Ross Final Exam Flashcards

Question

What are presch ch able to do w/ topics?

Answer 1

they can attempt to stay on topic using repetition; "want to go see sponge bob square pants?" "see sponge bob square pants!" they can consider the speaker and their background knowledge of a topic

Answer 2

They are beginning to understand how much bg is needed; usu gives most relevant info (quantity - appropriate quantity); A what did you do yesterday? C went to the doctor & got a shot as opposed to every little detail

Answer 3

used to get people to do things; presch can make politeness distinc based on the age or size, familiarity, and role of the listener; presch often respond to indirect action requests w/ actions, even when info is what is sought; asking a ch if they can sing results in the ch singing rather than saying if they can sing; they are more likely to be polite if you have something they want

Answer 4

to direct/indicate: directing another person's attention or to make spatial contrasts (here/there; this/that) early on, ch use that and there for directing attention Later use this & here for dir. attention however they don't differentiate; this for something near and that for something far; mom only uses that and there initially

Answer 5

``` 30 months (2.5 y.o.); this dominates their utterances; they also produce: naming, wanting and directing requests; content questions (what is that man doing? what does that say?) requests for permission ```

Answer 6

made up stories, retelling of stories previously heard, telling about past experiences (most comm adult), telling us about something seen on TV/movies

Answer 7

1 there is a clear & orderly exchange of info in both 2 there is often a need to repair 3 there is a need to assume the perspective of the listener (another reason ch struggles to tell stories) 4 there is a sense of purpose - a point

Answer 8

1. convos are dialogues while narratives are basically monologue; both people usus participate in convo; but one person usus tells the story in a narrative; 2 events are linked together in a predictable manner in a narrative (certain patterns are not found in gen convo; relation between events must be clearly stated) 3 the listener plays a relatively passive role in a narrative (provides minimal support during the story)

Answer 9

a (still not completely accepted as a phenomena) understanding that others have thoughts and beliefs different from your own (a major development breakthru for ch-presch age ~4 years) a ch who tries to hide from you by covering his eyes has not developed the concept

Answer 10

Children cannot understand about the emotions of others until they understand their own- self awareness develops in parallel w/ ToM; ch recognizes themselves about 18 months; express their emotion state about 24 months (2 years)

Answer 11

they can related to the emotions of others to desires & intentions; "momm'ys mad so I better sit down." they understand that others have dif perspectives from their own; should be able to pass the false belief paradigms (M&M test or Sally test)

Answer 12

1 giving directions 2 telling narratives (give bg info) 3 ID the need to repair 4 ability to repair (also give the bg)

Answer 13

btw 1.5 and 6 yrs of age

Answer 14

5 new words a day

Answer 15

1 word frequency 2 word segmentation 3 fast mapping 4 word meaning

Answer 16

words that ch hears more often are produced earlier; freq words include: hi, bye, more, milk, go, come, stop, yes, no, here, there

Answer 17

dividing words into phonemes or morphemes to introduce a new word; mom's usually put the new word at the end of the utterance: "that is a bask-et-BALL"

Answer 18

ch draws limited meaning from their initial exposure to a word; ch hears "bring me the aqua tray, not the red one," the following steps may be followed: 1. assume that mom is trying to comm w/ me (mom's teaching me sumthin) 2. unk word used in ref to "tray" as a descriptor (syntax, lang form) 3 only observalbe dif btw trays is color 4 aqua must be a color 5 one tray is red, but she didn't ask for red 6 she must be wantin' the other, which must be aqua going back to the first point: ch assumes only trays will be aqua

Answer 19

ch dev a more complete meaning as a result of modeling by adults and trial and error it is a longer process & depends on social interaction

Answer 20

terms such as location and time; it is a complicated process that is infl by: how complex the concept is, freq of adult use, and syntactical complexity occurs during preschool

Answer 21

``` 1 interrogatives 2 Temporal relations 3 physical relations 4 locational prepositions 5 kinship terms ```

Answer 22

asking & resp to wh questions (why is the most abstract) acquired in order what, where, who, whose, which, when, where, how, and why (who and whose maybe harder to address func in therapy)

Answer 23

words such as before, after, since, & until

Answer 24

``` relational terms in the following order: 1 hard/soft 2 big/little 3 tall/short 4 high/low 5 thick/thin ```

Answer 25

in on under in front of behind

Answer 26

different for ch to understand @ first; first they treat them like they are part of the name "grandpaDan"; understand less complex relations 1st- mom & dad; then they acquire the more complex: sister & brother

Answer 27

1 male gender 2 ongoing hearing problems 3 more reactive temperament (resp neg to frustration such as tantruming) 4 family hist of lang impairments

Answer 28

1 persistent social temperament | 2 high levels of maternal psychological well being

Answer 29

occurs when a nondominant lang begins accepting and using some terms from the dominant (consists mostly of nouns and gestures @ beginning; grammar still holds form of the nondominant; begins very informal but eventually becomes more formal, can happen due to invasion/necessity or lazines w/ bilingualism. As the pidgin becomes more formal it is used more frequently. Eventually the laws of the non-dominant are replaced by the pidgin (now a creole, like Haitian Creole)

Answer 30

the language that develops when the pidgin language becomes the primary for the nondominant

Answer 31

as the creole lang evolves it becomes more similar to the dominant

Answer 32

"a variety of languange shared by a group of speakers" (Wolfram & Christian 1989) "Developed through interplay of historical, social, political, educational and linguistic forces." (Taylor 1990)

Answer 33

other difference among groups of people - people who share culture, social class, & religion tend to share dialect.

Answer 34

Standard/Mainstream American English is the parent language, but only exists in written form

Answer 35

a dialect used by people of high status - economic, political, social, and educational (influential people). There was a time when they would look down on those who don't speak their dialect. The term "standard" is relative: there is standard for Texas (George W. Bush) and standard for NYC (Donald Trump).

Answer 36

dialects other than the standard- we must understand that standard dialect doesn't mean superior and vernacular doesn't mean inferior

Answer 37

at least 10

Answer 38

3: African American English, Latino/Hispanic English, and Asian English

Answer 39

Black English, Black Dialect, Ebonics

Answer 40

``` 1. spoken by most working class blacks living in work-class black comm; 2 all speakers will not sound the same due to infl of the regional dialects of Engl spoken around them; 3 continues to spark contraversy as many still don't recognize AAE as a legitimate dialect (blacks and non-blacks) ```

Answer 41

1 superior verbal skills are highly regarded (oral history, poetry, and singing) 2 touching someone's hair maybe highly offensive (must have permission) 3 calling a parent or caregiver by their first name maybe a sign of disrespect (ask permission) 4 some cultural mistrust may affect the acquiring of information (asking medical histories, gets into distrust of government from Tuskegee experiments, Black Panther investigations)

Answer 42

1 the second of 2 sounds of a final consonant cluster often deleted (bend becomes ben, rust becomes rus) 2 "f" often substituted for voiceless "th" in the final positions (tooth becomes toof and bath become baf). 3 "d" often substitute for voiced "th" in the initial position (that becomes dat) 4 semivowels /r/ & /l/ are often deleted (four becomes foe, ball becomes ba) 5 voiced stops /b,g,d/ are general affected in the final positions (bag becomes ba)

Answer 43

1. possession doesn't need to be marked by 's, as long as the possessor is identified "that's Jim car," 2 past tense markers not required "she talk to me yesterday" 3 copular and auxilary verbs may be deleted: "she a beautiful woman." 4 aspect - a syntactic device used by speakers when he/she wants to convey that an action or state of beings is continuing, or occurs intermittently, he/she uses the verb "be": to relay the msg that it's cold in the room, right now: "it's cold in here"; but to relay that it's cold in the room every time I have come in here: "it be cold in here."

Answer 44

a syntactic device used by speakers of African American English when he/she wants to convey that an action or state of beings is continuing, or occurs intermittently, he/she uses the verb "be": to relay the msg that it's cold in the room, right now: "it's cold in here"; but to relay that it's cold in the room every time I have come in here: "it be cold in here."

Answer 45

just like AAE, it is not homogenous because Spanish-speakers come from a variety of different places and cultures: Mexico, Puerto Rico, Central America, Carribean (Cuba), South America (etc.). and they all bring something different with them

Answer 46

1 extended family is extremely important (frequency of linguistic terms referring to extended family is high) 2 oral expression is very highly valued (good orators are held in high esteem for storytelling) 3 child is encouraged to participate in communication with adults 4 narrative abilities in child are very important 5 invasion of personal space more tolerable among spanish speakers 6 more touching while talking 7 avoidance of direct eye contact is a signal of respect & attentiveness

Answer 47

1 no voiced or voiceless /th/, /z/, /sh/ & j - leads to frequent distortion, omission, or substitution in HE/LE speakers 2 all final plosives are voiceless (plosives are stops) 3 no distinction between /b/ and /v/ in Spanish in initial position, but they know the difference in spelling, so literacy may make a difference here. 4 /l/ & /r/ produced differently in Spanish than in English pero vs. perro; bailar vs. calle 5 five vowels and four diphthongs in Spanish but there are many more in English (they will over simplify vowels) 6 vowels same length whether stressed or unstressed in Spanish; English vowels vary w/ stressing (hope and house) in summary: English vowels can cause major problems for spanish speakers?

Answer 48

1 spanish grammar ctns postnoun possessive (car of Juan) as opposed to English version Juan's car 2 Adjective follow's the noun in spanish as opposed to proceeding the noun in English

Answer 49

Asian American Dialects include the most widely used language of Asia: Madarin Chinese, Cantonese Chinese, Filipino, Japanese, Korean, Laotian, and Vietnamese, but each Asian American English has its own dialect, so it wouldn't be appropriate to label it Asian English

Answer 50

1 final consonant deletion (many Asian languages have open vowels or vowel final syllables (except Korean)) 2 lengthening or shortening of vowels (it=eat) 3 addition of schwa btw consonant clusters (program=puhrogram)

Answer 51

1 regular plural made by numeral adjective (3 cat) 2 omission or overgeneralization of regular past tense (he walk or he eated) 3 nonreversal of interrogative sentences "you are going home?" instead of "are you going home?"

Answer 52

the DELV (Diagnostic Evaluation of Language Variation) - supposedly represents all ethnic groups based on the 2000 Census

Answer 53

equal proficiency in two languages (rare) (in form, content, and use)

Answer 54

high proficiency in one language than another (more common) (not a necessarily large descrepency)

Answer 55

due to mixed input of languages, a speaker could be not-proficient in either language (e.g. Spanglish which uses elements of both languages, but also dilutes the proficiency of one)

Answer 56

the development of 2 languages prior to age 3; despite contrary beliefs, bilingual children acquire both languages at about the same rate as monolingual children; even if the degree of dissimilarity between the 2 languages is great, it doesn't affect the rate of acquisition; they will learn the semantic/syntactic system, may not have same # of words in each;

Answer 57

1 Child has 2 separate lexical systems, which reflects his ability to distinguish between the two languages before he can speak; 2 child learns one word from either language for each referent; words from both languages may be combined indescriminately, but not considered mixing lang because the grammatical structure and vocab not learned in one language, therefore ch just uses what he knows; 3 phonology follows similar patters in combining two different inputs from both into one system, however the least amount of intereference occurs in phonology

Answer 58

1 develops two distinct lexical rules, but applies the same syntactical rules to both 2 words remain tied to the context in which it was learned, the corresponding word usual not learned at the same time 3 child can move between languages (semantically), but not syntactically 4 because syntax is so different between languages, concepts (syntax) that are similar will be learned first (easiest to most difficult)

Answer 59

1 child correctly produces syntax and lexical structure from both languages (although there still maybe some syntactical mixing) - age 3 2 usually mixing occurs when the child lacks the appropriate structure in one language (coming from an adult input likely)(ex. inserts English nouns into French clauses - syntax remains intacts, vocab changes) 3 to decrease mixing, the child may associate one language w/ a specific person (use Span w/ grandma, Eng w/ cousins) 4 As the ch becomes more comfortable w/ the syntax, that tendency to associate people w/ cert lang decreases - then the child becomes truly bilingual (can manage separate languages) ~Age 7

Answer 60

dev one language (L1) usu @ home and then a second lang (L2) usu @ school AFTER age 3; Children who acquire Eng as L2 after age 5 to reach comprehensive competence before expressive; English dominance doesn't occur until Middle School; 3 by late teens its diff for us to acq pronunciation characteristics in L2 4 Ch do not acquire L2 easier or faster than adults, but ch do better than adults on L2, and are less likely to allow mixing 5 Attitude about L1 and L2, as well as need to acquire l2 are more significant factors in the ease of learning L2 than intelligence (compatibility of teaching style to learning style is also a significant contributor)

Answer 61

failure to reach profiency in either language, maybe due to early exposure of L2 before L1 is mature; however because of metalinguistic skills learned by school aged children in L1, it may help facilitate the development of L2

Answer 62

1 ch establishs social relations w/ L2 speakers (often at school) 2 ch assumes what is being said is relevant to the situation & learns simple social phrases (what do ya mean, hold on) 3 ch scans the lang & tries to pick up on patterns 4 ch participates in social situations & uses what he's learned (lots of trial & error) 5 social interaction is more important that information exchange

Answer 63

the ch uses private speech to rehearse what they've heard in L2; getting the message across anyway possible thru trial & error

Answer 64

1 comm is the main goal: ch begins using everything she has learned thus far as it relates to L2 (semantics) 2 use of interlanguage (mixing L1 & L2 rules, w/ some rules the ch has created)

Answer 65

1 ch concentrates on correct lang form (syntax, morphology, phonology) 2 ch recognizes that meaning is often tied to context 3 contrary to pop belief, L1 and L2 don't always negatively influence each other = less than 5% of errors occurring in L2 can be traced to the influence of L1; how the 2 lang vary often determines how they influ each other 4 although convo abilities may be adequate, decontextualized lang in classroom settings will take time 5 it takes 6-7 years to obtain cognitive-academic proficiency in L2

Ross Final Exam Flashcards

(89 cards)