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comps > Early Language (from Praxis book) > Flashcards

Early Language (from Praxis book) Flashcards

1
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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2
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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3
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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4
Q

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

A

-ellipsis (pg.81)

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5
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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6
Q

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

A

overgeneralization (pg.85)

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7
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)

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8
Q

Theories of Language Development

A

Behavioral Theory -Skinner (1957)

Nativist Theory-Chomsky

Social interactionism theory- Vygotsky

Cognitive theory -Piaget

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9
Q

Cognitive theory

A

Piaget

Language acquisition is made possible by cognition and general intellectual processes

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10
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

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11
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
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12
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
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13
Q

Sentence classifications

A 
passive
active
interrogatives
declaratives
imperatives
exclamatory
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14
Q

passive sentences

A

subject receives action of the verb

the car was petted by Mark

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15
Q

active

A

Subject performs the actions of the verb

mark petted the cat

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16
Q

interrogatives

A

questions

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17
Q

declaratives

A

make statements

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18
Q

imperatives

A

state commands

shut the door

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19
Q

exclamatory

A

express trong feeling

I never said that!

20
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. )

21
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)

22
Q

7 Functions of Communicative Intent

A 
Imaginative
Heuristic
Regulartory
Personal
Informative
Instrumental
Interactinal
23
Q

Imaginative

A

Pretend play

24
Q

Heuristic

A

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

25
Q

Regulatory

A

Attempt to control the behavior of others

26
Q

Personal

A

Express own feelings

27
Q

informative

A

Tell someone something

28
Q

instrumental

A

Attempt to get things from others

29
Q

interactional

A

Initiate interactions with others

30
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.

31
Q

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

A

locative action.

32
Q

Relations expressed by Single Word Utterance:

Attribution

A

child uses adjective to describe

“big hat”

33
Q

Relations expressed by Single Word Utterance:

Action

A

Child requests or labels an action

“kitty run” or “open box”

34
Q

Relations expressed by Single Word Utterance:

locative action

A

refers to change in objects position

“there doggy” or “ball up”

35
Q

Relations expressed by Single Word Utterance:

Existence

A

Child attends to idtem or object present in enviroment

“What’s that” or “this ktty”

36
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”

37
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”

38
Q

Relations expressed by Single Word Utterance:

rejection

A

Child does not ant somethign to happen

“no bath”

39
Q

Relations expressed by Single Word Utterance:

possession

A

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

“his block”

40
Q

Relations expressed by Single Word Utterance:

recurrence

A

an even happens again

“more cookie”

41
Q

Piagets stages of development

A

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

42
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)

43
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)

44
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)

45
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)

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