Chapter 4 Flashcards
(200 cards)
1
Q
A process by which information is exchanged between individuals through a common system of symbols, signs, or behaviors
A
Communcation
2
Q
A system of symbols that can be spoken, written, signed and used for communication
A
Language
3
Q
- Gesture
- Oral Language
- Written Language
A
Modes of Communication
4
Q
Use of nonverbal communication (eye contact, hand movements, body language) to express or assist in expressing one’s ideas or desires; may include vocalizations; preverbal.
A
Gesture
5
Q
Use of spoken language to communicate one’s wants and needs (learned without formal instruction- but how??)
A
Oral Language
6
Q
Utilizaed alphabetics system; found in books, notes, text messages, etc; most complex mode of communication; requires formal instruction
A
Written Language
7
Q
- Phonology
- Morphology
- Semantics
- Syntax
- Pragmatics
A
Components of Language
8
Q
Rules associated with sound combinations and pronunciation of sounds
A
Phonology
9
Q
Modifications of words, using inflections (morphemes)
A
Morphology
10
Q
Smallest units of meaningful speech
A
morphemes
11
Q
Involves words and their meanings; vocabulary
A
Semantics
12
Q
Rules governing word order and word classes
A
Syntax
13
Q
The use of language within the communicative context
A
Pragmatics
14
Q
- Involves conversational rules
- Appropriateness of language
- How social context affects language
A
Pragmatics
15
Q
For most children, language develops…
A
predictably.
16
Q
- Nurturists
2. Naturists
A
Theories of Language Acquisition
17
Q
Says that “Children are born with no knowledge or language”
A
Nurturists
18
Q
Says that “Children acquire language as a result of direct interaction with caregivers; a clean slate”
A
Nurturists
19
Q
Says that “Language is innate; children are born with certain merchanisms and abilities that predispose them to learn language”
A
Naturists
20
Q
commonly known ‘Nurturists’ (BVTP)
A
- BF Skinner
- Vygotsky
- Tomasello
- Piaget
21
Q
Says that “children learn language behaviors because they are reinforced by adults”
A
BF Skinner
22
Q
Behavioral Theory
A
BF Skinner
23
Q
Says that “everyday social interactions (feeding, dressing, playing) involve langauge; children learn language as a bi-product of interacting; they imitate what they hear from loves ones; loved ones support their learning”
A
Vygotsky
24
Q
Social Interactionist Theory
A
Vygotsky
25
He added that "the social nature of language provides the motivation to talk; to acquire language"
Tomasello
26
Says that "language is a bi-product of cognitive development. Language is learned, because children perceive and organize their experiences into meaningful units. These organizational units become language"
Piaget
27
Cognitive Theory
Piaget
28
Terminology associated with cognitive theory (SAAE)
S-Schemata
A- Assimilation
A- Accommodation
E- Equilibrium
29
A concept, mental category, or cognitive structure
Schema/Schemata
30
Use to "file" all new information
Schema/Schemata
31
Will become categories for language
Schema/Schemata
32
Cognitive process whereby a person includes a new stimulus into an existing schema
Assimilation
33
You "scan" your existing schemata when you encounter new stimuli
Assimilation
34
Decide: Where does it fit?
Assimilate it
35
Developing new schemata to allow for the organization of stimuli that do not fit into existing schemata
Accommodation
36
A balance between assimilation and accommodation
Equilibrium
37
Too much assimilation results in categories that are too broad to be useful
Equilibrium
38
Too much accommodation results in too many categories to be useful
Equilibrium
39
Lifelong process
Equilibrium
40
They are prewired or hardwired for language
Naturists
41
"Language is an innate ability and children only need exposure to language for these inborn abilities to be set in motion"
Naturists
42
commonly known 'Naturists'
1. Noam Chomsky
| 2. Gleitman/ Pinker
43
1. Linguistic Acquastion Device
| 2. Linguistic Universals
Noam Chomsky
44
An abstract mechanism located somewhere within the brain that allows children to acquire language at a rapid pace and be creative in their sentence constructions
Linguistic Acquastion Device
45
Children are "prewired" with grammatical rules that are languages have in common (syllables, nouns & verbs, etc.)
Linguistic Universals
46
Says that “Children have innate knowledge of word categories (noun-verb), or innate conceptual knowledge (object-action) which helps them understand new words they encounter"
Gleitman and Pinker
47
Says that “Children can use their innate understanding of grammar to figure out new words"
Gleitman
48
"Syntactic Bootstrapping"
Gleitman
49
Figuring out something new from something you already know
Bootstrapping
50
"tunking" example
Syntactic Bookstrapping
51
With general understanding of a verb (action) when they hear a new one they can figure it out because of the syntax (how it's used in sentence)
Syntactic Bookstrapping
52
"Semantic Bookstrapping"
Pinker
53
Based on the child's general idea of what an object is vs an action is. They can generaliza new words as either nouns or verbs
Semantic Bootstrapping
54
Prelinguistic Communication
Birth-12 months (1 year)
55
Vocalizations that occur BEFORE the first word
Prelinguistic Communication
56
The sound of early language (3)
1. Cooing
2. Babbling
3. Jargon
57
Receptive Vocabulary Developing (words child understand but doesn't yet produce, 3-50 words)
Prelinguistic Semantic Development
58
No expressive vocabulary in this stage (just cooing, babbling, jargon and gestures to communicate)
Prelinguistic Semantic Development
59
Caregiver behaviors that assist infants in learning language (2)
1. Child-directed speech
| 2. Joint Reference
60
Slower rate; increased pitch variations, long pauses, frequent repetition (motherese;parentese)
Child-directed speech
61
Directing a child's attention to a particular object or action and then labeling it when both child and caregiver are attending
Joint Reference
62
Intentionality
Prelinguistic Pragmatic Development
63
Use of verbal and nonverbal behaviors to indicate wants and needs
Prelinguistic Pragmatic Development (INTENTIONALITY)
64
Parents respond to child's gestures and vocalizations as they interpret what they mean by them
Prelinguistic Pragmatic Development (INTENTIONALITY)
65
As the parents' behavior reinforce the child's behaviors, they occur more often
Prelinguistic Pragmatic Development (INTENTIONALITY)
66
Dore's Primitive Speech Acts (5)
1. Labeling
2. Requesting an object or action
3. Refusing an object or action
4. Calling-to get attention
5. Repeating-imitating
67
Organized prelinguistic behaviors according to the social function they serve; both verbal and non verbal
Dore's Primitive Speech Acts
68
First Words: Speech Development
12-24 months
69
Linguistic stages begin with the appearance of the first word
First Words: Speech Development
70
Child's first words sound different from adult productions, due to slowly developing speech sounds.
First Words: Speech Development (SPEECH)
71
Initial pronunciations are simplified using Phonological Processes
First Words: Speech Development (SPEECH)
72
Slowly, processes are extinguished, as adult productions are mastered
First Words: Speech Development (SPEECH)
73
First words: Semantic Development (4)
1. Receptive Vocabulary
2. Expressive Vocabulary
3. Jargon remains coming
4. Protowords
74
Grows to 500 words
Receptive Vocabulary
75
Grows to 250 words
Expressive Vocabulary
76
First words emerge shortly after first birthday
Expressive Vocabulary
77
First words consist of (4)
1. 60% nouns and proper names
2. 15% early action words
3. Few interaction words- "hi" "bye-bye"
4. Few descriptive words- "mine"
78
Emerge along with real words
Protowords
79
Also known as "Phonetically consistent forms"
Protowords
80
Word-like productions used consistently to label objects or actions
Protowords
81
Bear no resemblance to adult form of word
Protowords
82
Used consistently to refer to only that object or action
Protowords
83
Adults learn what they mean and reinforce them as though they were true words
Protowords
84
Toward the end of the first year, two-word utterances emerge
First words: Semantic Development
85
Social functions described by Dore continue to be used
First words: Pragmatic Development
86
Words allow child to express them more clearly
First words: Pragmatic Development
87
Social words allow child to learn social interaction and cultural routines
First words: Pragmatic Development
88
Behaviors related to books that children demonstrate before they begin to read
First words: Pre-literacy Development
89
1. Expressing interest in books
2. Holds/turns books to upright and ready position
3. Turns pages front to back
First words: Pre-literacy Development
90
Early Language: Speech Development
Age 2-3 (25-26 months)
91
Speech sounds continue to develop, phonological processes continue to be suppressed
Early Language: Speech Development
92
Vocabulary Spurt occurs
Early Language: Semantic Development
93
Grows to 900 words by age 3
Receptive Vocabulary
94
Grows to 500 words by age 3
Expressive Vocabulary
95
Learning up to five new words per day, due to fast mapping
Expressive Vocabulary
96
Children's ability to hypothesize the meaning of a new word after hearing it used only one or two times
Fast Mapping
97
Child begins to combine 2-3 words into early sentences that express semantic relations
Early Language: Semantic Development
98
Semantic Relationships in Early Language: Semantic Development (6)
1. Recurrence
2. Rejection
3. Disappearance
4. Denial
5. Agent + Action
6. Action + Object
99
Recurrence
More
100
Rejection
No
101
Disappearance
No, Bye-Bye
102
Denial
No
103
Agent + Action
Daddy go; baby cry
104
Action + Object
Push car; go car
105
Overextention and underextention are common as child learns so many new words
Early Language: Semantic Development
106
When child uses one word to refer to many different objects (overusing the word)
Overextenetion
107
"everyone is mommy"
Overextention
108
"All dogs are buffy or all animals are dogs"
Overextenetion
109
Child uses one word to ONLY label an object that is specific to her
Underextention
110
Uses doggie only to refer to her dog buffy; doesn't use it to refer to other dogs
Underextention
111
Early Language: Syntax and Morphological Development
Age 2-3 (25-36 months)
112
14 Grammatical morphemes emerge
Early Language: Syntax and Morphological Development
113
The smallest unit of meaning
Morphemes
114
Two types of morphemes
1. Freestanding
| 2. Bound Morphemes
115
Freestanding Morphemes
Words
116
Bound Morphemes
Grammatical inflections that attach to words to change their meaning
117
Used to measure the complexity of language in preschool children
Mean Length of Utterance (MLU)
118
MLU
M=
L=
U=
```
M= Mean (average)
L= Length in morphemes
U= Utterance (one single spoken comment)
```
119
14 Grammactical Morphemes
1. Present Progressive -ing
2. In
3. On
4. Regular Plural -s
5. Irregular Past
6. Possessive 's
7. Uncontractible Copula
8. Articles
9. Regular Past -ed
10. Regular third person -s
11. Irregular third person
12. Uncontractible Auxiliary
13. Contractible Copula
14. Contractible Auxiliary
120
Example of Present Progressive -ing
Mommy driving (19-28)
121
Example of In
Ball in cup (27-30)
122
Example of On
Doggie on sofa (27-33)
123
Example of Regular Plural -s
Cats, dogs, classes (27-33)
124
Example of Irregular Past
Came, fell, broke, sat, went (25-46)
125
Example of Possessive 's
Mommy's balloon broke (26-40)
126
Example of Uncontractible Copula
He is. (28-46)
127
Example of Articles
I see a kitty (28-46)
128
Example of Regular Past -ed
Pulled, walked, batted (26-48)
129
Example of Regular Third Person -s
Kathy, hits, begs, loses (28-50)
130
Example of Irregular third person
She does it. She has it. (28-50)
131
Example of Uncontractible Auxiliary
He is. (29-48)
132
Example of Contractible Copula
That man's nice. (29-49)
133
Example of Contractible Auxiliary
Daddy's eating (30-50)
134
1. Count the number of utterances the child says
2. Count the number of morphemes in each utterance
3. Add all of the morphemes together
4. Divide the total number of morphemes by the total number of utterances
Determining Mean Length of Utterance (MLU)
135
Average number of morphemes used in each utterance
MLU
136
The baby is crying! # of morphemes
5
137
No crying, baby! # of morphemes
4
138
Mommy is coming. # of morphemes
4
139
Mommy's coming. # of morphemes
4
140
See baby, Mommy's home. # of morphemes
5
141
Demonstrated that a child's MLU correlates closely with the child's age (in years) if the syntactic development is normal
Roger Brown
142
Age 1 to 2
| MLU=
1.0 to 2.0
143
Age 2 to 3
| MLU=
2.0 to 3.0
144
Age 3 to 4
| MLU=
3.0 to 4.5
145
MLU no longer a good measure of language complexity because children learn to say more with less
after age 5
146
Increased vocabulary and use of sentences allow for one more advanced means of expressing needs and wants
Early Language: Pragmatic Development
147
Dore's Conversational Acts (7)
1. Request
2. Response to Request
3. Description
4. Statement
5. Acknowledgement
6. Organizational Devices
7. Performatives
148
Request
Information or action
149
Response to Request
answering questions/compliance with commands
150
Description
Not just naming but describing
151
Statement
facts, rules, feelings, beliefs
152
Acknowledgement
of someone else's utterance
153
Organizational Devices
begin or ending conversations
154
Performatives
utterances that perform a particular function like: complaining, teasing, joking, warning
155
Child becomes more active in book reading:
- Points to pictures
- Labels things
- Ask questions about pictures
- Focused on pictures/not yet aware of text or its value
Early Language: Preliteracy Development
156
Growth explodes in all areas of language
- Semantics
- Syntax & Morphology
- Pragmatics
- Preliteracy
Preschool Language Development
157
Preschool Language Development
Age 3-5 years
158
Receptive Vocabulary by age 5
3000 words
159
Expressive Vocabulary by age 5
2000 words
160
Adding different categories of words (nouns, verbs, adjectives, adverbs, prepositions, pronouns, articles, negatives, wh-words
Preschool Language Development
161
Learns to produce
1. compound sentences
2. complex sentences
3. complex verb forms
Preschool Language: Syntax & Morphological Development
162
Using conjunctions (and, but, if)
Compound sentences
163
imbedding phrases within sentences
Complex sentences
164
allow child to talk about past, present and future
Complex verb forms
165
Sentence structure is adult-like; mostly error free
Preschool Language: Syntax & Morphological Development
166
Like adults, child is able to use language to accomplish almost any purpose
Preschool Language: Pragmatic Development
167
Able to carry on extended conversations with adult or peers
Preschool Language: Pragmatic Development
168
- Initiates conversations
- takes turns
- maintains and changes topics
- ends conversations
- changes tone; code sifts from peers to adults
Preschool Language: Pragmatic Development
169
Phonological Awareness Skills definition in Preschool Language
awareness of how phonemes-syllables-words-sentences are connected
170
Phonological Awareness Skills consist of: (5)
1. Rhyming skills
2. Syllabication
3. Letter-sound correspondence
4. Beginning sounds
5. Manipulation of sounds
171
Noties and is interested in text (pretends to read)
Preschool Language: Preliteracy Skills
172
"Reads" favorite labels and commonly recognized signs
Preschool Language: Preliteracy Skills
173
Monologues; in which one person speaks and one or more people listen
Narratives
174
Prolonged opportunities to speak, where the speaker bears total burger for communication. Requires more skill than conversation
Narratives
175
Allows children to produce narratives as well as participate in conversation
Complex Language Skills
176
Narratives differ from conversation:
- monologues
- speaker bears total burden for conversation
- require more expressive language skill
177
Able to tell stories about won experiences as well as things he has seen and heard
Preschool Language: Narrative Skills
178
Can describe problems and resolutions
Preschool Language: Narrative Skills
179
Includes characters and relationships
Preschool Language: Narrative Skills
180
Good narrative skills correlate with good reading and writing skills
Preschool Language: Narrative Skills
181
Types of Narratives (3)
1. Fictional Story Telling
2. Recalling Experiences
3. Scripts
182
major change in language
The school years (Linguistic Development)
183
The ability to read and write
Literacy
184
Child learns strategies for comparing words to one another
The school years (Semantics)
185
Share spelling but have different meaning (fair, suit)
Homonyms
186
Different words but mean the same thing (sick, ill, big/large)
Synonyms
187
Opposites (big/little)
Antonyms
188
Figurative Language
- Language that carries a meaning that is different from its literal sense
- emerges during school years
- allows children to "play" with language
Figurative Language
189
Examples of Figurative Language (3)
1. Metaphors
2. Similes
3. Idioms
190
Figurative Langauge=
HUMOR
191
Using language to develop and maintain friendships, accomplish goals, etc.
Pragmatics
192
Suggests that children acquire language as a result of the direct interaction with caregivers (parents and siblings) in their environment
Nurturist Theory
193
Focuses on the belief that language is an innate ability and children only need exposure to language for main proponents of the naturist perspective for language acquisition
Naturist Theory
194
Says that "language is learned through operant conditioning"
Skinner
195
Says that "cognitive development influences language development"
Piaget
196
Says that "language acquisition device (LAD) aids development"
Chomsky
197
Says that "innate conceptual knowledge aids development (semantic bootstrapping)
Pinker
198
Says that "innate knowledge of syntax aid development (syntactic bootstrapping)
Gleitman
199
Says that "language is learned through social interactions with caregivers"
Vygotsky
200
Says that "social interaction serves as a motivator for children to learn language"
Tomasello
