Units 8-9 Flashcards
Phonology
Sound system of a language and the rules for combining these sounds to produce meaningful units of speech.
Semantics
Expressed meaning of words and sentences
Syntax
Structure of a language; the rules specifying how words and grammatical markers are to be combined to produce meaningful sentences
Pragmatics
Principles that underlie the effective and appropriate use of language in social contexts
Language acquisition device
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
Broca’s area
Structure located in the frontal lobe of the left hemisphere of the cerebral cortex that controls language production.
Wernicke’s area
Structure located in the temporal lobe of the left hemisphere of the cerebral cortex that is responsible for interpreting speech
Receptive vocabulary
Structure located in the temporal lobe of the left hemisphere of the cerebral cortex that is responsible for interpreting speech
Expanding
Responding to a child’s ungrammatical utterance with a grammatically improved form of that statement
Child-directed speech
Short, simple, high-pitched (and often repetitive) sentences that adults use when talking with young children
Scheme:
organized pattern of thought or action constructed to interpret experience
Object permanence
the awareness that things continue to exist even when not perceived
babbling
strings of consonant-vowel combinations
Gestures
behaviours such as pointing and showing begin about age 8-12 months
Metalinguistic awareness
knowledge about language.
Phonics approach
teaching reading by thinking about the sounds of the words (phonics).
Fast mapping
explains how children learn meanings of words very quickly
Telegraphic speech
short, staccato phrases missing most parts of speech.
Sternberg’s Triarchic Theory
Intelligence comes in three forms, analytical, creative, practical.
Analytical intelligence
ability to analyze, judge, evaluate
creative intelligence
ability to create, design, invent, originate, imagine
Practical intelligence
ability to use, apply, implement and put into practice
Gardener’s Eight Frames of Mind
Verbal
Mathematical
Spatial
Bodily-Kinesthetic
musical
intrapersonal
interpersonal
naturalist
Emotional intelligence
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
Developmental Quotient (DQ)
An overall developmental score that combines subscores on motor, language, adaptive, and personal-social domains in the Gesell assessment of infants
Bayley Scales of Infant Development
created by Nancy Bayley, widely used in assessing infant development. Has 5 scales:
cognitive
language
motor
socioemotional
adaptive
intellectual disability
condition of limited mental ability which the individual has a low IQ, usually below 70
Mild disability
55-70 IQ
Moderate disability
40-54 IQ
Severe disability
25-39 IQ
Profound Disability
below 25
gifted
possession of above-average intelligence (IQ of 130 or higher) and or superior talent for something
divergent thinking
produces many answers to the same questions
convergent thinking
thinking that produces only one correct answer, characteristic of the kinds of thinking required on conventional intelligence tests
brainstorming
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
creativity
the ability to think in novel and unusual ways and come up with unique solutions to problems
language
a form of communication whether spoken, written or signed that is based on a system of symbols
infinite generativity
the ability to produce an endless number of meaningful sentences using a finite set of words and rules
morphology
the rule system that governs how words are formed in a language
syntax
the ways words are combined to form acceptable phrases and sentences
semantics
the meaning of words and sentences
Rule systems for language
phonology
morphology
syntax
semantics
pragmatics
pragmatics
appropriate use of language in different contexts. i.e. take turns speaking, using polite language in appropriate situations
first words
infants understand words (like their name) very early - as early as 5 months. First word usually occurs around 10-15 months
two-word utterances
18-24 months
eg See doggie. more milk
metalinguistic awareness
knowledge about language
Developmental stages in reading:
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
phonics approach
an approach emphasizing that reading instruction should focus on teaching the basic rules for translating written symbols into sounds
whole language approach
an approach stressing that reading instructions should parallel children’s natural language learning. Reading materials should be whole and meaningful
aphasia
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
child-directed speech
language spoken in a higher pitch than normal, with simple words and sentences
recasting
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”
expanding
restating in a linguistically sophisticated form, what a child has said. eg. “Doggie eat” parent says, “Yes the doggie is eating”
labeling
identifying the names of objects
