Test 1 Flashcards
(100 cards)
1
Q
What components is language composed of
A
Phonology Morphology Syntax Semantics Pragmatics
2
Q
rule system that governs the production and sequencing of speech sounds into syllables and words
A
Phonology
3
Q
rule system that governs changes in word meaning at the intraword level
A
Morphology
4
Q
component of language governed more in Spanish than in English
A
Morphology
5
Q
Meaning of word can be changed through:
A
prefixes, suffixes, phoneme, puncuation, etc
6
Q
rule system that governs the sequencing of words into phrases and sentences
A
Syntax
7
Q
Word meaning
A
Semantics
8
Q
Sentence structure
A
Syntax
9
Q
How we put connected speech together
A
Syntax
10
Q
The younger the child, or the more cognitively underdeveloped a child, the more ______ their sentences
A
Simple
11
Q
SAAD sentence
A
Simple
Active
Affirmative
Declarative
12
Q
Use of language
A
Pragmatics
13
Q
Pragmatics is based on _______
A
Context
14
Q
Context is referring to:
A
The situation
15
Q
Bloom and Lahey referred to Phonology, Morphology, and Syntax together as:
A
Grammar
16
Q
Referred to Phonology, Morphology, and Syntax together as grammar
A
Bloom and Lahey
17
Q
How did others refer to Phonology, Morphology, and Syntax together
A
Form
Content
Use
18
Q
Content=
Use=
A
Semantics
Pragmatics
19
Q
The language you actually know and understand
A
Language competence
20
Q
The language you use
A
Language performance
21
Q
Do people tend to have more language competence or performace
A
Competence
22
Q
Does language competence or performace come first (usually)
A
Competence
23
Q
Theories of Language Acquisition
A
Behaivorist
Psycholinguistic/Syntactic
24
Q
Consequences according to Skinner
A
Positive
Negative
Punishment
25
Who said there were three consequences (positive, negative, punishment) that govern behaivor
Skinner
26
Behaivorist theory is purely (nature, nurture, blended)
Nurture
27
Said all behaivor is learned
Skinner
28
Parent/child role in behaivorist theory
Parent: active
Child: passive
29
Limitations to behaivorist theory
1. Parents are not good connected speech role models
2. We do not actively teach all the vocabulary that a child acquires
3. We only reinforce a small percentage of their utterances
4. We are poor shapers of behavior
30
Why do we only reinforce a small percentage of child's utterances
language happens too fast and you don’t have enough time to reward every utterance
31
Positives to behaivorist theory
It's a great model for rehabilitation
32
Major component of psycholinguistic/syntactic theory
Chomsky
33
Chomsky's hypothesis
Children are born with language (innate)
34
Parent/child's role according to Chomsky
Parent: passive
Child: active
35
In Chomsky’s early worked he referred to babies as
"mini scientists"
36
Chomsky explained that it is a ____________ as to how language is used
neural process
37
Chomskys levels of linguistic processing
Deep structure
| Surface structure
38
A sentence in its most simplistic form
Kernel sentence
39
Deep structure populated by
infinite number of kernel sentences
40
Kernel sentences live in
deep structure
41
Turns deep structure into surface structure
Transformations
42
Positives to Psycholinguistic theory
Chomsky spurred other people to research language acquisisiton
43
Limitations to Psycholinguistic theory
1. It does not explain language acquisition
| 2. omits any contribution of the child’s knowledge
44
Textbook written by Chomsky
Transformational Grammar
45
Age range for substage I
| Called what?
0 to 1 month
| Reflexive
46
Age range for substage II
| Called what?
1 to 4 months
| Pre-Imitation
47
Age range for substage III
| Called what?
4 to 8 months
| Secondary Circular
48
Age range for substage IV
| Called what?
8 to 12 months
| Intent
49
Age range for substage V
12 to 18 months
50
Age range for substage VI
| Called what?
18 to 24 months
| Transitional
51
Characteristics of substage I
Baby is reflexive
| Very litting cognitive acitivity
52
a. Baby begins to refine sucking, looking, and grasping
Pre-imitation stage
53
the action itself promoted more of the same action
Primary circular reaction
54
At what age is baby is building the precursors for imitation
3.5 to 4 months
55
the baby repeating habitual behaviors if someone else (adult) performs the behavior after the child
pre-imitation stage
56
c. Stage where most parents buy the child a bouncy seat that “walks”
Secondary circular
57
Characteristics of secondary circular stage
Refines movement skills
Coordinates vision and grasp (eye hand coordination)
58
Around 8 months he will imitate your behavior if what conditions are in place
Must have produced the behavior spontaneously and must have done it previously
Baby must be able to see and hear himself as he performs the behavior
59
Stage where child starts doing thing on purpose
Intent
60
Child signals intentionality through
means-end behaivor
61
baby continually dropping something to keep watching someone pick it up is an example of
means-end behaivor
62
Object permanence
Object remains itself with changes in location or orientation
63
f. This stage is about externalization of cognition
Intent
64
stage characterized by experimentation and exploration
substage V
65
Kids have to know things to be able to communicate with you
semantic/cognitive model
66
Knowledge happens through social interaction with other humans
Sociolinguistic model
67
Newson
There is an innate piece that you have to have learning and interaction to be productive
68
Coined the term prelinguistic dialogue
Jerome Boiner
69
5 Tools for Learning Acquisition
Are present in nL children by what age
```
Imitation
Object Permanence
Causality
Means/End Beahaivor
Play
```
2 y/o
70
Theory that is:
Use
Form
Content
Behaivor
Syntactic
Semantic
71
3 things that must happen to imitate
be able to attend and register what is happening in environment
be able to replicate it
be able to take turns
*attend, take turn, replicate
72
Piaget indicated that imitation aids early:
meaning formation
73
realization that you have power to cause change in environment
causality
74
selecting the right strategy/tool to effect change
means/end behaivor
75
link between causality and means/end behaivor
knowing you can cause change and selecting the right tool to do it
76
a childs occupation
play
77
3 rules to make play
enjoyable
voluntary
participation
78
play helps a child acquire the:
structure of linguistic interaction
79
wrote alot about pragmatics and use
Bates
80
Bates thinks that in order to use language there must first be
a predisposition for it
81
Garvey spoke about
speech act
82
speech act
intentional verbally encoded social gesture from one person to another
83
all speech acts are
social gestures
84
single act or prosodic pattern used to convey intention before language develops
primitive speech act
85
verbal, intentional=
doesn't need words=
*speech acts
speech act
| primitive speech act
86
prosody=
rate
rhythm
pitch
inflection
87
Dore talked about
primitive speech act
88
ability to differentiate one entity from any others
reference
89
joint reference
two or more persons share the same referential concept
90
why do parents repeat themselves
to establish reference and joint reference
91
reference and joint reference take place
in context
92
Children seek attention in 3 ways:
Indicating
Deixis
Naming/Labeling
93
Said - Social interaction with infants and toddlers spurs language and cognitive acquisition
Newson
94
- Determined parenting style has a huge influence on early language acquisition
Boiner
95
a newborn infant will communicate for four diff reasons
Relief from discomfort
Reestablishment of proximity
Terminate interaction
Implies cognition
96
Said babies are prewired for language
Newson
97
- Says that language and cognition develops separately
Vigolsky
98
Says language comes first
Whorf
99
Terms that deal with Development of Intentionality
Prelocutionary Stage
Illocutionary Stage
Locutionary Stage
100
Vigolsky said sociolinguistic is a combination of
smarts and innate
