Child Language Acquisition

Question 1

Orthography

Answer 1

The spelling system

Question 2

Comprehension

Answer 2

The ability to understand language

Question 3

Production

Answer 3

The language that people can produce

Question 4

Productive vocabulary

Answer 4

Vocabulary that can be put to use

Question 5

Overextension

Answer 5

Applying a label to more referents than it should have

Question 6

Underextension

Answer 6

Applying a label to fewer referents than it should have

Question 7

Analogical Overextension

Answer 7

Extending a label based on a connection of functions

Question 8

Categorical Overextension

Answer 8

Inappropriately extending the meaning of a label to other members of the same category

Question 9

Hypernym

Answer 9

The name of a category, for example vegetable

Question 10

Hyponym

Answer 10

The name of a category member, for example carrot

Question 11

Mismatch/Predicate statement

Answer 11

When a child makes a connection based on what is normally the case, but isn’t on this particular occasion

Question 12

Addition

Answer 12

Adding an extra vowel sound to create a CVCV structure

Question 13

Deletion

Answer 13

Leaving out the last consonant of a word

Question 14

Reduplication

Answer 14

The repetition of particular sounds and structures

Question 15

Substitution

Answer 15

One sound is swapped for another easier sound

Question 16

Consonant cluster reduction

Answer 16

Children find it difficult to produce consonant clusters (groups of two or more consonants) so will reduce them smaller

Question 17

Assimilation

Answer 17

A process in which substitution occurs, but the sound changes because of other sounds around it

Question 18

Proto-word

Answer 18

Consonant-vowel-consonant-vowel sounds that are similar to actual words but applied inconsistently to referents

Question 19

Bound morpheme

Answer 19

A morpheme that does not exist as an independent word e.g. ‘ing’

Question 20

Free morpheme

Answer 20

A morpheme that can exist as an independent word

Question 21

Pivot schema

Answer 21

The use by children of certain key words as a ‘pivot’ to generate many utterances

Question 22

Virtuous error

Answer 22

A mistake that has an underlying logic showing that learning has taken place

Question 23

Child Directed Speech (CDS)

Answer 23

The speech that parents and caregivers use to children

Question 24

Language Acquisition Device (LAD)

Answer 24

Children have an innate capacity for language learning

Question 25

Grapheme

Answer 25

Visual symbols, for example alphabetic letters

Question 26

Recurring Principle

Answer 26

When a child only knows a limited number of letters, he or she may use these repeatedly to create a message

Question 27

Directional Principle

Answer 27

Reading and writing from left to right and then using a return sweep to start the process again

Question 28

Generating Principle

Answer 28

When a child starts to realise that there are only a limited number of letters to use, but that these can be mixed and matched in different ways

Question 29

Inventory Principle

Answer 29

A child begins to package knowledge together into lists of letters and words that he or she knows

Question 30

Grapho-phonemic

Answer 30

The relationship between symbols and sounds

Question 31

Scaffolding

Answer 31

Structure from others is required for a person to learn and move forwards

Question 32

Social Constructivism

Answer 32

The idea that reality is socially constructed and that groups construct knowledge for each other, for example people invented the language

Question 33

Insertion

Answer 33

Adding extra letters, the child has noticed sometimes letters are doubled

Question 34

Omission

Answer 34

Leaving out letters

Question 35

Transposition

Answer 35

Reversing the letter order in a word demonstrating the child does know what letters are in the word

Question 36

Phonetic spelling

Answer 36

Spelling a word how it sounds rather than using its orthographic spelling