terminology

Question 1

phonemic simplification deletion

Answer 1

omitting the final consonant
- e.g. do(g), cu(p)

Question 2

consonant cluster reductions

Answer 2

consonant clusters can be difficult to articulate, so children reduce them to smaller units
- e.g. ‘pider’ for ‘spider’

Question 3

deletion of unstressed syllables

Answer 3

unstressed syllables often deleted in polysyllabic words
- e.g. ‘nana’ for ‘banana’

Question 4

phonemic simplification substitution

Answer 4

substituting one sound for another, often harder sounds with easier ones
- e.g. ‘wock’ for ‘rock’

Question 5

phonemic simplification assimilation

Answer 5

substituting one sound for another sound within the word
- e.g. ‘gog’ for ‘dog’,
‘babbit’ for ‘rabbit’

Question 6

phonemic simplification addition

Answer 6

adding an extra vowel sound to ends of words, creating a CVCV pattern
- e.g. doggie

Question 7

phonemic simplification reduplication

Answer 7

repeating the whole syllable in a word
- e.g. choochoo

Question 8

3 stages of questions

Answer 8

1. relying on intonation in the 2-word stage (daddy home?)
2. acquire question words (what, where) resulting in questions (where daddy gone?), can’t yet use auxiliary verbs
3. can use auxiliary verbs (is daddy here?), can’t always use wh-words correctly (why isn’t daddy here?)

Question 9

subject pronouns

Answer 9

I, you, he, she, it, we (pl), you (pl), they (pl)

Question 10

object pronouns

Answer 10

me, him, her, us, them

Question 11

demonstrative pronouns

Answer 11

this, that

Question 12

categorical overextension

Answer 12

the name for one member of a category is extended to all members of the category
- e.g. apple used for fruits, dada for mama

Question 13

analogical overextension

Answer 13

a word for one object is extended to one in a different category; basis of a connection
- e.g. ‘ball’ used for round things (fruit)

Question 14

framing

Answer 14

controlling the agenda of the conversation or making utterances for the child to fill in

Question 15

recasting

Answer 15

the rephrasing and extending of a child’s utterance

Question 16

auxiliary verbs

Answer 16

am, is, are, was, were, being, been, be, have, has, had, do, does, did, will, would, shall, should, may, might, must, can, could

Question 17

subject verb object agreement

Answer 17

they (subject) grow (verb) plants (object)

Question 18

virtuous error

Answer 18

when children make a mistake by over-generalising or over-applying a rule to words

Question 19

bound morpheme

Answer 19

doesn’t have semantic meaning on its own E.g ‘Ed’ in ‘Walked

Question 20

free morpheme

Answer 20

has semantic meaning on its own e.g ‘Walk’ in ‘Walked’

Question 21

echoing

Answer 21

repeating what the child said

Question 22

negation

Answer 22

contradiction or denial, child saying no to something having an opinion or not wanting to do something

Question 23

content words

Answer 23

usually nouns, verbs, adjectives - help us to form a picture in a our head

Question 24

function words

Answer 24

usually determiners, conjunctions, pronouns, aux verbs - used to make the sentence grammatically correct

Question 25

definite article

Answer 25

the

Question 26

indefinite article

Answer 26

a/an

Question 27

holophrastic stage

Answer 27

-12 to18 months
- speak in single-word utterances

Question 28

two-word stage

Answer 28

• around 18 months
• speak in two-word sentences

Question 29

telegraphic stage

Answer 29

• around age 2
• children begin producing three and four-word utterances
• evidence is only the omission of words

Question 30

post-telegraphic stage

Answer 30

• begins around age 3
• correct standard language