School Aged Children Midterm Flashcards
1
Q
school aged children are what age
A
6-12 years
2
Q
adolescents are what age
A
13-19
3
Q
young adults include what ages
A
20-30+
4
Q
language is mostly developed by age
A
5
5
Q
T/F language development continues into adulthood
A
True
6
Q
linguistic individualism is….
A
when a child begins to read for themselves, they are able to develop their own interests increasing individualism
7
Q
what is the abiilty to reflect and analyze language
A
metalinguistic competency
8
Q
what does linguistic ambiguity mean
A
at about age 7 or 8 children begin to understand jokes and riddles that stem from phonological, lexical or syntactic ambiguity
9
Q
which type of morpheme ends in -ed
A
bound morpheme
10
Q
adding suffixes that relate to syntactic function of a word w/in a sentence
- Ex: (-ed, -ing, possessive –s, the plural –s, & 3rd person singular –s)
- Don’t change the original word or its meaning;
- generally mastered by age 6 or 7
A
inflectional morphology
11
Q
The study of structure of words; complex system in which a single root form can result in a large number of derived forms
- Often changes the root word and its meaning
- (happy happiness, interpret misinterpret)
- generally mastered into adulthood (biggest growth btw 4th & 8th grade
- may result in changes in the phonetic structure of the root word
- Nonneutral = (receive -> reception, study -> studious
- Neutral = (enjoy ->enjoyment, home ->homeless)
A
derivational morphology
12
Q
what are the 3 types of narratives in the book
A
- personal narrative 2. fictional stories 3. scripts
13
Q
expository discourse seeks to
A
instruct
14
Q
narrative discourse seeks to
A
entertain
15
Q
reasons to assess children’s narratives
A
- narrative language skill is associated with academic skills
- high ecological validity
- rigorous test of many levels and aspects of language, content, form, and use
- tasks can be adjusted to increase or decrease difficulty, thus revealing the optial degree of support needed
- both comprehension and production of narratives can be assessed to determine similiarities and differences between these two modalities
16
Q
dynamic assessment
A
focuses on the child’s learning process
17
Q
transitive clause
A
has a direct object
Ex. You read the book
18
Q
intransitive clause
A
have lexical verb but not direct object stated
Ex: He ran.
19
Q
Equative Clause
A
Have couple verbs only
Ex: The soup is hot. The cloth feels soft.
20
Q
Rules for counting Clauses
A
- Always count the main clause as 1 clause
- Count compound verbs with the subject deleted as one clause (she spanked them and put them to bed has one clause)
- Count any adverbial subordinate clause as one clause. These often begin with a subordinating conjunction such as because, while, when, whether, although, until, since, as, as soon as, if, then, so
- Count any relative clause as one clause. A relative clause follows a noun and often begins with a relative pronoun such as who, which, that, or shoes, (Here were the ones that he liked the best) I’m assuming this sentence has two clauses?
- Count any nominal noun clause subject or object as one clause. In sentences the main clause often has a mental state verb such as think, know, guess, remember, wonder, and forget. The clause may be introduced with that, which is optional.
- When there is dialogue, consider the introducer (He said) as a main clause, and the first clause of the direct quotation as its nominal object clause (He said, “I don’t want you here. Go away” contains three clauses and two CU.
- There is also disagreement in the literature about how to count infinitives and other nonfinite verbs when judging the number of clauses. For this guide the rules are kept simple. Do not count any infinitives, gerunds, or participles as clauses except for if the infinite is preceded by an indirect question. (He forgot to tell them when to call)
- Elliptical responses within oral narratives are not counted as clauses unless they contain a subject and predicate (However, remember that elliptical responses are counted as CU).
21
Q
A clause has a
A
subject and a verb
22
Q
define intrasentential
A
Growth that occurs at the level of the individual sentences
23
Q
define intersentential
A
Growth that refers to changes that occur in joining adjacent sentences
24
Q
Simple Sentence
A
one independent clause
a) Its sunny today.
25
Compound Sentence
contains at least 2 independent clauses joined by a coordinating conjunction such as “so, and, or but.”
## Footnote
a) Its sunny today, so we’ll go on a picnic.
26
Complex Sentence
contains one independent clause and at least one dependent clause joined by a subordinating conjunction, such as if or when.
a) We’ll go on a picnic if it’s sunny tomorrow.
27
Compound-Complex Sentence
contains at least two independent clauses and at least one dependent clause
## Footnote
a) It was raining when we arrived, but soon the sun came out.
28
Learning new words can happen in three ways
direct instruction,
morphological analysis (using word parts to decipher meaning),
contextual abstraction (using context clues)
29
Morphological analysis –
analyzing components of the unfamiliar words including its lexical, inflexion, and derivational morphemes.
Then using this information to infer the meaning of the words.
This is a major contributor to vocab development.
30
The more a person reads the more complex vocabulary they encounter therefore
the more you read the more words you will know and have the opportunity to decipher the meaning and add them to your lexicon.
31
Propositions
Units of meaning or language content, composed of a judgment, or predicate, about one or more objects or arguments
32
Polysemous words
These are words that have more than one meaning.
Usually a spatial meaning and an abstract meaning.
For example run. You can physically run down the street or you can run the numbers, run it through in your head.
33
Syntagmatic – paradigmatic shift
Move from functional definition to a more categorical definition. This usually happens between the ages of 5-9.
The five year old will respond syntagmatically while the nine year old will respond paradigmatically.
For example if the two children were asked to give the first word that came to mind after they heard dog the five year old would say bark (function of a dog – what a dog does)
The nine year old would say cat (the category of animals also houses the word cat).
34
Types of nouns
Count nouns – nouns that can be counted – dog, cat
Mass nouns – nouns that require a container cant be counted alone like water, milk
Post noun modifiers
Prepositional phrase – The boy under the table coughed.
Relative clause – The boy who ate the apple coughed.
Appositive – The boy, my son, coughed.
Non-finite phrase – the boy playing football coughed.
35
Pronouns (5)
* Demonstrative – specific referent that is not named
* Relative – l inks clauses and refers back to something else like who which or that
* Interrogative – asks a question – who, what, which
* Personal – classified by number (singlular/plural) case (subject, object, genitive, reflexive) and person (1st, 2nd, 3rd)
* Indefinite – general referent – someone, no one, anybody
36
Types of Verbs
Finite - real verbs, acts and looks like a verb
coupla, auxilary, lexical
Non-finite - doesn’t function as a verb (PIG) looks like a verb, but functions as a noun or adjective.
Particle, infinitive, gerund
37
Interjections
Words that have no function, just inserted for emphasis or space filler
– oh, wow, you know, like
38
Conjunctions - join parts
2 types
1) Coordinating – join two units so the units are of equal importance; can join words, phrases, or clauses; and, but, or, rather than, not, as well as, either/or, neither/nor
2) Subordinating – only joins clauses; doesn’t join words or phrases; one is less important that the other; because, if, whether, although, since, before, so, when, until, Since before, so, when, & until sometimes function as other things other than conjucntions
- come before noon – preposition
- before I go home, I will study - conjunction
