Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

SHS 320 > exam 2 > Flashcards

exam 2 Flashcards

1
Q

creators of “baby signs”

A

acredolo & goodwyn 1988

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

5 beginner signs

A

-hat
-bird
flower
-fish
-more

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

5 alternates

A
  • duck
  • cat
  • dog
  • bottle/drink
  • all gone
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

3 types of gestures

A
  • object
  • request
  • attribute
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

object

A

-age of onset 13.5 mos

request, comment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

request

A

-age of onset 12.9 mos

an action

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

attribute

A

-age of onset 12.4 mos

comment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

total gestures

A

38 mothers reported 148

-over 50% were flower and out

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

language period one

A

1-10 spoken words
object - 10
request - 9
attribute - 6

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

language period two

A

10 - 25 words
object - 14
request - 8
attribute - 7

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

total gestures for language periods

A
  • used 81 gestures
  • 70% appeared during first 25 spoken words
  • after 50 words few new gestures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

words have ____

A

*advantage
-once word is learned it takes over and sign drops out
words are:
-verbal
-handsfree
-conventional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

cognition and gestures:

piaget’s sensorimotor stage

A
  • stage 4 (8-12 mos) - behaviors tied to certain contexts
  • nonverbal strategies for lang comprehension
  • look at what mother looks at
  • touch and manipulate object
  • imitate actions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

dual-directional signaling

A

-gestures allow you to look at your mother and communicate about an object elsewhere

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

early gestures are

A
  • general
  • all purpose reaching
  • showing
  • pointing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

at 16 mos parents report ___ times more gestures than lab studies

A

10 times

40 vs 4

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

gestures arise from

A
  • routines
  • observation
  • imitation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

infant memory

A

-infants greater than 6 mos could remember story words vs. foil words better after listening to story

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

comprehension vs comprehension strategy

*Robin Chapman

A

comprehension

  • complete process
  • understanding a full sentence

comprehension strategy

  • short-cut
  • incomplete understanding of a sentence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

comprehension strategies

sensorimotor stage 5 (8-12 mos)

A

nonlinguistic response tendencies:

  1. attend to the object mentioned
  2. show that you notice the object
  3. do what you usually do in a situation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

vocab comprehension:

specific person

A

10-12 mos
-100%
13 - 15 & 16-18

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

vocab comprehension

object

A 
10-12 mos 
42%
13-15 mos 
100%
16-18 mos
100%
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

vocab comprehension

unusual action verb

A 
10-12 mos
-
13-15 mos
-33%
16-18 mos
-75%
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

comprehension vs production

A

action words > in early comprehension vocab

  • comprehension earlier
  • reach 50 words in comp 5 mos sooner than production
  • comprehension grows faster than production
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

lexical principles

A
  • golinkoff
  • children assume a new word refers to an object
  • children assume that a new word refers to the whole object, rather than parts of an object
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

novel name-nameless category principle

A

-if you hear a new word, look for a new object

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

principle of mutual exclusivity

A
  • hansen and markman
  • children avoid having 2 labels for 1 referent
  • if one thing already has name the new name must be referring to new object
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

principle of contrast

A
  • eve clark
  • word contrast has meaning so if a new word is heard and applied to something with a name than it must refer to aspect of that thing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

receptive vocab in toddlers with autism

A 
-behind on all levels
esp:
-receptive language
-gesture use
-understanding of single words
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

behaviors that differentiate ASD

A
  • lack of appropriate gaze
  • lack of sharing of enjoyment & emotion w/gaze
  • failure to respond to name
  • failure to coordinate gaze, facial expression and vocalization
  • lack of expression & joint attention
  • unusual vocalizations
  • repetitive movements w/body or objects
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

recognition vs. production

begins

A

recognize 4-6 mos

production 12 mos

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

from 1 - 6 children learn __ new words a day

A

5-8

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

during grade school children learn ___ words per year

A

2000 - 4000

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

in the first 5 years of life children learn

A
  • 1 word a week
    then 1 a day
    then one every 2 waking hours
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

level of behavioral equivalence

A

-children learn words at the “mid-level” of generality, the “level of behavioral equivalence”

flowers

  1. plant
  2. flowers
  3. rose, daisy, carnation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

distribution of words in toddlers early production vocabularies
nelson 1973

A
  1. general nominal (nouns) - 51%
  2. specific nominals (nouns) - 14%
  3. action words - 14%
  4. modifiers - 9%
  5. personal social - 8%
  6. function - 4%
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

distribution of words in toddlers early production vocabularies
bates 1994

A
  1. general nominal (nouns) - 40%
  2. specific nominals
  3. action words - <10%
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

modifiers

A

by the time the child speaks 600 different words, verbs plus adjectives = 25% of the child’s production vocabulary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

function

A

by the time the child speaks 600 different words, function words = 15% of childs production vocab

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

referential child

A

> 50% of words are general nominals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

language ____ is a better predictor of IQ than ____

A

comprehension, speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

environment

A

how many words a child understands

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

genetics

A

how much a child talks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

**shyness

A

doesnt equal stupidity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Nelson Task

A 
bag of 48 items
-8 nouns 6 examples
mother pulls object out of bag
-for each noun names only first 3 examples
listen for children naming objects 
**expressive vocab
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

learning production vocab

A

nelson & bonvillian

  • focus on 24 objects mother names
  • average number of objects the child named after going through set 5 times
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

girls results

A

girls said the names on average of 45 times

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

boys results

A

boys said the names an average of 6 times

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

baby talk

A 
animals - noises
objects
routines 
bodily functions or needs
body parts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

baby talk - good or bad?

A

not proven to be either

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

over extension

A

when the set of critical features is too small you get overextension
-Clark & Clark

*fa-ba (flower)
smells pretty
-perfume
-scented candle
-pumpkin pie
-scented soap
-baby lotion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

semantic feature hypothesis

A

child has a stable set of semantic features for a word

**fa-ba (flower)
smells pretty
petals color
stems
leaves
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

overextension based on

A 
perception
mostly:
shape 
size
some:
movement
texture
sound
taste
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

overextension can be based on

A
  • function (nelson)

- prototype - original or most memorable experience with an object or event (Rosch)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

overextension common

A
  • up until 2 1/2 - 30 months

- in production

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

underextensions

A

only use dog for family dog

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

can there be over and underextensions at the same time?

A 
yes
over - clouds, rivers
^are alive
under - trees, flowers
^are not alive
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

two word combinations

A

begin sometimes at 16 mos in girls
more commonly sometimes at 18 mos
often at 68 mos

begin at 18 mos in boys
often commonly at 24 mos
almost all often at 28-30 mos

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

pivot open grammar

A

martin braines early 2 word combinations

  • P1 + O
  • i see, all broke, hi mama, more car
  • O + P2
  • boot off, mail come, milk in-there
  • O+O
  • papa away, pants change, dry pants
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

lois bloom

A

possesion can change but child may not have language to express even though the comprehend

  1. mommy sock (mommy’s sock)
  2. mommy sock (mommy is putting on my sock)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

revised pivot-open grammar

A

-limited scope formulae

now includes semantics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

revised pivot open grammar includes

1. draw attention to something

A

see + X

here/there + X

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

revised pivot open grammar includes

2. identify something

A

is/that + X

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q 
revised pivot open grammar includes
3. assign class membership
A

X+Y
mommy girl
X is a Y
mommy is a girl

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

revised pivot open grammar includes

4. remark on specific properties of object

A

big/little + X
hot + X
old + X

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

revised pivot open grammar includes

5. express possession

A 
X + Y
mommy jacket
X's Y 
mommy's jacket
X has a Y 
mommy has a jacket
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

revised pivot open grammar includes

6. plurality or iteration

A

two + X

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

revised pivot open grammar includes

7. recurrence or alternate examples of a type

A

more + X
other + X
nother + X
X + again

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

revised pivot open grammar includes

8. disappearance of objects

A

all gone + X

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

revised pivot open grammar includes

9. negation

A

no + X

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

revised pivot open grammar includes

10. express actor-action relations

A

X does —-

he does X

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

revised pivot open grammar includes

11. location

A 
N + (in) here/there
shoe here
N,V, Adj. + here/there
messy there
X+Y
doggie pillow
X is in, on, has moved to Y
doggie is on the pillow
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

revised pivot open grammar includes

12. patterns that request

A

want + X

have-it + X

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

semantic relations

A

the meanings expressed by 2 and 3 word combinations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

sematic relation

  • people or animals
  • do things - to something
A
  1. agent + action
    - mommy come, daddy sit
  2. action + object
    - drive car, eat grape
  3. agent + object
    - mommy sock, baby book
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

sematic relation

location

A
  1. action + location
    - go park, sit chair
  2. entit + location
    - cup table, toy floor
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

semantic relation

description

A
  1. possessor + possession
    - my teddy, mommy dress, daddy sock
  2. entity + attribute
    - box shiny, crayon big
  3. demonstrative + entity
    - dat money, dis telephone
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

age of first appearance for average child

A 
*when half of childs utterances are 2 words
3 word utterances
-between 1 1/2 and 2 years
4 word utterances 
-by 2 years
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
79
Q

language spoken to the child

A
  • motherese, fatherese or parentese
  • child directed speech or CDS
  • caretaker speech

**Infant directed speech or IDS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
80
Q

phonological differences

A

-higher pitch
-exaggerated intonation
-clearly enunciated, slow with distinct pauses
-simple sounds, syllables and words
reduplicated syllables

81
Q

Kuhl IDS study

A 
30 mothers
-english, swedish, russian
2-5 month infants
3 vowel sounds similar in all lang
-vowel triangle expanded 90-94%

*if you talk to infants, biology structured us to know what to do

82
Q

slow speaking rate

A

speech to 2 year olds = half the rate of adult-to-adult speech

83
Q

semantic differences

-limited vocab

A
  • breakfast cookie = granola bar

- hotel where they put dinosaurs = museum

84
Q

semantic differences

-unique words

A 
goo-ee = milk
mine = pacifier
mee-mee = blanket
85
Q

semantic differences

-diminutives

A 
mommy
daddy
kitty
puppy
clownie 
nappy
sockies
milkie
up-ie
no-ie
86
Q

semantic differences

-mid-level of generality

A

car vs specific words (vehicle, minivan)

87
Q

syntactic differences

A
  • shorter utterances (smaller MLUs)
  • nicely formed unites
  • repitition (of self or child) with some additions
  • noun phrases, verb phrases, or prepositional phrases spoken alone
  • fewer verbs
  • few embedded sentences
  • more content words, fewer function words
  • fewer statements, more as children get older
88
Q

pragmatic differences

A
  • more commands and questions
  • often missing you and do
  • questions with what and where at the end
89
Q

protoconversations

A

conversations with no reply

-parent asks question then supplies possible answer

90
Q

expatiate the childs word or phrase

A

child: dere rabbit
parent: the rabbit likes eating lettuce. do you want to give him some?

91
Q

prompt or occasional question

A

parent: what did you see?
child: no answer
parent: you saw what?

92
Q

explicit corrections for truth

A

-correct truth of what child says, not grammar or pronunciation

child: doggie
parent: no, thats a horsie

93
Q

implicit corrections for truth

A

child: bird house
parent: yes, the birds sitting on a nest

94
Q

sentences frames

A

sentence frame + heavily stressed word

  • mark off beginnings of new words
  • capture attention
  • introduce new vocab
  • wheres
  • lets play with
  • heres
  • look at
  • thats a
95
Q

parentese characteristics

A 
identify conversational turns
-high pitch
-exaggerated intonation
-model dialogues
-prompt questions
map language onto ideas
-selected vocab
-avoidance of pronouns
identify linguistic units
-pauses
-sentence frames
-repititions
96
Q

telegraphic speech

A 
words omitted
-redundant information
-small, closed set of words
-predictable from context
words included
-set could be infinitely large
-less predictable from context
97
Q

grammatical morphemes and morphology

A
  • inflection
  • -affix = suffix or prefix
  • morphemes
  • -root words
  • bound morphemes
  • -play or played
  • derivational morphemes
  • -change part of speech
  • -hit (verb) - hitter (noun)
  • morphology= a part of syntax
98
Q

referential child

A

> 50% of words are general nominals

99
Q

language ____ is a better predictor of IQ than ____

A

comprehension, speech

100
Q

environment

A

how many words a child understands

101
Q

genetics

A

how much a child talks

102
Q

**shyness

A

doesnt equal stupidity

103
Q

Nelson Task

A 
bag of 48 items
-8 nouns 6 examples
mother pulls object out of bag
-for each noun names only first 3 examples
listen for children naming objects 
**expressive vocab
104
Q

learning production vocab

A

nelson & bonvillian

  • focus on 24 objects mother names
  • average number of objects the child named after going through set 5 times
105
Q

girls results

A

girls said the names on average of 45 times

106
Q

boys results

A

boys said the names an average of 6 times

107
Q

baby talk

A 
animals - noises
objects
routines 
bodily functions or needs
body parts
108
Q

baby talk - good or bad?

A

not proven to be either

109
Q

over extension

A

when the set of critical features is too small you get overextension
-Clark & Clark

*fa-ba (flower)
smells pretty
-perfume
-scented candle
-pumpkin pie
-scented soap
-baby lotion
110
Q

semantic feature hypothesis

A

child has a stable set of semantic features for a word

**fa-ba (flower)
smells pretty
petals color
stems
leaves
111
Q

overextension based on

A 
perception
mostly:
shape 
size
some:
movement
texture
sound
taste
112
Q

overextension can be based on

A
  • function (nelson)

- prototype - original or most memorable experience with an object or event (Rosch)

113
Q

overextension common

A
  • up until 2 1/2 - 30 months

- in production

114
Q

underextensions

A

only use dog for family dog

115
Q

can there be over and underextensions at the same time?

A 
yes
over - clouds, rivers
^are alive
under - trees, flowers
^are not alive
116
Q

two word combinations

A

begin sometimes at 16 mos in girls
more commonly sometimes at 18 mos
often at 68 mos

begin at 18 mos in boys
often commonly at 24 mos
almost all often at 28-30 mos

117
Q

pivot open grammar

A

martin braines early 2 word combinations

  • P1 + O
  • i see, all broke, hi mama, more car
  • O + P2
  • boot off, mail come, milk in-there
  • O+O
  • papa away, pants change, dry pants
118
Q

lois bloom

A

possesion can change but child may not have language to express even though the comprehend

  1. mommy sock (mommy’s sock)
  2. mommy sock (mommy is putting on my sock)
119
Q

revised pivot-open grammar

A

-limited scope formulae

now includes semantics

120
Q

revised pivot open grammar includes

1. draw attention to something

A

see + X

here/there + X

121
Q

revised pivot open grammar includes

2. identify something

A

is/that + X

122
Q 
revised pivot open grammar includes
3. assign class membership
A

X+Y
mommy girl
X is a Y
mommy is a girl

123
Q

revised pivot open grammar includes

4. remark on specific properties of object

A

big/little + X
hot + X
old + X

124
Q

revised pivot open grammar includes

5. express possession

A 
X + Y
mommy jacket
X's Y 
mommy's jacket
X has a Y 
mommy has a jacket
125
Q

revised pivot open grammar includes

6. plurality or iteration

A

two + X

126
Q

revised pivot open grammar includes

7. recurrence or alternate examples of a type

A

more + X
other + X
nother + X
X + again

127
Q

revised pivot open grammar includes

8. disappearance of objects

A

all gone + X

128
Q

revised pivot open grammar includes

9. negation

A

no + X

129
Q

revised pivot open grammar includes

10. express actor-action relations

A

X does —-

he does X

130
Q

revised pivot open grammar includes

11. location

A 
N + (in) here/there
shoe here
N,V, Adj. + here/there
messy there
X+Y
doggie pillow
X is in, on, has moved to Y
doggie is on the pillow
131
Q

revised pivot open grammar includes

12. patterns that request

A

want + X

have-it + X

132
Q

semantic relations

A

the meanings expressed by 2 and 3 word combinations

133
Q

sematic relation

  • people or animals
  • do things - to something
A
  1. agent + action
    - mommy come, daddy sit
  2. action + object
    - drive car, eat grape
  3. agent + object
    - mommy sock, baby book
134
Q

sematic relation

location

A
  1. action + location
    - go park, sit chair
  2. entit + location
    - cup table, toy floor
135
Q

semantic relation

description

A
  1. possessor + possession
    - my teddy, mommy dress, daddy sock
  2. entity + attribute
    - box shiny, crayon big
  3. demonstrative + entity
    - dat money, dis telephone
136
Q

age of first appearance for average child

A 
*when half of childs utterances are 2 words
3 word utterances
-between 1 1/2 and 2 years
4 word utterances 
-by 2 years
137
Q

language spoken to the child

A
  • motherese, fatherese or parentese
  • child directed speech or CDS
  • caretaker speech

**Infant directed speech or IDS

138
Q

phonological differences

A

-higher pitch
-exaggerated intonation
-clearly enunciated, slow with distinct pauses
-simple sounds, syllables and words
reduplicated syllables

139
Q

Kuhl IDS study

A 
30 mothers
-english, swedish, russian
2-5 month infants
3 vowel sounds similar in all lang
-vowel triangle expanded 90-94%

*if you talk to infants, biology structured us to know what to do

140
Q

slow speaking rate

A

speech to 2 year olds = half the rate of adult-to-adult speech

141
Q

semantic differences

-limited vocab

A
  • breakfast cookie = granola bar

- hotel where they put dinosaurs = museum

142
Q

semantic differences

-unique words

A 
goo-ee = milk
mine = pacifier
mee-mee = blanket
143
Q

semantic differences

-diminutives

A 
mommy
daddy
kitty
puppy
clownie 
nappy
sockies
milkie
up-ie
no-ie
144
Q

semantic differences

-mid-level of generality

A

car vs specific words (vehicle, minivan)

145
Q

syntactic differences

A
  • shorter utterances (smaller MLUs)
  • nicely formed unites
  • repitition (of self or child) with some additions
  • noun phrases, verb phrases, or prepositional phrases spoken alone
  • fewer verbs
  • few embedded sentences
  • more content words, fewer function words
  • fewer statements, more as children get older
146
Q

pragmatic differences

A
  • more commands and questions
  • often missing you and do
  • questions with what and where at the end
147
Q

protoconversations

A

conversations with no reply

-parent asks question then supplies possible answer

148
Q

expatiate the childs word or phrase

A

child: dere rabbit
parent: the rabbit likes eating lettuce. do you want to give him some?

149
Q

prompt or occasional question

A

parent: what did you see?
child: no answer
parent: you saw what?

150
Q

explicit corrections for truth

A

-correct truth of what child says, not grammar or pronunciation

child: doggie
parent: no, thats a horsie

151
Q

implicit corrections for truth

A

child: bird house
parent: yes, the birds sitting on a nest

152
Q

sentences frames

A

sentence frame + heavily stressed word

  • mark off beginnings of new words
  • capture attention
  • introduce new vocab
  • wheres
  • lets play with
  • heres
  • look at
  • thats a
153
Q

parentese characteristics

A 
identify conversational turns
-high pitch
-exaggerated intonation
-model dialogues
-prompt questions
map language onto ideas
-selected vocab
-avoidance of pronouns
identify linguistic units
-pauses
-sentence frames
-repititions
154
Q

telegraphic speech

A 
words omitted
-redundant information
-small, closed set of words
-predictable from context
words included
-set could be infinitely large
-less predictable from context
155
Q

grammatical morphemes and morpholog

A
  • inflection
  • -affix = suffix or prefix
  • morphemes
  • -root words
  • bound morphemes
  • -play or played
  • derivational morphemes
  • -change part of speech
  • -hit (verb) - hitter (noun)
  • morphology= a part of syntax
156
Q

toddler age vs MLU

A 
1 year - 1.0 morpheme
2 year - 2.0 morpheme
2 1/2 years - 2.5 morpheme
3 years - 3.0 morpheme
3 1/2 years - 3.75 morphemes
4 years - 4.5 morphemes
157
Q

child imitates mother

A

overestimates MLU

solution: compare spontaneous MLU to imitated MLU

158
Q

child repeats self frequently

A
  • may over or under estimate MLU depending on whether short or long utterances are imitated
    solution: compare an MLU with repetitions to one without
159
Q

mother asks a lot of questions

A
  • underestimates MLU
    solution: try to get another MLU calculated from a language sample with a partner, topic, or activity that doesn’t bring up as many questions
160
Q

child engages in many routines

A

overestimates MLU

solution: compare MLU with routines to one without

161
Q

child joins many clauses with “and, but, so, or…”

A
  • compound sentences
  • greatly overestimates MLU
    solution: child is too old for simple MLU
  • allow one “and, but, so” per utterance and treat the next one as new utterance that starts with conjunction
162
Q

Hollis Scarborough 1990

child development

A
  • early MLU indirectly predicts later reading

- dyslexia also shown with MLU

163
Q

MLU approaching 2.0

A
  • end stage I
  • 4 word utterances appear
  • first grammatical morphemes appear
  • milestone
164
Q

When MLU = 2.0

A
  • begin stage II
  • range is 1-6 morphemes per utterance
  • mastery of some grammatical morphemes
  • milestone
165
Q

browns stage I

A

-age 1
-MLU 1.0
semantic relationships

166
Q

browns stage II

A
  • age 2
  • MLU 2.0
  • grammatical morphemes
  • ing
  • plural s
167
Q

browns stage III

A
  • age 2 1/2
  • MLU - 2.5
  • simple sentences
  • possessive
  • on
168
Q

browns stage IV

A
  • age 3
  • MLU 3.0
  • complex sentences
  • NO new morphemes added
169
Q

browns stage V

A
  • age 3 1/2
  • MLU 3.75
  • join clauses (and)
  • present tense
  • regular 3rd person
  • singular verb -s
  • regular past tense -ed
  • irregular past tense
  • contractible copula be
  • articles a and the
170
Q

browns stage V+

A
  • age 4
  • MLU 4.5
  • irregular 3rd person singular
  • contractible auxilary be
  • uncontractible copula be
  • uncontractible auxilary be
171
Q

Irregular past tense forms

shipley, maddox, driver

A
  • 120 children
  • sentence completion
  • 80% mastery level
172
Q

browns 14 grammatical morphemes

A 
5 suffixes
2 irregular verb forms (past, -s)
2 prepositions
1 set of articles
4 copula or auxilary verbs (forms of be)
=14
173
Q

overregularization

A 
-irregular plurals
knows mice but not mouse
-plural -s
mans
feets
mens
somes
childs
174
Q

prototype

A

core concept

first thing they learn in a category

175
Q

prototypical member

A
  • carrot
  • collie
  • apple
  • rose
176
Q

nonprototypical member

A
  • eggplant
  • chihuahua
  • tomato
  • gladiolus
177
Q

probabilistic concept

A
  • something with common features but not a single set of essential features
  • bird
178
Q

sharp boudaries

A

hierarchically organized
easily defined
-dog

179
Q

fuzzy boundaries

A
  • difficult for all to define/agree on

- color

180
Q

lexical principles

A
  • assume a word refers to an object
  • assume word refers to whole object not parts
  • avoid two labels for one referent
181
Q

early words

A

-share phonetic features
-occur frequently in speech
-shorter in length than later acquired words
-learn to produce vowels first
BUT consonant contrasts easier than vowel contrasts

182
Q

grammatical classes

A
  • first 50 words represent all grammatical classes
  • nouns 40% of lang
  • verbs/adj
  • function
183
Q

why learn nouns over verbs?

A
  • verbs are more linguistically complex

- concepts referred to by nouns are clearer, more concrete and more identifiable

184
Q

derived words

A

-rarely used
-add suffix
what does a zib do
- a ZIBBER zibs

185
Q

compound words

A

frequently used
-zib-man
use all words & invent these words to fill gap in their vocab
-bee-house

186
Q

preferential looking paradigm

A
  • test of infants and toddlers vocab conprehension
  • can reveal that young children s underlying concepts may be more adult-like than productive vocab may indicate

-child who calls cow doggie still looks at cow

187
Q

basic level catergories

A
  • similarities within categories are emphasized

- most general level at which objects are similar because of their forms, functions, componant parts, or motion

188
Q

ostension

A
  • point and say thats a ___

- for basic level words

189
Q

metalinguistic awareness

A
  • knowledge of the nature of language as an object

- develops gradually throughout middle school years

190
Q

how two two word utterances show syntax?

A

-child combines words in a systematic way to create sentences that appear to follow rules not in a random fashion

191
Q

two word utterances between 1.0-2.0

A
  • creative
  • not imitation of adult
  • more car
  • mommy stair
  • bye-bye back
  • no pee
  • all gone
  • eat it
192
Q

telegraphic speech

A

open class - contenct
closed class - function
-two word utterances

193
Q

pinker

A

child uses semantics to provide the key bootstrap into the linguistic system
-child uses correspondance between things and names to map onto the linguistic category of nouns

194
Q

preferential looking paradigm at 17 mos

A

can use word order to comprehend multiword utterances

195
Q

wug test

A

nonsense words

  • this is a wug, now there are two, there are two ____
  • children performed well with the nonsense words but performance was constrained by controlled limits of experiment
196
Q

pinker ed vs irregular

A
  • ed learned by rule governed mechanism

- irregular learned by lexicon memory

197
Q

children learning spanish, italian & hebrew

A

do not go through optimal infinitive stage

198
Q

referential - expressive distinction

A

-nelson believed differences reflect childrens differing hypothesis about how lang is used
problems:
-use of parental report as source of data
-composition of early lexicon vs freq with which children use individual words
-the categories and criteria used to define kinds of words children acquire

199
Q

frozen phrases

A

phrasal speech that occurs before true word combinations

-utterances containing two or more words that had not previously occured as single units in the childs speech

SHS 320 (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions