Test 1 Flashcards
extralinguistic elements of communication
paralinguistic
nonlinguistic
metalinguistic
language
coded arbitrary symbols referring to real things, concepts, and ideas
what is required to produce speech?
neurological control of physical movements to create sounds (respiration, phonation, resonation, and articulation)
respiration
coordinated, rapid muscular activities of the chest
provides air in which speech sound waves travel
resonation
amplification and modification of sound in the vocal tract (oral cavity, nasal cavity, and pharynx)
phonation
production of sound through vibration of vocal folds
articulation
tongue, jaw, lip, palate used to modify sound
stress
relative loudness with which certain syllables in a word are produced
pitch
on a scale high to low
can demonstrate personal characteristics of speakers (gender, age, emotion)
intonation
patterns of rises and falls in pitch within and across utterances to convey it as a statement, question, or surprise
how important is nonverbal communication?
carries more than half of social meaning and determines quality and effectiveness of interpersonal interactions
semantics
deals with referents (meanings) for word and meaning of utterances
involves vocabulary
morphology
rules for deriving various word forms and rules for using grammatical markers or inflections
phonology
organization of speech sounds in languages
syntax
set of rules that govern how words are to be sequences in the utterances and how words in an utterance are related
pragmatics
aspect of language that helps us achieve communicative or social functions
communication
sending and receiving of messages, information, ideas, or feelings
does not have to be spoken
referents
things represented by the symbols in a language
speech
oral expression of language
extralinguistic communication
behaviors such as loudness, frowning, or using gesture to enhance or change linguistic code
paralinguistic
melodic components of speech that modify meaning
(stress, pitch, intonation)
nonlinguistic
nonverbal communication
proxemics and kinesics
metalinguistic
ability to use language to communication or talk about and to analyze language
phoneme
sounds that distinguish one meaningful word from another
phonotactic
study of how sounds are combined in a language
each language has its own set of phonotactic rules
categories of types of single words
substantive
relational
social
what does the development of metalinguistic skills look like in children?
initially children do no understand that what they say can be different than what they are doing
they then begin to ask an object’s name, comment they’ve forgotten a word, repair utterances, practice words and sounds, rhyme words and correct someone
deictic
terms with referents, depending on who is speaking, respective location of objects, and temporal relationships to speaker and listener
overextension vs under-extension
overextension is applying a term to more items (calling all 4 legged animals a dog)
under-extension is limiting a term (only calling one specific bottle a bottle, no other bottle is a bottle
final stage of speech act development
locutionary
variegated babbling
non-reduplicated babbling
stages of prelinguistic vocal development
reflexive vocalization
cooing and laughter
vocal play
canonical babbling
jargon
reflexive vocalization stage
birth - 2 months
reflexive vocalizations and vegetative sounds
cooing and laughter stage
2 - 4 months
vowel like with consonantal elements
from 12 weeks- crying decreases
at 16 weeks- laugher emerges
vocal play stage
4 - 6 months
vowel like and consonant like sounds
closer to marginal babbling and productions favor the front
intonation variation in pitch and loudness, yelling emerges
canonical babbling stage
6+ months
collective term for the reduplicated and non-reduplicated babbling
reduplicated babbling
marked similar strings of consonant-vowel productions
non-reduplication
variation in both consonant and vowel from syllable to syllable
jargon stage
10 months
mostly non-reduplicated babbles overlaid with intonation and stress patterns
consists of rhythm, stopping, eye contact, and gestures
first word spoken
around first birthday
needs to be used consistently and in context
components of central nervous system
brain and spinal cord
brainstem, cerebrum, cerebellum, cortex
articulators
lips, teeth, tongue, palate, velum
how is an infant’s vocal tracts different from an adult’s?
At birth, infants have a smaller oral space and lower jaw, sucking pads, larger tongue, engage in mouth breathing, can breathe and swallow at the same time, higher larynx, and eustachian tubes are horizontal
pragmatic elements of speech
turn taking
topic maintenance
revisions
5 stages of learning to read
-initial reading/decoding stage
-fluency, confirmation
-reading to learn
-multiple viewpoints
-construction and reconstruction-world view
factors in child’s literacy development
home and family environment
schools
adult-child story book reading
social interactive event containing routine dialogue cycles
use of negatives
rejection, deny, signify nonexistence
reflexive vocalizations
cries, coughs, grunts, burps
phonological processes
simplified pronunciation of words that follows a pattern
syllable structure
assimilation
substitution
prelinguistic
infant communication but not using language
illocution
speaker having intent to communicate
locution
speaker expressing intention
perlocution
listener interpreting another’s intended utterance
quick incidental learning
new words occur in context in a child’s environment and the child discerns what the new word means
mazes
disruptors during speech such as:
revising statements, repeating words, hesitating, making false starts, and using fillers
discourse
conversations, narratives, and expository
emergent literacy/preliteracy
development during preschool years and consists of pre-reading and prewriting behaviors and skills that develop into reading and writing skills
how is infant vocal tract different
3x smaller
