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Early Language Development Flashcards

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1
Q

What are the language domains?

A
  • form
  • content
  • use
    (pg. 80)
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2
Q

what does effective use of language to communicate require?

A

a broad understanding of human interaction, including nonverbal cues, motivation and sociocultural roles
(pg.80)

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3
Q

what stage of pragmatic development is between birth-8-months, adults inferencing communicative intent from unintentional, vegetative behaviors such as the infant’s cough or burp?

A

perlocutionary stage (pg.80)

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4
Q

what stage is between 8-12 months, use of gestures and vocalizations but no words to express intentions to communicate, infants show objects and shortly after give objects over t adults to initiate interactions, infants use rituals and pointing

A

illocutionary stage (pg. 80)

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5
Q

what stage is between 12 months and beyond, use words to express intentions to communicate, gestures and other nonverbal behaviors become integrated with spoken language

A

locutionary state (pg.80)

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6
Q

what are pragmatic skills that present in infancy that are the foundation for the social use of language?

A
  • eye contact
  • turn-taking
  • joint attention
    (pg. 80)
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7
Q

____ refers to how language and other behaviors accomplish things in the world

A

intention (pg.81)

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8
Q

what are the speech acts that are used by infants and toddlers?

A
  1. requesting action
  2. naming
  3. protesting
  4. greeting
  5. repeating
  6. calling
  7. practicing
  8. answering
    (pg. 81)
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9
Q

what are speech acts expressed by preschoolers?

A
  1. requesting permission
  2. acknowledging
  3. asking questions
  4. making jokes
  5. retelling a story
  6. suggesting
  7. indirect requesting
    (pg. 81)
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10
Q

when do iconic gestures and conventional gestures emerge?

A

at the time of first words (pg.81)

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11
Q

when do gestures start to become integrated with spoken language?

A

by 2 years of age (pg.81)

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12
Q

a ____ is a decontextualized monologue that conveys a story, personal recount or retelling of book or movie told to a listener with little support for the speaker

A

narrative (pg. 81)

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13
Q

what type of narrative do 2 year olds tell?

A

proto-narratives ( characterized by related utterances that do not require sequencing) (pg.81)

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14
Q

A _____ is a dialogue between 2 communicative partners

A

conversation (pg.81)

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15
Q

when do conversations emerge? and when are they refined?

A

toddlerhood; preschool years (pg.81)

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16
Q

A ______ is characterized by self-conversation during focused goal directed activities with no desire to involve other

A

monologue (pg.81)

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17
Q

when do monologues appear?

A

during preschool (pg.81)

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18
Q

when does expository discourse emerge?

A

in school age children (pg.81)

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19
Q

what are cohesion devices?

A
  • pronouns
  • conjunctions
  • make communication efficient in early preschool (pg.81)
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20
Q

____ refers to deleting already said information even if it results in an ungrammatical sentences

A

-ellipsis (pg.81)

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21
Q

____ are words or gestures that rely on context to glean their meaning

A
  • deixis (pg.81)

- such as pointing and using personal or other pronouns (this, that, here, there)

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22
Q

the ability to take the listeners point of view including what they may believe, know, or feel

A

-theory of mind (pg.82)

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23
Q

what is the smallest linguistic unit that signals difference in word meaning?

A

-phoneme (pg.82)

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24
Q

refers to where the articulators approximate each other to create sound source for consonants

A

place of articulation (pg.82)

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25
Q

refers to how the sound is modified along the vocal tract for consonants

A

manner of articulation (pg.82)

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26
Q

refers to whether or not there is vocal fold vibration during sound production for consonants

A

voicing (pg.82)

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27
Q

___ are characterized by lingual height and anterior=posterior lingual posture in the oral cavity

A

vowels (pg.82)

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28
Q

True/False: Vowels are often voiced

A

False
vowels are always voiced
(pg.82)

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29
Q

_____ is the frequency with which certain sound sequences occur in a language

A

phonotactic probability (pg. 82)

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30
Q

sound sequences comprised of rare phonotactic probability occur….

A

infrequently (pg.82)

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31
Q

sound sequences comprised of common phonotactic probability sequences occur…

A

frequently (pg.82)

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32
Q

awareness of phonotactic probabilities emerges at approximately what age?

A

9 months of age (pg.82)

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33
Q

the early sound repertoire includes what phonemes?

A

/p,b,t,d,g,k,h,m,w,n/ (pg.82)

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34
Q

children are more likely to attempt t say new words that contain phonemes that are

a. already in their phonological repertoire
b. not in their phonological repertoire

A

A (pg.82)

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35
Q

_____ is a pattern of speech production in which a child simplifies the adult form of a production

A

phonological process (pg.82)

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36
Q

True/False: phonological processes have a typical course of use and resolution

A

True (pg.82)

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37
Q

in the preschool years, children emerge with awareness that words can be deconstructed into phonological parts (sounds, syllables): this is referred to as…

A

phonological awareness (pg.82)

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38
Q

how do phonological awareness skills begin? and what do they evolve into?

A

rhyming and evolve to identifying the first sound of words, sound comparison between words and segmentation of words into smaller parts (pg.82)

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39
Q

______ is strongly correlated with reading and writing skill development

A

phonological awareness (pg. 83)

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40
Q

___ encompasses the rules for learning and using words, word combinations and higher-level meaning units (e.g idioms, metaphor and other types of figurative language in the school-age years)

A

semantics (pg.83)

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41
Q

what is long term semantic memory referred to as?

A

lexicon (pg.83)

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42
Q

___ happens when the initial association or link between the word label and meaning is made as stored in memory

A

fast mapping (pg.83)

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43
Q

what is QUIL ?

A
  • quick incidental learning
  • reflects the more naturally occurring word learning situations that offer minimal support in ongoing scenes
    (pg. 83)
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44
Q

_____ refers to the learning that occurs during the protracted period of word learning after fast mapping has occurred

A

slow mapping (pg.83)

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45
Q

True/False: richer representations of words result from less frequently experience and high-quality experience with the word

A
  • False

- richer representations of words result from more frequent experience

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46
Q

___ are more easily learned than other word classes

A

-nouns (pg.83)

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47
Q

___ take more exposure to learn than ___ most likely because a more subtle inference needs to be made about ___ from ongoing events

A

verbs, nouns, verbs (pg.83)

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48
Q

in korean and german, where cultural practice or structure of the language promotes ____ over ___ learning

A

verb, noun (pg.83)

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49
Q

____ refers to sound representation

A

phonological representatnions (pg.83)

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50
Q

___ refers to word label representations

A

lexical representations (pg.83)

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51
Q

______ of a word refers to the number of possible words that differ by one phoneme from it

A

neighborhood density (pg.83)

  • example “cat”
    • sat, pat, can, cute, coat
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52
Q

______ refer to meaning or conceptual representation

A

semantic representations (pg.84)

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53
Q

_____ is the lexical representation variable that influences word learning

A

neighborhood density (pg.84)

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54
Q

why are words in a dense neighborhood easier to learn?

A
  • because it has many connections between words
  • but it may be more difficult to perceive or retrieve that word for production because of interference activation from those same neighbors (pg.84)
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55
Q

what helps with fast and slow mapping?

A
  • enriching the quality of word exposure
  • richer semantic representations support word retrieval to name words
  • weaker semantic representations may support recognition of the word but they are often associated with error wth the child attempts to name it
    (pg. 84)
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56
Q

the capacity of the ________ is the component of working memory that is strongly associated with word learning

A

the phonological loop (pg.84)

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57
Q

the _______ encodes maintains and manipulates speech-based information

A

phonological loop (pg.84)

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58
Q

what is the gold standard measure of the phonological loop?

A

nonword repetition (pg.84)

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59
Q

children who are better at what tend to have larger vocabularies?

A

repeating nonword (pg.84)

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60
Q

how is the semantic system organized?

A

is hierarchically organized with superordinate, ordinate, and subordinate words (pg.84)

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61
Q

children’s first words are ____ terms

A

ordinate terms (pg.84)

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62
Q

what word a vulnerable to retrieval errors when naming?

A

word that are fast mapped or infrequently encountered (pg.84)

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63
Q

children without language impairments make the same types and patterns of word retrieval error, but children with language impairments make…

A

many more errors overall (pg.84)

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64
Q

when do infants vocalize predominately vowel-like sounds?

A

before 4-months of age (pg.84)

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65
Q

between ___ and __ months of age, infants string together CV combinations that eventually become more complex in structure

A

-4-6 months (pg.84)

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66
Q

complex babbling is referred to as…

A

variegated babble (pg.84)

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67
Q

True/False: sounds heard in variegated babbling do not tend to occur in first words

A

False
they do tend to occur in first words
(pg.84)

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68
Q

when does jargon emerge?

A

10 months (pg.84)

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69
Q

at 10 months of age, infants understand how many words ?

A

10 words (pg.84)

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70
Q

when do first words emerge?

A

around the first birthday

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71
Q

when do first words emerge?

A

around the first birthday (pg.84)

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72
Q

how big is the expressive vocabulary around 15 months?

A

10 words (pg.84)

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73
Q

children slowly acquire ___ words in their expressive vocabulary but have on average _____-_____ words by 24 months of age

A

50; 100; 300 (pg.84)

74
Q

once the child acquires ___ words, word learning accelerate and the child begins combining words

A

50 (pg.85)

75
Q

word learning acceleration is referred to as…

A

word spurt (pg.85)

76
Q

why do word retrieval error accelerate during the word spurt?

A

because the child is mapping many new, but weak lexical-semantic representations (pg.85)

77
Q

_______ such as saying “ball” for “moon” indicates that a child thinks a word’s meaning is more broadly applied

A

overgeneralization (pg.85)

78
Q

____ such as only saying the child’s “dog” is a dog but not other dogs indicates a child thinks a word’s meaning is too restricted or narrow

A

under generalization (pg.85)

79
Q

why will bilingual children will mix a word from not language with another?

A

to fill a lexical gap (pg.85)

80
Q

a ______ is a word from each language that refers to the same referent

A

word equivalent (pg.85)

81
Q

a universal semantic feature of language is that _____ make up the largest portion of the early vocabulary

A

nouns (pg.85)

82
Q

children who follow this pattern of having a preponderance of nouns in their vocabulary are referred to as…

A

referential (pg.85)

83
Q

those who do not follow this pattern of having nouns predominate their vocabulary are referred to as…

A

expressive (pg.85)

84
Q

is this characteristic of a referential child or an expressive child?

  • larger vocabularies
  • reach morphological and syntactic milestones sooner
  • have greater growth of verb vocabulary at 20 months of age
  • have more productive control over function word by 28 months
  • use word in a context flexible way
A

referential child (pg.85)

85
Q

is this characteristic of a referential child or an expressive child?

  • have nominal accounting for less than half their lexicons
  • show a slow and steady pace in word learning with no word spurt
  • learn and use language as holistic chunks or phrases initially
  • later produce use of function words
A

expressive child (pg.85)

86
Q

at approximately what age do children begin acquiring many more verbs

A

24 months (pg.85)

87
Q

what factors may negatively impact language development?

A
  • chronic otitis media
  • socioeconomic status
  • exposure to television
  • international adoption
    (pg. 85)
88
Q

________ is positively related to maternal langue use and education

A

vocabulary size (pg.85)

89
Q

_____ refers to modifications made in an adult’s speech when it is directly towards young children

A

motherese (pg.85)

90
Q

_____ refers to use of language to infer the meaning of words they do not know

A

bootstrapping (pg.86)

91
Q

early word learning ___ make word learning and use efficient

A

biases (pg.86)

-help children determine what referent is being labeled

92
Q

toddlers who do not meet early word learning milestones in a timely manner are referred to as

A

late talkers (pg.86)

93
Q

____ are defined by a small vocabulary and no two-word combinations

A

late talkers (pg.86)

94
Q

the smallest unit of language that carries meaning

A

morphemes (pg.86)

95
Q

_____ are morphemes that stand alone and carry meaning

A

free (pg.86)

96
Q

___ are morphemes that must be combined to a free morpheme to be meaningful

A

bound (pg.86)

97
Q

plural -s, possessive -s, present progressive -ing, verb forms, suffix-er, suffix-est, prefix dis-, prefix -re are all examples of free or bound morphemes

A

bound (pg.86)

98
Q

when is inflectional morphology mastered?

A

by 6 years of age (pg.86)

99
Q

when is derivational morphology mastered?

A

develops throughout the school-age years and adolescent years (pg.86)

100
Q

______ refers to the formation of a new word by combining 2 lexical morphemes without the use of affixes

A

compounding (pg.87)

101
Q

___ is the average length of an utterance based on free and bound morphemes

A

MLU (pg.87)

102
Q

MLU is a good indicator of grammatical development before what age?

A

6 (pg.87)

103
Q

____= the total number of free and bound morphemes divided by the total number of utterances

A

MLU (pg.88)

104
Q

MLU roughly corresponds to a child’s age from ___ to __ years old; however, children produce utterances that are far longer than their MLU would indicate

A

1;5 (pg.88)

105
Q

what is the child’s longest utterance referred to as?

A

upper bound length (pg.88)

106
Q

mastery is defined as _____ % use of a given brown’s morpheme given the obligatory context for that morpheme in a spontaneous language sample

A

90% (pg. 88)

107
Q

how do you calculate the percentage of use for browns morphemes?

A

sum all obligatory contacts for each morpheme separately and then sum the number of those obligatory contexts in which the child used the morpheme (pg.88)

108
Q

children with ______ have particular difficulty with mastery of verb inflection that indicate tense and agreement

A

specific language impairment (pg.89)

109
Q

what is the well known experimental procedure that elicits production of the following morphemes: plural -s, possessive -s, present progressive -ing, third person singular present tense, and pst tense

A

The WUG test (pg.88)

The WUG test is an instrument developed to allow the investigation of how the plural and other inflectional morphemes are acquired in a certain language. While at first just applicable to English, the test has been modified to fit certain languages.

The WUG test includes a series of questions which use the seven point Likert scale for reference. The tendencies of the usage of languages within an environment are analyzed with this instrument. The WUG test offers instructions on how to administer the test. The WUG test was initially created to study the acquisition of the plural English language, they discovered in their studies that very young children do not even recognized plural language and seem baffled when confronted with a test.

110
Q

what are the earliest morphemes to be mastered?

A

present progressive tense (ing), in, on, and plural -s (pg.88)

111
Q

_____ and _____ are the last to be mastered?

A

copula and auxiliary verb TO BE (pg.88)

112
Q

______ stage occurs when children treat verb tense and agreement markers as optional

A

optional infinitive (pg.88)

this is typical in development and gradually declines around age 3 in english

113
Q

True/False: overgeneralization of past tense -ed to irregular verbs and overgeneralization of plural -s to nouns with irregular plurals is a sign of specific language impairment

A

False (pg.88)

this a typical period in development during which predictable error in morpheme production is expected

114
Q

the theory of universal grammar and the government and binding theory by __________ describe the learning and use of syntax

A

noam chomsky (pg.89)

115
Q

what are the 2 levels of representation in chomsky’s theory of universal grammar?

A

deep structure ( what is conceptualized)

sufrace structure (what is said)

(pg.89)

116
Q

at the ___ structure, phrases and sentences are constructed according to phrase structure rules and information contained about individual words in the lexicon

A

deep (pg.89)

117
Q

the ____ structure, is constructed according to thematic roles assigned by the verb and transformational rules that guide how word change order from deep to surface structures

A

surface (pg.89)

118
Q

A ________ in the brain was responsible for the development of syntax in sound children

A

language acquisition device (pg.89)

119
Q

True/false: the child sets language-specific parameters for gramma by hearing the ambient language

A

true (pg.89)

120
Q

the ___ of a child’s sentences in morphemes is a good measure of syntactic development

A

length (pg,89)

121
Q

nouns and verbs are open or closed classed words?

A

open class (pg.89)

122
Q

prepositions, articles, conjunctions, and pronouns are open or closed class words?

A

closed class (pg.89)

123
Q

what is a universal feature of early word combinations?

A

a small set of semantic relations. expressed with consistent word order

ex= agent+action (mommy eat), action+object(eat cookie), possessor+possession (mommy shoe), and entity+location (cookie table)
(pg.89)

124
Q

producing simple sentences, questions, negatives and imperatives characterize Brown’s stages ____ and ____ of grammatical development

A

II and III (pg.89)

125
Q

______ development in toddlers is closely tied to vocabulary development and in particular, that of verbs

A

grammatical (pg.89)

126
Q

passive sentences, coordinated sentences, and embedded relative clauses characterize syntactic development of browns stage ___ and ____ of grammatical development

A

IV and V (pg.89)

127
Q

_____ are one of the last sentences to be understood in the preschool years

A

reversible passive sentences (pg.89)

128
Q

when does subject-verb-object declarative sentences emerge by ______ and gradually increase in length to include verb phrase components and indirect objects

A

30-months (pg.90)

129
Q

when do wh questions emerge?

A

in the preschool years
children ask “why” “how” and “when” questions at at time when the cognitive skills related to them (e.g time) are also developing

(pg.90)

130
Q

when do imperatives be appear?

A

between the ages 2 and 3 (pg.90)

131
Q

what are some word learning biases?

A

novel name-nameless category

principle of mutual exclusivity

the whole-object bias

the principle of extendibility

the shape bias

132
Q

-the belief that a novel word will be taken as the name for a previously unnamed object

A

novel name-nameless category

133
Q

-the belief that a referent cannot have more than one word label

A

principle of mutual exclusivity

134
Q

-the belief that words refer to an entire object and not just a part, an attribute or its motion

A

the whole-object bias

135
Q

-the belief that a word refers to a category of objects, events or actions if they share similar properties, namely share or function

A

the principle of extendibility

136
Q

-the belief that a word refers to a category of objects that are defined by sharing the same shape

A

the shape bias

137
Q

Theories of Language Development

A

Behavioral Theory -Skinner (1957)

Nativist Theory-Chomsky

Social interactionism theory- Vygotsky

Cognitive theory -Piaget

138
Q

Cognitive theory

A

Piaget

Language acquisition is made possible by cognition and general intellectual processes

139
Q

Social interactionism theory

A

Children increasingly use language internally to structure their actions and direct their thoughts, cultural tools play a critical role

Zone of proximal development: difference between what a child can do with/without assistance

Vygotsky

140
Q

Nativist Theory

A

Chomsky

  • Theory of syntax
  • Syntactic structures are essence of language and language is a produce of unique human mind
  • Children are born with innate capacity to learn language
141
Q

Behavioral Theory

A

skinner

  • Acquisition of verbal behavior
  • Verbal behaviors are acquired under conditions of stimulation, response and reinforcement
  • Due to learning not innate mechanisms
  • Environment and social interaction are important
142
Q

Makes up the behavior theory

A
  1. Mands-demands and commands
  2. Tacts-physical objects and events that stimulate speaking
  3. Echoics-imitative verbal responses
  4. Autoclitics-secondary verbal responses that comment upon primary verbal behaviors
  5. Intraverbals-class of behaviors determined by speakers own prior verbal behaviors
143
Q

What is syntax?

A

sentence structure

144
Q

Sentence classifications

A 
passive
active
interrogatives
declaratives
imperatives
exclamatory
145
Q

passive sentences

A

subject receives action of the verb

the car was petted by Mark

146
Q

active

A

Subject performs the actions of the verb

mark petted the cat

147
Q

interrogatives

A

questions

148
Q

declaratives

A

make statements

149
Q

imperatives

A

state commands

shut the door

150
Q

exclamatory

A

express trong feeling

I never said that!

151
Q

Define a compound sentence

A

two or more independent clauses joined by a comma and a conjunction or semicolon

(The policeman held up the sign, and the cars stopped. )

152
Q

Define complex sentence

A

One independent clause and one or more dependent or subordinate clauses

(I will drive my car to Reno if I have enough gas)

153
Q

Semantics

A

study of meaning

154
Q

7 Functions of Communicative Intent

A 
Imaginative
Heuristic
Regulartory
Personal
Informative
Instrumental
Interactinal
155
Q

Imaginative

A

Pretend play

156
Q

Heuristic

A

Children attempt to have their environment and events in their environment explained (Why?)

157
Q

Regulatory

A

Attempt to control the behavior of others

158
Q

Personal

A

Express own feelings

159
Q

informative

A

Tell someone something

160
Q

instrumental

A

Attempt to get things from others

161
Q

interactional

A

Initiate interactions with others

162
Q

When do functions of communicative intent develop?

A

9-18 months

163
Q

Browns stage 3

A

irregular past tense
possessive s
uncontractible cop (“who’s sick?” “he is”)

164
Q

Brown’s stage 4

A

articles
regular past -ed
regular third person s

165
Q

Brown’s stage 5

A

irregular third person
uncon aux
con cop
con aux

166
Q

Clinician is treating a student. She is saying “she is ON the table” and “he is beside the desk”. What is she targeting?

A

locatives.

167
Q

A child says “down” when a cup of juice spills on the floor. What relation are they using?

A

locative action.

168
Q

Relations expressed by Single Word Utterance:

Attribution

A

child uses adjective to describe

“big hat”

169
Q

Relations expressed by Single Word Utterance:

Action

A

Child requests or labels an action

“kitty run” or “open box”

170
Q

Relations expressed by Single Word Utterance:

locative action

A

refers to change in objects position

“there doggy” or “ball up”

171
Q

Relations expressed by Single Word Utterance:

Existence

A

Child attends to idtem or object present in enviroment

“What’s that” or “this ktty”

172
Q

Relations expressed by Single Word Utterance:

nonexistence

A

Child expects action or object to be present when it is not.

“all gone juice” or “bye-bye mommy”

173
Q

Relations expressed by Single Word Utterance:

denial

A

child denies a statement or previous utterance (i.e. in response to someone saying “is this a kitty?”

“no kitty”

174
Q

Relations expressed by Single Word Utterance:

rejection

A

Child does not ant somethign to happen

“no bath”

175
Q

Relations expressed by Single Word Utterance:

possession

A

child identified something as belonging to him or her or another person

“his block”

176
Q

Relations expressed by Single Word Utterance:

recurrence

A

an even happens again

“more cookie”

177
Q

Piagets stages of development

A

sensorimotor (0-2)
preiperational (2-7)
conrete operational (7-11)
formal operations (more than 11 years olf)

178
Q

Piagets stages of development:

  • child is egocentric
  • overextends
  • underextends
  • displys concreteness of though
  • displays lack of conservaton

a. sensorimotor (0-2)
b. preiperational (2-7)
e. conrete operational (7-11)
d. formal operations (more than 11 years olf)

A

b. preiperational (2-7)

179
Q

Piagets stages of development:

  • child uses words when referents are not present
  • child uses thooughts to solve problems
  • basic cause-effect relations are acquired
  • child uses symbolic play

a. sensorimotor (0-2)
b. preiperational (2-7)
e. conrete operational (7-11)
d. formal operations (more than 11 years olf)
b. preiperational (2-7)
e. conrete operational (7-11)
d. formal operations (more than 11 years olf)

A

a. sensorimotor (0-2)

180
Q

Piagets stages of development:

  • less egocentric
  • acquires seiation and conversation skills
  • uses effective classification skills
  • eploys logical causualty

a. sensorimotor (0-2)
b. preiperational (2-7)
e. conrete operational (7-11)
d. formal operations (more than 11 years olf)

A

e. conrete operational (7-11)

181
Q

Piagets stages of development:

  • displays lack of egocentricity
  • ability to think and speak in the abstract
  • uses inductive and deductive thought processes
  • verbal reasoing to make if then statements
  • hypothetical reasoning

a. sensorimotor (0-2)
b. preiperational (2-7)
e. conrete operational (7-11)
d. formal operations (more than 11 years olf)

A

d. formal operations (more than 11 years olf)

My PRAXIS cards (24 decks)

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