FINAL Flashcards
Linguistic competence
being able to produce and understand grammatical and meaning utterances
communicative competence
being able to use grammatical structures in a socially appropriate way
coordinate conjunctions
join main clauses
FANBOYS
subordinate conjunctions
link a subordinate to a main clause
because and while
subordinating index
how many clauses are in each utterance [SI-1]
c unit
is a main clause and its subordinating clauses
3 influences that affect communicative competence
- family
- birth order (later born children have more grammatical errors, and usually need to compete with older child for attention so they need good communication skills)
- school
How is theory of mind related to language development?
- children with autism have difficulty with ToM tasks
- children under 4 have difficulty with sally/ann tasks
- correlates with development but is not causal
dore’s primitive speech acts
distinctive vocalizations or words often accompanied by a gesture to communicate intentions
-emerges during the illocutionary period (10 mos)
what makes a conversation work?
- quanity (provide right amt of info)
- quality (be honest)
- relation (be relevant)
- manner (be clear)
(Grice’s Maxims)
what indicates that a turn has ended for a toddler?
- gestures,
- facial expressions
- intonation
- cues
how many turns per topic for older preschoolers? 5 YOs?
- 5
- 10
toddler topic initiation
conversation typically arises from something that has just engaged their attention
preschooler topic initiation
conversation will frequently begin by addressing their listener to establish an audience (mommy)
when is a word considered a word?
when it is used consistently in connection to the adult form of the word
ex) baba for bottle
why are nouns most prevalent in toddlers early lexicons?
- they are most tangible
- tend to be at the end of utterances making them more noticeable
- common in caregivers speech
context bound words
words only used in 1 context
ex) saying hello when playing with a phone but not when people walk into the room
referential words
child is using a word for everything that “type”
ex) dog for all animals
similar to overgeneralizations
underextentions
- context bound
- child has narrower meaning of the word
ex) doggie for only big dogs
overextensions
- do not necessarily overextend in perception
ex) show child pic of cat and dog and ask to point to dog and child points to dog - bc they know cat is different but they don’t know “cat” yet
referential learner
(object) vocab dominated by words for objects (nouns), mothers spend more time naming, more likely to be first born child of college educated parents, use analytic approach to learning
expressive learner
(functional) relatively more of other types of words, more useful social expressions, not quite noun dominated, but still many nouns
analytic
breaks language into pieces and puts together (ref. vocab)
holistic
looks at language in larger chunks (exp vocal)
word segmentation at 9 months
- track statistics of segments and syllables
- use rhythmics and phonotactic cues
- child directd speech helps because utterances are shorter, exaggerated intonation and stress patterns highlight words
whole object assumption
- new word refers to a while object
assumption of mutual exclusivity
-assume different words refer to different things
taxonomic assumption
assume word refers to thing of the same category
fast mapping
creating a sense of meaning of words after hearing a small number of times
clark’s semantic features hypothesis
-child relate words together because of physical features
size, color, shape
nelson’s functional core hyptothesis
meaning for words are based on functions
spoon=eat
browerman’s prototypic complex hypothesis
- organize words according to prototypes
- meaning based on early experiences
ex) bird
________
robin
vs parrot
perlocutionary stage
0-10 months
no intentionality
illocutionary stage
6-12
intentionality w.o language
locutionary stage
12 months
intentionality with language
protoimperatives
early behaviors (gestures and vocal) that suggest commanding or requesting action
protodeclaritives
early behaviors (gestures and vocal) that have goal of getting listener’s attentions
discourse
language in units larger than a sentence
- narative
- convo
- exposition (providing info)
presupposition
the ability to judge the listener’s abilities, experiences, and awareness of relevant info
-related to theory of mind
macrostructure of narratives
general structure: story grammar
microstructure of narratives
local, more specific properties
cohesive markers
linguistic devices that function to make connections, ties, among sentences
5 types of cohesion
- reference (pronouns)
- conjunctive (temporal, causal)
- lexical
- substitution
- ellipsis (leaving out words)
topic centered narrative
has a central theme
topic associating narrative
loosely related narrative
register
different styles of speech in different situation
ex code switching
-young children know how to use registers
joint attention
10 months
verbal turn taking
16 months
imaginative language functions
24 months
primitive narrative and conversational repairs
40months
contract true narratives
48 months
communicative competence at 7-8 years
uses and understands most deictic terms, produces narrative plots containing beginning end problem and resolution
communicative competence at 11-12 years
sustains abstract topics of conversation
deictic
terms that change depending on perspective
