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Language Development > Chapter 9 - Preschool Language Development of Form > Flashcards

Chapter 9 - Preschool Language Development of Form Flashcards

1
Q

Decentration

A

Process of moving from 1 dimensional descriptions of entities/events to coordinated, multi-dimensional ones

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2
Q

Mean Length of Utterance

A

MLU

Measure oof the linguistic complexity of a child’s language

Calculated by dividing the total # of morphemes present in a language sample by the total # of utterances

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3
Q

Eventcast

A

A type of narrative that explains some current or anticipated event

Often accompany the play of young children

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4
Q

Metalinguistics

A

Refers to the use of language knowledge to talk about language

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5
Q

Aspect

A

Dynamics of an Event, usually controlled by the verb relative to the completion, repetition, or continuation of some event

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6
Q

Epenthesis

A

Process of inserting a vowel sound where none is required

“Balack” instead of “black”

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7
Q

Phrase

A

Group of words that do not contain a subject or verb

e.g. Before the first test. Leaving behind the dog

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8
Q

Sibilants

A

Sounds produced by forcing air through a narrow constriction formed by the tongue and hard palate

s, z, sh

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9
Q

Tense

A

Marking of a verb, such as past or future, that relates the speech in the present to the event time or time when the event will (did) occur

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10
Q

The exact way in which a child will acquire grammar and sentence forms is unknown.

T/F?

A

True!

There is a great variation in acquisition between and among children

part of this variation may be due to the forms to which a child is exposed

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11
Q

Syntax + Morphology: MLU

A
  • Up to an MLU of about 4, increases in MLU correspond to increases in utterance complexity
  • Beyond an MLU of 4, growth in utterance length will slow greatly + individual variation increases. Sentences become more complex thus rendering MLU less reliable as a measure of child’s language development

18mo-5 years; MLU increases by 1 morpheme per year

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12
Q

Syntax + Morphology: Children under 3

A

Most under 3 will not fully understand subject-verb-object word order. True for both production of this form and the ability to understand the form

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13
Q

The syntactic patterns of a child most often reflect what the child has heard others produce

T/F?

A

True

Many sentences types used by children under 3 are learned with specific verbs (often those they hear in their environment)

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14
Q

Rules regarding use of different verb forms are thought to be learned one rule at a time?

T/F?

A

True

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15
Q

Morpheme

A

Smallest unit of speech that is capable of changing meaning

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16
Q

Free Morphemes

A

Stand alone + are independent

Cat, Dog, Doll

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17
Q

Bound Morphemes

A

Cannot stand alone

Includes affixes - prefixes + suffixes

Superlatives - largest, biggest

Begin to appear at MLU of 2.0-2.5

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18
Q

Noun Phrases

A

A group of words that functions as a single syntactic unit that is less than a sentence in that it does not contain a subject and verb

Seen when children begin to combine words

By age 3, most will produce NP elaboration by using determiners, adjectives, and post-noun modifiers

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19
Q

Noun Phrases- determiners

A

Quantifiers: All, both, each, every

Possessive: my, your, his, her

Articles: A, An, The

Demonstratives: This, that, these, those

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20
Q

Post-Noun Modifiers

A

Prepositional Phrase: in the box, on the table

Adverbs: here, there

Adjectival: loved by her friends: next door

Embedded Clauses: Who went with you; that you saw

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21
Q

Verb

A

Syntactic element that expresses existence - past, present, future

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22
Q

Verb Phrase

A

A construction that includes the verb and all that follows, including any noun phrases

23
Q

Phrase: Verb Development

A

Early on a child will use simple TRANSITIVE (an action verb that requires object) verbs or phrases to describe activities people perform with objects

Main verbs often used: make, open, play, push, put, read, ride, say, take, throw, want

24
Q

There is a strong association b/w the variety of maternal verb usage + a child’s development of verbs

T/F?

A

True!

25
Q

Development of Time and Reference are marked by?

A

both TENSE and ASPECT

26
Q

Tense

A

Past or future that relates to the speech time which is in the present

27
Q

Aspect

A

Concerned with the dynamics of the event relative to its completion, repetition, or continuation

28
Q

AT 18 mo - 3 years, a child speaks about past and present with reference point ALWAYS being in the present

T/F?

A

True!

29
Q

Development of both tense and aspect are STRONGLY related to?

A

A child’s cognitive (and language) development

30
Q

By age 3-3.5 a child gains a sense of reference other than the present

T/F?

A

True

Kim drove yesterday

31
Q

By what age does a child acquire a flexible reference system that allows free reference to different points in time

A

3.5-4 years

e.g. Yesterday, Mi-mi asked if I would like to go to the zoo next week

32
Q

How is preschool SENTENCE development gauged?

A

By an increase in the # of sentence elements and in the diversity of sentence forms

Emergence of adult sentence forms takes quite a bit of time

33
Q

What sentence types do most children develop by age of 5?

A

Declarative

Interrogative

Imperative

Negative

34
Q

Declaratie Sentence Type

A
  • Uses subject + verb + object format
  • MLU of 2.5-3.0, a child will use the auxiliary verb forms do, have, can, be, will.
  • By an MLU of 2.5-3.0, the subject + auxiliary + verb + object form also appears (Mommy is eating ice cream)
  • By 4, a child will develop indirect objects

Subject + verb + indirect object + object form (He gave me the ball)

35
Q

Interrogative Sentence Path

A

Kids use intonation when asking questions - why?

Questions are main means adults use to communicate with children

Types of questions don’t change for first 18 months

Questions go from commenting on what the child is doing (looking at the truck?) to requesting information (what are you doing?)

36
Q

Interrogative: 3 phases of Question Development

A

That Horsie

What Doggie Doing

Where Doggie Going

MLU 1.75 -2.25:

Nucleus + intonation

What + NP + doing

Where + NP + going

MLU 2.25 - 2.75:

Asks what/where questions but uses both a subject and a verb

What doggie eat?

MLU 2.75-2.5

Child begins to invert subjects and auxiliary verbs

Is she going?

37
Q

At all ages, the use of DECLARATIVE sentence forms tends to be much better than the use of INTERROGATIVES

T/F?

A

True

38
Q

By what age have most kids mastered the basic adult question form - Who is, where is, what are etc.

A

40 months

39
Q

At what ages to adult imperatives appear?

A

Ages 2.5

Imperatives are:

Gimme a cookie

Throw the ball

Pass the peas

40
Q

What is the first negative that appears in a child’s vocabulary?

A

“No”

Early usage involves putting the word in front of sentences:

No daddy go bye-bye

No eat ice cream

41
Q

Stages of Neg Development

A

MLU up to 2.25

No placed at start of sentence

MLU 2.25-2.75:

Negative structure is placed b/w subject + verb

Common contractions include: don’t, can’t

e.g. I don’t eat

MLU: 2.75-3.5:

Development of other auxiliary forms such as do, can, does, did, will these are used with “not” followed by a main verb

e.g. she cannot go

By MLU 3.5-3.75:

Child’s negative contractions will include isn’t, aren’t, doesn’t, didn’t

42
Q

Compound Sentences

A

Has at least 2 independent clauses

Often joined by: and, if, or, nor, because

43
Q

Compound Sentences

By age 2, children will be able to use the connect ______

A

“and”

The dog runs AND barks

44
Q

By what MLU will children begin to use the CONJUNCTION “because” - she fell because she ran

A

MLU 3.5

45
Q

By what age are English vowels acquired?

A

3

46
Q

There are great individual differences in phoneme acquisition and the age of acquisition may vary by a much as 3 years

T/F?

A

True!

47
Q

Order of Phoneme Acquisition (ON TEST)

A

Vowels before consonants

Manner: nasals, stops, fricatives, then affricates

Place: Glottal, bilabial, velars, alveolar

Sounds are 1st acquired in the initial position in words

48
Q

Consonant clusters and blends are not acquired until about age ___, although some may appear as early as age 4.

A

7 or 8

49
Q

Phonological Processes: Syllable Structure

A

Final consonant deletion (most common; gone by 3)

Deletion of unstressed syllable (4)

Reduplication

Reduction of clusters

50
Q

Phonological Processes: Substitution

A

Stopping + Fronting

  • they are not random and usually only involve on direction
  • most sound for sound substitutions are articulatory in nature
  • phonological processes, on the other hand, involve substitution of entire classes of sounds
51
Q

Most phonological processes are discarded by what age?

A

4

These processes characterize the speech of TYPICALLY developing children

52
Q

Examples of Phonological Processes: syllables

A

Final Consonant deletion - be for bed

Unstressed syllable deleted in multisyllabic word: ‘Puter for computer

Reduplication - Syllable in a word becomes the same as another syllable in same word: wa wa for water

Reduction of clusters: one consonant within the cluster is deleted e.g. nake for snake

53
Q

Phonological Processes Examples: substitution

A

Stopping: normally fricative or affricate is replaced with a plosive (stop)

most common in the initial word position

e.g. tun for sun

FRONTING: sounds produced at the back of mouth are replaced with sounds produced in the front of mouth

e.g. tan for can or doat for goat

Language Development (10 decks)

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