test 2 study guide Flashcards
magical thinking
a child falsely believing a certain action will influence the world around them
divergent thinking
thought process allowing a child to generate a number of possible solutions
counterfactual reasoning
thinking about a situation and reflecting how it could have turned out differently
causal cognition
understanding the relationship between cause and effect
Theory of Mind
allows children to understand how others feel and that those feelings may be different than how they feel themselves
symbolic play
using an item to represent a different item
speech intelligibility
how clear/easily understood someone’s speech is to the listener
working memory
allows encoding, storing, processing, and rehearsal of information essential to language development
overextension
using perceptual characteristics of an entity to extend meaning
underextension
restricted or limited meaning of a word
domain specific vocabulary
vocabulary items specific to a specialized domain/subject
mental lexicon
mental dictionary of all words a person knows
neighborhood density-dense/sparse
morpheme
smallest unit of a word with meaning
stages of play
solitary
parallel
associative
cooperative
solitary play
birth - 24 months
caregivers are favorite toy until interest in toys emerges at 8 mos. and peaks at 2 yrs.
pretend play emerges
parallel play
24 mo. - 36 mo.
social routines appear in play; children play beside each other, but not interacting
children learn from narration of play
play is active
associative play
3 - 4 yrs.
imagination and interaction increases
sharing is learned
cooperative play
4 yrs.
assigned roles and use of different voices in play
infant response to adult facial expressions
6-12 mo.
children have the ability to understand differences in facial expressions and engage in behavior based on positive or negative faction expressions
formal operations stage
begins at
children begin to think abstractly and reason about hypothetical problems and use deductive reasoning (reasoning for specific information form general priciple)
at what age are children expected to respond to their own name
5 mo.
mirror nuerons
mirror the behavior of others as though the observer was acting himself
infants imitate facial expressions, although not aware of their own face
stages of noun phrase development in preschool ages children
- 18-25 months: single word utterances and emergence of 2 word
- 27-30 months: sentence production expands (mommy make yummy food)
- 31-34 months: sentences expand with modified and articles
- 35+ months: sentences include more modifiers and pronouns
adult-like syntax is expected by what age?
4 years old
syntax emerges at what age?
18 months old (2 word utterances)
pragmatic functions for communications of intentions
-instrumental
-regulatory
-interactions
-personal
instrumental function of communication of intentions
used to obtain a goal and have wants met
regulatory function of communications of intentions
used to control others’ behaviors
interaction function of communication of intentions
used to obtain joint attention
personal function of communication of intentions
used to express feelings/attitudes
3 major communication skills
-use of language to greet, inform, request
-changing and adapting language to different people/situations
-following rules in conversations
incidental learning of language
occurs in preschool stage
learning words through conversation/experience, not direct instruction
accounts for %
relational terms
temporal
dimensional
quantitative
object
physical
locative
spatial
kinship
temporal relational term
before, after, until, since, next
dimensional relational term
big/little, tall/short, thick/thin, high/low, small/big
quantitative relational term
more, less
object relational term
all gone, more
physical relational term
hot/cold
locative relational term
in, on, under, next to, behind
spatial relational term
close/far, down, open, in front, behind, between
kinship relational term
mother, father, brother, cousin
inflectional morphemes
indicate grammatical meaning with plural/past tense/present tense
derivational morphemes
uses prefixes and suffixes to indicate meaning
syllable structure phonological process
whole word phonological process
reduplication, final consonant deletion, cluster reduction, unstressed syllable omission
substitution phonological process
subbing one phonemic class for another
stopping, fronting,
assimilation phonological process
production of speech sounds similar to another speech sound in a word
regressive: succeeding sound
progressive: proceeding sound
open v closed syllables
open: end in vowel
closed: end in consonant
play is the
work of childhood
cultural considerations in play
if parents play with child
if child plays with toys and what toys
if child watches tv while playing
stages of syntactic development by age group
-As an infant, single word utterances are produced. This can be requests or observations such as “milk” or “doggy.”
-By preschool, grammatical morphemes are produced by adding bound morphemes to free morphemes. These includes using present progressive verbs such as “I eating” and prepositions as in “put in cup.”
-At school age/adolescence, derivational morphemes are produced, using prefixes and suffixes. This changes words from happy to happiness, paint to painter, or admit to admission. These words add to the complexity of sentences.
syntax
rules for producing sentences
pragmatics
use of language in social interactions/social rules
semantics
how meaning is conveyed through words and sentences
morphology
structure/organization of words
phonology
contains rules for structure distribution and sequencing of speech sounds
