nld ; school age language Flashcards
(motor) Improved coordination and balance for climbing, bike riding, and
beginning sports activities by
by around 6 years of age.
(motor) Exhibit physical growth in limbs, hands, and feet and maturation in
nervous, respiratory, and circulatory system that approach adult
levels by
around 10 year
(motor) Exhibit physical changes associated with the onset of puberty by
around 12 years.
(motor) Exhibit increased vocal fold size resulting in drop of one octave in the
pitch of males with less change seen in females beginning around
14
years of age.
(motor) Increased muscle mass, facial hair, greater height in males, as well as
breast and hip increases in females by around
16 years of age.
(Cognitive) Longer attention span and more easily focuses on problem solving by around
6 years of age
(cognitive) Moving from preoperational to operational stage of cognitive development.
Formal operations begin around
11-12 years
(cognitive) develops conservation and reversibility around
7 years
(cognitive) develops the clearer concept of classification, similarities, and differences as well as cause-effect relationships by around
age 10 years
(cognitive) develops independent abstract reasoning, problem- solving, and anticipation of reversible consequences around
14 years of age
(Cognitive) exhibits the ability to envision hypothetical outcomes, apply deductive reasoning, and examine one’s own thought styles (metacognition) around
16 years
What kind of inferences do school age make from this observation is this “The floor in the hallway is wet.”
-There is a leak from the ceiling.
- Someone spilled a drink.
- The custodian is preparing to mop the floor.
reasoning inductive
part to whole
* examples: name 2 fruits, apples and oranges are all fruits
reductive reasoning
whole to part
*example: if you have seeds you are considered a fruit.
part to whole analogies
battery: flashlight:: hard drive: computer
cause and effect analogies
fatigue: yawning:: itching, scratching
person to situation analogy
mother: home:: teacher: school
synonym anology
obese: fat::slender:thin
antonym analogy
poverty: wealth :: sickness: health
geography analogy
chicago: illinois:: denver: colorado
measurement analogy
pound: kilogram:: quart: liter
time analogy
march:spring::december:winter
Decentration
Involves the ability to pay attention to multiple attributes of an object or situation
rather than being locked into attending to only a single attribute.
This ability facilitates conservation and analogical thinking
(social) Develops the ability to express own feelings and empathy for others’ feelings by
around 6 years
begins to be embarrassed by parents
wants privacy
(social) Develops a stronger sense of peer group through structured games, sports, and
hobbies by around
10 years
likes to win
(social) Develops interests that differentiate between sexes, but begins to engage in social
activity centered around the opposite sex by around
14 years
(social) Develops personal responsibility and ability to complete tasks without adult
supervision by around
16 years
developing conscience
Final gains in the structure of language
(morphology and syntax)
Large area of growth is in
vocabulary, greater awareness of the
features of language and literacy
Organization of vocabulary into hierarchical categories-
classifying
words in superordinate and subordinate categories
Increasing skills in the metalinguistic aspects of language
(syllabification, rhyming, multiple meanings, ambiguity, jokes,
figurative language, etc.)
Better skill at decoding
“teacher language” and “textbook language”
All wh- questions will be
understood and expressed
Wh- Order progresses from
what (objects), what do (actions), who
(agents), where (locations) to time (when), causality (why), and
instrumental (why)
Syntax interacts with
semantics in the understanding and
expression of wh-questions
Complex and compound sentence
understanding and expression
Using derivational morphology children can
form and understand new words-
prefixes, suffixes (happy-unhappy, love-lovely, parenthood-neighborhood,
astonishment-disillusionment)
Prosody is used in the
understanding and production of stress pattern
differences (yellowjacket vs. yellow jacket)
(morphology) What is the example below:
divine-divinity
collide-collision
explain-explanation
vowel shifting
(syntax) Language productivity and speaking complexity are influenced by the
type of speaking task
More complex language form with
expository (explanatory) than
conversational exchanges
More complex language form with preferred topics in conversation
compared to
random topics
Complex Sentences: semantic relations between an
independent and
dependent clauses
what syntax sentence is this - “We’ll finish the worksheet before we go outside.”
Temporal
what type of syntax sentence is this - “You can’t go to recess because you haven’t finished your
work.”
casual
what type of syntax sentence is this - “You can go outside if you finish your work.”
conditional
what type of syntax sentence is this - “I think I know the answer.”
epistemic
what type of syntax sentence is this- “Show me how to work this problem.”
Notice-perception
what is the type of syntax sentence is this- “That’s the boy who made the highest grade on the test.”
Specification
what type of syntax sentence is this- “I love reading, but I hate math.”
Adversative
Compound sentences
coordinating two independent clauses with
conjunctions. Either “for, and, nor, but, yet, so” (FANBOYS)
Some adverbs, such as afterwards, consequently, for example, however,
nonetheless, and therefore, act like
conjunctions by linking either two main
clauses separated by a semicolon, or two separate sentences. They express
some effect that the first clause or sentence has on the second one
what passive sentence is this - “It was broken.”
truncated
what type of passive sentence is this - “The cookie was eaten by the girl.”
Irreversible
what type of passive sentence is this - “The boy was chosen by the girl.”
Reversible
Development of a literate lexicon with advanced syntactic forms such as
elaborated noun phrases
adverbs
mental/linguistic verbs
conductions
Elaborated Noun Phrase (ENP)
a group of words comprising a noun at its head and two or more modifiers
providing additional information about the noun. Modifiers may include
articles (e.g., a, an, the), possessives (e.g., my, his, their), demonstratives
(e.g., this, that, those), quantifiers (e.g., every, each, some), wh-words
(e.g., what which, whichever), and true adjectives (e.g., tall, long, ugly).
Can precede the noun or follow the noun. example - there was this big green-looking thing.
Adverbs
forms used to modify verbs. These modifiers increase the explicitness of
action and event descriptions.
…–ly adverbs are most representative of literate language (the –ly suffix may
be omitted)
example …and they finally came to the cave
Mental and Linguistic Verbs
…verbs referring to various acts of thinking and speaking. Mental verbs
include think, know, believe, imagine, feel, consider, suppose, decide, forget,
and remember. Linguistic verbs include say, tell, speak, shout, answer, call,
reply, and yell.
they yelled real loud
Conjunctions
used in discourse to organize information and clarify relationships among
elements. Can be categorized as either coordinating (e.g., for, or, yet, but,
so) or subordinating (e.g., after, although, as, because, for, if, how, since,
still, that, though, unless, when, where, while, why).
they ran away because they were scared
Must be able to learn new words everyday (thousands a year). By graduation,
average expressive vocabulary is
is 10,000 and A high-schooler may understand as
many as 80,000 words
Lexicon increases through
fast-mapping/quick incidental learning (QuIL) ,
primarily through literacy experiences (child must be able to handle de-
contextualized learning)
Word knowledge (definitions, word relationships such as synonyms, antonyms,
homonyms, homophones, and multiple word meanings) involve
vertical
(acquiring multiple meanings for words) and horizontal (adding additional
features to words) growth
Clustering:
grouping words together by categories or thematic events to
reduce cognitive load and increase acquisition and retrieval
Concept development is
refined
