exam 2- lifespan Flashcards
the average child knows about ___ words at age 2, and more than ____ on average by age 6
500; 10,000
fast mapping
early preschool year children can pick up context
fast mapping example
experimenters taught children a novel word (made up word for a color) and asked the 3 year old can inder the meaning of a new word, “chromium,” when they were asked to bring the “chromium” tray, not the red one. half of the children added chromium to their lexicon; remembered it 6-10 weeks later, and remembered it in different contexts
fast mapping in deaf and hard of hearing children
- direct reference
- novel mapping
fast mapping in deaf and hard of hearing children- direct reference
explicit teaching- tell children 3 times what novel objects are (cherry pitter, but used a novel, nonsense word), and tested whether or not they know the name
fast mapping in deaf and hard of hearing children-novel mapping
have children play with 4 objects, 3 familiar, 1 novel; asked where the familiar objects are, then ask where a cup is (they know what a cup is/looks like), then asked where the “dax” is. children used context to find cherry pitter
Do DHH children fast map
yes, more often than not. They are most likely to utilize novel-mapping
Does fast-mapping help DHH learn vocabulary
yes, novel mappers have a larger vocabulary compared to slow word learners and rapid word learners
slow word learners lacked
exposure to consistent language input or had other learning problems (DHH children with hearing parents or in speech only schools)
Mappers are more likely to be exposed to
consistent language input (DHH children with DHH or effortful signig parents or in simultaneous communication schools)
grammar of language
structures, techniques, and rules that communicate meaning
overregularization
-application of rules of grammar even when exceptions occur
-makes language seem more “regular” than it actually is
-e.g.: I runned over here
-a change from before, mirroring adults grammar, now trying to make sense of the world on their own
pragmatic
-practical use of language, adjusting communication to audience and context
(you speak differently to an adult than you would a baby) young kids are learning this too. e.g. pretend play
-difficult aspect of language
-demonstrated through role playing
children do not come into the world knowing grammar, however
they come into the world ready to learn grammar
grammar yt video showed
