Module 1

Question 1

Language is…

Answer 1

rule-governed code of arbitrary symbols

• oral phonemes
• written graphemes
• gestures

dynamic
productive and efficient way to store and share info 
species-specific
socially shared
universal

Question 2

language is a representational tool used by the brain to:
- store
conduct many ?

Answer 2

information 
cognitive processes
-hypothesizing 
-reasoning
-planning

Question 3

inter-related processes 
communication: act of ?
language: 
speech: 
text: 
writing/sign language/gestures:

Answer 3

sharing info between indiv.

socially-shared, rule-governed code of symbols used as a representation tool for thought and comm.

voluntary neuromuscular behavior people use to express language

perception of sound

visual system sfor expressing lang.

Question 4

pre-intentional communication stage:

? comm.

others assume a ?
constrained by ?
example?

Answer 4

non-symbolic

relationship between the communicative behavior and its referent

space and time

newborn crying because wet, cold? caregiver must use cues to interpret

Question 5

intentional comm. stage:

also called?

has more ?

?

relies on?

example

Answer 5

iconic comm.

non-arbitrary relationship between comm. behavior and referent

shared spatial position among sender, receiver, and referent

baby points to a bottle

Question 6

symbolic comm. stage:

also called?

communication about a ?
?
knows no limitation of

toddler says

Answer 6

referential comm.

specific object or event

arbitrary relationship between entity and referent

space or time

bottle

Question 7

language domains:

Answer 7

form

• phonology
• morphology
• syntax

content (semantics)

function (pragmatics)

Question 8

Form refers to how ?
phonology: rules governing

morphology: rules governing the ?
syntax: rules governing

Answer 8

sounds, words, and sentences are organized and arranged to convey content

governing the sounds used to make syllables in words

internal org. of words and symbols

org. of words into sentences

Question 9

content: the meaning of ?

-

concepts ?

semantics: rules governing the

Answer 9

language

• specific words
• represented by words and groups of words

meaning of individual words and word combinations

Question 10

use: the functions?

how humans use language to ?

pragmatics: rules governing the

Answer 10

served by language

meet their social and personal needs

social use of language

Question 11

Remarkable features:

acquisition rate:

universality:

species specific:

semanticity: allows rep. of events and concepts that are ?
productivity: rule-governed language provides a ?

Answer 11

children develop language rapidly and efficiently

every human culture has one or more shared languages

no other species shares this aptitude

decontextualized or not in the present

generative code users can combine into multiple discrete units

Question 12

Difference vs. Disorder

language differences occur because of ?

language disorders occur when an individual has

Answer 12

natural variability

significant difficulty in language achievement

Question 13

phonological development:
acquiring the rules governing the ?

key building blocks:

Answer 13

sounds structure of syllables and words for a specific language

using cues to segment speech
developing a phonemic inventory
developing phonological awareness

Question 14

segmenting streams of speech into phonemes requires attention to:
prosodic cues:

phonotactic cues

Answer 14

intonation
stress patterns

allowable sound sequences for a specific language

Question 15

Phonemic Inventory:
an individual’s phonemic inventory includes:
phonological knowledge

phonological production:

Answer 15

internal representation of phonemes in an individual’s language

ability to express specific phonemes

Question 16

Phonological knowledge:

phonological awareness: the ability to attend to ?

Answer 16

phonemic units of words (typically develops after phonological awareness)

Question 17

phonological devt. influences:

native language:

linguistic experience:

language impairment:

Answer 17

the phonemic inventory of an individuals native language has a great impact on his or her phonological development

variabilities in an individuals language environment can impact
-issues limiting phoneme detection can impact

language delay/disorder can impact

Question 18

morphological development:

acquiring the rules of ?

morphemes:

Answer 18

language governing word structure in that language

smallest units of language which convey meaning

Question 19

key morphological building blocks:
grammatical morphemes: morphemes added to ?
derivational morphemes: morphemes added to words to ?

increase in grammatical and derivational morpheme acquisition substantially increase ?

Answer 19

words to allow inflection

change their syntactic class and semantic meanings

vocabulary size

Question 20

Grammatical morpheme types:

bound morpheme: must be
free morpheme: can stand

children’s earliest words and phrases contain ?

• at around age 2 children typically start ?
• first often?
• this is a very ?

Answer 20

attached to other morphemes
alone because of clear referent or grammatical purpose

few grammatical morphemes

• adding grammatical morphemes
• -ing
• important achievement

Question 21

derivational morphemes:
derivational morphemes:

derivational relations: relationship between a group of words that ?
-words derived from the root happy include ?

Answer 21

prefixes and suffixes added to a root word to create derived words
-happy + un = unhappy

share a common word
-happier, happiness, unhappy

Question 22

Morpheme Devt Infleunces:

second language acquisition: differences between ?

dialect: morphological markers may

language impairment: difficulty using ?

Answer 22

morphological markers in L1 and L2 impact morphological use of L2

differ within the same language

grammatical morphemes is a hallmark characteristic of specific language impairment (SLI)

Question 23

syntactic development:
acquiring the rules of language governing

-
-

Answer 23

how words are organized into sentences

• increases in utterance length
• use of different sentence modalities
• development of complex syntax

Question 24

Utterance length:
often calculated as ?
-the MLU increases as the ?

-
-

Answer 24

Mean Length of Utterance MLU
-morphological knowledge develops

categories or words are added:

• articles
• conjunctions
• auxiliary verbs

Question 25

Sentence modalities: as morphological knowledge develops, individuals will be able to ? - - -

Answer 25

understand and produce different sentence types declarative (make a statement) negative (express negation) interrogative (questioning)

Question 26

complex syntax devt: the development of complex syntax enables an individual to : - -

Answer 26

understand and use a variety of phrase types coordinate clausal structure to produce - complex sentences - compound sentences

Question 27

``` syntactic devt infleunces: for toddler and early preschoolers -few group ? -however high variability is noted ? use of complex syntax is linked to developmental and acquired language disorders have a negative impact on ? ```

Answer 27

differences are noted based on gender or SES between individuals exposure impact on syntactical complexity

Question 28

``` Semantic Development: acquiring language rules governing ? key building blocks: acquisition of acquisition and addition of efficient org. of ```

Answer 28

word meanings mental lexicon words to mental lexicon mental lexicon

Question 29

Lexicon: receptive lexicon: expressive lexicon: most individuals will acquire at least ?

Answer 29

words a person understands words a person uses 60,000 by adulthood

Question 30

Spurt versus Linear growth: word spurt: there is longstanding belief that children experience rapid growth in semantic knowledge beginning at about the ? linear growth: more recent research indicates that many/most children show

Answer 30

end of their second year and then extending for several more years continuous, linear vocabulary growth

Question 31

Semantic Acquisition: speed of word acquisition during learning opportunities is impacted by several factors including: - - -

Answer 31

concept representation phonological form contextual conditions

Question 32

Semantic Network once words are acquired they must be ? various theories highlight ? naming errors provide

Answer 32

stored so that they can be readily and accurately retrieved spreading activation (how activating specific entries strengthens the connection between entries) naming errors provide interesting insights

Question 33

Semantic Devt Influences: gender: - in early years girls often? - may be related to ? Langauge Impairment: -children with neurologically based language impairment typically have Langauge Exposure: - The number and types of words in a child's typical environment significantly affect - socio-economic status

Answer 33

exhibit larger vocabs biological, psychological, and social variables smaller vocabs than typically developing peers the size of that child's vocab can also impact

Question 34

pragmatic development: acquiring the rules governing the use of key building blocks: - using language for - developing - gaining sensitivity to

Answer 34

language for social purposes different comm. functions conversational skills -extralinguistic cues

Question 35

Conversational Skills: conversation: exchanges with others to conversational schema: -topic -contingent ? - Joint attention: - coordination of - gaze shift between - earliest conversations often called

Answer 35

express communication functions initiation turns to maintain or switch topic resolution and closure attention between social partner and object person, object, back to person protoconversations

Question 36

``` Extralinguistic Cue Sensitivity: use of and response to: - - - - ``` Register:

Answer 36

``` non-language cues posture gesture facial expression eye contact ``` stylistic variations of language occurring in diff. situational contexts

Question 37

Pragmatic devt influences: temperament: social cultural contexts: language impairment:

Answer 37

individual differences in behavioral style individual cultures have specific rules significant deficits in pragmatic skills not attributed in social/cultural factors