Higher Order Semantics Flashcards
Over time what increases as children grow and develop?
Abstract thought
What is the order of the landscape of semantics?
- Lexical Semantics
- Semantic Relations
- Semantic Network
- Contextual Terms
- Higher Order Semantics
Derivational Morphemes are what
These are bound morphemes- prefixes and suffixes that modifying the meaning of the root morpheme.
What are examples of derivational morphemes?
Prefixes: un-, non-, pre-, in-, trans-, dis-
Suffixes: -ly, -ist, -er, -ness, -al, -ment
What ages are associated with the development of derivational morphemes?
No ages/stages! Happens between birth to 40 months including universal meaning, basic structures, similar experiences.
When are derivational morphemes mastered?
Tightly tied to experience, educational system, and the level/type of language around them
How do cultural practices and norms affect communication with the world around you?
Education is extremely diverse across the globe- all of this language and education creates the diverse pattern of how a person may master the derivational morphemes.
Examples of experiential diversity
3 yr olds- 1 child at a home daycare with 6-8 other kids, vs 1 child at home with 1 caregiver vs 1 child who goes to an ECE program 3 days a week from 8-2 vs 1 child who goes to a rigorous 7-7 preschool program at a highly revered private academy
How do kids learn meaning?
Learning how to “mean” is a huge achievement. Meaning develops way beyond individual words!… we have to talk about words and find the meanings between the words!
Higher order semantics
Definitions, Humor, Synonyms and Antonyms, Sem. Absurdities, and Figurative Language
Definitions for HO Semantics
Meta skill: abstract thoughts
Requirements: Subordinate terms, disembodied knowledge, categorization of semantic features, understanding of genre
How do young children connect information to direct meaning?
Information offered by young children is often more relevant to the object or activity denoted by the word than to the meaning of the word itself.
Forrest: “4” (for) “sleep” (rest)
Island: “eye” (first sound) OR “we went to an island!” (showing recognition of the word and connecting it to an experience they had)
Later on, how do older children and adults display knowledge of terms?
information offered by older children and adults is more likely to be universal and criterial (information offered by children is typically personal and incidental)
Forrest: “it has trees”
Island: “it’s a place you go”
With time, how do definitions change in form?
form becomes more conventional -superordinate and restrictive complement.
“An island is a body of land surrounded by water.”
Synonyms must…
recognize critical semantic attributes of the word and retrieve another semantically similar word
