Quiz 5

Question 1

language comprehension

Answer 1

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

Question 2

what are different contexts?

Answer 2

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

Question 3

fast mapping

Answer 3

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

Question 4

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

Answer 4

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

Question 5

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

Answer 5

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

Question 6

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

Answer 6

production

Question 7

what do toddlers rely on for comprehension?

Answer 7

basic semantic relations, use of objects and routines

Question 8

strategy 1 for comprehension (verbs)

Answer 8

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

Question 9

strategy 2 for comprehension (verbs)

Answer 9

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

notes the action and does the action

Question 10

strategy 3 for comprehension (verbs)

Answer 10

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”

Question 11

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

Answer 11

limited working memory and attention

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

Question 12

toddler strategies for comprehension: REFERENCE PRINCIPLE

Answer 12

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

Question 13

toddler strategies for comprehension: EXTENDABILITY PRINCIPLE

Answer 13

extendability- 1 symbol can stand for more than 1 referent

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

Question 14

toddler strategies for comprehension: WHOLE OBJECT PRINCIPLE

Answer 14

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

Question 15

toddler strategies for comprehension: CATEGORICAL ASSUMPTION

Answer 15

a label can be extended to related entities

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

Question 16

toddler strategies for comprehension: NOVEL NAME-NAMELESS ASSUMPTION

Answer 16

children assume that novel symbols are linked to previously unnamed referents

Question 17

toddler strategies for comprehension: CONVENTIONALITY ASSUMPTION

Answer 17

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

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

Question 18

what are toddler strategies for expressive language?

Answer 18

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

Question 19

role of selective imitation

Answer 19

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

Question 20

bootstrapping

Answer 20

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

Question 21

semantic bootstrapping

Answer 21

when children use semantics to decode syntax

Question 22

syntactic bootstrapping

Answer 22

when children use syntax and context to figure out word meanings

Question 23

preschooler strategies for comprehension: INTENTION READING

Answer 23

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

the child attempts to comprehend the intention of an utterance

Question 24

preschooler strategies for comprehension: PATTERN FINDING

Answer 24

enables us to find common threads in disparate information

Question 25

self-talk

Answer 25

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

Question 26

parallel-talk

Answer 26

narrate what the child is doing

Question 27

imitation

Answer 27

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

Question 28

expansion

Answer 28

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

Question 29

extension

Answer 29

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

Question 30

build up and breakdowns

Answer 30

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.

Question 31

adult conversations with preschoolers

Answer 31

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

Question 32

turnabout

Answer 32

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

Question 33

importance of play

Answer 33

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

Question 34

unoccupied play

Answer 34

(1-3 months)

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

Question 35

onlooker play

Answer 35

(2 years)

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

Question 36

parallel play

Answer 36

(2+ years)

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

Question 37

associative play

Answer 37

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

Question 38

cooperative play

Answer 38

(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

Question 39

Solitary play (0-2yrs)

Answer 39

• 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