chapter 3

Question 0

what are the 3 key building blocks in phonological development?

Answer 0

1. using cues to segment streams of speech.
2. developing a phonemic inventory.
3. becoming phonologically aware.

Question 1

when does phonological development begin?

Answer 1

immediately after birth (if not before)

Question 2

prosodic cues

Answer 2

infant draw on their familiarity with word and syllable stress patterns or the rhythm of language, to break into speech stream.

Question 3

phonological awareness

Answer 3

is an individuals ability to attend to the phonological units of speech through implicit or explicit analysis.

Question 4

name the 5 phonological awarenesss units.

Answer 4

syllable counting, rhyme detection, initial sound identification, initial sound elision, phoneme counting

Question 5

syllable counting: how many syllable are in the word psychologist?

Answer 5

4

Question 6

rhyme detection: of these 4 which 2 rhyme? four, boat, hat, door?

Answer 6

four and door

Question 7

initial sound identifications: what is the first sound in the word boat?

Answer 7

/ b /

Question 8

initial sound elision: what word is found when we take away the first sound from the word boat?

Answer 8

oat

Question 9

phoneme counting: how many phonemes sounds are in the word justice?

Answer 9

6

Question 10

phonemic awareness

Answer 10

awareness of the individual phonemes of which language is comprised

Question 11

morphological development

Answer 11

is a child’s internalization of the rules of language that govern word structure.

Question 12

morphemes

Answer 12

is the smallest meaningful unit

Question 13

the 2 types of morphemes

Answer 13

free and bound

Question 14

derivational relations

Answer 14

the corpus of words derived from a common root word. derived words are created by attaching morphemes both prefixes and suffixes to root works to yield polysyllabic words.

Question 15

derivational morphemes

Answer 15

are morphemes added to root words to creat derived words

Question 16

syntactic development

Answer 16

is children’s internalization of the rules of language that govern how words are organized into sentences.

Question 17

what is the grammatical systems a child acquires from birth onward?

Answer 17

discrete combinatorial system, which consist of finite number of discrete elements that allow the child to produce an infinite number of sentences

Question 18

what are the 3 syntactic achievments?

Answer 18

an increase in utterances, use of different sentences modalities, and the development of complex syntax.

Question 19

what achievement is a major accomplishment that most children achieve at age 6?

Answer 19

the production of utterances that are on average , nearly as long as those of adults.

Question 20

declarative sentences

Answer 20

make a statement and simple declarative schemes….look at next card

Question 21

what are the 6 schemes

Answer 21

subject + verb: i bake
subject + verb + object: i bake bread
subject + verb + complement: i feel good
subject + verb + adverbial phrase: i feel good today
subject + verb + indirect object + direct object: she gave tommy the hammer
subject + verb + direct object + indirect object she gave the hammer to tommy

Question 22

negative sentences

Answer 22

express negation and rely on such words as no, not, cant, don’t, and wont to do so.

Question 23

interrogative sentences

Answer 23

involve the act of questioning. why, what, who, where

Question 24

phrase

Answer 24

a cluster of words organized around a head

Question 25

clause

Answer 25

is a syntactic structure containing a verb phrase; when we produce sentences

Question 26

from what age do children begin to master the art of conjoining and embedding clauses to create sentences of not only increasing length but also increasing syntactic complexity.

Answer 26

age 3

Question 27

complex syntax

Answer 27

refers to the use of phrases and clause structures as well as conjunctive devices or organizing internal structures of sentences.

Question 28

child direct speech (CDS)

Answer 28

refers to the talk directed to children by others including parents and other care givers. (saxton)

Question 29

semantic development involves 3 major task for the language learner

Answer 29

acquiring a mental lexicon of about 60,000 words between infancy and adulthood, leaning new words rapidly, and organizing the mental lexicon in an efficient semantic network

Question 30

what is a persons mental lexicon

Answer 30

is the volume of words he or she understand ( receptive lexicon) and use (expressive Lexicon). typically receptive lexicon is larger because an individual usually understand many more words than he or she actually uses.

Question 31

semantic taxtonomy

Answer 31

differentiates words on the basis of their semantic roles.

Question 32

specific nominals(5 semantic roles)

Answer 32

refers to specific object

Question 33

general nominals (5 semantic roles)

Answer 33

refers to all members of a category. example- those cats

Question 34

Action words (5 semantic roles)

Answer 34

describe specific actions. (up) social action games (peekaboo) and action inhibitors (no)

Question 35

modifiers (5 semantic roles)

Answer 35

describe properties and qualities. example (big, mine)

Question 36

personal- social words (5 semantic roles)

Answer 36

describe affective states and relationships. example- yes, bye-bye.

Question 37

children's early lexicon comprising the first 50 words or so, typically contain at least 1 word in each semantic category

Answer 37

children's early lexicon comprising the first 50 words or so, typically contain at least 1 word in each semantic category

Question 38

look at percentages on page 99

Answer 38

look at percentages on page 99

Question 39

concept represented y the word

Answer 39

notion of imageability, which concerns how readily an individual can generate a mental image of a wore

Question 40

High imageability ( concept represented by the word)

Answer 40

apple and cup have very high imageabiltiy

Question 41

low imageability ( concept represented by the word)

Answer 41

believe and tomorrow have low imageability,

Question 42

which is learned earlier for young children high or low imageability?

Answer 42

High imageability is learned earlier than word with low imageability

Question 43

phonological form of the word

Answer 43

onomatopoeic words, children will use this first to refer to objects.(boom,crash)

Question 44

common sound sequence ( phonological form of the word )

Answer 44

contain sounds and sound sequence that occur relatively often in spoken language. ( "the first two sounds in sit)

Question 45

what do children learn more readily? common sound sequence or rare sound sequence?

Answer 45

children learn words containing common sound sequence more readily that words containing rare sound sequence.

Question 46

rare sound sequence

Answer 46

sound sequence that occur infrequently (the first two sounds in these)

Question 47

semantic network

Answer 47

in which its entries are organized according to connective ties among them

Question 48

spreading activation

Answer 48

in which activation of specific entries spreads across the network according to the strength of connections among entries

Question 49

who tends to have larger vocabulary and learn words more easily

Answer 49

girl, however, these early differences often attenuate if not disappear by ages 6-7 years

Question 50

pragmatic building blocks

Answer 50

using language for different communication functions, developing conversational skills, and gaining sensitivity to extralinguistic cues.

Question 51

conversational schema

Answer 51

also called a conversational framework. Schemata are the building blocks of cognition and in essences are internalized representations of the organizational structures of various events.

Question 52

joint attention

Answer 52

caregivers joint attention describes instances in which infants and caregivers focus attention on a mutual object.

Question 53

protoconversations

Answer 53

often interpreting children's vocal or gestural contributions to fill in the gaps and using various techniques to redirect children's attention to the conversations

Question 54

extralinguistic cues

Answer 54

posture, gesture, facial expression, eye contact, proximity, itch, loudness, and pausing.

Question 55

register

Answer 55

refers to stylistic variations in language that occur in different situational context.