week 4

Question 1

Contextualized Language

Answer 1

Refers to the here and now. talks about things in the immediate context. Sender and receiver are sharing the same context. Can rely on context and gestures to get meaning across. ex: give me that.

Question 2

Decontextualized Language

Answer 2

(displacement ) Relies heavily on language itself in the construction of meaning. Speaker and listener do not share context. Emerges in preschool age (3-4) Fundamental to academic success. Almost all written language is decontextualized.

Question 3

How many words do preschooler acquire a year? A day?

Answer 3

860/ year 2/day

Question 3

What promotes early literacy abilities?

Answer 3

-Oral language skills acquired in infancy and toddlerhood.
-Metalinguistic ability
-Being raised in a literate household or attending preschool.

Question 3

Emergent Literacy

Answer 3

The earliest period of learning about reading and writing. Children in this period are not yet reading and writing in a conventional sense, but their emerging knowledge about print and sounds, forms and important foundation.

Question 4

What are grammaticality tasks used for. What are the 2 types?

Answer 4

Used to investigate various types of syntactic development in preschool age.

Well formedness judgment
Judgement about interpretation

Question 5

Well formedness judgment tasks

Answer 5

Child must decide whether a sentence is syntactically acceptable.
Ex: she can plays the piano= ill formed

Question 6

Judgement about interpretation

Answer 6

Child must interpret one or more parts of a sentence.
Example: determine the pronoun reference: Mom asked Julie to bring her coat. Whose coat was it?

Question 7

Allomorphs

Answer 7

Variants of a morpheme with the same meaning but a different sound.
ex (plural -s) = cats, dogs, busses.
ex (past tense -ed)= walked, played, waited)

Question 8

Abstract question words

Answer 8

When, how and why?

When is something considered fair?
How are you?
Why do people get sad?

Understand and use Concrete questions before abstract.

Question 9

Concrete question words

Answer 9

What, where, who, whose and which.

Ex: who is your teacher?
Where is the bathroom?
Whose jacket is that?

Understand/use concrete questions before abstract.

Question 10

Metalinguistic ability

Answer 10

Ability to view language as an object of attention. Is essential for emergent literacy.

Question 11

When does contextualized language begin to develop?

Answer 11

Begins in infancy and is used to talk about things in the immediate context.

Question 12

When does decontextualized language develop?

Answer 12

Begins to develop in preschool years (3-4) relies heavily on itself to construct meaning.

Question 13

Phonological Awareness

Answer 13

Children’s sensitivity to the sound units that make up speech.

Question 14

Phonics

Answer 14

Teaches relationships between letters (graphemes) and sound (phonemes)

Question 15

Relational terms definition and six types.

Answer 15

Terms that allow speakers to express logical relationships.

1) Deictic terms
2) Opposites
3) Locational prepositions
4) Kinship terms
5) Interrogatives
6) Temporal terms

Question 16

Deictic Terms

Answer 16

Words whose use and interpretation depend on the location of a speaker and listener in a particular setting. (Here,there,this,that).

Speaker must be able to adopt the listener’s perspective.

Children master proximal deictic terms (this/here) more easily than distal deictic terms (that/there)

Question 17

Locational prepositions

Answer 17

describe spatial relations. On, in, under, behind

Question 18

Kinship terms

Answer 18

Mommy, daddy, Son, Daughter
Tend to learn the terms for more familiar family members first.

Question 19

Interogotives

Answer 19

Questions. Understand/use concrete interrogatives before abstract.

Question 20

Temporal terms

Answer 20

Describe the order, duration and concurrence of events. Understand order before concurrence. (Before/after ,since/until, while/during)

Question 21

Fast mapping/ slow mapping/ extended mapping are examples of development in which component of language?

Answer 21

Semantics

Question 22

Inflectional morphemes

Answer 22

AKA Grammatical morphemes. Morphemes that add grammatical meaning to words or sentences.
Free morphemes: in on the
Bound Morphemes: -s, -ed, -ing

Question 23

Derivational Morphemes

Answer 23

The prefixes/suffixes we add to a word to change its meaning and sometimes it's part of speech. Ex: writer, preschool, smallest, slowly, followers

Question 24

When do narrative skills begin to develop. When can a child construct a true narrative?

Answer 24

Begin to develop as early as 2. Most children construct true narratives (beg, middle and end) around 4 years old.

Question 25

What may children's early narratives lack?

Answer 25

Information on participants, time, and locations relevant to the events.

Question 26

Personal narrative

Answer 26

A child's spoken or written description of a factual event.

Question 27

Fictional narrative

Answer 27

A child's spoken or written description of a fictional event.

Question 28

Representative spontaneous language samples should be..

Answer 28

Representative in terms of both reliability and validity. Reliable language sample are similar across multiple recordings of the same child. Valid language samples accurately represent the quality and quantity of language a child can produce.

Question 29

What do we know about SES as it relates to language development?

Answer 29

Familial SES continues to relate to children's language development. Preschoolers from low-SES backgrounds appear to benefit from attending classes in which children have mixed-SES backgrounds.

Question 30

Which phonological processes may persist past the age of 5?

Answer 30

Gliding: When a liquid consonant (/r/ or /l/) is replaced by a glide consonant (ex Wabbit for rabbit) Stopping: when a fricative or an affricate is replaced by a stop consonant. ex: think=tink, jeep=deep

Question 31

How intelligible are preschoolers?

Answer 31

at least 75%

Question 32

When does alphabet knowledge emerge?

Answer 32

Children who grow up in households where book reading is common show emerging knowledge of the alphabet in the first 3 years of life.

Question 33

When can we differentiate between our mental state and others?

Answer 33

3-4 years old

Question 34

Grice's Cooperative Principle. 4 categories.

Answer 34

Make our conversational contribution such as requires, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged. Quality, Quantity, Relation and Manner

Question 35

Shallow vs. Deep phonological awareness

Answer 35

Shallow: 3-5 Segments sentences into words and segment multisyllabic words into syllables Detect and produce rhymes Combine syllable onsets with the remainder of a syllable to produce a word. Detect beginning sound similarities Deep: Kindergarten-elementary Can count number of phonemes in words Segments words into constituent phonemes Manipulate phonological segments within words.

Question 36

Print Awareness

Answer 36

A childs understanding of the forms and functions of written language. Describes a number of specific achievement children typically acquire along a developmental continuum. Developing print interest Recognizing print functions Understanding print conventions (reading print left to right and top to bottom) Understanding print forms – each written letter has a name and a sound Recognizing print part-to-whole relationships- letter make up words, words make up sentences ect.