Chapter 4

Question 1

abilities present at birth in the human brain

Answer 1

innate

Question 2

the mechanisms that allow the infant to process and interpret sensory information

Answer 2

innate perceptual abilities

Question 3

a mental ability that allows the infant to be aware of, perceive and to understand spoken language along with understanding speakers; ideas and feelings.

Answer 3

Processing

Question 4

Visual perception

Answer 4

sight

Question 5

Auditory perception

Answer 5

hearing

Question 6

Gustatory perception

Answer 6

taste

Question 7

Olfactory perception

Answer 7

smell

Question 8

infants are able to recognize their mother’s faces at 4 days old because of

Answer 8

innate perception

Question 9

the ability to perceive and understand sounds that are associated with spoken language, such as intonation

Answer 9

auditory perception

Question 10

fluctuating or changing vocal pitch: rising and falling, when producing a question or a statement. (by 8 months)

Answer 10

auditory perception

Question 11

Vegetative sounds such as burping and coughing
Cooing and gooing
Crying, fussing
Syllable shapes may be produced, such as consonant-vowel-consonant vowel (CVCV) forms and vowels (e.g., wawa, ah).
Quasi-resonant nuclei (partial vowel production)

Answer 11

reflexive stage (0-2 months)

Question 12

Fully resonant nuclei (true vowel production)
Vocalizations with a vowel-like segment are combined with a consonant-like segment
Laughter

Answer 12

Control of phonation (1–4 months)

Question 13

Isolated vowel production or a series of two or more vowels
Marginal babbling (a series of consonants and vowels or isolated consonants and vowels)

Answer 13

Expansion (3–8 months)

Question 14

Reduplicated babbling consists of a series of the same consonant-vowel (CV) syllables, such as ba-ba-ba-ba.
Non Reduplicated or variegated babbling consists of a series of different CV sequences, such as ba-bi-bu-bu.

Answer 14

Basic canonical syllables (5–10 months)

Question 15

Complex syllables such as CV (up), CVC (cat), and CVCC (milk)
Multisyllabic strings with variations in stress or intonation (emphasis on a syllable or changing emphasis on an utterance)
Jargon

Answer 15

Advanced forms (10–18 months)

Question 16

a syllable series with two different consonants and vowels with changes in stress and intonation, syllables that have the intonational patterns of adult language, such as the pattern of questions or statements

Answer 16

jargon

Question 17

Infant Production:
There are various stages of development in production

Answer 17

Reflexive stage (0–2 months)
Control of phonation (1–4 months)
Expansion (3–8 months)
Basic canonical syllables (5–10 months)
Advanced forms (10–18 months)

Question 18

Beginning at about 9 months of age, infants produce consistent vocal patterns that function as words. Often accompanied by gestures. They are used to convey consistent meaning,

Answer 18

These vocalizations are called phonetically consistent forms (PCF)

Question 19

speech productions that are very similar to adults speech productions in information and rhythm.

Answer 19

Jargon

Question 20

learning new words through exposure to communicative events, such as conversations.

Answer 20

Incidental learning

Question 21

where children are purposefully taught a new word.

Answer 21

Deliberate learning

Question 22

a production that corresponds to the form consistent with a target word produced by adults.

Answer 22

phonemic representations

Question 23

Two word utterances appear at about ___ months.

Answer 23

18

Question 24

By ____ months Children can produce longer utterances as their vocabulary increases

Answer 24

24-36

Question 25

Is the infant and another person sharing the same direction of eye gaze.

Answer 25

Joint Attention

Question 26

two individuals sharing action on the same object or task.

Answer 26

Joint action

Question 27

The most significant feature _______ is that children’s first words are produced during these contexts.

Answer 27

of joint attention and joint action

Question 28

Joint attention develops by____ months. They look at what the adult is looking at and then use the adult as a social referencing point and model the actions and language productions.

Answer 28

9-12

Question 29

Occurs when an infant follows the direction and focus of the adult’s eye gaze

Answer 29

Gaze following

Question 30

Occurs when an infant identifies the feelings of the adult toward an object or an event and later uses this information for his or her own feelings toward the object or event

Answer 30

social referencing

Question 31

Occurs when an infant uses an adult’s actions or words for his or her own productions or actions.

Answer 31

imitation

Question 32

Describes the acquisition of sounds that form words. Phonological processes or patterns that describe the manner in which young children first produce certain words.

Answer 32

Phonological Development

Question 33

The most common phonological patterns are

Answer 33

syllable omission, reduplication, final consonant deletion:

Question 34

Most phonological processes disappear by _____ months.

Answer 34

36

Question 35

child’s awareness of the sounds in words, along with the structure of words

Answer 35

Phonological awareness

Question 36

begins with the ability to identify and isolate the individual words in a sentence, through pointing to the individual words that compose the sentence (e.g., the boy ran = three words).

Answer 36

Word awareness

Question 37

consists of recognition of the syllables that compose words (e.g., hot + dog = hotdog).

Answer 37

Syllable awareness

Question 38

refers to mental abilities and includes perception, attention, memory, thought, categorization skills, and reasoning

Answer 38

Cognition

Question 39

involves awareness of sensory stimuli (smell, touch, taste, sounds, and vision).

Answer 39

Perception

Question 40

involves mental focus on a task or on an activity.

Answer 40

attention

Question 41

involves the ability to retain and to recall information.

Answer 41

memory

Question 42

involves using our minds to consider or reason about something.

Answer 42

thought

Question 43

involve placing things or ideas into classes or groups.

Answer 43

categorization skills

Question 44

involves a logical manner of thinking about something

Answer 44

reasoning

Question 45

involves attaching meaning to the sounds that form words, sentences, conversation, and stories

Answer 45

language processing

Question 46

A cognitive mechanism for the ability to assign meaning to auditory information is

Answer 46

language processing

Question 47

Some of the specific cognitive skills that are essential for language development include

Answer 47

working memory, attentional skills, language processing skills, and a TOM.

Question 48

a system that allows encoding, storing, processing, and rehearsal of information essential for language learning and academic success and progress.

Answer 48

Working memory

Question 49

involve the ability to focus on a conversation or a task.

Answer 49

Attentional skills

Question 50

applies to the functions performed in the brain that allow children to understand spoken language, along with a speaker’s ideas and feelings.

Answer 50

Language processing

Question 51

defined as a child’s understanding of others’ thoughts, feelings, and intentions.

Answer 51

Theory of mind

Question 52

allows the child to temporarily hold, process, and manipulate information (e.g., hold or keep this information in mind, think about and understand the information that has been given, and think about how to manipulate this information or use it in the future).

Answer 52

working memory

Question 53

an organized representation of knowledge. A cognitive system for understanding knowledge about concepts. Concepts represent things and living entities, along with the relationship these concepts have with other things, actions, and events.

Answer 53

schema

Question 53

an organized representation of knowledge. A cognitive system for understanding knowledge about concepts. Concepts represent things and living entities, along with the relationship these concepts have with other things, actions, and events.

Answer 53

schema

Question 54

is the process of changing a schema in response to a new entity.

Answer 54

Adaptation

Question 55

is the cognitive process that involves fitting this new entity into an existing schema

Answer 55

Assimilation

Question 56

involves changing an existing schema to make the entity fit.

Answer 56

Accommodation

Question 57

is the goal that is achieved through assimilation or accommodation.

Answer 57

Equilibrium

Question 58

Four Stages of Cognitive Development.

Answer 58

Sensorimotor Stage Preoperational Stage Concrete Operational Stage Formal Operational Stage