Preschool semantic and pragmatic development Wk 6 Flashcards
How does general development support speech/language?
-Exploring word: fine and gross motor skills
-Play in groups: conversation, turn-taking
-Increased memory: recount stories/events
-Storage of learned info: categorization, semantic knowledge, concept formation
What can effect word learning
-Sound detection abilities: hearing sounds and holding in working memory
-Word frequency: mother use of content words. More freq. learned earlier
-Word segmentation: more easily learned in important/ salient positions e.g. final position in utterance.
-Fast mapping: initial rough word ‘meaning’ from child based on limited exposure. .Nouns easier (tangible)
Describe extended/slow mapping in preschool
-Word knowledge gradually expanded
-Changes with each experience of a word -more words learnt= unknown word meanings figured out
-Better processing allows for rapid word acquisition
What is a mental lexicon
mental dictionary holding all words that individual has acquired i.e. vocab
What is meant by semantic connections? how does it occur?
-2-4yrs make mistakes substituting semantically related words e.g. puppy for kitten
-Shows lexicon organised according to semantic info as well as sounds
-Words then stored and linked to other words by semantic features/concepts
what is a concrete noun
-Easiest to learn
-Can be seen and manipulated e.g. Dog, tree
Define concept. What is conceptual development?
big ideas learnt as children engage in experiences
-Baby drinks milk then water too (concept of liquids drinkable will expand)
-Later concept that some liquids cant be drunk learnt, adding to concept of liquids
Define relational terms
Growth in need for language around comparisons as children begin to compare items
-Begin using relational terms; allow relate entities
-terms abstract; no meaning on own
What are the relational terms used to compare entities
-Shape
-Function
-Size
-Colour
-Behaviour/actions
-Quantity
-Time
What are the 10 concept words
-Spatial/Locational: Inside/outside/behind/in front
-Directional: In/out, up/down Numerical: Numbers, counting
-Ordinal: First, second, third, last, next
-Shapes: Circle, triangle, straight, pointy
-Measurement: Size, weight, volume, length,
-Comparative: Big/bigger/biggest,
-Temporal: Before/after while/during, today
-Categorical: Types of fruit, vehicles, feelings
-Descriptive: Colour, pattern, texture, taste
Describe acquisition of physical relations and describe how it occurs
-Positive/unmarked polarity learnt first, negative/marked polarity learned after
-Related to develop. of concept of same-different (must learn terms are opposite then dimensions which they refer to)
-Can often be incorrectly used due to route learning in one context
Describe temporal relations. What information is conveyed and when are they acquired?
information on;
-Simultaneous time: ‘while’ ‘at same time’
-Order: before, after
-Duration: since, until
-First acquire order–>simultaneity–>then duration
What is order of mention
-need to learn syntactic structure e.g. ‘before you walk across room, take off shoes”
-Preschool child will walk then take off shoes
Describe how colour terms are learned
Initially route learn colour terms
-26to28mo can recognise name not meaning
-28to30mo comprehend/ understand meaning
-31to36mo match different objects based on colour
What are spatial prepositions
Spatial relations understood before they are spoken
-first conveyed by gesture
-At 3yrs all 3 understood