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SFL 355 > Midterm > Flashcards

Midterm Flashcards

1
Q

Communication Definition

A

The sending and receiving of information, ideas, feelings, or messages.

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2
Q

Language Definition

A

A system of abstract symbols organized according to basic rules that seem to be common to all the languages known to humankind.
Conventionalized sounds, signs, gestures, or symbols that have shared and understood meanings.

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3
Q

Speech Definition

A

The oral expression of language

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4
Q

Semantics Definition

A

Meaning and interpretation of language; the use of vocabulary to construct ideas through relationships between words. Specific words in specific grammatical configurations to convey specific messages.

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5
Q

Pragmatics Definition

A

Functional use of language in social contexts; the rules for social language needed to establish and maintain relationships with others.
Also nonverbal behaviors. Most children learn pragmatics through daily routine.

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6
Q

Syntax Definiton

A

Rules that govern the ways in which words combine to form phrases, clauses, and sentences; sentence structure.

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7
Q

Morpheme Definition

A

The smallest grammatical unit in a language that conveys meaning.

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8
Q

Accommodation Definition

A

A cognitive process whereby new schemata are created for information that does not fit existing schemata.

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9
Q

Assimilation Definition

A

A cognitive process whereby a new stimulus is fitted into an existing schema.

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10
Q

Piaget’s first stage of cognitive development

A

Sensorimotor intelligence (birth to 2 years): Child reacts with environment in physical and mostly unlearned ways.

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11
Q

Piaget’s second stage of cognitive development

A

Preoperational thought (2-7 years): Most rapid period of language development. Child begins to think in concepts and solve problems.

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12
Q

Piaget’s third stage of cognitive development

A

Concrete operations (7-11 years): Child develops the ability to think logically in concrete or physical problems.

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13
Q

Piaget’s fourth stage of cognitive development

A

Formal operations (11-15 years): Cognitive abilities become fully developed. Child can reason and think logically and abstractly.

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14
Q

Distancing

A

A basic perceptual principle affecting those cognitive changes that precede and lay the foundation for language acquisition.

An infant relates to her environment in a very physical way. Most things go to her mouth to try to understand her world through touch, taste, and smell. As children develop, they relate to stimuli from a greater distance. (e.g. we don’t stick a new laptop in our mouth to experience it.) A child may first put an object in her mouth. As she develops she creates a kind of mental picture of the object based on what she sees. The visual image represents the real thing, and the child recognizes the real thing based on that image.

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15
Q

Object Permanence Definition

A

knowing that objects exist in time and space even if you can’t see or act on them

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16
Q

Causality Definition

A

understanding that events can cause other events

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17
Q

Means/Ends Definition

A

a conceptual extension of causality; the understanding that there are ways (means) to attain a goal (end)

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18
Q

Imitation Definition

A

duplication of models you hear, see, or feel

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19
Q

Play Definition

A

child-directed activities that provide children with opportunities for learning

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20
Q

Sensorimotor period substage 1

A

Egocentric (birth to 1 month): sees and understands the world only as an extension of himself. No concept causality, means/ends. No imitation. No play. No language ability.

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21
Q

Sensorimotor period substage 2

A

Still strongly egocentric (1 to 4 months): awareness is sensory, not conceptual. No concept causality, means/ends. Cries, coos, laughs. Begins to imitate.

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22
Q

Sensorimotor period substage 3

A

(4 to 8 months): sitting and crawling are attained. Highly aware of surroundings. Repeat actions that capture interest or cause pleasure. Imitate sounds and physical actions. Babbles.

23
Q

Sensorimotor period substage 4

A

(8-12 months): remembers objects. Starting to understand causality. Can convey message with gestures and sounds.

24
Q

Sensorimotor period substage 5

A

(12 to 18 months): first meaningful words. Heavily nonverbal. Understands causality. Problem solving more sophisticated.

25
Q

Sensorimotor period substage 6

A

(18 to 24 months): fully understands object permanence. Understands means/ends. Produces multiple words. Becoming a cognitive thinker rather than sensory only.

26
Q

Vygotsky’s theory

A

Vygotsky’ssociocultural theoryasserts that learning is an essentially social process in which the support of parents, caregivers, peers and the wider society and culture plays a crucial role in the development of higher psychological functions.

27
Q

Private Speech Definition

A

Children guiding themselves through actions- to think through a problem or task. First step toward more elaborate cognitive skills. Provides a foundation for higher-order cognitive functions.

28
Q

Zone of Proximal Development

A

The difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. Thus, the term “proximal” refers to those skills that the learner is “close” to mastering.

29
Q

Expansion Definition

A

When a parent responds to her child’s early utterances by expanding them into complete form – not changing meaning or word order.
Child: “Mommy work”.
Parent: “Yes, Mommy went to work.”

30
Q

Extension Definition

A

Provides additional semantic info and more syntactically accurate model
Child: “Daddy go.”
Parent: “Yes, Daddy went to work.”

31
Q

Fast mapping definition and process

A

Fast Mapping is the process whereby children hear and understand words.

Child begins with hearing a word (auditory cue)

Activates child’s memory about the sounds and syllables of the word stored previously

Activation spreads from the phonological level (speech sounds)to the word meaning (semantic) level

Where, given sufficient activation of the associated concept, the word is comprehended.

32
Q

Cooing

A

by 2 months vowel-like sounds. Delightful.

33
Q

Transitional babbling, cooing and laughing

A

by 5-6 months Sounds that are single-syllable productions consisting of vowel and consonant-like sound; forms a bridge between cooing and babbling; is sometimes referred to as marginal babbling

34
Q

Reduplicated or true babbling

A

6-7 months The infant says words such as mamamama when he’s exploring. The most frequently used consonants in this form of babbling are m, p, b, t, d, and n (consonants produced at the front of mouth).Repeated single syllable consonant-vowel syllables.

35
Q

Echoic babbling

A

8-12 months The immediate, parrot-like (no meaning) imitation of sounds, syllables, or words produced by someone else.

36
Q

Variegated babbling

A

by 9-18 months successive syllables that differ from one another “madagaba”

37
Q

Jargon babbling

A

by 9-18 months Adds intonation contours, melodic patterns. Child produces rhythm, stresses, rate variations. Sounds adult-like, but no real meaning.

38
Q

Overextension Definition

A

A child uses a word or concept too broadly. He may know “doggie” is the word for the family pet and apply that word to any 4-legged animal he sees – cow, horse, cat.

39
Q

Bound Morphemes Definition

A

morphemes that are added to words

40
Q

Derivational Morphemes Definition

A

Added to the front of free morphemes (prefixes) (unbutton, refill) or can be added to the ends of words as suffixes and change the class or category of the word (slowly, sadness). Creates new words

41
Q

Inflectional Morphemes Definition

A

Only suffixes – change the meaning of words by making them plural, possessive, changing verb tense (shoes, girl’s, shouted). Creates new forms of the same word

42
Q

Mean Length Utterance (MLU)

A

MLU is a calculation of the average number of morphemes a child produces in a representative sample of utterances.

43
Q

Human Capital

A

Involves parents’ investment in their children. Deals with parents’ beliefs about age, gender, and birth order.

44
Q

Purposes of Language Sampling

A

Document a child’s ability at a particular point in time.
Create a document that can be analyzed and studied.
Compare to peers.
Establish need for intervention.
Remediate language impairments
Understand the attainments children make in language.

45
Q

Ideal sample size for language sampling

A

50-100 utterances at minimum. 100-150 for a strong data set.

46
Q

Is it necessary to audio or video record a language sample session?

A

yes!

47
Q

Free morpheme definition

A

a morpheme that stands alone as meaningful

48
Q

Scaffolding definition

A

supportive activities provided by the educator, or more competent peer, to support the student as he or she is led through the ZPD

49
Q

When do children usually start to speak first words?

A

12 months

50
Q

List (in order) the three levels of 2-word utterances

A

syntactic, semantic, pragmatic

51
Q

Reliability

A

Degree of confidence that a language sample represents a child’s typical language production

52
Q

Validity

A

Degree to which a language sample measures what it is suppose to measure: the child’s expressive language. (not song)

53
Q

Language sampling

A

Observe their daily interactions in common situations, home, school, church, park.

Watch their expressive language.
What he says and how he says it.

Document a child’s ability at a particular point in time.
Create a document that can be analyzed and studied.
Compare to peers.
Establish need for intervention.
Remediate language impairments
Understand the attainments children make in language.

SFL 355 (3 decks)

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