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Comm Development 1201 > Preschool Language Development > Flashcards

Preschool Language Development Flashcards

1
Q

How many parts of speech are there?

A

8; Noun, adjective, verb, conjunction, preposition, article, interjection, adverb

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2
Q

What is the function of parts of speech?

A

Indicate how the word functions in meaning and grammatically within the sentence

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3
Q

Can an individual word function as more than one part of speech?

A

Yes, especially in different circumstances

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4
Q

What is a Noun?

A

Name of person, place, thing or idea

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5
Q

What is a Pronoun?

A

Replaces a noun or noun phrase to avoid repetition

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6
Q

What is an Adjective?

A

Describes, modifies or gives more information about a noun or pronoun

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7
Q

What is a Verb?

A

Shows an action or state of being

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8
Q

What is an Adverb?

A

Modifies a verb, adjective or another adverb. (How often, where, when)

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9
Q

What is a Preposition?

A

Shows the relationship of a noun or pronoun to another word

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10
Q

What is a Conjunction?

A

Joins 2 words, ideas, phrases together and shows how they are connected

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11
Q

What is an Interjection?

A

A word or phrase that expresses a strong emotion; Strong exclamation

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12
Q

What is the most common word order in English?

A

SVO

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13
Q

Which goes first in a sentence, place or time?

A

Place: I go to the market every day.

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14
Q

What are some examples of adverbs of frequency?

A

Always, never, sometimes, often, rarely

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15
Q

Which goes first, adverbs of frequency or verb?

A

Adverbs of frequency: She often dyes her hair.

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16
Q

What are the 4 sentence types?

A
  1. Declarative: a statement
  2. Exclamatory: an exclamation
  3. Interrogative: a question
  4. Imperative: a command or request
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17
Q

What are the 4 sentence structures?

A
  1. Simple sentence
  2. Compound sentence
  3. Complex sentence
  4. Compound-complex sentence
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18
Q

How is the structure of a simple sentence?

A

1 independent clause

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19
Q

How is the structure of a compound sentence?

A

2 or more independent claus(es) joined by a coordinating conjunction

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20
Q

How is the structure of a complex sentence?

A

1 independent clause and 1 or more dependent claus(es)

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21
Q

How is the structure of a compound-complex sentence?

A

2 or more independent clauses and 1 or more dependent claus(es)

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22
Q

What is lexical semantics?

A

Meaning of words and sentences

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23
Q

What is relational semantics?

A

Word relationship: combining words to express and understand meaning

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24
Q

What are the 4 features of relational semantics?

A
  1. Categories
  2. Shades of meaning
  3. Synonyms and antonyms
  4. Figurative language
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25
Q

What does Figurative language encompass?

A

Similes, metaphors, idioms, proverbs

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26
Q

When does Figurative language development emerge?

A

From 5+ years

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27
Q

What are the 3 tiers of vocabulary?

A

Tier 1: Basic conversational words; sight, function, object names
Tier 2: High-utility academic vocabulary found in many content texts, cross-curricular texts, useful in a variety of topics, used to understand text
Tier 3: Domain-specific academic vocabulary and rare words, technical vocabulary

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28
Q

What type of words predominate initial lexicons?

A

Nouns

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29
Q

Why do nouns predominate initial lexicons?

A
  • Fewer morphological adaptations than verbs (child hears root word more and learns them quicker)
  • more frequent in toy play and maternal utterances
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30
Q

Why don’t verbs predominate in initial lexicons?

A
  • challenging to learn because it is momentary

- more frequent in social play and conversations

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31
Q

Describe the differences in word order across culture.

A
  • American mothers: nouns > verbs (object-naming games)
  • Turkish mothers: nouns in last position of word order (higher prominence)
  • Mandarin and Nigerian caregivers: verbs > nouns
  • Korean mothers: balance between nouns and verbs
  • Japanese children: require grammatical and pragmatic support when learning verbs
  • English-speaking children: only grammatical support required
  • Japanese mothers decrease noun dominance in toy play when children begin combining words
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32
Q

What are the 2 types of vocabulary development?

A
  1. Fast mapping: quickly establishing meaning of word upon initial contact
  2. Slow mapping: development of deeper understanding of word meaning over time (multiple exposure to word in different contexts)
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33
Q

What are the 2 types of vocabulary?

A
  1. Oral: Words children recognise or use in listening or speaking
  2. Reading: Words children recognise or use in reading and writing
34
Q

What does pragmatics refer to?

A

Language in context

35
Q

What does pragmatics encompass?

A

Verbal and non-verbal comm

36
Q

What are the purposes for communication?

A
  • social exchange
  • expressing emotions
  • regulating others
  • interacting with others
37
Q

What is pragmatics influenced by?

A

Culture

38
Q

What is one example of a product of pragmatics?

A

Humour

39
Q

What is important in pragmatics?

A

Social thinking and communication (ToM: perspective taking)

40
Q

What are the different stages of development?

A
  1. Infant: 0-1y
  2. Toddler: 1-3y
  3. Early preschooler: 3-4y
  4. Late preschooler: 5-6y
41
Q

What are the 3 communication subdomains for Use (Pragmatics) in Infants-Toddlers?

A
  1. Early Pragmatics
  2. Later pragmatics
  3. Early discourse
42
Q

What are the main milestones for Early Pragmatics?

A

Development of Prelingusitic skills
(caregiver assigns meaning to movements and sounds of infant)
2m: follows gaze
3m: shifts gaze and follows pointing
6-12m: learns communicative intent
12m: engages in turn-taking games, points, expects responses, tries again when not understood

43
Q

What are the main milestones for Later Pragmatics?

A

> 12m: uses gestures and vocalisations to request, refuse, comment, demand, acknowledge responses
15-18m: use gestures to direct attention to self, control other’s behaviours, direct attention to another action/object/person to share experiences

44
Q

What are the main milestones for Early Discourse?

A

18m: introduced to socially-polite terms

Use of eye contact to acknowledge person

45
Q

What are the 2 communication subdomains for Content (semantics) in Infants-Toddlers?

A
  1. Early Vocabulary Learning

2. Early Word Combinations

46
Q

What are the main milestones for Early Vocabulary Learning?

A

12m: understands familiar object names, responds to simple requests
12m: first spoken word
18: 50w milestone
24m: 200w (50 verbs) + descriptors, modifiers (adjectives)
30m: 400w; uses ‘because’, ‘so’
>30m: refers to emotions in expressive language

47
Q

What are the main milestones for Early Word Combinations?

A

12-26m: Brown’s Stage I (MLU= 1.0-2.0)

48
Q

What is the communication subdomain for Form in Infants-Toddlers?

A

Morphosyntax

49
Q

What are the main milestones for Morphosyntax?

A

27-30m: Brown’s Stage II (MLU= 2.0-2.5)
Emerging morphemes include -ing, -s
31-34m: Brown’s Stage III (MLU= 2.5-3.0)
Emerging morphemes include possessive -s and irregular past tense verbs

50
Q

Describe Brown’s stages of syntactic development for infants-toddlers.

A

Stage I: Linear semantic rules
Stage II: Morphological development
Stage III: Sentence-form development

51
Q

Describe Brown’s stages of sentence development for infants-toddlers.

A 
Early I (MLU: 1.0-1.5; 12-22m) and Late I (MLU: 1.5-2.0; 22-26m) : 2-words utterances emerge
Early II (MLU: 2.0-2.25; 27-28m) and Late II (MLU: 2.25-2.5; 28-30m) : Uses possessive "s", pronouns, negatives, raises intonation for a question
Early III (MLU: 2.5-2.75; 31-32m) and Late III (MLU: 2.75-3.0; 33-34m) : Overgeneralises past tense; uses present tense auxiliaries
52
Q

Describe the milestones for pronoun acquisiton.

A

12-26m: I, it
27-30m: My, mine, me, you
31-34m: Your, she, he, yours, we
35-40m: They, us, hers, his, them, her
41-46m: Its, our, him, myself, yourself, ours, their, theirs
47 plus Herself, himself, itself, ourselves, yourselves, themselves

53
Q

When is a pronoun considered to be mastered?

A

When a child uses it correctly 80% of the time, during spontaneous speech

54
Q

Compare SG Pro-Ed and Owens at 1.5-2y.

A

MLU (Owens): 1.0-2.0 (12-26m) VS MLU (SG Pro-ed): 1.8
Similarities: Both have emerging 2w combination and children follows directions using 1 or 2 spatial concepts
Difference: Possessive emerging in Owens, Uses particles in SG Pro-ed

55
Q

What is the communication subdomain for Form in Toddlers?

A

Morphosyntax

56
Q

What are the main milestones in Morphosyntax?

A

Starts to produce 2-3w utterances
Emergence of rules of language (Action + Object)
Allows child to be understood and understand what is said

57
Q

Compare SG Pro-Ed and Owens at 2-2.5y.

A

MLU (Owens): 1.5-2.5 (22-30m) VS MLU (SG Pro-ed): 3.1
Similarities:
- Correct use of on/in
- Asking simple qns
- Uses at least 3w sentences (SVO)
Difference:
- Use of articles in SG: 24-30m VS Owens: 40-46m
- Use of auxiliary verbs in SG: 24-30m VS Owens: 31-34m
- Use of negations in SG: 18-24m VS Owens: 22-30m

58
Q

What are the communication sub-domains for Use (Pragmatics) in Early Pre-schoolers?

A
  1. Early Discourse

2. Later Discourse

59
Q

What are the main milestones in Early Discourse?

A
  • Participate in back and forth verbal exchanges
  • Initiating conversations
  • Turn taking
  • Maintaining conversations
  • Repairing misunderstandings / convo breakdown
  • Shifts topics
  • Code switching
    Develops continuously as child develops vocab and morphosyntactic skills
60
Q

What are the main milestones in Later Discourse?

A
  • Participate in social activities
  • Engage with others in groups for early academic tasks
  • Co-operate with groups
  • Resolve differences in opinions
  • Uses polite forms of request
  • Offer different ideas in socially acceptable ways
  • Respond to feedback
  • Narrate a sequence of events
    Emerging understand of ToM
61
Q

What is the communication sub-domain for Content (Semantics) in Early Pre-schoolers?

A

Early Vocabulary Learning

62
Q

What are the main milestones in Early Vocabulary Learning?

A
  • Adds 5-9w/day
  • Receptive vocab: 14000 by age 6
  • Expressive vocab: includes pronouns, prepositions, descriptors, personal relationships
  • Emerging narratives with event sequences
63
Q

What is the communication sub-domain for Form in Early Pre-schoolers?

A

Morphosyntax

64
Q

What are the main milestones in Morphosyntax?

A

35-40m: Brown’s Stage IV (MLU= 3.0-3.25)
41-46m: Brown’s Stage V (MLU= 3.75-4.5)
Starts to embed clauses in one sentence

65
Q

Describe Brown’s stages of syntactic development for pre-schoolers.

A

Stage IV: Embedding of sentence elements

Stages V and V+: Joining of clauses

66
Q

Describe Brown’s stages of sentence development for pre-schoolers.

A 
Early IV (MLU: 3.0-3.5; 35-37m) and Late IV (MLU: 3.5-3.75; 38-40m) : Joins clauses together with "and"; Negatives appear with verbs
Stage V (MLU: 3.75-4.5; 41-46m): Uses "if"; adds couldn't, wouldn't, shouldn't 
Post V (MLU: 4.5+; 47+m) : Complex sentences with embedded clauses
67
Q

Compare SG Pro-Ed and Owens at 3-3.5y.

A

MLU (Owens): 3.0-3.5 (35-37m), 3.5-3.75 (38-40m), 3.75-4.5 (41-46m) VS MLU (SG Pro-ed): 4.3
Similarities:
- Uses contracted forms
- Uses “and” as conjunction
Difference:
- Uses his/her/my in possessive (Pro-ed)
- Uses compound sentences with and/and then/ and then hor (Pro-ed)
- Uses “and” as conjunction (Pro-ed) VS Uses “if: as cojunction at 41-46m (Owens)
- Owens more comprehensive in syntax/morphology compared to pro-ed

68
Q

Compare SG Pro-Ed and Owens at 3.5-4y.

A

MLU (Owens): 3.75-4.5+ VS MLU (SG Pro-ed): 4.4
Similarities:
- Starts to use negatives
(Owens: wasn’t, shouldn’t, wouldn’t, I am not; Pro-ed: Don’t know, don’t have, no milk)
- Owens: starts to use indirect objects WHILE Pro-ed: don’t know, don’t have, no milk
- Owens: causal conjoining with “because” appears with “when” WHILE Pro-ed: conjunction “because” emerging
Difference:
- Owens: 3 clause declaratives appear VS Pro-ed: 4-5w in a sentence
- Owens: ask adult-like tag qns VS Pro-ed: asks how and why questions, looking for detailed explanations
- Owens: focus on sentence structure and parts of speech VS Pro-ed: includes play habits and phonetics accuracy
- Owens: focus on child’s ability to ask questions VS Pro-ed: child’s ability to comprehend questions
- Owens: Infinitive phrases with same subject as main verb VS Pro-ed: More adverbs of time and manner used

69
Q

Compare SG Pro-Ed and Owens at 4-4.5y.

A

MLU (Owens): 4.5+ VS MLU (SG Pro-ed): 4.6
Similarities:
- Both charts mention joining of words in sentences
- Number of words used in sentence is in a similar range
- Owens: Embedding and conjoining appear within same sentence for MLU > 5.0 WHILE Pro-ed: Combines 4-7w in sentences
Difference:
- Owens: Adds indefinite forms of pronouns but has difficulty with double negatives VS Pro-ed: “Ours”, “they” and “theirs” are used consistently
- Owens: Other than one-word why questions appear VS Pro-ed: Beginning to use “is” at beginning of sentences
- Pro-ed: Gender difference correct when drawn to attention
- Owens: Gerunds appear VS Pro-ed: Children use verb BE sometimes - usually in SSE usually, except for when in the phrase “This is”
- Owens: Clausal conjoining with ‘because’ appears with ‘when’, ‘but’, ‘so’
- Pro-ed: Uses nominaliser “one”

70
Q

Compare SG Pro-Ed and Owens at 4.5-5y.

A

MLU (Owens): 4.5+ VS MLU (SG Pro-ed): 5.7
Similarities:
- Able to combine words into a sentence (with conjoining)
- Gerunds appear
Difference:
- Pro-ed: Possessive pronouns “his/her”
- Pro-ed: Auxiliary verb alongside some past tense
- Pro-ed: Comparative
- Pro-ed: Singular/plural
- Owens: no specific age group, acquisition maybe too broad or limited compared to Pro-ed

71
Q

How many % of total particle usage in SCE is made up of “lah” and “ah”?

A

94%

72
Q

What are some examples of Cantonese particles?

A

“Hor” and “leh”

73
Q

What are the communication sub-domains for Use (Pragmatics) in Late Pre-schoolers?

A
  1. Early Discourse

2. Later Discourse

74
Q

What are the Main milestones in Early Discourse?

A
  • Increased turns in convo
  • Shifts topics
  • Repairs convo breakdowns
  • Emerging understanding of ToM
75
Q

What are the Main milestones in Later Discourse?

A
  • Jokes and Teases
  • Modify prosody
  • Emerging narratives with event sequences
  • Story re-tell from wordless picture books
76
Q

What is the communication sub-domain for Content (Semantics) in Late Pre-schoolers?

A

Later Vocabulary Learning

77
Q

What are the main milestones in Later Vocabulary Learning?

A 
Vocabulary development continues throughout adulthood
- free and bound morphemes
- abstract language
- r/s btw vocab words
- academic vocab
Receptive vocab: 14000 by age 6
78
Q

What is the Communication subdomain for Form in Late-preschoolers?

A

Morphosyntax

79
Q

What are the main milestones in Morphosyntax?

A

Starts to embed clauses in 1 sentence

80
Q

Compare SG Pro-Ed and Owens at 5-6y.

A

MLU (Owens) 4.5+ VS MLU (Pro-ed): 6.6
Differences:
- Owens: Standard English VS Pro-ed: Differentiates SCE and SSE
- Pro-ed: All pronouns used consistently
- Pro-ed: Superlatives used
- Pro-ed: Adverbial word endings emerging

81
Q

Compare SG Pro-Ed and Owens at 6-7y.

A

MLU (Pro-ed): above 6.6
Similarities:
- Other than one-word why questions appear (Owens)
- Second emergence of question state (why) (Pro-ed)
Difference:
- Pro-ed: Understands difference between past and present tense
- Pro-ed: Use of auxiliary verbs
- Pro-ed: Writes simple words related to sight vocabulary

82
Q

What are the possible consequences of not meeting these milestones?

A

Insufficient vocabulary skills and unclear speech

  • Less willing to talk > Harder to befriend and socialise
  • Write fixed/patterned compo, incoherent paragraphs
  • Inflexibility in response
  • Unable to understand abstract language
  • Bullying and teasing
  • Social, emotional, academic and mental health difficulties

Comm Development 1201 (7 decks)

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