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Developmental Psych > Units 8-9 > Flashcards

Units 8-9 Flashcards

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1
Q

Phonology

A

Sound system of a language and the rules for combining these sounds to produce meaningful units of speech.

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2
Q

Semantics

A

Expressed meaning of words and sentences

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3
Q

Syntax

A

Structure of a language; the rules specifying how words and grammatical markers are to be combined to produce meaningful sentences

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4
Q

Pragmatics

A

Principles that underlie the effective and appropriate use of language in social contexts

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5
Q

Language acquisition device

A

Chomsky’s term for the innate knowledge of grammar that humans are said to possess, which might enable young children to infer rules governing others’ speech and to use these rules to produce language

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6
Q

Broca’s area

A

Structure located in the frontal lobe of the left hemisphere of the cerebral cortex that controls language production.

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7
Q

Wernicke’s area

A

Structure located in the temporal lobe of the left hemisphere of the cerebral cortex that is responsible for interpreting speech

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8
Q

Receptive vocabulary

A

Structure located in the temporal lobe of the left hemisphere of the cerebral cortex that is responsible for interpreting speech

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9
Q

Expanding

A

Responding to a child’s ungrammatical utterance with a grammatically improved form of that statement

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10
Q

Child-directed speech

A

Short, simple, high-pitched (and often repetitive) sentences that adults use when talking with young children

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11
Q

Scheme:

A

organized pattern of thought or action constructed to interpret experience

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12
Q

Object permanence

A

the awareness that things continue to exist even when not perceived

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13
Q

babbling

A

strings of consonant-vowel combinations

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14
Q

Gestures

A

behaviours such as pointing and showing begin about age 8-12 months

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15
Q

Metalinguistic awareness

A

knowledge about language.

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16
Q

Phonics approach

A

teaching reading by thinking about the sounds of the words (phonics).

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17
Q

Fast mapping

A

explains how children learn meanings of words very quickly

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18
Q

Telegraphic speech

A

short, staccato phrases missing most parts of speech.

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19
Q

Sternberg’s Triarchic Theory

A

Intelligence comes in three forms, analytical, creative, practical.

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20
Q

Analytical intelligence

A

ability to analyze, judge, evaluate

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21
Q

creative intelligence

A

ability to create, design, invent, originate, imagine

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22
Q

Practical intelligence

A

ability to use, apply, implement and put into practice

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23
Q

Gardener’s Eight Frames of Mind

A

Verbal
Mathematical
Spatial
Bodily-Kinesthetic
musical
intrapersonal
interpersonal
naturalist

24
Q

Emotional intelligence

A

ability to perceive and express emotion accurately and adaptively, to understand emotion and emotional knowledge, to use feelings to facilitate thought, and to manage emotions in oneself and others

25
Q

Developmental Quotient (DQ)

A

An overall developmental score that combines subscores on motor, language, adaptive, and personal-social domains in the Gesell assessment of infants

26
Q

Bayley Scales of Infant Development

A

created by Nancy Bayley, widely used in assessing infant development. Has 5 scales:
cognitive
language
motor
socioemotional
adaptive

27
Q

intellectual disability

A

condition of limited mental ability which the individual has a low IQ, usually below 70

28
Q

Mild disability

A

55-70 IQ

29
Q

Moderate disability

A

40-54 IQ

30
Q

Severe disability

A

25-39 IQ

31
Q

Profound Disability

A

below 25

32
Q

gifted

A

possession of above-average intelligence (IQ of 130 or higher) and or superior talent for something

33
Q

divergent thinking

A

produces many answers to the same questions

34
Q

convergent thinking

A

thinking that produces only one correct answer, characteristic of the kinds of thinking required on conventional intelligence tests

35
Q

brainstorming

A

a technique in which children are encouraged to come up with creative ideas in a group, play off one another’s ideas and say practically whatever comes to mind

36
Q

creativity

A

the ability to think in novel and unusual ways and come up with unique solutions to problems

37
Q

language

A

a form of communication whether spoken, written or signed that is based on a system of symbols

38
Q

infinite generativity

A

the ability to produce an endless number of meaningful sentences using a finite set of words and rules

39
Q

morphology

A

the rule system that governs how words are formed in a language

40
Q

syntax

A

the ways words are combined to form acceptable phrases and sentences

41
Q

semantics

A

the meaning of words and sentences

42
Q

Rule systems for language

A

phonology
morphology
syntax
semantics
pragmatics

43
Q

pragmatics

A

appropriate use of language in different contexts. i.e. take turns speaking, using polite language in appropriate situations

44
Q

first words

A

infants understand words (like their name) very early - as early as 5 months. First word usually occurs around 10-15 months

45
Q

two-word utterances

A

18-24 months
eg See doggie. more milk

46
Q

metalinguistic awareness

A

knowledge about language

47
Q

Developmental stages in reading:

A

stage 0 - birth to first grade
Stage 1 - first and second grade
stage 2 - second and third grade
stage 3 - fourth through eighth grade
stage 4 - high school

48
Q

phonics approach

A

an approach emphasizing that reading instruction should focus on teaching the basic rules for translating written symbols into sounds

49
Q

whole language approach

A

an approach stressing that reading instructions should parallel children’s natural language learning. Reading materials should be whole and meaningful

50
Q

aphasia

A

A disorder resulting from brain damage to broca’s area or Wernicke’s area that involves a loss of impairment of the ability to use or comprehend words

51
Q

child-directed speech

A

language spoken in a higher pitch than normal, with simple words and sentences

52
Q

recasting

A

rephrasing a statement that a child has said, perhaps turning it into a questions, or restating a child’s immature utterance in the form of a fully grammatical utterance. eg. child says ‘the dog was barking’ the adult says “When was the dog barking”

53
Q

expanding

A

restating in a linguistically sophisticated form, what a child has said. eg. “Doggie eat” parent says, “Yes the doggie is eating”

54
Q

labeling

A

identifying the names of objects

55
Q
A

Developmental Psych (8 decks)

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