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Speech Language Development > SL Dev Test 1 Vocab > Flashcards

SL Dev Test 1 Vocab Flashcards

1
Q

Communication

A

Sending and receiving information, ideas, feeling, or messages

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2
Q

Language

A

System of arbitrary, established symbols and rule-governed structures used for communication that change over time; conventionalized sounds, signs, gestures, or symbols that have shared and understood meanings

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3
Q

Receptive Language

A

Listening to and understanding what is communicated; the ability to comprehend a message

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4
Q

Expressive Language

A

Producing and conveying communicative messages through speaking, writing, signing, or gestures

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5
Q

Pragmatics

A

Component of language regarding the ability to functionally use language in social contexts; the rules for social language needed to establish and maintain relationships with others

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6
Q

Semantics

A

Component of language regarding the meaning and interpretation of language; the use of vocabulary to construct ideas through relationships between words

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7
Q

Morpheme

A

Smallest grammatical unit in a language that conveys meaning

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8
Q

Speech

A

Oral expression of language

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9
Q

Echolalia

A

Imitation or repetition of words, phrases, or whole sentences spoken by another person

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10
Q

Alveolar Ridge

A

Thickened bone protuberance on the roof of the mouth just behind the upper teeth

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11
Q

Suprasegmental

A

Features of speech, such as stress, pitch, and duration, that accompany individual speech sounds, words, and sentences

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12
Q

Vocal Auditory Channel

A

Hockett Design Feature 1: idea that standard human language occurs as a vocal type of communication in which air is forced through the vocal folds of the larynx, breaking the vibrating air stream into sounds of speech, which are organized into words and sentences and perceived through a listener’s ears

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13
Q

Broadcast Transmission

A

Hockett Design Feature 2: Idea that the sound of speech is heard in all directions but listeners interpret it as coming from one specific direction

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14
Q

Directional Reception

A

Hockett Design Feature 2: Listener can compare the loudness and timing of sound reaching each ear and can determine the direction from where the sound is coming

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15
Q

Rapid Fading

A

Hockett Design Feature 3: Speech signals are transitory and a listener can only receive specific auditory information at the time it is spoken

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16
Q

Interchangeability

A

Hockett Design Feature 4: Anything that people hear, they are also able to reproduce through spoken language

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17
Q

Total Feedback

A

Hockett Design Feature 5: Speakers have the ability to hear themselves speak, and through this, receive feedback allowing them to make constant adjustments so that output is as finely tuned as possible for conveying accurate thoughts. This feedback also provides control for the mechanics of speech so that speech errors are caught and corrected or even anticipated and avoided

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18
Q

Specialization

A

Hockett Design Feature 6: Idea that speech is a specialized human function (made apparent by the anatomy of human speech organs and the human ability to exhibit some control over these organs), is specifically designed for communication, and serves no other purpose

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19
Q

Semanticity

A

Hockett Design Feature 7: Ability to use human speech to convey particular messages, and the idea that speech is needed in most cases to ensure the specificity of messages

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20
Q

Indexicality

A

Pragmatic feature of language referring to the circumstances or context in which a communicative message takes place; situational context is important in establishing meaning in our communicative attempts

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21
Q

Arbitrariness

A

Hockett Design Feature 8: Idea that there is nothing inherent in a spoken word to account for its meaning, no limitation to what language can describe, and no explicit or necessary connection between sounds used and the message being sent

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22
Q

Discreteness

A

Hockett Design Feature 9: Idea that each language is limited to a finite or discrete number of sounds. Furthermore, each sound used in one or more human languages has very specific characteristics and can be placed in distinct categories that differentiate them from one another

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23
Q

Displacement

A

Hockett Design Feature 10: Human ability to refer to things in space and time and communicate about things that are not currently present

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24
Q

Productivity

A

Hockett Design Feature 11: Human ability to create an infinite variety of novel and unique messages from a previously existing finite collection of sounds

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25
Q

Duality of Patterning

A

Hockett Design Feature 12: The restricted number of sounds in a given language can be combined in an infinite number of ways to produce an infinite variety of words, which in turn are combined again to make meaningful sentences

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26
Q

Traditional Transmission

A

Hockett Design Feature 13: Idea that speech is instinctive in humans and the capacity for language acquisition is instinctive in humans and the capacity for language acquisition is genetic; however, the details of a language, including vocabulary and structural rules are learned

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27
Q

Recursion

A

Human ability to use acquired knowledge to create language, imagine what other may be thinking, engage in mental time travel to the past and the future, think about and gain understanding of self, and to relate to a divine being in the development and demonstration of spirituality

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28
Q

Prevarication

A

Ability of humans to intentionally deceive others in their communications

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29
Q

Reflexiveness

A

Human ability to use language to think and talk about language; also referred to as mentalinguistic ability

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30
Q

Learnability

A

Idea that learning occurs when people’s innate capacity for learning, a learning environment, and some stimulus for learning that comes from learners themselves are combined, suggesting that cognitive structures interact with experience to produce learning

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31
Q

Sound Waves

A

Fluctuation of pressure passed through some medium (ex. Air or water), composed of frequencies within the range of hearing

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32
Q

Wernicke’s Area

A

Region in the temporal lobe of the left hemisphere of the brain associated with language comprehension (receptive language)

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33
Q

Broca’s Area

A

Region of the frontal lobe of the left hemisphere of the brain associated with language production (expressive language), specifically the role of assigning and organizing the motor sequences for the sounds of speech

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34
Q

Arcuate Fasciculus

A

Bundle of nerve fibers that serves as the neural pathway to connect the expressive (Broca’s area) and receptive (Wernicke’s area) language areas to one another

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35
Q

Motor Cortex

A

Region of the cerebral cortex involved in the planning control, and execution of voluntary movements which sends the neural messages to carry speech and language information to the muscles involved in producing speech

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36
Q

Primary Motor Strip

A

Area in the frontal lobe of the brain, also known as the precentral gyrus or primary motor cortex, involved in the planning and execution of motor movements, including swallowing and speech

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37
Q

Mirror Neurons

A

Specialized neurons whose activity has been found to represent actions that can be used not only for imitating actions but also to recognize and determine differences in the actions of others; neurons that “mirror” the behavior of others, as though the observer itself were acting. It has been proposed that problems with the mirror neural system may underlie cognitive disorders, particularly in children with autism

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38
Q

Plasticity

A

Dynamic flexibility and adaptability of the human brain to change – physically, functionally, and chemically throughout life, and as individuals constantly learn

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39
Q

Self-Organizing Neural Network

A

Interconnected neural system, in which learning in one language domain, such as the sound system, cannot help but affect other language domains, such as grammar; network involved in the learning, soring, organizing, and retrieving of information

40
Q

Naming Deficit

A

Brief period during which a child (typically 18-20 months) experiences shprt-term difficulty with word recall. Thought to occur due to the densely packed representations stored in memory during rapid vocabulary growth which produces competition in word selection, or because the child’s words are undergoing reorganization, causing confusion about words that have strong semantic relationships

41
Q

Age of Acquisition Effect

A

As new learning occurs, this phenomenon allows the neural network to retain its plasticity and its stability in word representations so that word learning increases efficiently across time. This effect is associated with the tendency for words that are learned earlier to show faster retrieval during naming and reading tasks than words learned later

42
Q

Language Acquisition Device (LAD)

A

Concept of the nativist theory of language that humans are born with the innate “device” for acquiring language

43
Q

Transformational Generative Grammar

A

Linguistic theory, developed by Noam Chomsky, that attempts to account for the infinite number of grammatical sentences possible in a language. This theory suggests that languages is processed at two levels, deep and surface

44
Q

Phrase Structure Rules

A

Universal rules for all languages, associated with Chomsky’s transformational grammar, that describes the underlying relationships of words and phrases

45
Q

Deep Structure

A

In Chomsky’s transformational grammar, the underlying syntactic structure of a sentence generated by “phrase-structure rules”

46
Q

Transformations

A

Nonuniversal rules or conventions that describe a language’s deep structure and surface structure

47
Q

Surface Structure

A

In Chomsky’s transformational grammar, the outward form of a sentence, which is derived from deep structures by a series of transformations

48
Q

Passive Transformation

A

Changing the surface structure of a sentence so that the grammatical subject receives the verb’s action; example: “The ball was hit by the boy.”

49
Q

Operant

A

Any behavior whereby frequency can be affected by the responses following it

50
Q

Reinforcement

A

Consequence used to cause a behavior to occur with greater frequency

51
Q

Punishment

A

Consequence used to cause a behavior to occur with less frequency

52
Q

Discriminative Stimulus

A

Stimulus, such as a cue, that provides information about what to do

53
Q

Delta Stimulus

A

Signal indicating that reinforcement will not follow a particular response

54
Q

Aversive Stimulus

A

Warning that there will be an unpleasant consequence for a particular behavior

55
Q

Shaping

A

Developing a behavior through small steps that gradually approximate the target behavior

56
Q

Chaining

A

Instructional procedure that involves reinforcing individual responses occurring in a sequence to form a complex behavior; organizational narrative structure that involves ordering events so that one even logically follows the preceding event

57
Q

Classical Conditioning

A

Variation of conditioned learning in which an originally neutral stimulus is repeatedly paired with an unconditioned stimulus

58
Q

Cross-linguistic Studies

A

Research about language or language development that looks for universal patterns among various languages

59
Q

Telegraphic Speech

A

Simplified manner of speech during the early years of language acquisition using the most important content words for expressing ideas lacing appropriate grammar and inflection

60
Q

Saliency

A

Perceptual relevance; a pronounced feature

61
Q

Animate Nouns

A

Nouns that refer to living things

62
Q

Inanimate Nouns

A

Noun that refers to nonliving things

63
Q

Case Grammar

A

Semantic theory developed by Charles Fillmore to explain the importance and influence of semantics on the form of language; a form of generative grammar that describes the deep structure of sentences in terms of the relation of a verb to a set of semantic cases

64
Q

Modality

A

Characteristics of sentences such as verb tense or the expression of negation or interrogation

65
Q

Proposition

A

Characteristics of a sentence such as the relationship between nouns and verbs; the content of a meaningful, declarative sentence

66
Q

Information Processing Theory

A

Theory that examines the sequence and execution of cognitive events, focusing on how individuals attend, encode, relate, store, and retrieve information, particularly for language acquisition purposes

67
Q

Social Interactionism

A

Explanation of language acquisition in which both environmental and biological factors are important in the process; however, the role of social interaction between the developing child and linguistically knowledgeable adults is emphasized

68
Q

Motherese

A

General style used by adults when talking to young children, often characterized by higher pitch, a “cooing” intonation, and simplified or shortened words

69
Q

Locutionary Act

A

Producing an utterance using words via speaking, signing , or using assistive technology

70
Q

Illocutionary Act

A

Purpose or motive underlying an utterance

71
Q

Perlocutionary Act

A

Effect a locutionary act might have on a listener, which may or may not be consistent with the speaker’s communicative intention

72
Q

Adaptions

A

Changes children make to their schemes in order to fit into and function within their environment when experiencing cognitive conflict, achieved through assimilations or accommodations

73
Q

Organization

A

Natural tendency of the mine to organize information into related, interconnected structures, with a scheme being the most basic structure

74
Q

Schema

A

Cognitive structure that helps children process, identify, organize, and store information

75
Q

Assimilation

A

Cognitive process whereby a new stimulus is fitted into an existing schema

76
Q

Accommodation

A

Cognitive process whereby new schemes are created for information that does not fit existing schemes

77
Q

Equilibrium

A

Cognitive process to maintain a balance between existing schemata (assimilation) and the creation of new schemata (accommodation)

78
Q

Perception

A

Process by which an individual selects, organizes, integrates, and interprets sensory stimuli

79
Q

Distancing

A

Ability to use an abstract symbol or word to represent the real object. Languages is the way humans represent people, places, and things in thought and interactions.

80
Q

Representation

A

Ability to think about things or use words without having to act on them directly

81
Q

Object Permanence

A

Knowledge that objects exist in time and space even if you can’t see or act on them

82
Q

Causality

A

Understanding that people, objects, or events can have an effect on other people, objects, or events

83
Q

Means-Ends

A

Conceptual extension of causality; the understanding that there are ways (means) to attain a goal (end).

84
Q

Imitation

A

Duplication of models one hears and sees

85
Q

Delayed Imitation

A

More complex form of imitation whereby an action or behavior is repeated some time after the model

86
Q

Play

A

Child-directed activities that provide children with opportunities for learning

87
Q

Symbolic Play

A

A play activity in which objects or actions are used to represent other objects and actions

88
Q

Babbling

A

Combinations of vowel – and consonant – like sounds produced without meaning

89
Q

Zone of Proximal Development

A

Range of abilities a child can perform with assistance, but cannot yet perform independently

90
Q

Scaffolding

A

Support given during the learning process that is tailored to the needs of the individual and gradually removed to promote independent learning

91
Q

Shape Bias

A

Tendency of young children learning common nouns to generalize on the basis of shape, rather than material, color, or texture.

92
Q

Joint Attention

A

Shared focus of two individuals (ex. caregiver and child) on each other or on an object or event: joint reference.

93
Q

Controlled Attention

A

Capacity to maintain and hold relevant information, especially when there are internal or external distractions or interferences in the environment

94
Q

Working Memory

A

System that actively holds and allows for the voluntary, focused, and exclusive processing and maintenance of task-relevant information

95
Q

Theory of Mind

A

Cognitive ability to designate mental states – beliefs, intents, desires, knowledge, and so on – to oneself and others, and to understand that others have different mental states than oneself

Speech Language Development (1 decks)

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