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Language Development > chapter 1 > Flashcards

chapter 1 Flashcards

1
Q

communication

A

process of exchanging information about a speakers ideas, thoughts, feelings, needs, or desires

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2
Q

communicative competence

A

consists of the ability to communicate through verbal, written, or nonverbal means

involves appropriate use of language in interaction

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3
Q

linguistic competence

A

acquisition and use of morphology, phonology, syntax, and semantics

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4
Q

morphology

A

how words and smaller units can be combined to form other words

go + ing = going

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5
Q

phonology

A

how sounds are combined to form words

c+a+t = cat

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6
Q

syntax

A

how words are combined to express meaning in sentence structures

I + see + a + bird

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7
Q

semantics

A

how words correspond to things and events in the world (It is raining)

how language reflects a speakers intent
(I want to tell you a story)
or feelings
(I am happy)

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8
Q

communicative interaction

A

exchange of information between a sender and a receiver

the sender transmits information (encodes), the receiver comprehends or understands (decodes)

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9
Q

receptive language

A

ability to understand others’ spoken language

“auditory comprehension”

ability to understand language, concepts, and directions

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10
Q

expressive language

A

ability to share thoughts, ideas, and feelings through productions of words and sentences

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11
Q

paralinguistic cues

A

accompany spoken language

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12
Q

paralinguistic cues-affect

A

facial expressions

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13
Q

paralinguistic cues-gestures

A

head nods

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14
Q

paralinguistic cues-posture

A

body position

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15
Q

paralinguistic cues-physical

A

distance or proximity between a speaker and a listener

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16
Q

paralinguistic cues-intonation

A

voice or vocal pitch that marks a difference between a statement and a question

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17
Q

paralinguistic cues-word stress

A

emphasis on a single syllable word or syllables in a multi syllable word

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18
Q

paralinguistic cues- speech rate and rhythm

A

fast, moderate, or slow
pause or hesitation

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19
Q

paralinguistic cues-volume or intensity

A

louder speech indicates anger or assertiveness

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20
Q

paralinguistic cues-pitch

A

high or low pitch

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21
Q

paralinguistic cues-Inflection

A

differences related to the context
(exaggerated inflection when reading to a child vs normal inflection when speaking to adults)

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22
Q

prosody

A

communicative tool that involves duration, intensity, frequency when producing words or longer utterances

allows us to communicate different attitudes like sarcasm and sympathy

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23
Q

rhythm of speech

A

rising and falling patterns across the production of an utterance

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24
Q

speech

A

verbal communication through articulation

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25
articulation
production of speech sounds by movement of lips, tongue, and soft palate
26
velum
soft palate
27
larynx
muscular organ that contains the vocal cords or folds
28
vocal cords
stimulated by respiration vibrate to produce phonation or voice
29
phonemes
smallest units of sound that create a difference in meaning cat vs mat
30
rhotic diphthongs
combination of a vowel and the vowel ɚ although combined, considers a single sound ear, door, air, car
31
orthography
symbols or alphabet letters
32
graphemes
alphabet letters
33
speech production
drawing air into the lungs, and directed upwards, causing vocal cords to vibrate
34
voiced sounds
produced when vocal cords are closed (adducted) and vibration occurs b, g, v, g, z, m, n
35
unvoiced sounds
produced when vocal cords are open (abducted) and vibration does not occur k, f, s, p, h,
36
how are nasal consonants produced
sounds exists through nasal cavity with a lowered velum
37
phonology
concerned with combination of speech sounds for word formation
38
language
communication through spoken words, written symbols, or sign language shared code that represent concepts through the use of symbols
39
syntax
involves rules for combining words to form sentences
40
morphemes
minimal distinctive units of words that indicate meaning cat cannot be broken into c or at without losing the meaning of the word
41
free morphemes
have meaning by themselves nouns, adjectives, verbs, etc
42
bound morphemes
only occur in combination with free morphemes -ed, -s, -ing
43
two types of bound morphemes
inflection and derivational
44
inflectional morphemes
modify verb tense or indicate noun number -ing, -ed, -est, ‘s
45
derivational morphemes
have a prefix or suffix change the semantic meaning of the word un-, non-, dis, -ize, -ary, -ion, -er, -ess
46
grammatical morphemes
conjunctions, articles, prepositions
47
overgeneralization
children can overgeneralize the regular past tense inflectional morpheme -ed to form the past tense of irregular verbs eated throwed
48
morphophonology
described the interaction between phonemes and morphemes /s/ changing to /z/ in dogs
49
cluster reduction
pot for spot
50
reduplication
wawa for water
51
weak syllable deletion
nana for banana
52
final consonant deletion
ca for cat
53
velar fronting
/t/ for /k/ tea/key /d/ for /g/ dame/game
54
stopping
replacing derivative with a stop see/tea
55
assimilation
gog for dog
56
overextension
young children calling all foot-legged animals doggie
57
under extension
having a limited representation of an entity for thing refusing to accept their mom has
58
conceptual knowledge
what a child knows and understands about ideas, entities, and actions numbers colors size social awareness
59
semantic development
given more experience with language children learn that words can have multiple meanings block- toy, action, place
60
pragmatics
rules for the use of language in social interactions learned by observations and insight into others feelings
61
theory of mind
theory of mind allows children to recognize others mental states (beliefs, emotional states, intentions, etc) to understand and predict others’ behaviors
62
speech acts
label a speakers intent or meaning greeting promise request compliant invitation refusal
63
modal auxiliaries
can, could, will, would, may used to make requests in an appropriate manner.
64
executive function
refiners to the ability to control and regulate ones thought processes
65
important factors associated with cognition
attention-ability to focus on essential factors memory- ability to store information
66
inhibition
conscious or unconscious restraint of a behavior or an impulse to act
67
initiation
beginning an activity or thought process
68
planning
ability to list steps needed to attain a goal
69
working memory
capacity to hold and process information
70
attention
sustained focus on a task and the ability to disregard distractions
71
discrimination
recognition of differences
72
problem solving
ability to define and solve a problem in an efficient manner
73
verbal reasoning
ability to understand concepts and facts expressed in words to manipulate this information to solve a problem
74
metacognition
mental processes used to plan, monitor, and analyze one’s own thinking and behaviors self regulation, planning and considering outcomes of actions
75
metalinguistics
abilities that allow a child to think and talk about language with awareness of syllables and phonemes
76
auditory processing skills
listen, analyze words, discriminate sounds, attach meaning to input, integrate information into a significant whole

Language Development (5 decks)

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