Keywords Quiz 1 Flashcards
Theory of Mind
The ability to understand the beliefs and experiences of others and that those experiences differ from your own
What involves the acquisition and the use of morphology, phonology, syntax, and semantics
Linguistic Competence
positive or negative reinforcement
Operant Conditioning
What does the term “Restricted Meaning” mean?
The term “restricted meaning” is when a younger child has a restricted idea of a word’s meaning
Language
A system of arbitrary symbols that is rule-based, dynamic, generative, and used as a social tool in communication
what is overextension?
young children frequently use perceptional characteristics to extend meaning beyond that entity
Form
syntax, morphology, and phonology
Executive function
Involves the cognitive abilities used to control and to coordinate information for planning goals, controlling responses, shifting between tasks, and keeping information inside the mind for guiding future actions
Content
semantics
Schema
Allow children to understand the meaning of things in their environment
Use
pragmatics
Chaining
Syntax develops when children learn to produce longer sentences
What are paralinguistic cues?
They are the nonverbal cues that accompany spoken language. These cues can include affect (facial expressions), gestures (head nods, etc), body posture, proximity (distance between speaker and listener), word stress, speech rate, intonation, and pauses during speech.
ZPG
Zone of Proximal development to describe the distance between:
- A child actual developmental level and his or her potential development
- The zone of proximal development is the distance between what children can do by themselves (retrospective) and the concepts or skills they can learn with assistance from adults or children with more advanced lg skils (prospective)
What is the LAD (Language Acquisition Device)?
Innate structure in the human brain that is prewired to provide children with the capacity to learn language, introduced by Chomsky in the Principals and Parameters Theory.
Retrospective Mental Development
The zone of proximal development and the distance between what children can do by themselves
Communicative Competence
describes a speakers ability to produce a clear and understandable message
Prosody
Use of methods (length, loudness, pitch) to communicate different attitudes
Scaffold
add new information to a child’s utterance while preserving the child’s meaning
Speech act
A semantic and pragmatic unit that label’s a speaker’s intent or meaning; it frequently has an effect or resulted action i.e. statement, command, request, promise
Morphology
How words and smaller units can be combined to form other words
Emergentism
Children need time and repetition to recognize the patterns of word use in different contexts. Language development result from the effects of social, pragmatic and cognitive factors over time
grapheme
smallest functional unit of a writing system
Syntax
the arrangement of words and phrases to create well-formed sentences in a language.
Underextension
A child having a very limited view of what a word means, having a limited representation of an entity or thing.
Encoding
The transmitting of information from the speaker
parameters
language-specific rules that apply to syntactic rules for different languages
Understanding a speaker’s goal and meaning associated with a specific linguistic form
Intentional reading
Cognitive theory
Piaget; based on the idea that language acquisition and cognition are connected and puts a greater emphasis on mental or internal factors
sensitivity to regularities in
the language that they hear in the
environment
Pattern finding
cultural competence
the ability for individuals to engage with various cultures
conceptual knowledge
what a child knows and understands about ideas, entities (including people, animals, things) and actions in their surrounding environments.
Semantics
Describes how meaning is conveyed through the use of words and sentences
Morphophonology
Certain phonemes change because of the effect of one sound on another
Schema
A mental representation of a child’s experiences in the environment, allowing the child to develop the word or words to describe these experiences and are stored in memory for future events
social interaction theory
based on the hypothesis that children’s language acquisition emerges through interactions with others and personal experiences with language
social interaction theory
language results from the social interaction in play, games and conversations. When children are interested in the topic, language development results
Behavioral Theory
children’s language can be developed through positive and negative reinforcement of their utterances by adults or older children
