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340 Language Development > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

7 functions of Communication

A
  1. Instrumental
  2. Regulatory
  3. Interactional
  4. Personal
  5. Heuristic
  6. Imaginative
  7. Informative
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2
Q

Instrumental Communication

A

ask for something

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3
Q

Regulatory Communication

A

give directions and direct others

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4
Q

Interactional Communication

A

interact and converse with others in a social way

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5
Q

Personal

A

express state of mind or feelings about something

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6
Q

Heuristic

A

used to find out information and to inquire

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7
Q

Imaginative

A

tell stories and role-play

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8
Q

Informative

A

provide an organized description of an event or object

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9
Q

Use

A

(Social) how people draw on language functionally o meet personal and social needs

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10
Q

Content

A

(meaning) The meaning of language–the words used and the meaning behind them

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11
Q

Form

A

(rules) How words, sentences, and sounds are organized and arranged to convey content

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12
Q

Semantics

A

(words) Refers to the rules of language governing the meaning of individual words and word combinations

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13
Q

Morphology

A

(intraword) Pertains to the rules of language governing the internal organization of words

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14
Q

Phonology

A

(sounds) The rules of language governing the sounds used to make syllables and words.

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15
Q

Syntax

A

(grammar) Refers to the rules of language governing the internal organization of sentences

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16
Q

Pragmatics

A

(appropriate) Refers to the rules governing how language is used for social purposes

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17
Q

Why is Language Remarkable?

A
  1. Rate of acquisition
  2. Universality
  3. Species specificity
  4. Semanticity (decontextualized)
  5. Productivity
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18
Q

Auditory Perception

A

refers to how the brain interprets what we hear (speech and environmental sounds)

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19
Q

Speech Perception

A

the process by which the sounds of language are heard, interpreted and understood

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20
Q

Morpheme

A

the smallest unit of language that carries meaning

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21
Q

Rate of acquisition

A

(language = remarkable) from 0-5 yrs, children go from knowing zero words to knowing thousands of words

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22
Q

Universality

A

(language = remarkable) the quality or state of existing or being available for everyone. Similar rate of acquisition across all languages

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23
Q

Decontextualized

A

talking about things outside of your immediate environment. Part of what makes language remarkable. Relies heavily on the language itself and comprehension depends largely on knowledge of the language used.
Needed to be successful academically.

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24
Q

Critical Period

A

(0-5/7yrs) Window of opportunity during which language develops most rapidly and with the greatest ease

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25
Q

Language Difference

A

Used to describe the variability among language users. Children are likely to show a range of differences when compared, sometimes due to cultural differences

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26
Q

Language Delay

A

on the same path but going slower

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27
Q

Language Disorder

A

learning language differently (may need new strategies)

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28
Q

Semanticity

A

(language = remarkable) Allows people to represent events that are decontextualized and outside of the present moment

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29
Q

word

A

stands for something without being part of it. Relationship between words and what they stand for is arbitrary (we can call a pen whatever we want as long as we agree)

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30
Q

Productivity

A

(language = remarkable) Describes the principle of combination. Whit h a relatively small set of rules governing language, we can make seemingly infinite novel creations.

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31
Q

Colorless green ideas sleep furiously

A

this sentence abides by the rules of syntax even thought it doesn’t make sense semantically.

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32
Q

Categories of first 50 words

A
  1. Naming
  2. Action
  3. Social
  4. Modifiers
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33
Q

Semantic Network

A

words are organized in this as they are acquired according to their connective ties

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34
Q

Overextention/overgeneralization

A

the process by which toddlers use words in an overly general manner

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35
Q

Kinds of Overextention

A
  1. Categorical
  2. Analogical
  3. Relational
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36
Q

Categorical Overextention

A

extend a word they know to another word in the same category ( ex: all animals = “dog”)

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37
Q

Analogical Overextention

A

extend a word they know to other words that are perceptually similar (ex: apple = “ball”)

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38
Q

Relational Overextention

A

extend a word they know to other words that are semantically or thematically similar (ex: water can = “flower”)

39
Q

Underextention

A

toddlers us words to refer only to a subset of possible referents (only their baby bottle is a “bottle”, no other types of bottles). when first learning words, they do so cautiously.

40
Q

Word Error

A

using the wrong word

41
Q

Word error types

A

Category membership error
pragmatic error
retrieval error

42
Q

Category membership word error

A

toddler truly thinks things are the same (dog and cat)

43
Q

Pragmatic word error

A

toddler knows the difference but not the name

44
Q

Retrieval word error

A

toddler cannot think of the name fast enough

45
Q

Fast Mapping

A

mental process whereby a new concept can be learned based only on a single exposure. Making a connection for a new word to fit into the network.

46
Q

Overlap

A

when toddlers overextend a word in certain circumstances and underextend the same word n other circumstances

47
Q

Stages of Intentionality

A
  1. Perlocutionary (0-8mo) no intentionality
  2. Illocutionary (8-12mo) some intentionality. sounds/gestures
  3. Locutionary (12mo+) full intentionality. Expressed through words and/or gestures
48
Q

True word

A
  1. Clear intention
  2. Recognizable pronunciation
  3. approximates adult form
  4. Used consistently and generalized (more than one location and more than one use)
49
Q

Phonetically Consistent Forms (PCF)

A

consistent speech sounds that function as words–caregivers can understand. Refer consistently to something but aren’t words because they don’t approximate the adult form and aren’t generalized (usually refer only to one thin)

some become proper nouns as the child ages

50
Q

Phonological awareness

A

a child’s sensitivity to the sound units that make up speech (phonemes, syllables, words)

51
Q

Deictic Terms

A

words without a precise referent, changes based on where you are…“this, that, those, these.”

52
Q

Literate Language

A

the language we use to read. Language used without the aid of context cues to support meaning; Highly decontextualized language

53
Q

Free Morphemes

A

grammatical morphemes that can stand alone (dream, dog, his, the)

54
Q

Bound Morphemes

A

grammatical morphemes that cannot be free-standing; they must be attached to other morphemes (prefixes, suffixes)

55
Q

Derivational Morphemes

A

morphemes that are added to words to change the syntactic class and semantic meaning. Prefixes, suffixes. (ex: -er, re-, pre-, -est, -ness, -ly)

56
Q

Phoneme

A

the smallest unit of sound that can signal a difference in meaning. They are strung together to produce syllables and words

57
Q

Phonological Building Blocks

A
  1. Using cues to segment streams of speech
    - prosodic cues: rhythm of language
    - phonotactic cues: sounds will occur in certain parts of words and syllables
  2. Developing a phonemic inventory
    - general phonemic english inventory
  3. Becoming phonologically aware
    - phonological awareness
    - phonemic awareness
58
Q

Phonological Processes

A

systematic and rule governed speech patterns that characterized children’s speech

59
Q

4 Phonological Processes

A
  1. Syllable structure change
  2. Assimilation
  3. Place of Articulation Change
  4. Manner of articulation change
60
Q

Syllable structure change

A

changes to to syllables in words

  1. Reduplication- of stressed syllable (“dada”)
  2. weak syllable deletion (“nana” for banana)
  3. final consonant deletion (“da” for dog)
61
Q

Assimilation

A

changing one sound in a syllable so that it takes on the features of another sound in the same syllable (“gog” for dog)

62
Q

Place of articulation change

A

replaces the sound produces at one location in the mouth with a sound produced at another location in the mouth (“tan” for can—fronting)
(“gaggy” for daddy—backing)

63
Q

Manner of articulation change

A

replace a sound produced in one manner with a sound produced in another manner
(“doup” for soup—stopping)
(“yewow” for yellow—gliding)

64
Q

Metalinguistics

A

thinking about language

65
Q

Nonlinguistics

A

use of eye contact, facial expression, posture and proximity. Not consisting of or related to language

66
Q

Paralinguistics

A

aspects of communication outside linguistic information such as pitch, loudness, rate, fluency (vocal and nonvocal signals)

67
Q

Communication

A

the process of sharing information among individuals.

68
Q

Conversational schema

A

Framework of a conversation, including initiating and establishing a topic, engaging in turns, maintaining and closing the topic (aka conversational framework)

69
Q

Referent

A

the aspect of the world to which a word refers

70
Q

register

A

stylistic variations in language that are used in different situations (friend vs professor)

71
Q

Roger Brown

A

Documented the order and ages by which children acquire grammatical morphemes. Creates Brown’s Stages of Language Development

72
Q

MLU

A

(mean length of utterance) Average length, in morphemes, of a child’s utterances.

73
Q

MLU formula

A

Total # of morphemes / total # of utterances

74
Q

Language

A

Rule-governed, code-based tool shared by members of a community. Used to represent thoughts and ideas to other poeple who know the code

75
Q

Narrative

A

a child’s spoken or written description of a real or fictional event form the past, present or future

76
Q

Negatives

A

A sentence modality. Sentences that express negation and rely on words such as no, not, can’t , don’t, won’t. Child has to learn where to insert these negatives into a sentence. Typically starts with the word “no” and often at the beginning of a sentence

77
Q

Declaratives

A

A sentence modality. Sentences that make a statement. 3 year olds have commonly mastered most basic declarative sentences.

78
Q

Interrogatives

A

involve the act of questioning

79
Q

2 types of Interrogatives

A
  1. wh- questions

2. yes-no questions

80
Q

Joint Attention

A

(6mo-1yr) Two or more people with attention focused on a mutual object. For infants, joint attention requires coordinating attention between their social partner and the object.
Important in the transition into language
Can perform object-focused activities and attempts to communication with other people

81
Q

Supported joint engagement

A

extent care-givers use strategies to maintain the child’s engagement

82
Q

Extralinguistic Aspects of Language

A
  1. Paralinguistic - vocal and non-vocal signals (pitch, loudness, rate, fluency)
  2. Metalinguistic- relation between language and other cultural factors in a society
  3. Nonlinguistic- not consisting of or related to language (gestures, proximity)…still add to language
83
Q

Language Disability/Disorder/Impairment

A

a significant difficulty with the development of language.

Children with this usually achieve language milestones more slowly than other children to and exhibit long-standing difficulties with various aspects of language form, content, and use.

84
Q

Lexical Retrieval

A

how you get words out of your lexicon

85
Q

Three Stages of Negation

A
  1. the word “no” is placed at the beginning of the sentence “no milk”
  2. The negative word moves inside the sentence next to the main verb “I no want milk”
  3. Use the auxiliary forms of verbs to approximate adult negation “I don’t want milk”
86
Q

of words at 12mo

A

1

87
Q

of words at 18mo

A

50

88
Q

of words at 24mo

A

200

89
Q

of words at 36mo

A

500

90
Q

of words at 5yrs

A

2,000

91
Q

of words in adulthood

A

60,000

92
Q

protoconversation

A

An interaction between an adult (typically a mother) and baby, that includes words, sounds and gestures, that attempts to convey meaning before the onset of language in the child

93
Q

Word Knowledge

A

our own mental dictionary

340 Language Development (1 decks)

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