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lang dev > exam 2 > Flashcards

exam 2 Flashcards

1
Q

phonetic inventory

A

a list of all the sounds that the child can say regardless of whether the child says a particular word correctly

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2
Q

what are the earlier developing phonemes

A

**- early 8: my big yellow newt walks down pretty hills
- —– /m, b, j, n, w, d, p,h/
- middle 8: (middle schoolers have to change for pe and are impatient)-> CHanGiNG Kan Take Guys For eVer **
- —– developed at 4 yrs cuz 4 is the middle of 8
- —– ch, dg, ng, k, t, g, f, v
- late 8:
- —– SHe Rides THe Little Swan THrough aZHian Zoos (seems like something a 6.5 yr old would do)
- —– th, l, s, th, dz, z, sh, r

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3
Q

5 phonological processes

A
  1. final consonant deletion
  2. cluster reduction
  3. fronting
  4. stopping
  5. assimilation
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4
Q

fronting

A

cat-> tat

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5
Q

stopping

A

sat-> tat

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6
Q

assimilation

A

doggie-> goggie

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7
Q

toddler speech milestones

how intelligible should they be at certain ages?

A
  • 18 mo: 25% intelligible words
  • 24 mo: 65% intelligible words
  • 36 mo: 75-80% intelligible words
  • 4 years: 90-100% intelligible words
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8
Q

conventional referential gestures

A

universally understood w/in a culture (conventional)
- shaking head no
- waving bye
- hands up for being picked up

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9
Q

deictic gestures

A

in relation to where/who you are, changes depending on the situation
- distal pointing (could be pointing to dog, or cookie)

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10
Q

3 characteristics of true words

A
  1. the word must be produced with clear purpose/intention
  2. the word must approximate the adult pronunciation
  3. word must be used consistently and extend beyond the original context
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11
Q

word must be produced with clear purpose/intention

A
  • refer to salient objects/people (saying mommy when she has entered the room)
  • there is a reason they are saying what they are
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12
Q

the word must approximate the adult pronunciation

A

phonetically consistent forms (PCFs/protowords do NOT meet that criteria)

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13
Q

word must be used consistently and extend beyond the original context

A

says the word dog to describe more than just their pet dog but other dogs they see out of the houose, and dog plushies

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14
Q

describe protowords

A

PHONETICALLY CONSISTENT FORMS-> protowords
- does not match the adult pronunciation, but it IS consistent
- has meaning for the child
- has the same characteristics as babbling
- drops out as children acquire true words

PCFs

ex. if the child says the word “dubada” for strawberry, and consistently calls them that in various contexts (but it doesn’t sound like the adult pronunciation of the target word)

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15
Q

underextensions

A

when children use a word in fewer contexts than they should
- using dog to refer to only pugs

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16
Q

overextensions

A

when children use a word in more contexts than they should
- using the word daddy to refer to all men

17
Q

define MLU

A

mean length of utterance is a measure of linguistic productivity in children (ie doesn’t measure vocab, etc)
- traditionally calculated by collecting 50-100 utterances spoken by a child and deviding the number of morphemes by the number of utterance

18
Q

brown’s stage 1

how old, characteristics

A
  • 18 months
  • communicates in single words and gestures (no syntax)
  • chains single words (uses successive single words); eg juice….hot (could be trying to put them together or not)
  • comprehends simple multi-word sentences

approximate mlu of 1 (i think)

19
Q
A
19
Q

brown’s stage 2

A
  • 2 years (MLU of 2)
  • semantic relations (2 word combinations) — action-object; agent-object; recurrence; etc
  • present progressive -ing (18 to 28 months)
  • may use can’t or don’t (but not as true contractions)
  • negation= no + ______
20
Q

brown’s stage 3

A
  • 2 1/2 years (2.5 MLU)
  • 2 and 3 word combination
  • prepostions in/on; plural and possessive morphemes (already had -ing)
  • pronouns: my, me, mine, and you
  • modal (helping) verbs: hafta, gunna, wanna, (not yet true modal verbs)
  • some irregular past tense verbs (went, saw)
21
Q

brown’s stage 4

A
  • 3 years (about 3 MLU)
  • simple complete sentences
  • -pronouns: i, yours, she, we, this, these, etc
  • -modals-> can, will, have
  • verb be as copula and auxiliary
  • noun phrases w/ quantifiers
  • produces basic sentence types
  • some contractions
  • more than one semantic relation in an utterance
22
Q

solitary play

A
  • infants/young toddlers (up to around 18 months)
  • playing on own
  • exploring all aspects of environment
  • taking information in through the senses (looking, grabbing, chewing, etc)
23
Q

parallel play

A
  • 18-36 months
  • playing alongside other children without much interaction between children
  • may be engaged in similar activities
  • enjoy being around other children, don’t necessarily interact
24
Q

group play

A
  • develops around age 3
  • interactive play with play partners
  • develop ability to collaborate on ‘theme’ of play activity
  • social interaction required and develops important social skills
25
Q

symbolic play scale

play and language milestones

A
  • 9-12 months: object permanence
  • 17-19 months: symbolic play on self (autosymbolic play–sense of self); appropiate toy use
  • 2 1/2 years: then play includes less frequent events (often dramatic events)

language milestones:
- 8-12 months: intentionality
- 12 months: words
- 2 1/2-3 years: continued increase in language complexity

26
Q

benefits of play

A

that pink dog thing found creepy black noses
- thinking
- problem solving
- decontextualization
- theory of mind
- flexible thinking
- comprehension
- building mental representation
- narrative skills

27
Q

compare and contrast toddlers and preschoolers in all areas of their language/conversation abilities

A

form
- toddlers: developed m, b, y, n, w, d, p, h—present progressive -ing, possessive and plural s, in/on—two word combos
- preschoolers: developed ch, k, t, g, f, v—regular past tense, articles, regular 3rd person singular s—longer sentences (4, 5, words or longer)
content
- toddlers: beginning of semantic relationships (agent-action)—at the beginning of toddlerhood might know 1-3 words, 18 months word spurt then 900 words by age 3
- preschoolers: more diverse semantic network, larger lexicon (1,000-2,000 words)
use
- toddlers: need lots of adult scaffolding (asking questions to facilitate convo)
- preschoolers: can develop topics and deliver long monologues and tell full narratives without adult scaffolding

28
Q

what 4/5 of brown’s morphemes are developed in toddler years

(the rest are developed during preschool)

A
  1. present progressive -ing
  2. regular plural -s
  3. prepositions in & on
  4. possessive ‘s
29
Q

which letters are learned first?

A
  1. own name advantage
  2. letter order
  3. letter name pronunciation
  4. consonant order

ostriches look like corn

30
Q

elelaborative scaffolding

A

adults ask leading questions that help the child move the narrative forward
“and what did you do when you saw the shark”

31
Q
A
32
Q

repetitive scaffolding

A

adults repeatedly ask for the same type of information (asking questions that elicit the same type of response)
“was that scary”

33
Q

developmental changes in childrens narratives

A
  • more indepent from adult scaffolding
  • tell more narratives in general
  • content of their narratives becomes more specific and organized because of the use of sophistacated narrative elements, like evaluation
  • form of their narrative also improves and they use more linguistic devices, and more complex structures
34
Q

emergent literacy/predictors

A
  1. alphabet/letter knowledge
  2. phonological awareness
  3. writing name or letters
  4. print knowledge
35
Q
A

lang dev (4 decks)

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