Early Language (from Praxis book) Flashcards
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?
perlocutionary stage (pg.80)
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
illocutionary stage (pg. 80)
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
locutionary state (pg.80)
____ refers to deleting already said information even if it results in an ungrammatical sentences
-ellipsis (pg.81)
____ are words or gestures that rely on context to glean their meaning
- deixis (pg.81)
- such as pointing and using personal or other pronouns (this, that, here, there)
_______ such as saying “ball” for “moon” indicates that a child thinks a word’s meaning is more broadly applied
overgeneralization (pg.85)
____ 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
under generalization (pg.85)
Theories of Language Development
Behavioral Theory -Skinner (1957)
Nativist Theory-Chomsky
Social interactionism theory- Vygotsky
Cognitive theory -Piaget
Cognitive theory
Piaget
Language acquisition is made possible by cognition and general intellectual processes
Social interactionism theory
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
Nativist Theory
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
Behavioral Theory
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
Sentence classifications
passive active interrogatives declaratives imperatives exclamatory
passive sentences
subject receives action of the verb
the car was petted by Mark
active
Subject performs the actions of the verb
mark petted the cat
interrogatives
questions
declaratives
make statements
imperatives
state commands
shut the door
exclamatory
express trong feeling
I never said that!
Define a compound sentence
two or more independent clauses joined by a comma and a conjunction or semicolon
(The policeman held up the sign, and the cars stopped. )
Define complex sentence
One independent clause and one or more dependent or subordinate clauses
(I will drive my car to Reno if I have enough gas)
7 Functions of Communicative Intent
Imaginative Heuristic Regulartory Personal Informative Instrumental Interactinal
Imaginative
Pretend play
Heuristic
Children attempt to have their environment and events in their environment explained (Why?)
Regulatory
Attempt to control the behavior of others
Personal
Express own feelings
informative
Tell someone something
instrumental
Attempt to get things from others
interactional
Initiate interactions with others
Clinician is treating a student. She is saying “she is ON the table” and “he is beside the desk”. What is she targeting?
locatives.
A child says “down” when a cup of juice spills on the floor. What relation are they using?
locative action.
Relations expressed by Single Word Utterance:
Attribution
child uses adjective to describe
“big hat”
Relations expressed by Single Word Utterance:
Action
Child requests or labels an action
“kitty run” or “open box”
Relations expressed by Single Word Utterance:
locative action
refers to change in objects position
“there doggy” or “ball up”
Relations expressed by Single Word Utterance:
Existence
Child attends to idtem or object present in enviroment
“What’s that” or “this ktty”
Relations expressed by Single Word Utterance:
nonexistence
Child expects action or object to be present when it is not.
“all gone juice” or “bye-bye mommy”
Relations expressed by Single Word Utterance:
denial
child denies a statement or previous utterance (i.e. in response to someone saying “is this a kitty?”
“no kitty”
Relations expressed by Single Word Utterance:
rejection
Child does not ant somethign to happen
“no bath”
Relations expressed by Single Word Utterance:
possession
child identified something as belonging to him or her or another person
“his block”
Relations expressed by Single Word Utterance:
recurrence
an even happens again
“more cookie”
Piagets stages of development
sensorimotor (0-2)
preiperational (2-7)
conrete operational (7-11)
formal operations (more than 11 years olf)
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)
b. preiperational (2-7)
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. sensorimotor (0-2)
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)
e. conrete operational (7-11)
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)
d. formal operations (more than 11 years olf)
