EXAM 1 Flashcards
Internalized representation of language:
The mental, or inner cognitive image or map of external reality
Phonology:
Speech sounds
* -ed in final position of words sounds like /t/ when preceded by a voiceless
consonant
Semantics:
- Words and concepts
- passed, walked,
Morphology:
How words are structured
* pass + ed = give something to someone + in the past
Syntax:
How words are ordered in phrases and sentences
* The quarterback passed the ball
Pragmatics:
How to converse, narrate, explain and argue
* Discussion about which quarterback had the best passing record
Linguistic competence:
An individual who acquires the phonology, morphology, syntax, and semantics of a language has acquired linguistic competence
-A sentence such as, “Pardon me, sir, but might I borrow your writing instrument for a moment?” certainly shows that the speaker has linguistic competence since it is perfectly grammatical
Communicative competence:
the ability to communicate in a way that is effective and appropriate in different situations
What are the five theories or explanations of language development discussed in class?
Nativists, Cognitive Interactionists, Social interactionists, Gestural and usage-based theorists, and Behaviorists
Match the following terms with the correct theory of language development
Innate- Nativist Theory
Statistical learning- Cognitive interactionalist theory
Child-directed speech- social interactionalist theory
Gestures- gestural and usage-based theorist’s theory
Imitation- behaviorist theory
Based on the USA Today article in the module, are fetuses learning sounds in the womb? Explain.
The article states that “ Expectant moms who coo and chat to their babies while they’re pregnant may be doing more than stimulating the fetus – they may be shaping their child’s brain, according to research…” It also states that babies can actually hear in the womb and recognize their mothers voice after birth.
Which theory of language development based describes how the “wild” children in the film communicated, after limited language input in the early years of life? Revisit Wild Child video and its companion.
In the “wild child” vido there were many cases of children who were neglected/abandoned so they were taken in by wolves or other animals. They adapted to their environment and what they were seeing and hearing. This in turn effects the way they were living, communicating and the skills they had. I would say this is due to the Behavorisit theory.
Prelinguistic-
before children learn language, they communicate with gestures, vocalizations, facial expressions, and body language
Child-directed speech-
a style of speaking/speech that’s used when talking to babies and toddlers. It promotes language development.
Headturn preference procedure-
research method that measures how long infants look at or listen to certain sounds. It’s used to study how infants learn language and develop their cognitive and perceptual skills
Contingent comments-
responding to children’s speech in a timely, relevant way
Categorical perception-
children can distinguish sounds from different phonetic categories and the same phonetic category “before 9 months”
segment-
a unit of sound or meaning in a language
Segmentation-
children break up fluent speech so that they distinguish between words spoken
Statistical learning-
the ability to identify patterns in language to learn words and grammatical rules
What is the difference between a responsive interactional style and a controlling interactional style?
A responsive interactional style means actively listening and adapting communication to the other person’s needs and cues, while a controlling interactional style aims to dominate the conversation, dictating the direction and often disregarding the other person’s input, essentially trying to control the interaction.
How do we use consonant sounds? Hint: there are 3 dimensions.
Place of articulation
Manner of articulation
Voicing
Bilabial -
Sounds made with both lips. (Examples: “pat,” “bat,” “mat”)
Labiodental -
Sounds made with the upper teeth and lower lip. (Examples: fun,” “van”).
Dental -
Sounds made with the tongue against the teeth.( Examples: “think,” “this”).
Alveolar -
Sounds made with the tongue against the ridge behind the teeth (alveolar ridge). (Examples: “tap,” “dog,” “sun”).
Post-alveolar -
Sounds made just behind the alveolar ridge. (Examples: “shy,” “measure”).
Velar -
Sounds made with the back of the tongue against the soft palate (velum). (Examples:”cat,” “go,” “sing”).
Glottal -
Sounds made at the vocal cords (glottis). (Examples: “hat,” the catch in “uh-oh”).
Stops (Plosives)-
The airflow is completely blocked and then released. (Examples: “pat,” “bat,” “tap,” “dog,” “cat,” “go”).
Fricatives-
The airflow is partially obstructed, creating friction. (Examples: “fun,” “van,” “sun,” “zip,” “shy,” “measure,” “think,” “this”).
Affricates-
A combination of a stop followed by a fricative. (Examples: “church,” “judge”).
Nasals-
The airflow passes through the nose. Examples: (“man,” “net,” “sing”).
Liquids-
The airflow flows around the tongue with minimal obstruction. (Examples: “lip,” “red”).
Glides (Semivowels)-
Sounds made with a smooth, gliding motion of the tongue. (Examples: “we,” “yes”).
Voiced sounds (vocal cords vibrate):
[b], [d], [g] (e.g., “bat,” “dog,” “go”)
[v], [z], [ʒ], [ð] (e.g., “van,” “zip,” “measure,” “this”)
[m], [n], [ŋ], [l], [r] (e.g., “man,” “net,” “sing,” “lip,” “red”)
Voiceless sounds (vocal cords do not vibrate):
[p], [t], [k] (e.g., “pat,” “top,” “cat”)
[f], [s], [ʃ], [θ] (e.g., “fun,” “sun,” “shy,” “think”)
[h] (e.g., “hat”)
Minimal pair-
two words that differ by only one sound, but have different meanings
Phoneme-
the smallest unit of sound in a language that can distinguish one word from another
ex: the “p” sound in “pat” is a phoneme
Phonotactic constraints-
the rules that govern which sound sequences are possible in a language
Consonant clusters-
a group of consonants that appear together in a word without any vowels between them
Vocal motor scheme-
a pattern of motor activity that helps infants produce consistent speech sounds
Lexical selection-
the process of choosing words to convey meaning in language
Pre-canonical babbling (around 0–6 months):
Infants produce basic sounds like coos, squeals, cries, and other vocalizations, but these are not yet true speech sounds. (Example: Gurgling sounds like “ahh” or “oooh.”)
Canonical babbling (around 6–10 months):
Infants begin producing repetitive consonant-vowel combinations that resemble speech sounds. These are often referred to as “babbling.” (Example: Repeated sounds like “ba-ba-ba” or “da-da-da.”)
Jargon (around 10–12 months):
Toward the end of the first year, infants combine babbling with intonation and rhythm that mimic the patterns of real speech, even though the words are not meaningful. (Example: Strings like “ba-da-gee?” with rising intonation, as if asking a question.)
Assimilation-
This occurs when one sound in a word becomes similar to another nearby sound. (Example: Saying “gog” instead of “dog” because the initial sound adapts to match the final sound.)
Final Consonant Deletion-
This involves omitting the last consonant sound in a word. (Example: Saying “ca” instead of “cat.”)
Cluster Reduction-
This happens when a consonant cluster (two or more consonants together) is simplified by leaving out one or more sounds. (Example: Saying “pane” instead of “plane” or “top” instead of “stop.”)
Weak Syllable Deletion-
This error involves omitting an unstressed syllable in a word. (Example: Saying “nana” instead of “banana.”)
