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EL103 > EL102 (MIDTERMS) > Flashcards

EL102 (MIDTERMS) Flashcards

1
Q

the ability to acquire language is innate and biologically wired in the human brain

A

NATIVIST APPROACH

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2
Q

a set of inherent linguistic structures and principles common to all human languages.

A

UNIVERSAL GRAMMAR

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3
Q

considered to be a biologically-based mental structure that allows children to intuitively grasp the grammatical structures of their native language

A

LANGUAGE ACQUISITION DEVICE (LAD)

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4
Q

If a child is not exposed to language during this critical period, it becomes increasingly difficult for them to acquire full language proficiency later in life

A

CRITICAL PERIOD HYPOTHESIS

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5
Q

claiming that the linguistic input children receive is often insufficient and ambiguous to explain the complexity of language that they eventually produce

A

POVERTY OF STIMULUS

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6
Q

the vowel-like sound responding to human sounds more definitely, turns head, eyes seem to search for speaker occasionally some chuckling sounds

A

PRE TALKING STAGE/ COOING STAGE

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7
Q

Age of cooing

A

0-6 MONTHS

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8
Q

consonant-vowel combinations

A

BABBLING STAGE

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9
Q

Example of babbling

A

MA-MA-MA / PA-PA-PA

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10
Q

Example of cooing

A

UH/OH/AH

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11
Q

Age of babbling

A

6-8 MONTHS

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12
Q

the children’s first single word which represent to a sentence. Children using one word to express particular emotional state.

A

HOLOPHRASTIC STAGE

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13
Q

Age of holophrastic stage

A

9-18 MONTHS

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14
Q

Example of holophrastic

A

“DEDE” WHICH MEANS “MOMMY I WANT MILK”

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15
Q

children begin to form actual two-word sentences, with the relations between the two words showing definite syntactic and semantic relations

A

TWO WORD STAGE

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16
Q

Example of two word stage

A

“SHOES & BED” WHICH MEANS “MOMMY THERE IS A SHOES ON THE BED”

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17
Q

Age of two word stage

A

18-24 MONTHS

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18
Q

child begins to produce utterances that are longer than two words, these utterances appear to be “sentence-like”; they have hierarchical,

A

TELEGRAPHIC STAGE

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19
Q

Age of telegraphic stage

A

24-30 MONTHS

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20
Q

at this stage is fastest increase in vocabulary with many new additions every day; no babbling at all;

A

LATER MULTI WORD STAGE

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21
Q

Age of later multiword stage

A

30+ MONTHS

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22
Q

A Swiss psychologist placed acquisition of language within the context of a child’s mental or cognitive development.

A

JEAN PIAGET

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23
Q

A child has to understand a concept before s/he an acquire the particular language form which expresses that concept.

A

JEAN PIAGET

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24
Q

She demonstrated that children learn language not as a series of separate discrete items, but as an integrated system.

A

JEAN BERKO

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25
Q

childrens are biologically programmed for language and that language develops in the child in just the same way that other biological functions develop.

A

NOAM CHOMSKY

26
Q

He is the founder of behaviorist theory

A

JOHN B WATSON

27
Q

He is the proponent of Connectionism (Law of Learning)

A

EDWARD LEE THORNDIKE

28
Q

He considers all learning to be the establishment of habits as a result of reinforcement and reward.”

A

BF SKINNER

29
Q

he is best known for his contributions to classical conditioning

A

IVAN PAVLOV

30
Q

He first suggested social Interactionist Theory

A

JEROME BRUNER

31
Q

He emphasized the importance of the cultural and social context in language learning.

A

LEV VYGOTSKY

32
Q

the central idea behind the behavioristic theory in language acquisition

A

IMITATION AND INNATENESS

33
Q

theory of native language learning, advanced in part as a reaction to traditional grammar

A

BEHAVIORIST THEORY

34
Q

It claims that the linguistic stimulus elicits a mediating response

A

MEDIATION THEORY

35
Q

It is a method of learning that uses reward and punishment to modify behavior.

A

OPERANT CONDITIONING MODEL

36
Q

theory that states behaviors are learned by connecting a neutral stimulus with a positive one

A

CLASSICAL CONDITIONING

37
Q

emphasizes the social context and the role of interaction in language acquisition

A

SOCIAL INTERACTIONIST APPROACH

38
Q

the difference between what a child can do alone and what they can achieve with the help of a more knowledgeable person.

A

ZONE OF PROXIMAL DEVELOPMENT (ZPD)

39
Q

this theory of language acquisition suggest that language is acquired through social interaction

A

FUNCTIONAL

40
Q

paced by the growth of conceptual and communicative capacities.

A

ON THE FUNCTIONAL LEVEL

41
Q

stronger impact on memory formation

A

EMOTION

42
Q

ability to comprehend and produce language

A

LANGUAGE PROCESSING

43
Q

It allows individuals to make sense of the world by recognizing and interpreting stimuli such as visual images, sounds, and tactile sensations

A

PERCEPTION

44
Q

language production and speech formation

A

BROCAS AREA

45
Q

it involved language comprehension

A

WERNICKES AREA

46
Q

transfer of information between Broca’s area and Wernicke’s area,

A

ARCUATE FASCICULUS

47
Q

playing a crucial role in the integration of language comprehension and production

A

ARCUATE FASCICULUS

48
Q

Processes auditory information, including speech sounds

A

PRIMARY AUDITORY CORTEX

49
Q

Involved in various language-related functions, including reading, writing, and comprehension

A

ANGULAR GYRUS

50
Q

Damage to this area can affect reading and mathematical abilities

A

ANGULAR GYRUS

51
Q

It plays a role in phonological processing, particularly in tasks involving articulation and pronunciation of words

A

SUPRAMARGINAL GYRUS

52
Q

It controls voluntary movements, including the articulation of speech

A

PRIMARY MOTOR CORTEX

53
Q

Type of memories

A

Short-Term Memory (STM)
Long-Term Memory (LTM)
Working Memory
Episodic Memory
Semantic Memory
Procedural Memory
Associative Memory

54
Q

the growth of perceptual and information-processing capacities.

A

ON THE FORMAL LEVEL

55
Q

meaning there is no inherent connection between the sound of a word and its referent

A

ARBITRARINESS

56
Q

the ability to use language to refer to things not present in the immediate environment, such as past or future events

A

DISPLACEMENT

57
Q

It is passed down from one generation to another through social interaction and is a fundamental aspect of human culture

A

CULTURAL TRANSMISSION

58
Q

allowing speakers to generate an infinite number of novel expressions and comprehend new combinations of words and structures

A

PRODUCTIVITY AND CREATIVITY

59
Q

serves multiple functions, including communication, expression of thoughts and emotions, social interaction

A

MULTIFUNCTIONALITY

60
Q

They change over time due to cultural, social, and technological factors, and new words and expressions are continually added to adapt to the evolving needs of speakers

A

DYNAMICS AND EVOLVING

61
Q

with the human brain exhibiting specialized regions for language processing

A

BIOLOGICAL BASIS

62
Q

This symbolic nature allows for the communication of a vast range of ideas, concepts, and experiences

A

SYMBOLIC SYSTEM

EL103 (5 decks)

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