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Fall '12- Lang Dev Exam #2 > Lecture 10/3 & 10/8 > Flashcards

Lecture 10/3 & 10/8 Flashcards

Preschoolers: pragmatics & Semantic development PPT

1
Q

Cognitive Development

Follows simple verbal commands

A

24 months

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2
Q

What is semantic development closely related to?

A

Development in motor, social, and cognitive abilities

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3
Q

Cognitive Development

Points to and names familiar pictures

A

27 months

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4
Q

What does a child receive more of when their abilities in motor, social and cognitive are better?

A

language and practice

someone in a wheelchair won’t be able to get out and about more

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5
Q

Cognitive Development

Gives “two” objects on request

A

36 months

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6
Q

Expressive vocab goes from x to x words at 18-24 months

A

200-300 words

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7
Q

Cognitive Development

Gives full name on request

A

42 months

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8
Q

By 36 months of age, children will have expressive vocal of…

A

900-1000

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9
Q

Cognitive Development

Enjoys “make believe” play

A

45 months

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10
Q

At 5 years, by kindergarten, they should be using how many words?

A

2100-2200 words

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11
Q

Cognitive Development

Understand today/yesterday/tomorrow as well as morning/afternoon/night

A

5 years

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12
Q

By 6 years of age, many children have receptive (understand) vocab of up to …

A

14,000 words

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13
Q

Social Development

Communicates desire and orders others around

A

27 months

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14
Q

Research

What did Montgomery 2011 say about children and word exposure?

A

Ch learn words exposed to in their environments

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15
Q

Social Development

Demands caregiver’s attention, throws tantrums when needs are not understood

A

30 months

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16
Q

What is Fast mapping?

A

A hypothetical process where ch associate a word and its referent after the first or initial exposure

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17
Q

Social Development

Play independently in groups, selects playmates

A

36 months

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18
Q

What is extended mapping?

A

new words are gradually expanded and modified as additional experiences become available

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19
Q

Social Development

Plays cooperatively and takes turns

A

45 months

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20
Q

What are ways a child can learn new words?

A
  • Words that are composed of phonemes that the child can produce (child vs. synthesize)
  • object words as opposed to action words
  • reduplicated syllables (mama)
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21
Q

Social Development

Gives up immediate gratification based on promise of delayed privilege (can be bribed)

A

4 years

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22
Q

How do we help children learn new words faster?

A
  • simultaneously pair a word with its referent
  • letting the new word be the only new word in a certain context (e.g., if you wanted to teach “pig” you’d want to make sure it was the only new word in that context)
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23
Q

Motor Development

Walks up and down stairs, does not alternate feet

A

27 months

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24
Q

What are dimensional words?

A
  • Adjective pairs that indicate dimensions of objects (e.g., big/little, wide/narrow)
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25
Q

Motor Development

Constructs a tower of 7-8 blocks

A

36 months

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26
Q

What are the first dimensional words learns and what age?

A

Big/little around 3 years of age

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27
Q

Motor Development

Dresses and undresses self

A

39 months

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28
Q

What are relational terms?

A
  • Express relationships in domains such as color, location, size, family roles, and temporal sequences
  • these terms can be hard because they are often relative
  • for example, whose mom is the skinniest? Whose dad is the tallest?
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29
Q

Motor Development

Copies cross and square

A

45 months (almost 4)

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30
Q

When should ch name blue, red, and yellow?

A

4-5 years old

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31
Q

Motor Development

Copies simple block letters

A

4 years

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32
Q

What are spatial words?

A
  • indicate location of a referent in relation to some item

- in, out, behind, under

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33
Q

Motor Development

Draws figures recognizable as a person with head, trunk, legs, and arms

A

5 years

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34
Q

When should ch know spatial relations?

A

5 years

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35
Q

What are kinship words?

A
  • The first ones to develop usually refer to immediate family- mother, father, sister, brother
  • then, ch gradually learn other layers of relatives
36
Q

What are temporal words?

A

How things are related to each other in time

  1. Words indicating simultaneity: while, at the same time
  2. Order: before, after
  3. Duration: since, until
37
Q

What do children need for optimal development of pragmatic skills?

A

They need both varied and routine experiences

38
Q

What is monologues?

A

Private speech-children talk to selves

39
Q

What is socialized speech?

A

acknowledge partners’ utterances, increase concern re:transmitting info

40
Q

What is discourse or conversation?

A

Is a series of consecutive utterances shared by at least 2 people

41
Q

What is cohesion?

A

Refers to the relatedness of successive utterances in discourse

42
Q

What happens in symbolic play?

A
  • Ch allows one thing to represent another
  • it is closely associated to the development of words, which are symbols which stand for things

e.g., a kleenex may represent a doll’s blanket

43
Q

What is solitary play?

A

Ch plays independently, even if other ch are present

44
Q

What comes first, solitary or parallel play?

A

Solitary

45
Q

What is parallel play?

A
  • Ch play near each other
  • May be using similar items
  • not playing with each other; not exchanging ideas
46
Q

When does cooperative play come into the pictures

A

Around 4 years old

47
Q

What is cooperative play?

A
  • Ch interact with each other in organizing and executing an activity
  • Sometimes assign roles- e.g., mom, dad, spiderman, etc.
48
Q

What is style shifting?

A

This aspect of presupposition involves having the speaker modify how something is said based on the status of the listener

49
Q

True or False

Preschoolers as young as 3 years of age are not capable of using please, could you, would you.

A

False

50
Q

True or False:

Preschoolers increase in ability to tell stories

A

True

51
Q

What are the 4 categories of a story a preschooler might tell?

A
  • Setting
  • Goal
  • episode
  • outcome
52
Q

What is a setting in a story a preschooler might tell?

A

It provides the context and characters

53
Q

What is a goal in a story a preschooler might tell?

A

Provides the characters’ motivation

54
Q

What is an episode in a story a preschooler might tell?

A

Describes the events related to the goal

55
Q

What is the outcome in a story a preschooler might tell?

A

Provides the conclusion and states whether or not the goal was attained

56
Q

What is contextualized language?

A

Utterances related to immediate context, here and now

57
Q

What are narratives?

A

decontextualized, use language about objects, people, events not in immediate context
- children’s development of narrative skills is heavily dependent on cognitive development

58
Q

Who can help children with contextualized and decontextualized language?

A

Caregivers

59
Q

What are the narrative levels?

A
  • Primitive narratives/centering
  • sequences/chaining
  • Heaps
60
Q

When does primitive narratives/centering occur?

A

4 years

61
Q

When does sequences/chaining occur?

A

3 years

62
Q

When does heaps occur?

A

30 months

63
Q

What is primitive narratives/centering?

A

There are identifiable themes and elements that are conceptually related to the core topic

64
Q

What is sequences/chaining?

A

Elements of story are releated to a central topic, but are not necessarily chronologically sequenced

65
Q

What is heaps?

A

collections of unrelated utterances

66
Q

What is topic introduction?

A
  • young preschoolers physically introduce topics (e.g., pointing, putting an object in someone’s hand)
  • intro topics with the listener’s name (mommy….)
67
Q

At what age will ch have appropriate presuppositional skills?

A

after 3

68
Q

What are presuppositional skills?

A
  • Anaphoric reference, or the role PROUNOUNS play in referring back to words that occurred just prior to them
    e. g., I saw Jason, and HE said to tell you hello
69
Q

“The Avengers movie was awesome, and I’m so glad I got to see THIS MOVIE.” Is an example of what we wouldn’t say because of anaphoric reference

A

.

70
Q

What is deixis?

A
  • Words that point to their referent according to speaker’s perspective
  • Deictic words interpreted according to who said them
    e. g., my/your, this/that, here/there, these/those
71
Q

What are grammatical ellipsis? And when does it emerge and become mastered?

A
  • A device speakers use to eliminate info listeners already know
  • emerges gradually after 3, may not be mastered until school age
    e. g., “I am so glad it’s out!” (referring to a new movie that everyone knows about)

“Are we there yet?” (assumes everyone knows where there is)

72
Q

How many turns per topic will 2-3 year olds have?

A

1-2

73
Q

How many turns per topic will older preschoolers have?

A

up to 5

74
Q

What is topic maintenance?

A

Speakers continue conversational topics by contributing comments related to their partner’s last utterances

75
Q

What is an aspect of topic maintenance?

A
  • conversational repairs- behaviors that result in clarification of previous utterances and help maintain
  • usually preschoolers do not request conversational repairs- just look confused
76
Q

Research

What did ASHA Schools Conference 2012 Pamela Wiley say about social skills training?

A
  • We need to begin early- even in preschool

- problems in social skills can lead to negative consequences that can last a lifetime

77
Q

Research

What did ASHA Schools Conference 2012 Pamela Wiley say about possible consequences of poor social skills?

A
  • depression
  • academic failure
  • target of bullying, manipulation
  • greatest concern of parents-bullying
78
Q

Research

What did ASHA Schools Conference 2012 Pamela Wiley about the skill steps?

A
  • When I see a new friend, I will smile and say “hi”

I WILL: look at their eyes

I WILL: play with what they are playing with and share

I WILL: not stand too close

I WILL: say nice words

79
Q

What is one way to enhance preschoolers’ emergent literacy skills?

A

Through print referencing

80
Q

When does emergent literacy occur?

A

When an adult uses verbal and nonverbal cues to direct a child to the features of written language during shared storybook reading

81
Q

What can adults do when reading with children?

A
  • Comment about print
  • Track print
  • Ask questions about print
82
Q

If young ch are fairly hyper and don’t sit well during book reading what can the adult do?

A
  • be exciting and dramatic when you read- use different funny voices
  • use books with manipulable parts like flaps, buttons
  • short books that have lots of pictures
83
Q

Research

What did Hulit et all 2011 say re: ch of mothers who share lengthy interactions concerning past events (topic-extending style?

A
  • they produce longer, more detailed narratives than children of mothers who do not elaborate
  • so, if mom talks a lot with the child about past events, ch will be a better story-teller
84
Q

Research

What did Bliss, McCabe, & Mahecha 2001 say re: build literacy skills?

A
  • build ch’s oral narrative skills first

- Having children talk about the past e.g., what they did all day- is a precursor to reading

85
Q

Research

How did Turnbull & Justice 2012 describe print awareness?

A
  • Young ch develop interest in, appreciation for print
  • Recognize print exists in environment and in books
  • develop understanding of print conventions (left to right, top to bottom)
  • learn language that describes print (e.g., letters, words)
  • understand that print conveys meaning and has a specific function
86
Q

When adults don’t reference print, how often do preschoolers attend to books?

A

5-6%

Fall '12- Lang Dev Exam #2 (5 decks)

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