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Child Language Development > quiz 2 topics > Flashcards

quiz 2 topics Flashcards

1
Q

phonological deviations

A

accepted groupings of sounds within an oral language;

also referred to as speech pattern errors

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2
Q

omissions - syllable

A

ex.“happy” to “hap”

Weak syllable deletion- delete the syllable that doesn’t have stress

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3
Q

omissions- single consonant

A

Final, medial or initial
Initial syllable deletion is not common in English
final is most common

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4
Q

omissions- consonant sequence/clusters

A

Consonant cluster reduction: spider but say pider

Consonant cluster deletion: spider but say ider

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5
Q

Substitutions=Still a sound there, but they changed the sound. could be more than one

A

fronting, backing, stopping, gliding, vowelization, palatalization, depalatalization, affrication and deaffrication

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6
Q

fronting

A

when you say a back sound for a front sound; “cup” to tup

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7
Q

backing

A

a front sound for a back sound
not a common deviation
tie -> kie

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8
Q

stopping

A

when you use a stop sound for a strident sound: sam might say bam

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9
Q

gliding

A

when a w or j replace another consonant, typically a liquid (rabbit- wabbit)

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10
Q

vowelization

A

when they make a consonant into a vowel-like production- spiduh instead of spider
a substitution of a pure vowel for a vocalic liquid

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11
Q

palatalization

A

the palatal feature is added; she for see

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12
Q

depalatalization

A

palatal feature is omitted; sip for ship

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13
Q

affrication

A

when you add an affricate: she to chee

addition of the combo of a stop and fricative

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14
Q

deaffrication

A

loss of the combo of a stop and fricative: chair to tair

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15
Q

assimilations

A

A sound in a word taking on a character of another sound in that same word

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16
Q

more on assimilations

A 
Labial, velar, alveolar
Common in children, but children with impairments do it excessively
“look” to “kook”
“mop” to “mom”
“take” to “tat”
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17
Q

glottal stop replacement

A

“Uh-oh”
Used by some children to mark the final consonant in a word until the sounds are developed
Cleft palate repair
D,t,k,g,b,p

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18
Q

syllable structure

A

/context related changes

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19
Q

metathesis

A

occurs when two sounds or syllables in a word change places; ask to aks

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20
Q

migration

A

when only one sound moves.: snake to nakes

21
Q

coalescence

A

Coalescence—two sounds in a word are replaced by a single sound but neither is the original sound. Spoon to foon

22
Q

reduplication

A

the repetition of phonemes or syllables that young children demonstrate as a part of typical developing language; bottle = baba

23
Q

epenthesis

A

the insertion of a sound; black to balack

24
Q

diminutive

A

involves the addition of /i/ at the ends of words. Pig to piggy

25
Q

suppression of phonological processes:

Stoel-Gammon and Dunn, 1985

A

Still serves as a classic reference for suppression of phonological processes
Only a few persist past 3: cluster reduction, epenthesis, gliding, vowelization, stopping, depalatization, final devoicing

26
Q

child directed speech

A

formerly known as motherese/ adults speak differently to children

27
Q

cds

A

Utterances directed to children are shorter in length, simpler in grammatical complexity, and slower in rate of speech

28
Q

cds

A

Fewer verbs, fewer tense markers, vocabulary is less diverse and more concrete.
Higher fundamental frequency, exaggerated stress, wider range of intonation, and more distinct pausing

29
Q

cds

A

CDS makes semantics, syntactic, phonological, and pragmatic information more accessible to the young infant

30
Q

John Dore

A

identified the primitive speech acts of children at the one-word stage of language

31
Q

Primitive Speech Acts

A

labeling, answering, requesting an action, requesting an answer, calling, greeting, protesting, repeating/imitating and practicing

32
Q

Interactionist: Social Interactionist Paradigm

A

Social Cognitive, Social Pragmatic, and Intentionality Models

33
Q

Vygotsky and children’s cognitive development

A

resulted from the interaction between children’s innate skills and their social experiences

34
Q

zone of proximal development

A

area between what the child can accomplish independently and what he can accomplish with another person’s help

35
Q

private speech

A

when a child and an adult engage in a dialogue while collaborating on a task; the info can be stored away by the child for future use and can be used as a tool to guide and direct problem solving and other cognitive activities

36
Q

Bruner

A

suggested that when caregivers and infants engage in joint referencing, they share a common focus of interest that contributes to language acquisition

37
Q

indicator

A

using gestural, postural, or vocal means to get baby attention

38
Q

deictic terms

A

here, this, that, you, me: spatial and contextual clues to assist children in comprehending this terminology

39
Q

naming

A

when child can associate a label with a referent which is accomplished receptively before expressively

40
Q

scaffolding

A

caregivers facilitate language learning and dialogue. They adjust the degree of linguistic and nonlinguistic support that they offer to children as they are learning language

41
Q

social pragmatic model

A

Pragmatics is concerned with functions of language, speaker-listener roles, conversational discourse, and presupposition

42
Q

3 types of speech acts

A

perlocutions (how listeners interpret speakers speech acts), illocutions(the intentions of the speaker) and locutions (the meanings expressed in the utterance)

43
Q

perlocutionary stage

A

Birth to 9 months
Child’s actions and behaviors are given communicative intent by the caregiver.
ex. Cooing can be interpreted by the caregiver as pleasure.

44
Q

illocutionary stage

A

8 to 12 months
True intentional behavior emerges either vocally or gesturally
Gestures such as showing, giving, pointing are sometimes accompanied by vocalizations.

45
Q

protodeclarative

A

gesturing or vocalizing to point out an object or event

46
Q

protoimperative

A

gesturing or vocalizing to request an object or event.

47
Q

locutionary stage

A

12 months of age

Characterized by the use of words produced with gestures to convey specific meanings and intentions

48
Q

intentionality model

A

A contemporary model that reflects an integrated perspective on the developmental language process

Child Language Development (3 decks)

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