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Communication Development and Language Science > Kindergarten - Adulthood > Flashcards

Kindergarten - Adulthood Flashcards

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1
Q

All components continue to development during elementary years, but ___ and ___ grow most

A

pragmatics
Semantics

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2
Q

Two cognitive processes that help early school children with pragmatics

A

nonegocentricism
decentration

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3
Q

cognitive process that grants ability to describe objects/events through multiple dimensions

A

decentration

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4
Q

cognitive process that grants ability to take another person’s perspective

A

Nonegocentricism

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5
Q

What are four ways early elementary school kids are better at storytelling than preschool kids?

A

1) Increased awareness of structure and needs of audience
2) Using causal coherence = X happened because of Y, etc
3) Provide beginning, a problem, plan to overcome problem, and resolution
4) Decontextualize = setting up a story

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6
Q

four types of stories told by early school-aged kids

A

1) recount (adult-driven)
2) eventcast
3) accounts (child-driven)
4) stories

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7
Q

What are five traits often seen in early-school-aged children’s stories?

A

1) Overt marking of changes in time and place
2) Introduction (characters, setting)
3) Deets on motivation and internal reactions
4) Complexity of episode structure
5) Loose-ends more tied-up than preschoolers

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8
Q

narrative framework and internal structure of a story is called

A

story grammar

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9
Q

What are the 7 components of story grammar?

A

SIIIACC

1) setting statement
2) initiating event
3) internal response
4) internal plan (not always included in young kid’s stories)
5) attempt
6) consequence
7) character’s reaction

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10
Q

Which story grammar component provides the exposition for the story?

A

setting statement

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11
Q

Which story grammar component refers to the first thing that happens?

A

initiating event

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12
Q

what is the last component of story grammar?

A

character’s reaction

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13
Q

Elementary school kids with more linguistic proficiency repair communication breakdowns by __

A

offering more info

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14
Q

Early school-age kids start to use different speaking styles with different ___

A

groups of people

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15
Q

Elementary-school kids can do these three things with topics within a conversation

A

1) introduce
2) sustain
3) switch

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16
Q

Children can start to have a sustained conversation about an abstract topic at age __

A

11

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17
Q

asking for something by not asking for it outright (ie it sure is hot today = request for ice cream)

A

Indirect request

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18
Q

As children get older, their use of ___ requests increases

A

indirect

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19
Q

Elementary-aged kids start to use deictic words (otherwise known as __ and __)

A

here; there

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20
Q

What are four ways vocab changes for elementary schoolers?

A

-Grows
-Word definitions and relationships better
-Better precision
-Understand words with multiple meanings

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21
Q

Children’s definitions start to look like adult definitions around age __

A

11

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21
Q

Elementary kids gradually get better and learning new things without the use of ___, or by using __ __

A

context; context clues

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22
Q

concept organization goes from __ to __ with age

A

concrete; abstract

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23
Q

two types of concept organization

A

taxonomic and thematic

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24
Q

categorization based on common essence

A

Taxonomic

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25
Q

categorization of things bound together by an event

A

Thematic

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26
Q

Four different ways elementary school children increase vocab:

A

1) chunking
2) semantic relationships
3) hierarchical structure
4) neural networks

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27
Q

In elementary school, linguistic processing shift is reliance from ___ to ___ strategies

A

surface; deep

28
Q

linguistic level of processing with syntactic rules and phonetic strings

A

surface

29
Q

linguistic level of processing with semantic categories and relations

A

deep

30
Q

linguistic level of processing with situation or image

A

contextual

31
Q

degree that a metaphor has closely-related literal and figurative meaning

A

Metaphoric transparency

32
Q

In early school age years, children can produce __ of the sounds and blends in English language

A

All

33
Q

Meaningless words are phased out at age ___

A

early school age years

34
Q

Pluralization is mastered at this age

A

elementary school

35
Q

The usage of derivational prefixes like un-, dis- and non-, as well as derivational suffixes like -able, -ment, -y, and -ly appear at this age

A

elementary school

36
Q

Children learn full adult stress and accents system by age __

A

12

37
Q

Altering sounds that looks similar but are different with morpheme convo (ie electric and electricity) starts to happen at this age

A

elementary school

38
Q

what are five ways elementary school children’s syntactic skills increase?

A

1) learn passive voice
2) learn more conjunctions
3) sentences longer, more complex
4) difference between explanatory sentences (longer) and conversational sentences
5) refinement of noun and verb phrases

39
Q

what are four ways noun phrases develop syntactically in elementary school kids?

A

-Pronoun mastery
-Adding modifiers
-Adjective ordering
-Distinction between mass/count nouns and quantifiers (many vs much, etc)

40
Q

individual types of nouns (ie cup, pencil, paper)

A

Count nouns

41
Q

non-individual/homogenous types of nouns (ie sugar, water, salt)

A

Mass nouns

42
Q

what elements of verb phrase development continue to develop in elementary school?

A

1) passive sentences (takes longer)
2) Clausal embedding and conjoining continue to develop
3) Causal, conditional, disjunctive and temporal conjunctions

43
Q

which develops faster in elementary school: noun phrase development or verb phrase development?

A

noun

44
Q

Metalinguistics start to show up at this age

A

elementary school

45
Q

Kids start to identify root words and derivational morphemes at this age

A

elementary school

46
Q

Kids start to make puns/riddles at this age

A

elementary school

47
Q

When does the rate of cognitive growth start to slow?

A

Adolescence

48
Q

Myelination gets completed at this age

A

early adulthood

49
Q

Dendritic pruning continues into this age

A

adolescence

50
Q

As children go into adolescence and beyond, their brain becomes ___ in accessing concepts

A

efficient/effective

51
Q

What linguistic declines are often seen in seniors?

A

1) trouble with syntactically complex sentences
2) trouble with inferences
3) cognitive overload or possibly working memory
4) ability to explain figurative expression
5) oral/written comprehension
6) trouble with recalling linguistic materials

52
Q

Seniors usually do not need cognitive decline in this area

A

comprehension of figurative language

53
Q

Hearing loss increases with age, especially between patients in their __ and patients in their __

A

70’s; 80’s

54
Q

people have trouble with word retrieval starting at this age

A

senior

54
Q

What happens to registers in adolescence and adulthood?

A

Registers increase, but infrequent registers start to disappear

55
Q

narrative skills decline around this age

A

late 70s

56
Q

sarcasm and jokes with double meaning can be seen at this age

A

high school

57
Q

altering the focus on a topic

A

Shading

58
Q

Genderlect starts at this age

A

mid-adolescence

59
Q

Gendered phoneme differences start as early as age __

A

6

60
Q

Adult definitions are more __ and __ than a child’s

A

abstract; subjective (biased)

61
Q

In seniors, word ___ decreases, but the overall word ___ isn’t lost in most cases

A

recall; knowledge

62
Q

Frequency of using non-specific word like ___ increases in seniors

A

seniors

62
Q

what is one reason seniors participate less in conversations?

A

hearing loss

63
Q

familiarity with idioms/proverbs is mastered at this age __

A

no specific age; gets better with age, also depends with experience

64
Q

Articulatory knowledge continues to increase in this time of life

A

adulthood

65
Q

Length and complexity of utterances stabilize around this time of life

A

middle age

Communication Development and Language Science (13 decks)

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