15 - Socialization of Language Flashcards
Phonemes
The basic units of sounds of a language that are used to build up words, phrases, sentences. Has monophthongs and diphthongs
Syntax
Grammar that dictates how words are combined
Pragmatics
Rules of when to use language in particular contexts
Semantics
Meanings of words; how these change when combined in phrases and sentences
Preverbal communication
Psuedo-conversations in first year. Sounds, movements, facial expressions. 6 months - infants have gestues like pointing. Deictic gestures - refer to something around the child. Representational gestures - meaning independent of objects around child (nodding yes, moving head to mouth for eating). Cooing (1 mo) and babbling (6 mo)
Babbling
Babbling helps infants identify the basic units and combinations of sounds. Babbling sounds of deaf children like those of hearing children, but have more manual babbling
Word development
Number of words understood always exceeds ability to produce. Real word production begins at 10-15 mo and rapidly increases at 18-24 mo.
18 mo - uses 5, understands 50
19-24 mo - uses 50-75, understands 200
2 years - understands at least 200 to 300 words, add as many as 10 new words daily
3 years - uses up to 900 words (300 regularly)
Holophrases
Single words that are used to express meaning that adults would convey in sentence. Children use the most semantically informative word (ex. juice, not want)
Telegraphic speech
At two years, use 2 word combos to express meaning. Exclude unimportant words.
Grammar
2-3 years - begin using auxiliary verbs, tenses other than present, pronouns, articles.
Recasting
Most successful way to teach grammar is recasting what child says with the correct grammar (not directly correcting)
Pragmatics
Context. Getting attention of listener, understanding feedback, adjusting to different listeners, adjusting to context, learning to listen, correcting own speech to facilitate understanding
Conversational competence in 2 year olds
80% of initiations to adults, 20% to peers. 80% of time successful. If unsuccessful, try again 50% of time. More likely to re-initiate if listener looked puzzled. Children only talk to peers about objects if they can both see and hear.
Conversational competence in 3-5 year olds
Children can sustain dialogue. Longer utterances depend on the children having shared background and contextual knowledge of topics to sustain conversation. 77% of time speech contingent on verbal or nonverbal behaviors of others.
Seeking information
Children seek information from adults. Preschoolers may ask up to 70 information-seeking questions an hour. Get better at recognizing when they have not gotten enough information from a speaker.
