Developmental chapter 10

Question 1

phonemes

Answer 1

units of sound that can change the meaning of a word

Question 2

morphemes

Answer 2

the smallest pieces of language with meaning

example:
“un-“ (which means “not”),
“happy” (which is the main meaning), and
“-ly” (which turns it into an adverb).

Question 3

prosody

Answer 3

how sounds are produced: pitch, intonation

Question 4

language and biology

Answer 4

• language is mainly produced in the left hemisphere:
  Broca’s area → speech production
  Wernicke’s area → comprehension of language
• the right hemisphere deals with processing the melody or rhythm of speech
• acquiring language has a genetic basis: FOXP2 gene is associated with necessary motor skills for speech

Question 5

poverty of the stimulus

Answer 5

concept that argues that the input from the environment is not sufficient to account for the remarkable speed and success of
language acquisition

Question 6

language during the first year

Answer 6

• at first, infants understand words based on attentional cues (they think the speech is about what they’re looking at)
• 6-8 weeks → cooing (repeating vowels - ‘aaah’)
• by 5 months, infants realize sounds can affect their caregiver’s reactions
• 4-6 months → babbling (‘dadada’)
• By 12 months they start using social and linguistic cues

Question 7

word segmentation ability

Answer 7

understanding that a sentence is a string of words and not a long word

Question 8

syntactic bootstrapping

Answer 8

using a word’s location in a sentence to understand the
meaning (using sentence structure, or syntax)

Question 9

holophrases

Answer 9

using a single word to convey a sentence’s worth of meaning

Question 10

fast mapping

Answer 10

process by which children learn and remember the meaning of a new word after hearing it only a few times, often with minimal context or feedback

Question 10

vocabulary spurt

Answer 10

rapid increase in an infant’s vocabulary (~ 18 months)

Question 11

common errors in infant’s speech:
overextension , underextension

Answer 11

• overextension: using a word too broadly (using dog for all animals)
• underextension: using a word too narrowly (using dog only for their own dog)

Question 12

telegraphic speech

Answer 12

short, concise utterances consisting of mainly content words without
grammatical markers or unnecessary words, similar to telegrams

Question 13

transformational grammar

Answer 13

rules for turning sentences into questions or negatives

Question 13

overregularization

Answer 13

overapplying new learned grammatic rules

Question 14

mastery motivation

Answer 14

The drive or desire to learn, improve, and master new skills or tasks.

Question 15

metalinguistic awareness

Answer 15

knowledge of the language as a system

Question 16

fixed mindset

Answer 16

beliefs that one’s abilities are fixed, leading to low motivation

Question 17

growth mindset

Answer 17

belief that one’s abilities are changeable, leading to increased motivation

Question 18

factors that influence the development of a fixed or growth mindset

Answer 18

→ mastery goals (wanting to learn new things to improve their abilities)
→ performance goals (wanting to prove an ability)
→ involvement in self-regulated learning
→ parental support
→ school contributions (not always that good)

Question 19

emergent literacy

Answer 19

developmental precursor of reading skills

Question 20

dyslexia

Answer 20

learning disability that causes reading problems due to the mind understanding langege defrently

Question 21

The Adolescen (some facts)

Answer 21

• IQ generally remains stable from childhood to adulthood
• working while in school has a bad influence, depending on the nature and amount of work

Question 22

pragmatic and semantic knowledge

Answer 22

pragmatic: understanding how to use language in social situations
semantic: understanding the meaning of words and sentences

(thoose increase for adults)

Question 27

Learning to Read

Answer 27

it requires direct instructions

(1) pre-alphabetic phase → memorize visual cues to remember words
(2) partial alphabetic phase → learn the shapes and sounds of letters
(3) full alphabetic phase → know all letters and can make full connections
(4) rely on phonological awareness → enables to segment words into phonemes
(5) consolidated alphabetic phase → group letters that commonly occur together

Question 28

emergent literacy

Answer 28

developmental precursor of reading skills

Question 29

dyslexia

Answer 29

When the brain processes written language differently, making it hard for people to read, write, and spell