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| a communication system in which a limited number of signals--sounds or letters or gestures--can be combined according to agreed upon rules to produce an infinite number of messages |
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basic units of sound that can change the meaning of a word
ex: pit instead of bit
-languages specify how phonemes can be combined for example in english we can say brat but not bmat |
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the basic units of meaning that exist in a word
ex:
1: view
2 morphemes: review
2 diff morphemes: preview
-not the same as syllables |
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the sentence structure
-the systematic rules for forming sentences
ex: fang fred bit
right: fang bit fred |
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rules for specifying how language is used appropriately in different social contexts
-when to say what to whom |
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how the sounds are produced
-forms the melody/the rhythym
-pitch, intonation, stress |
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7 months
-detect a target word in a stream of speech
-know that a sentence is a bunch of words not just one |
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repeating vowel like sounds
6-8 weeks |
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add consonant sounds to their speech
-around 3-4 months |
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two people looking at the same thing (social eye gaze)
-helps infants "name" things in their head
-mom points to cat and they both look at it as she says cat |
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using where a word is placed in a sentence to determine its meaning
ex: there is a furrball would change the meaning of furrball rather than theres furrball (the cat) |
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first word that may convey an entire sentences worth of meaning
-uses one word to say many diff sentences such as wheres the spaghetti and can i have some
p 314
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-familiar objects they usually manipulate or encounter everyday
-words that facilitate social interaction
-use more nouns |
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around 18 months of age when the child has mastered 30-50 words and the pace quickens dramatically
-arrive at the realization that everything has a name and speaking can share what they are thinking with someone else |
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using a word too broadly such as every four legged animal "doggie"
-semantic error
-disappears around 2.5-3 years
-might do this not because they are confused w the meaning but rather dont have a big enough vocab to find the right word |
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| when a child uses the word doggie to refer only to basset hounds like the family pet |
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| what affects the type of speech? |
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-quality
-how much
-culture: english-lots of nouns korean-lots of verbs |
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-shows up around 18-24 months
-2-3 word sentences that contain critical content words and omit particles, prepositions and auxiliary verbs
-developing understanding of syntax |
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| one that emphasizes the semantic relationships among words, the meanings being expressed, and the functions served by sentences |
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| dramatic increase in number and types of sentences |
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overapplying the rules to cases in which the proper form is irregular
-saying foots and goed |
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rules of syntax for transforming basic underlying thoughts into a variety of sentence forms
"i am eating pizza" "am i eating pizza?" |
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-language as a system
-increases during middle childhood and adolescence
-define abstract words, distinguish between grammatically correct and incorrect sentences |
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-understand complex sentences not as well
-knowledge of the semantics of language (word meanings) increases |
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| comprehension of language |
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fibers that send incoming language that has been processed in the wernickes area to the brocas area
-if damaged they can understand but cant repeat vocally (a type of aphasia) |
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-learn semantics and phonology but not syntactical rules
-p 319 |
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| a system of common rules and properties for learning any of the worlds languages |
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| subject, verb then object or subject object then verb |
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| language acquisition device |
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| sifts through language, applies the universal rules, and begins tailoring the system to the specifics of the language spoken |
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| evidence of nativist perspective |
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-learnability factor
-all children progress through similar stages and even errors regardless of culture
-adults provide no corrective feedback (interactionists fight this by explaining expansion |
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| critical period for learning language |
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second language:
-maybe or might be because the children are immersed in it in school and in their peer groups while adults can still use their native tongue as their dominant mode of communication |
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| interactionist approach and other psychologists |
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| -agreed w piaget that language came along w other cognitive milestones but also agrees with vygotsky that social interaction also plays a role |
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| speech adults use with young children; change as they get older |
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adult responding with a more grammatically complete expression of a sentnce said by an infant
-kitty goed could be replaced with yes the kitty went in the car.
-adults use it to improve communication not necessarily grammar |
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| refers to infants being intrinsically motivated to master their enviornments |
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| what affects mastery motivation |
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-the value of the goal
-when parents frequently provide stimulating environments
-when the infant grows up in a responsive enviornment |
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| highly academic preschool programs |
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| -can cause childrens test scores to go up but lower their expectancies of success and pride in accomplishment |
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| what children who thrive on challenges and persist in the face of failure believeing that their increased effort will pay off |
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| see success as from hard work or luck but see failure as an internal and stable cause--lack of ability |
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| mastery goals vs performance goals p 327 |
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| idea that the letters in printed words represent the sounds in spoken words in a systematic way |
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| awareness of the sound structure of words; appears in the later phase of alpabetic phase |
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| memorize selected visual cues to remember words |
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| learn the shapes and sounds of letters |
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| consolidated alphabetic phase |
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letters that regularly occur together are grouped as a unit
for example: "ing" which is seen as a group rather than three letters |
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| the developmental precursors of reading skills in young children |
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-use phonology to identify words not context
-eyes hit every word |
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has more to do w an auditory perception more than visual perception
-deficiencies in phonological awareness
-have difficulty analyzing the sounds of speech
-prenatal |
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| teaches children to analyze words by their component sounds "sound it out" |
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| teaches children to read for meaning and to recognize specific words by sight or to figure out what they mean using surrounding contexts |
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| less important factors in schools |
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| -money, mixed ability grouping, and large classes dont have that much of an impact |
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emphasizes the philosophy that special needs children should be integrated with normal children in an educational setting
-yielded mixed results |
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| diverse students are assigned to work teams and are reinforced for performing well as a team |
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surgency/extraversion
negative affectivity
effortful control
share lots w big 5 |
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premoral
heteronomous morality
autnomous morality |
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