Midterm

Question 1

Communication Definition

Answer 1

The sending and receiving of information, ideas, feelings, or messages.

Question 2

Language Definition

Answer 2

A system of abstract symbols organized according to basic rules that seem to be common to all the languages known to humankind.
Conventionalized sounds, signs, gestures, or symbols that have shared and understood meanings.

Question 3

Speech Definition

Answer 3

The oral expression of language

Question 4

Semantics Definition

Answer 4

Meaning and interpretation of language; the use of vocabulary to construct ideas through relationships between words. Specific words in specific grammatical configurations to convey specific messages.

Question 5

Pragmatics Definition

Answer 5

Functional use of language in social contexts; the rules for social language needed to establish and maintain relationships with others.
Also nonverbal behaviors. Most children learn pragmatics through daily routine.

Question 6

Syntax Definiton

Answer 6

Rules that govern the ways in which words combine to form phrases, clauses, and sentences; sentence structure.

Question 7

Morpheme Definition

Answer 7

The smallest grammatical unit in a language that conveys meaning.

Question 8

Accommodation Definition

Answer 8

A cognitive process whereby new schemata are created for information that does not fit existing schemata.

Question 9

Assimilation Definition

Answer 9

A cognitive process whereby a new stimulus is fitted into an existing schema.

Question 10

Piaget’s first stage of cognitive development

Answer 10

Sensorimotor intelligence (birth to 2 years): Child reacts with environment in physical and mostly unlearned ways.

Question 11

Piaget’s second stage of cognitive development

Answer 11

Preoperational thought (2-7 years): Most rapid period of language development. Child begins to think in concepts and solve problems.

Question 12

Piaget’s third stage of cognitive development

Answer 12

Concrete operations (7-11 years): Child develops the ability to think logically in concrete or physical problems.

Question 13

Piaget’s fourth stage of cognitive development

Answer 13

Formal operations (11-15 years): Cognitive abilities become fully developed. Child can reason and think logically and abstractly.

Question 14

Distancing

Answer 14

A basic perceptual principle affecting those cognitive changes that precede and lay the foundation for language acquisition.

An infant relates to her environment in a very physical way. Most things go to her mouth to try to understand her world through touch, taste, and smell. As children develop, they relate to stimuli from a greater distance. (e.g. we don’t stick a new laptop in our mouth to experience it.) A child may first put an object in her mouth. As she develops she creates a kind of mental picture of the object based on what she sees. The visual image represents the real thing, and the child recognizes the real thing based on that image.

Question 15

Object Permanence Definition

Answer 15

knowing that objects exist in time and space even if you can’t see or act on them

Question 16

Causality Definition

Answer 16

understanding that events can cause other events

Question 17

Means/Ends Definition

Answer 17

a conceptual extension of causality; the understanding that there are ways (means) to attain a goal (end)

Question 18

Imitation Definition

Answer 18

duplication of models you hear, see, or feel

Question 19

Play Definition

Answer 19

child-directed activities that provide children with opportunities for learning

Question 20

Sensorimotor period substage 1

Answer 20

Egocentric (birth to 1 month): sees and understands the world only as an extension of himself. No concept causality, means/ends. No imitation. No play. No language ability.

Question 21

Sensorimotor period substage 2

Answer 21

Still strongly egocentric (1 to 4 months): awareness is sensory, not conceptual. No concept causality, means/ends. Cries, coos, laughs. Begins to imitate.

Question 22

Sensorimotor period substage 3

Answer 22

(4 to 8 months): sitting and crawling are attained. Highly aware of surroundings. Repeat actions that capture interest or cause pleasure. Imitate sounds and physical actions. Babbles.

Question 23

Sensorimotor period substage 4

Answer 23

(8-12 months): remembers objects. Starting to understand causality. Can convey message with gestures and sounds.

Question 24

Sensorimotor period substage 5

Answer 24

(12 to 18 months): first meaningful words. Heavily nonverbal. Understands causality. Problem solving more sophisticated.

Question 25

Sensorimotor period substage 6

Answer 25

(18 to 24 months): fully understands object permanence. Understands means/ends. Produces multiple words. Becoming a cognitive thinker rather than sensory only.

Question 26

Vygotsky's theory

Answer 26

Vygotsky's sociocultural theory asserts that learning is an essentially social process in which the support of parents, caregivers, peers and the wider society and culture plays a crucial role in the development of higher psychological functions.

Question 27

Private Speech Definition

Answer 27

Children guiding themselves through actions- to think through a problem or task. First step toward more elaborate cognitive skills. Provides a foundation for higher-order cognitive functions.

Question 28

Zone of Proximal Development

Answer 28

The difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. Thus, the term “proximal” refers to those skills that the learner is “close” to mastering.

Question 29

Expansion Definition

Answer 29

When a parent responds to her child’s early utterances by expanding them into complete form – not changing meaning or word order. Child: “Mommy work”. Parent: “Yes, Mommy went to work.”

Question 30

Extension Definition

Answer 30

Provides additional semantic info and more syntactically accurate model Child: "Daddy go." Parent: "Yes, Daddy went to work."

Question 31

Fast mapping definition and process

Answer 31

Fast Mapping is the process whereby children hear and understand words. Child begins with hearing a word (auditory cue) Activates child’s memory about the sounds and syllables of the word stored previously Activation spreads from the phonological level (speech sounds)to the word meaning (semantic) level Where, given sufficient activation of the associated concept, the word is comprehended.

Question 32

Cooing

Answer 32

*by 2 months* vowel-like sounds. Delightful.

Question 33

Transitional babbling, cooing and laughing

Answer 33

*by 5-6 months* Sounds that are single-syllable productions consisting of vowel and consonant-like sound; forms a bridge between cooing and babbling; is sometimes referred to as marginal babbling

Question 34

Reduplicated or true babbling

Answer 34

*6-7 months* The infant says words such as mamamama when he’s exploring. The most frequently used consonants in this form of babbling are m, p, b, t, d, and n (consonants produced at the front of mouth).Repeated single syllable consonant-vowel syllables.

Question 35

Echoic babbling

Answer 35

*8-12 months* The immediate, parrot-like (no meaning) imitation of sounds, syllables, or words produced by someone else.

Question 36

Variegated babbling

Answer 36

*by 9-18 months* successive syllables that differ from one another "madagaba"

Question 37

Jargon babbling

Answer 37

*by 9-18 months* Adds intonation contours, melodic patterns. Child produces rhythm, stresses, rate variations. Sounds adult-like, but no real meaning.

Question 38

Overextension Definition

Answer 38

A child uses a word or concept too broadly. He may know “doggie” is the word for the family pet and apply that word to any 4-legged animal he sees – cow, horse, cat.

Question 39

Bound Morphemes Definition

Answer 39

morphemes that are added to words

Question 40

Derivational Morphemes Definition

Answer 40

Added to the front of free morphemes (prefixes) (unbutton, refill) or can be added to the ends of words as suffixes and change the class or category of the word (slowly, sadness). Creates new words

Question 41

Inflectional Morphemes Definition

Answer 41

Only suffixes – change the meaning of words by making them plural, possessive, changing verb tense (shoes, girl’s, shouted). Creates new forms of the same word

Question 42

Mean Length Utterance (MLU)

Answer 42

MLU is a calculation of the average number of morphemes a child produces in a representative sample of utterances.

Question 43

Human Capital

Answer 43

Involves parents' investment in their children. Deals with parents' beliefs about age, gender, and birth order.

Question 44

Purposes of Language Sampling

Answer 44

Document a child’s ability at a particular point in time. Create a document that can be analyzed and studied. Compare to peers. Establish need for intervention. Remediate language impairments Understand the attainments children make in language.

Question 45

Ideal sample size for language sampling

Answer 45

50-100 utterances at minimum. 100-150 for a strong data set.

Question 46

Is it necessary to audio or video record a language sample session?

Answer 46

yes!

Question 47

Free morpheme definition

Answer 47

a morpheme that stands alone as meaningful

Question 48

Scaffolding definition

Answer 48

supportive activities provided by the educator, or more competent peer, to support the student as he or she is led through the ZPD

Question 49

When do children usually start to speak first words?

Answer 49

12 months

Question 50

List (in order) the three levels of 2-word utterances

Answer 50

syntactic, semantic, pragmatic

Question 51

Reliability

Answer 51

Degree of confidence that a language sample represents a child’s typical language production

Question 52

Validity

Answer 52

Degree to which a language sample measures what it is suppose to measure: the child’s expressive language. (not song)

Question 53

Language sampling

Answer 53

Observe their daily interactions in common situations, home, school, church, park. Watch their expressive language. What he says and how he says it. Document a child’s ability at a particular point in time. Create a document that can be analyzed and studied. Compare to peers. Establish need for intervention. Remediate language impairments Understand the attainments children make in language.