Exam 1 Flashcards
(93 cards)
1
Q
7 functions of Communication
A
- Instrumental
- Regulatory
- Interactional
- Personal
- Heuristic
- Imaginative
- Informative
2
Q
Instrumental Communication
A
ask for something
3
Q
Regulatory Communication
A
give directions and direct others
4
Q
Interactional Communication
A
interact and converse with others in a social way
5
Q
Personal
A
express state of mind or feelings about something
6
Q
Heuristic
A
used to find out information and to inquire
7
Q
Imaginative
A
tell stories and role-play
8
Q
Informative
A
provide an organized description of an event or object
9
Q
Use
A
(Social) how people draw on language functionally o meet personal and social needs
10
Q
Content
A
(meaning) The meaning of language–the words used and the meaning behind them
11
Q
Form
A
(rules) How words, sentences, and sounds are organized and arranged to convey content
12
Q
Semantics
A
(words) Refers to the rules of language governing the meaning of individual words and word combinations
13
Q
Morphology
A
(intraword) Pertains to the rules of language governing the internal organization of words
14
Q
Phonology
A
(sounds) The rules of language governing the sounds used to make syllables and words.
15
Q
Syntax
A
(grammar) Refers to the rules of language governing the internal organization of sentences
16
Q
Pragmatics
A
(appropriate) Refers to the rules governing how language is used for social purposes
17
Q
Why is Language Remarkable?
A
- Rate of acquisition
- Universality
- Species specificity
- Semanticity (decontextualized)
- Productivity
18
Q
Auditory Perception
A
refers to how the brain interprets what we hear (speech and environmental sounds)
19
Q
Speech Perception
A
the process by which the sounds of language are heard, interpreted and understood
20
Q
Morpheme
A
the smallest unit of language that carries meaning
21
Q
Rate of acquisition
A
(language = remarkable) from 0-5 yrs, children go from knowing zero words to knowing thousands of words
22
Q
Universality
A
(language = remarkable) the quality or state of existing or being available for everyone. Similar rate of acquisition across all languages
23
Q
Decontextualized
A
talking about things outside of your immediate environment. Part of what makes language remarkable. Relies heavily on the language itself and comprehension depends largely on knowledge of the language used.
Needed to be successful academically.
24
Q
Critical Period
A
(0-5/7yrs) Window of opportunity during which language develops most rapidly and with the greatest ease
25
Language Difference
Used to describe the variability among language users. Children are likely to show a range of differences when compared, sometimes due to cultural differences
26
Language Delay
on the same path but going slower
27
Language Disorder
learning language differently (may need new strategies)
28
Semanticity
(language = remarkable) Allows people to represent events that are decontextualized and outside of the present moment
29
word
stands for something without being part of it. Relationship between words and what they stand for is arbitrary (we can call a pen whatever we want as long as we agree)
30
Productivity
(language = remarkable) Describes the principle of combination. Whit h a relatively small set of rules governing language, we can make seemingly infinite novel creations.
31
Colorless green ideas sleep furiously
this sentence abides by the rules of syntax even thought it doesn't make sense semantically.
32
Categories of first 50 words
1. Naming
2. Action
3. Social
4. Modifiers
33
Semantic Network
words are organized in this as they are acquired according to their connective ties
34
Overextention/overgeneralization
the process by which toddlers use words in an overly general manner
35
Kinds of Overextention
1. Categorical
2. Analogical
3. Relational
36
Categorical Overextention
extend a word they know to another word in the same category ( ex: all animals = "dog")
37
Analogical Overextention
extend a word they know to other words that are perceptually similar (ex: apple = "ball")
38
Relational Overextention
extend a word they know to other words that are semantically or thematically similar (ex: water can = "flower")
39
Underextention
toddlers us words to refer only to a subset of possible referents (only their baby bottle is a "bottle", no other types of bottles). when first learning words, they do so cautiously.
40
Word Error
using the wrong word
41
Word error types
Category membership error
pragmatic error
retrieval error
42
Category membership word error
toddler truly thinks things are the same (dog and cat)
43
Pragmatic word error
toddler knows the difference but not the name
44
Retrieval word error
toddler cannot think of the name fast enough
45
Fast Mapping
mental process whereby a new concept can be learned based only on a single exposure. Making a connection for a new word to fit into the network.
46
Overlap
when toddlers overextend a word in certain circumstances and underextend the same word n other circumstances
47
Stages of Intentionality
1. Perlocutionary (0-8mo) no intentionality
2. Illocutionary (8-12mo) some intentionality. sounds/gestures
3. Locutionary (12mo+) full intentionality. Expressed through words and/or gestures
48
True word
1. Clear intention
2. Recognizable pronunciation
3. approximates adult form
4. Used consistently and generalized (more than one location and more than one use)
49
Phonetically Consistent Forms (PCF)
consistent speech sounds that function as words--caregivers can understand. Refer consistently to something but aren't words because they don't approximate the adult form and aren't generalized (usually refer only to one thin)
some become proper nouns as the child ages
50
Phonological awareness
a child's sensitivity to the sound units that make up speech (phonemes, syllables, words)
51
Deictic Terms
words without a precise referent, changes based on where you are..."this, that, those, these."
52
Literate Language
the language we use to read. Language used without the aid of context cues to support meaning; Highly decontextualized language
53
Free Morphemes
grammatical morphemes that can stand alone (dream, dog, his, the)
54
Bound Morphemes
grammatical morphemes that cannot be free-standing; they must be attached to other morphemes (prefixes, suffixes)
55
Derivational Morphemes
morphemes that are added to words to change the syntactic class and semantic meaning. Prefixes, suffixes. (ex: -er, re-, pre-, -est, -ness, -ly)
56
Phoneme
the smallest unit of sound that can signal a difference in meaning. They are strung together to produce syllables and words
57
Phonological Building Blocks
1. Using cues to segment streams of speech
- prosodic cues: rhythm of language
- phonotactic cues: sounds will occur in certain parts of words and syllables
2. Developing a phonemic inventory
- general phonemic english inventory
3. Becoming phonologically aware
- phonological awareness
- phonemic awareness
58
Phonological Processes
systematic and rule governed speech patterns that characterized children's speech
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4 Phonological Processes
1. Syllable structure change
2. Assimilation
3. Place of Articulation Change
4. Manner of articulation change
60
Syllable structure change
changes to to syllables in words
1. Reduplication- of stressed syllable ("dada")
2. weak syllable deletion ("nana" for banana)
3. final consonant deletion ("da" for dog)
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Assimilation
changing one sound in a syllable so that it takes on the features of another sound in the same syllable ("gog" for dog)
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Place of articulation change
replaces the sound produces at one location in the mouth with a sound produced at another location in the mouth ("tan" for can---fronting)
("gaggy" for daddy---backing)
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Manner of articulation change
replace a sound produced in one manner with a sound produced in another manner
("doup" for soup---stopping)
("yewow" for yellow---gliding)
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Metalinguistics
thinking about language
65
Nonlinguistics
use of eye contact, facial expression, posture and proximity. Not consisting of or related to language
66
Paralinguistics
aspects of communication outside linguistic information such as pitch, loudness, rate, fluency (vocal and nonvocal signals)
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Communication
the process of sharing information among individuals.
68
Conversational schema
Framework of a conversation, including initiating and establishing a topic, engaging in turns, maintaining and closing the topic (aka conversational framework)
69
Referent
the aspect of the world to which a word refers
70
register
stylistic variations in language that are used in different situations (friend vs professor)
71
Roger Brown
Documented the order and ages by which children acquire grammatical morphemes. Creates Brown's Stages of Language Development
72
MLU
(mean length of utterance) Average length, in morphemes, of a child's utterances.
73
MLU formula
Total # of morphemes / total # of utterances
74
Language
Rule-governed, code-based tool shared by members of a community. Used to represent thoughts and ideas to other poeple who know the code
75
Narrative
a child's spoken or written description of a real or fictional event form the past, present or future
76
Negatives
A sentence modality. Sentences that express negation and rely on words such as no, not, can't , don't, won't. Child has to learn where to insert these negatives into a sentence. Typically starts with the word "no" and often at the beginning of a sentence
77
Declaratives
A sentence modality. Sentences that make a statement. 3 year olds have commonly mastered most basic declarative sentences.
78
Interrogatives
involve the act of questioning
79
2 types of Interrogatives
1. wh- questions
| 2. yes-no questions
80
Joint Attention
(6mo-1yr) Two or more people with attention focused on a mutual object. For infants, joint attention requires coordinating attention between their social partner and the object.
Important in the transition into language
Can perform object-focused activities and attempts to communication with other people
81
Supported joint engagement
extent care-givers use strategies to maintain the child's engagement
82
Extralinguistic Aspects of Language
1. Paralinguistic - vocal and non-vocal signals (pitch, loudness, rate, fluency)
2. Metalinguistic- relation between language and other cultural factors in a society
3. Nonlinguistic- not consisting of or related to language (gestures, proximity)...still add to language
83
Language Disability/Disorder/Impairment
a significant difficulty with the development of language.
Children with this usually achieve language milestones more slowly than other children to and exhibit long-standing difficulties with various aspects of language form, content, and use.
84
Lexical Retrieval
how you get words out of your lexicon
85
Three Stages of Negation
1. the word "no" is placed at the beginning of the sentence "no milk"
2. The negative word moves inside the sentence next to the main verb "I no want milk"
3. Use the auxiliary forms of verbs to approximate adult negation "I don't want milk"
86
of words at 12mo
1
87
of words at 18mo
50
88
of words at 24mo
200
89
of words at 36mo
500
90
of words at 5yrs
2,000
91
of words in adulthood
60,000
92
protoconversation
An interaction between an adult (typically a mother) and baby, that includes words, sounds and gestures, that attempts to convey meaning before the onset of language in the child
93
Word Knowledge
our own mental dictionary
