Morpheme

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6
Q

The grammar of a language

A

Syntax

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7
Q

The study of the meaning of words

A

Semantics

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8
Q

The rules that guide how we use language in social situations

A

Pragmatics

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9
Q

The part of the brain that is involved in the physical production of speech

A

Broca’s area

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10
Q

The part of the brain that has to do with understanding the meaning in speech

A

Wernicke’s area

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11
Q

The ability to understand words or sentences

A

Receptive language

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12
Q

The written or spoken language that we use to convey our thoughts, emotions, or needs.

A

Expressive language

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13
Q

A theory of language development that hypothesizes that human brains are innately wired to learn language and that hearing spoken language triggers the activation of a universal grammar

A

Nativism

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14
Q

A hypothesized set of grammatical rules and constraints proposed by Chomsky that is thought to underline all languages and that is hardwired in the human brain

A

Universal grammar

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15
Q

A type of grammatical error in which children apply a language rule to words that don’t follow that rule pattern(for example, adding an s to make the plural of an irregular noun like food)

A

Overregularization

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16
Q

A theory of language development that proposes that the child’s biological readiness to learn language interacts with the child’s experiences with language in the environment to bring about the child’s language development

A

Interactionism

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17
Q

Repeating what children say but in a more advanced grammar to facilitate language learning

A

Recast

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18
Q

The theory that learning language is a process of “data crunching” in which the actual process of learning words and their meanings relies on the computational ability of the brain

A

Cognitive processing theory

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19
Q

The likelihood that one particular sound will follow another one to form a word

A

Transitional probability

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20
Q

Soft vowel sounds, such as ooh and aah

A

Cooing

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21
Q

Speech that is tailored to fit the sensory and cognitive capabilities of infants and children so that it holds their attention; includes speaking in a higher pitch with exaggerated intonation and a singsong rhythm and using a simplified vocabulary

A

Child-directed speech

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22
Q

The rapid growth of a child’s vocabulary that often occurs in the second year

A

Vocabulary burst

23
Q

Assumptions language learners make that limit the alternative meanings that they attribute to new words

A

Constraints

24
Q

An assumption made by language learners that a word describes an entire object, rather than just some portion of it

A

Whole subject bias

25
Q

An assumption made by language learners that there is one (and only one) name for an object

A

Mutual exclusivity constraint

26
Q

An assumption language learners make that two objects that have features in common can have a name in common but that each object also can have its own individual name

A

Taxonomic Constraint

27
Q

The use of syntax to learn the meaning of a new words (semantics)

A

Syntactic bootstrapping

28
Q

The use of conceptual categories to create grammatical categories

A

Semantic bootstrapping

29
Q

A process by which children apply constraints and their knowledge of grammar to learn new words very quickly, often after a single exposure`

A

Fast mapping

30
Q

A stage in language development in which children only use the words necessary to get their point across and omit small words that are not necessary( for example, Go bye-bye)

A

Telegraphic speech

31
Q

A limitation of young children’s communication due to their inability to take the perspective of other people into account

A

Egocentric speech

32
Q

The ability to understand whether a story or information someone is hearing logical sense.

A

Discourse skills

33
Q

The abilities to think about and talk about language

A

Metalinguistic abilities

34
Q

The set of skills that develop before children begin formal reading instruction, that provide the foundation for later academic skills

A

Emergent literacy

35
Q

A technique used to facilitate early literacy, in which an adult and a child READ a book together while the adults ask questions and encourage a dialogue, followed by switching roles so the child asks questions of the adult.

A

Dialogic reading

36
Q

An approach to teaching reading that starts wit basic elements like letters and phonemes and teaches children that phonemes can be combined into words before moving on to reading as a whole

A

Phonics (or basic skills) approach

37
Q

A way to teach reading that emphasizes understanding the meaning of words from the context in which they appear

A

Whole language instruction

38
Q

An approach to teaching reading that combines elements of the whole language approach (which emphasizes comprehension and meaning) with elements of the phonics approach (which emphasizes decoding of words)

A

Balanced reading approach

39
Q

The understanding that words are made up of a combination of individual sounds.

A

Phonological awareness

40
Q

A style of writing (typical of younger children) in which the writer proceeds with little or no evidence of planning or organization of ideas, with the goal of telling as much as she knows about a topic

Allie

A

Knowledge telling

41
Q

A type of writing in which the goal is to convey a deeper understanding of a subject by taking information and transforming it into ideas that can be shared with a reader

A

Knowledge transforming

42
Q

Programs in which English language learners are taught academic subjects in English

A

Immersion program

43
Q

Programs in which students are taught English in a separate classroom

A

English as a second language (ESL) pull out programs

44
Q

Programs for English language learners in which students receive some instruction in their native language while they also receive concentrated instruction in learning English

A

Transitional bilingual education programs

45
Q

Programs in which English language learners receive instruction in core subjects in their native language until they have the language skills to be instructed in English

A

Developmental bilingual programs

46
Q

Programs in which children who are native speakers of English and children who are not work together in a classroom where both English and the children’s native language are used

A

Two-way immersion programs

47
Q

A disorder in which a child’s understanding and use of language is significantly below his nonverbal intelligence

A

Language disorder

48
Q

Difficulty producing or using sounds at an age appropriate level

A

Speech sound disorder

49
Q

Difficulty with fluency and time patterning of speech

A

Childhood- onset fluency disorder or stuttering

50
Q

Difficulty with appropriate use of both verbal and nonverbal communication

A

Social or pragmatic communication disorder

51
Q

When children repeat what has been said to them instead of responding appropriately

A

Echolalia

52
Q

A learning disorder marked by difficulty reading as a result of problems with decoding written language

A

Dyslexia

53
Q

A learning disability characterized by difficulties with writing, including trouble with spelling, handwriting, or expressing thoughts on paper.”

A

Dysgraphia

54
Q

Disorder involving limited vocabulary and difficulty using tense correctly, recalling words, or producing sentences of length and complexity that would be expected of child of age

A

Expressive language disorder

ABSC 160 (11 decks)

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