Syntax And Communication Development In Infancy

Question 1

Contents words composed of nouns, verbs, and adjective.

Answer 1

Open-class words

Question 2

Function word as composed of preposition, conjunction, articles, pronouns, auxiliaries, and inflections.

Answer 2

Closed-class words

Question 3

Dominated by use of open-class words (nouns, verbs, and adjuctive).

Answer 3

Telegraphic speech

Question 4

In this stage children talk a great deal about objects, people, actions, and how they interrelate.

Answer 4

Semantic relations

Question 5

Consistent word order.

Answer 5

Early grammer

Question 6

The number of meaning encoded in the morpheme.

Answer 6

Semantic

Question 7

The number of rules required for the morpheme.

Answer 7

Syntactic

Question 8

a complex interaction of syntactic, semantic, and input factors (parents).

Answer 8

The development of negation

Question 9

Are commonly the first questions asked by children.

Answer 9

What,where, and who

Question 10

Come about later.

Answer 10

When, why, and how

Question 11

Require more complex answers and contain more information.

Answer 11

Whose and which

Question 12

require the understanding of primarprepositions which develop in early stage I speech.

Answer 12

To encode what, where, and who questions

Question 13

children need to understand the concepts of manner, time, and causality, which are more abstract and develop later in life.

Answer 13

To encode how, when, and why questions

Question 14

relatively rarely in English, to highlight the object of a sentence or the recipient of an action.

Answer 14

Passive

Question 15

in which two (or more) complete sentences are conjoined.

Answer 15

sentential coordination

Question 16

in which phrases within the sentence are conjoined.

Answer 16

phrasal coordination

Question 17

is a unit of speech below a sentence in rank.

Answer 17

clause

Question 18

are clauses starting with the relative pronouns: who, that, which, whose, where, when.

Answer 18

Relative clauses

Question 19

A reflexive (himself) must be bound by a referent (Robert) that is within the same clause.

Answer 19

Principle A

Question 20

An anaphoric pronoun (him) cannot be bound by a referent within the same clause (Robert).

Answer 20

Principle B

Question 21

The ability of infants to recognize the sounds in their language is the first step to:
learning language, and recognize where each word starts and stops.

Answer 21

Segmentation

Question 22

The ability to pick up on the patterns among sounds, syllables, and words in a language.

Answer 22

Statistical learning

Question 23

By 12 months, infants can point at an object themselves and then shift their gaze to make eye contact with the listener, checking whether their points have been noticed.

Answer 23

joint attention

Question 24

used by children shortly before they begin learning conventional words form an interesting link between prelinguistic communication and speech.

Answer 24

Vocalizations

Question 25

Vocalizations that contain consistent sound patterns and are used in consistent situations (but are unique to the child rather than based on the adult language).

Answer 25

Pro-towards

Question 26

caregiver is instructed to play with the child in a natural way, and a trained observer scores the child’s behavior either during the session or from a video recording.

Answer 26

Low-structured observations

Question 27

one manipulates the situation somewhat to increase the likelihood of observing the behavior of interest.

Answer 27

Structured observation

Question 28

higher pitch, more variable pitch, more exaggerated stress.

Answer 28

Prosodic features

Question 29

babies in loving environments with healthy adult-infant attachment show greater expressive and receptive language skills.

Answer 29

Emotional component of IDS

Question 30

mothers speak in short, simple utterances, responding to what the infant does, and allowing their behavior to stand for a turn in the interaction.

Answer 30

3 months of age

Question 31

when babies begin to be more active partners in the interactions, mothers respond only to higher-quality vocalizations, such as a babbled sound, and not to sounds such as burps.

Answer 31

7 months of age

Question 32

mothers’ criteria for a turn had changed again, and they began to interpret their children’s vocalizations as words.

Answer 32

12 months of age

Question 33

important change occurs in infants’ social cognition. begin to understand that other people are intentional beings. have thoughts and goals. that there can be a sharing of minds They look in the direction of a point.

Answer 33

Around 9 months of age

Question 34

they even look in the direction that their caregiver looks (joint attention): Joint attention to objects while supplying their labels increases infants’ vocabulary fast.

Answer 34

Around 10 months

Question 35

style tries to redirect the child’s attention.

Answer 35

intrusive interactional

Question 36

recognize meaning of few well-known words.

Answer 36

6 months

Question 37

show robust comprehension of at least some spoken words. 12 months: know dozens of words.

Answer 37

8-10 months

Question 38

children often start to produce their first words. There is a great deal of variability in children’s early word comprehension, with some children reported to understand only 10–20 words, while others appear to understand more than 150 words.

Answer 38

Before 1 year of age

Question 39

know dozens of words.

Answer 39

12 months

Question 40

Break up, the fluent speech.

Answer 40

Segments

Question 41

Understand speakers meaning, and this require recognizing words not just sounds.

Answer 41

The underlaying goal of communication

Question 42

They can tell that there is a different way to say phoneme.

Answer 42

Categorically

Question 43

Remembering strings of sounds.

Answer 43

Phonological working memory

Question 44

Choosing where to direct their attention.

Answer 44

Selective attention

Question 45

Their ability to identify commonalities among objects.

Answer 45

Categorization