Quiz 5 Flashcards

1
Q

language comprehension

A

refers to an individual’s ability to understand the linguistic information contained in a message that is almost always augmented by the message’s specific nonlinguistic context

**heavily rely on context

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2
Q

what are different contexts?

A

what is going on at the time?
who is speaking?
what was previously said?
what visual information is available?
listener’s world knowledge

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3
Q

fast mapping

A

children rely heavily on context to infer a new word’s meaning to then use it spontaneously

children who are successful ‘fast mappers’ have an advantage in vocabulary learning

those with lang. impairment struggle w this

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4
Q

what happens when a toddler (12-24 months) is exposed to a new word for the first time?

A

the child hears the word–> auditory cue

the child’s memory about sounds/syllables of the word are activated

phonological representation

activation from the phonological level is spread to the word meaning level–semantic level

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5
Q

up through the age of 2, what is comprehension characterized as?

A

highly context-dependent;

the mother monitors the child’s input to check the accuracy of fit and provide feedback

the child’s comprehension and production are fine-tuned at the same time

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6
Q

within the 1st 50 words, what does comprehension seem to precede?

A

production

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7
Q

what do toddlers rely on for comprehension?

A

basic semantic relations, use of objects and routines

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8
Q

strategy 1 for comprehension (verbs)

A

Do-what-you-usually-do

regardless of what the caregiver says the young child will think of items possible functions and does an action at random

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9
Q

strategy 2 for comprehension (verbs)

A

Act-on-the-object-in-the-way-mentioned

notes the action and does the action

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10
Q

strategy 3 for comprehension (verbs)

A

move from general verbs to more specific verbs

they understand everything as “do”
then as they get older, able to correlate other words that “things to do”

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11
Q

what may be an advantage for learning language at the beginning?

A

limited working memory and attention

because it forces us to model and use adaptations like infant-directed speech

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12
Q

toddler strategies for comprehension: REFERENCE PRINCIPLE

A

reference words stand for entities to which they refer e.g cup and spoon are different references

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13
Q

toddler strategies for comprehension: EXTENDABILITY PRINCIPLE

A

extendability- 1 symbol can stand for more than 1 referent

e.g. my cat Luna and all other cats are “cats”

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14
Q

toddler strategies for comprehension: WHOLE OBJECT PRINCIPLE

A

whole object assumes that a label refers to a whole entity rather than a part or an attribute

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15
Q

toddler strategies for comprehension: CATEGORICAL ASSUMPTION

A

a label can be extended to related entities

e.g. cup can be used to label all things you can pour liquid in

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16
Q

toddler strategies for comprehension: NOVEL NAME-NAMELESS ASSUMPTION

A

children assume that novel symbols are linked to previously unnamed referents

17
Q

toddler strategies for comprehension: CONVENTIONALITY ASSUMPTION

A

children expect meanings to be expressed in a consistent and conventional way

e.g. car is always going to be called car

18
Q

what are toddler strategies for expressive language?

A

use of evocative utterances (children name objects that provoke nice emotions and interest to them)

hypothesis testing and interrogative utterances
- direct methods of acquiring linguistic knowledge
- erroneously labeling something and seeking feedback (doggy?)
- asking questions (what’s that?)

selective imitation
- imitation as a whole or partial repetition of an utterance of another speaker
-imitation does not occur with every word or expression

19
Q

role of selective imitation

A

selective implies that the child decides what to imitate

at the single-word level, selective imitation is important for vocabulary growth

imitation is less useful for language learning as language becomes more complex

20
Q

bootstrapping

A

children use what they know about language to help them decipher what they don’t know

21
Q

semantic bootstrapping

A

when children use semantics to decode syntax

22
Q

syntactic bootstrapping

A

when children use syntax and context to figure out word meanings

23
Q

preschooler strategies for comprehension: INTENTION READING

A

intention reading is a social cognitive skill for understanding language behavior of others

the child attempts to comprehend the intention of an utterance

24
Q

preschooler strategies for comprehension: PATTERN FINDING

A

enables us to find common threads in disparate information

25
Q

self-talk

A

copy what the child is doing and describe what you are doing

26
Q

parallel-talk

A

narrate what the child is doing

27
Q

imitation

A

copy what the child says. if the child imitates your imitation say something else!

28
Q

expansion

A

add to what the child is saying by making the phrase more grammatically complex that would make it an acceptable adult utterance

e.g. child:red; clinician: yes, the block is red

29
Q

extension

A

who can benefit: child who produces some language but needs help saying longer sentences

how to: add to what the child is saying by making a comment

e.g. child: red; clinician: yes, we have many different colors

30
Q

build up and breakdowns

A

who can benefit: all children, show them different ways of saying the same message

how to:
- step 1: expand on what the child is saying
- step 2: break down the sentence into smaller parts

e.g. child: red
clinician: here you have the red block. the block is red. red block.

31
Q

adult conversations with preschoolers

A

mothers provide opportunities for their children to make verbal contributions, show their children when to speak, and develop cohesiveness between the speaker and listener

mothers ask children to comment on objects and events within their experience

32
Q

turnabout

A

a response to the previous utterance, with a response required

  • to make them respond
  • yes/no and one-word questions kill turnabouts
  • why questions hard for young kids because they have to go back in the past which they can’t do
33
Q

importance of play

A

it is ideal for lang. acquisition bc-
- fun
- topics are shared
- games have structure
- play has variation in the order of elements like grammar does
- games contain turn-taking

play and language develop inter-dependently and demonstrate underlying cognitive developments

34
Q

unoccupied play

A

(1-3 months)

newborns move their arms and legs to explore
they look at objects placed at close proximity
prefer black and white images

35
Q

onlooker play

A

(2 years)

the infant looks at other children playing but does not engage yet

36
Q

parallel play

A

(2+ years)

refers to interactions in which toddlers may enjoy playing near other children but may not interact

37
Q

associative play

A

play/interaction with others and imagination increases
- at first, a child’s play role represents himself or herself; later roles are projected on other persons and dolls
- unstructured toys, such as play telephones, kitchen sets, tools, medical kits, and dress up clothes are favorites and encourage imaginative/dramatic play

38
Q

cooperative play

A

(4+ years)

  • increased role-play
  • initially, pre-schoolers prefer functionally explicit props, such as phone, car, or cup
  • as children mature and participate in more frequent imaginative play, they use more ambiguous props such as blocks or stones that can represent other entities
39
Q

Solitary play (0-2yrs)

A
  • development of sensorimotor and visual cortexareas of the brain is reflected in play

Through sight, sound touch, taste, smell, babies learn about the world

Hence putting everything in their mouths