Language Development in Children Flashcards
Morpheme
Smallest meaningful unit of language
Base, root, or free morphemes
mean something and can stand by themselves and can’t be broken down into smaller units
Bound or grammatic morphemes
can’t convey meaning alone, combined with free morphemes to mean something
Syntax
study of sentence structure
Passive
subject receives the action of the verb
Active
subject performs the actions of the verb
Interrogative
questions
declarative
statements
imperative
commands
exclamatory
express strong feeling
Compound
contains two or more independent clauses joined by a comma and a conjunction or by a semicolon
clause
contains subject and predicate
independent or main clause
subject and predicate and can stand alone
Complex
contains one independent clause and one or more dependent or subordinate cluases
dependent or subordinate cluase
subject and predicate but can’t stand alone “if it doesn’t rain”
semantics
study of meaning in a language
overextension
all round items are balls
underextension
only an oreo is a cookie
quick incidential learning or fast mapping
learn a new word based on just a few exposures to it
pragmatics
study of rules of the use of language in social situations
context
where the utterance takes place, to whom the utterance is directed and what and who are present at the time
cohesion
ability to organize utterances so they build logically on one another
Nativist theory
children are born with a language acquisition device
surface structure
arrangement of words in a syntactic order, the sentence you hear
deep structure
the rules of sentence formation
cognitive theory
language acquistion is made possible by cognition and general intellectual processes. Child must first acquire concepts before producing words
4 developmental cognitive stages
Sensorimotor (0-2)
Preoperational (2-7)
Concrete operations (7-11)
Formal operations (more than 11)
Sensorimotor
symbolic play, babbling, object permanence, 1st word
preoperational
egocentric, overextends, underextends, lack of conservation
concrete operations
less egocentric, acquire conversation skills, effective classification skills
formal operations
lack of egocentricity, inductive and deductive that processes, if/then statments, hypothetical reasoning
Behavioral theory
Skinner: events in the child’s environment are important.
Reinforcement is used.
Mands” requests: “do you have something to eat”
Tacts: group of verbal responses that describe and comment on the things and events around us
Echoics: child imitates what speaker says
Information-processing
how language is learned
Organization, memory, transfer, attention and discrimination
Audtiory processing: auditory discrimination, attention, memory, rate and sequencing
Social Interactionism Theory
Vygotsky: Language develops because people are motivated to interact socially with other people around them
Scaffolding: treatments is focused around increasing the children’s motivations to communicate.
