Child Language Acquisition Flashcards Preview

English Language > Child Language Acquisition > Flashcards

Flashcards in Child Language Acquisition Deck (36):
1

Orthography

The spelling system

2

Comprehension

The ability to understand language

3

Production

The language that people can produce

4

Productive vocabulary

Vocabulary that can be put to use

5

Overextension

Applying a label to more referents than it should have

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Underextension

Applying a label to fewer referents than it should have

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Analogical Overextension

Extending a label based on a connection of functions

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Categorical Overextension

Inappropriately extending the meaning of a label to other members of the same category

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Hypernym

The name of a category, for example vegetable

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Hyponym

The name of a category member, for example carrot

11

Mismatch/Predicate statement

When a child makes a connection based on what is normally the case, but isn't on this particular occasion

12

Addition

Adding an extra vowel sound to create a CVCV structure

13

Deletion

Leaving out the last consonant of a word

14

Reduplication

The repetition of particular sounds and structures

15

Substitution

One sound is swapped for another easier sound

16

Consonant cluster reduction

Children find it difficult to produce consonant clusters (groups of two or more consonants) so will reduce them smaller

17

Assimilation

A process in which substitution occurs, but the sound changes because of other sounds around it

18

Proto-word

Consonant-vowel-consonant-vowel sounds that are similar to actual words but applied inconsistently to referents

19

Bound morpheme

A morpheme that does not exist as an independent word e.g. 'ing'

20

Free morpheme

A morpheme that can exist as an independent word

21

Pivot schema

The use by children of certain key words as a 'pivot' to generate many utterances

22

Virtuous error

A mistake that has an underlying logic showing that learning has taken place

23

Child Directed Speech (CDS)

The speech that parents and caregivers use to children

24

Language Acquisition Device (LAD)

Children have an innate capacity for language learning

25

Grapheme

Visual symbols, for example alphabetic letters

26

Recurring Principle

When a child only knows a limited number of letters, he or she may use these repeatedly to create a message

27

Directional Principle

Reading and writing from left to right and then using a return sweep to start the process again

28

Generating Principle

When a child starts to realise that there are only a limited number of letters to use, but that these can be mixed and matched in different ways

29

Inventory Principle

A child begins to package knowledge together into lists of letters and words that he or she knows

30

Grapho-phonemic

The relationship between symbols and sounds

31

Scaffolding

Structure from others is required for a person to learn and move forwards

32

Social Constructivism

The idea that reality is socially constructed and that groups construct knowledge for each other, for example people invented the language

33

Insertion

Adding extra letters, the child has noticed sometimes letters are doubled

34

Omission

Leaving out letters

35

Transposition

Reversing the letter order in a word demonstrating the child does know what letters are in the word

36

Phonetic spelling

Spelling a word how it sounds rather than using its orthographic spelling