quiz 2 topics

Question 1

phonological deviations

Answer 1

accepted groupings of sounds within an oral language;

also referred to as speech pattern errors

Question 2

omissions - syllable

Answer 2

ex.“happy” to “hap”

Weak syllable deletion- delete the syllable that doesn’t have stress

Question 3

omissions- single consonant

Answer 3

Final, medial or initial
Initial syllable deletion is not common in English
final is most common

Question 4

omissions- consonant sequence/clusters

Answer 4

Consonant cluster reduction: spider but say pider

Consonant cluster deletion: spider but say ider

Question 5

Substitutions=Still a sound there, but they changed the sound. could be more than one

Answer 5

fronting, backing, stopping, gliding, vowelization, palatalization, depalatalization, affrication and deaffrication

Question 6

fronting

Answer 6

when you say a back sound for a front sound; “cup” to tup

Question 7

backing

Answer 7

a front sound for a back sound
not a common deviation
tie -> kie

Question 8

stopping

Answer 8

when you use a stop sound for a strident sound: sam might say bam

Question 9

gliding

Answer 9

when a w or j replace another consonant, typically a liquid (rabbit- wabbit)

Question 10

vowelization

Answer 10

when they make a consonant into a vowel-like production- spiduh instead of spider
a substitution of a pure vowel for a vocalic liquid

Question 11

palatalization

Answer 11

the palatal feature is added; she for see

Question 12

depalatalization

Answer 12

palatal feature is omitted; sip for ship

Question 13

affrication

Answer 13

when you add an affricate: she to chee

addition of the combo of a stop and fricative

Question 14

deaffrication

Answer 14

loss of the combo of a stop and fricative: chair to tair

Question 15

assimilations

Answer 15

A sound in a word taking on a character of another sound in that same word

Question 16

more on assimilations

Answer 16

Labial, velar, alveolar
Common in children, but children with impairments do it excessively
“look” to “kook”
“mop” to “mom”
“take” to “tat”

Question 17

glottal stop replacement

Answer 17

“Uh-oh”
Used by some children to mark the final consonant in a word until the sounds are developed
Cleft palate repair
D,t,k,g,b,p

Question 18

syllable structure

Answer 18

/context related changes

Question 19

metathesis

Answer 19

occurs when two sounds or syllables in a word change places; ask to aks

Question 20

migration

Answer 20

when only one sound moves.: snake to nakes

Question 21

coalescence

Answer 21

Coalescence—two sounds in a word are replaced by a single sound but neither is the original sound. Spoon to foon

Question 22

reduplication

Answer 22

the repetition of phonemes or syllables that young children demonstrate as a part of typical developing language; bottle = baba

Question 23

epenthesis

Answer 23

the insertion of a sound; black to balack

Question 24

diminutive

Answer 24

involves the addition of /i/ at the ends of words. Pig to piggy

Question 25

suppression of phonological processes: | Stoel-Gammon and Dunn, 1985

Answer 25

Still serves as a classic reference for suppression of phonological processes Only a few persist past 3: cluster reduction, epenthesis, gliding, vowelization, stopping, depalatization, final devoicing

Question 26

child directed speech

Answer 26

formerly known as motherese/ adults speak differently to children

Question 27

cds

Answer 27

Utterances directed to children are shorter in length, simpler in grammatical complexity, and slower in rate of speech

Question 28

cds

Answer 28

Fewer verbs, fewer tense markers, vocabulary is less diverse and more concrete. Higher fundamental frequency, exaggerated stress, wider range of intonation, and more distinct pausing

Question 29

cds

Answer 29

CDS makes semantics, syntactic, phonological, and pragmatic information more accessible to the young infant

Question 30

John Dore

Answer 30

identified the primitive speech acts of children at the one-word stage of language

Question 31

Primitive Speech Acts

Answer 31

labeling, answering, requesting an action, requesting an answer, calling, greeting, protesting, repeating/imitating and practicing

Question 32

Interactionist: Social Interactionist Paradigm

Answer 32

Social Cognitive, Social Pragmatic, and Intentionality Models

Question 33

Vygotsky and children's cognitive development

Answer 33

resulted from the interaction between children's innate skills and their social experiences

Question 34

zone of proximal development

Answer 34

area between what the child can accomplish independently and what he can accomplish with another person's help

Question 35

private speech

Answer 35

when a child and an adult engage in a dialogue while collaborating on a task; the info can be stored away by the child for future use and can be used as a tool to guide and direct problem solving and other cognitive activities

Question 36

Bruner

Answer 36

suggested that when caregivers and infants engage in joint referencing, they share a common focus of interest that contributes to language acquisition

Question 37

indicator

Answer 37

using gestural, postural, or vocal means to get baby attention

Question 38

deictic terms

Answer 38

here, this, that, you, me: spatial and contextual clues to assist children in comprehending this terminology

Question 39

naming

Answer 39

when child can associate a label with a referent which is accomplished receptively before expressively

Question 40

scaffolding

Answer 40

caregivers facilitate language learning and dialogue. They adjust the degree of linguistic and nonlinguistic support that they offer to children as they are learning language

Question 41

social pragmatic model

Answer 41

Pragmatics is concerned with functions of language, speaker-listener roles, conversational discourse, and presupposition

Question 42

3 types of speech acts

Answer 42

perlocutions (how listeners interpret speakers speech acts), illocutions(the intentions of the speaker) and locutions (the meanings expressed in the utterance)

Question 43

perlocutionary stage

Answer 43

Birth to 9 months Child’s actions and behaviors are given communicative intent by the caregiver. ex. Cooing can be interpreted by the caregiver as pleasure.

Question 44

illocutionary stage

Answer 44

8 to 12 months True intentional behavior emerges either vocally or gesturally Gestures such as showing, giving, pointing are sometimes accompanied by vocalizations.

Question 45

protodeclarative

Answer 45

gesturing or vocalizing to point out an object or event

Question 46

protoimperative

Answer 46

gesturing or vocalizing to request an object or event.

Question 47

locutionary stage

Answer 47

12 months of age | Characterized by the use of words produced with gestures to convey specific meanings and intentions

Question 48

intentionality model

Answer 48

A contemporary model that reflects an integrated perspective on the developmental language process