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Language Development > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

a process that begins before birth by which a child learns to understand language and communicate

A

language development

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2
Q

language is learned through these

A

receptive and expressive means

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3
Q

ability to understand and demonstrate comprehension

A

receptive language

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4
Q

demonstrated through gestures and words

A

expressive language

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5
Q

basic elements of language

A

phonology/articulation, semantics, morphology and syntax, and pragmatics

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6
Q

theoretical approaches to language development

A

cognitive interactionists, social interactionists, gestural and usage-based thoughts

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7
Q

basic elements of language

A

phonology/articulation, semantics, morphology and syntax, and pragmatics

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8
Q

how do we learn language?

A

biological basis, neurological research, Broca’s area, Wernicke’s area, arcuate fasciculus

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9
Q

learning language through research with other species

A

biological basis

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10
Q

learning language by research into brain that shows lateralization for language

A

neurological research

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11
Q

left frontal lobe

A

Broca’s area

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12
Q

left posterior temporal lobe

A

Wernicke’s area

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13
Q

band of subcortical fibers that connects Broca’s and Wernicke’s areas

A

arcuate fasciculus

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14
Q

a speaker who knows the syntactic rules of a language demonstrates this

A

linguistic competence

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15
Q

the everyday use of the use of language demonstrates this

A

performance

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16
Q

when the speaker has acquired all the language rules (phonology, morphology, syntax, semantics, and pragmatics), they are demonstrating this

A

communicative competence

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17
Q

Skinner, Watson, and Mowrer are key proponents of this theoretical approach to language acquisition

A

behavioral approach

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18
Q

performance over competence (or function) is the main focus of this theoretical approach to language acquisition

A

behavioral approach

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19
Q

language is a skill, a behavior, and a reinforced habit in this theoretical approach to language acquisition

A

behavioral approach

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20
Q

the process of forming associations; repeated pairing will cause learning (stimulus forms learning)

A

classical conditioning

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21
Q

in this theoretical approach, adult in the child’s environment shapes the child as the teacher and provides the reward

A

behavioral approach

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22
Q

behaviorists use this type of conditioning that shapes behaviors by rewards and punishments to shape the correct approximations toward adult speech

A

operant conditioning

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23
Q

in this theoretical approach, the child is shaped by the adult in the environment

A

behavioral approach

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24
Q

in this theoretical approach, the child is passive and practices what is shown/modeled to them

A

behavioral approach

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25
Q

the source for this theoretical approach is external

A

behavioral approach

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26
Q

research has shown that socially reinforced responses foster child language development in this theoretical approach

A

behavioral approach

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27
Q

research has shown that typical children will learn the modeled form in this theoretical approach

A

behavioral approach

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28
Q

research with disordered children has shown success in this theoretical approach

A

behavioral approach

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29
Q

research cannot demonstrate training in the home environment for this theoretical approach

A

behavioral approach

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30
Q

research cannot prove that gains in language are due to reinforcement in this theoretical approach

A

behavioral approach

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31
Q

Noam Chomsky is the key proponent for this approach

A

linguistic approach

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32
Q

the focus of this approach is that language is innate in humans (grammar form)

A

linguistic approach

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33
Q

LAD

A

language acquisition device

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34
Q

an innate mental mechanism that makes language possible, according to linguists

A

language acquisition device

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35
Q

what are the receptive milestones (9)?

A
  1. alerting (response to sound) (1-2 weeks)
  2. orienting - voice (4 months)
  3. orienting - to bell (looks to side) (5 months)
  4. orient to bell (looks at it) (10 months)
  5. 1 step command + gesture (11.5 months)
  6. 1 step command without gesture (15 months)
  7. points to 1 body part (18 months)
  8. points to 5 body parts (23 months)
  9. noun and verb and noun with content (24 months)
36
Q

this receptive milestone occurs around 1-2 weeks

A

alerting (response to sound)

37
Q

this receptive milestone occurs around 4 months

A

orienting

38
Q

this receptive milestone occurs around 5 months

A

orienting to bell (looking to the side)

39
Q

this receptive milestone occurs at 10 months

A

orienting to bell (looking at it)

40
Q

this receptive milestone occurs at 11.5 months

A

1 step command + gesture

41
Q

this receptive milestone occurs at 15 months

A

1 step command without gesture

42
Q

this receptive milestone occurs at 18 months

A

points to 1 body part

43
Q

this receptive milestone occurs at 23 months

A

points to 5 body parts

44
Q

this receptive milestone occurs at 24 months

A

noun and verb and noun with content

45
Q

child can mimic/replicate after a model—not part of repertoire, a new action

A

imitation

46
Q

awareness that objects have separate existence and a function apart from self, awareness of features, categorization

A

object knowledge

47
Q

this theoretical approach believes that a LAD provides the child with the capacity to learn any language

A

linguistic approach

48
Q

this theoretical approach believes that the child will have the capacity to take language due to its innate linguistic capabilities that they are endowed with and employ their ability to create sentences

A

linguistic approach

49
Q

research from 1960-1990 supports this approach by showing that grammar is largely innately programmed

A

linguistic approach

50
Q

this theoretical approach cannot discount what a child sees, hears, or interacts with on a daily basis in the environment of a learned experience

A

linguistic approach

51
Q

this theoretical approach has contrary evidence through research and case studies with deaf parents and hearing children that shows exposure does matter when it comes to language development

A

linguistic approach

52
Q

what are the three types of interactionist approaches?

A

cognitive, social, and usage-based gestural

53
Q

Piaget is the primary proponent for this type of interactionist approach

A

cognitive type

54
Q

Bates is the primary proponent for this type of interactionist approach

A

social type

55
Q

this type of interactionist approach is the newest, and explores the roots of human language in a gesture form

A

usage-based gesture type

56
Q

the focus of this theoretical approach is that there is a universal need to interact and learn the message (content)

A

interactionist approach

57
Q

cognitive ability allows for skills in this theoretical approach

A

interactionist approach

58
Q

interactions map and develop skills in this theoretical approach

A

interactionist approach

59
Q

this theoretical approach builds knowledge

A

interactionist approach

60
Q

the need to know is important in this theoretical approach

A

interactionist approach

61
Q

in this theoretical approach, the child is very social and attempts to understand their world through interacting; the adult assists and facilitates, as well as models the information

A

interactionist approach

62
Q

understanding that objects have permanence and an identity apart from their own perception

A

object permanence

63
Q

aspects of this theoretical approach can be supported, research has found

A

interactionist approach

64
Q

the eclectic nature of this approach takes into consideration each side of the continuum—with both behavioral and linguistic approaches

A

interactionist approach

65
Q

contrary evidence for this approach, through research studies, has shown that children in isolation demonstrate problems with the cognitive/innate portion of these theories

A

interactionist approach

66
Q

contrary evidence for this approach has found that language does not seem (or cannot be proven) to be learned in the absence of social interaction

A

interactionist approach

67
Q

in this approach, language is internal/innate or predisposed to this ability in the child’s role

A

linguistic approach

68
Q

in this approach the source is the child; the adult has a minor role

A

linguistic approach

69
Q

function

A

behavioral approach

70
Q

form

A

linguistic approach

71
Q

content

A

interactionist approach

72
Q

stimuli and reinforcement governs language acquisition in this linguistic approach

A

behavioral approach

73
Q

a part of transformational generative grammar; developed by Noam Chomsky, in which surface structure (looking at a sentence) is derived from deep structure (the meaning of a sentence) by the application of transformational rules (research in the 1950s)

A

transformational syntax

74
Q

pretending to eat with a play spoon or brushing hair with a hair brush are examples of this

A

symbolic play

75
Q

how does language learning vary?

A

environment, parents/adults, culture, learning style/personality

76
Q

some children’s early lexicons are dominated by words for objects, called this

A

referential

77
Q

some children’s early lexicons are dominated by words or pronouns (mine & me) and function (no, uh-oh) words, call this

A

expressive

78
Q

research completed by Nelson in 1973 indicated that children learned faster in this group

A

referential

79
Q

children in this group experienced a slower, steadier rate of language acquisition

A

expressive

80
Q

this strategy includes a greater user of pronouns

A

pronominal strategy

81
Q

this strategy includes a greater use of nouns

A

nominal strategy

82
Q

sources of variation for a child

A

rate of learning and personality influences (styles of learning—audiological, visual, tactile, etc.)

83
Q

input factors for sources of variation include these

A

conversational partners who impact learning, parents, siblings, childcare providers, peers, etc.

84
Q

in this source of variation, language acquisition is especially influenced by maternal education

A

socioeconomic status (SES)

85
Q

research has shown this about socioeconomic statuses in sources of variation for language acquisition

A

parents talk more to children from higher SES; give less directives than low SES families (ask instead; encourage child to make inferences; middle to upper SES have higher rate of vocabulary development; quantity of words 3-1 learned in high vs. low SES

86
Q

why is it important to know that a child is referential versus expressive?

A

it can impact the rate of learning

Language Development (1 decks)

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