Term
| What are the components of language? |
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Definition
1. Phonology
2. Semantics
3. Grammar
a. Syntax
b. Morphology
4. Pragmatics |
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Term
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Definition
| refers to the rules governing the structure and sequence of speech sounds. |
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Term
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Definition
| involves vocabulary - the way underlying concepts are expressed in words and word combos. |
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Term
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Definition
consists of:
1. Syntax - the rules by which words are arranged into sentences.
2. Morphology - the use of grammatical markers indicating numer, tense, case, person, gender, active or passive coice, and other meanings. |
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Term
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Definition
| refers to the rules for engaging in appropriate and effective communication. |
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Term
| Sociolinguistic knowledge |
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Definition
| the way society dictates how language should be spoken. |
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Term
| Noam Chomsky's nativist theory |
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Definition
| states that language is a uniquely human accomplishment, etched into the structure of the brain. |
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Term
| Chomsky's language acquisition device (LAD) |
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Definition
| an innate system that permits children, once they have acquired sufficient vocabulary, to combine words into grammatically consistent, novel utterances and to understand the meaning of sentences they hear. |
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Term
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Definition
| within the LAD is a built-in storehouse of rules common to all human languages. |
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Term
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Definition
| located in the left frontal lobe, supports grammatical processing and language production. |
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Term
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Definition
| located in the left temporal lobe, plays a role in comprehending word meaning. |
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Term
| What are some limits of the nativist perspective? |
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Definition
1. Difficult to specify Chomsky's universal grammar.
2. Innate grammatical knowledge is challenged by certain observations of language development.
3. Lacks comprehensiveness
4. Underemphasizes children's cognitive development |
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Term
| Interactionist perspective |
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Definition
| emphasizes interactions between inner capacities and environmental influences. |
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Term
| Information-processing theory |
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Definition
claims that the multilayered networks of neural connections in the brain are programmed with basic learning procedures. The artificial network is exposed to various types of language input and given feedback about the accuracy of its responses:
1. If it correct, the connection is strengthen.
2. If it incorrect, the connection weakens. |
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Term
| Social interaction theory |
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Definition
| states that there is a strong desire to understand others and to be understood by them, and a rich language environment combine to help children discover the functions and regularities of language. |
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Term
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Definition
| the smallest sound units that signal a change in meaning. |
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Term
| Categorical speech perception |
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Definition
| this tendency to perceive as identical a range of sounds that belong to the same phonemic class. |
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Term
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Definition
| in the second half of the first year, babies can distinguish adjacent syllables that frequently occur together from those that seldom occur together. |
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Term
| Infant-directed speech (IDS) |
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Definition
| a form of communication made up of short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal meaning, and repetition of new words in a variety of contexts. |
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Term
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Definition
| vowel-like noises that emerge around two months of age. |
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Term
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Definition
appears around 6 months, in which infants repeat consonant-vowel combinations, often in long strings such as "baba" and "nana".
- A deaf infants no exposed to sign language will stop babbling completely.
- For babbling to develop further, babies must be exposed to human speech. |
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Term
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Definition
| in which the child attends to the same object or event as the caregiver. Gains in joint attention enable babies to establish a common ground with his/her caregiver. |
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Term
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Definition
| in which the baby points to, touches, or holds up an object while looking at others to make sure they notice. |
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Term
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Definition
| the baby gets another person to do something by reaching, pointing, and often making sounds at the same time. |
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Term
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Definition
| is a complex process that depends on the child's ability to attend to sound sequences, produce sounds, and combine them into understandable words and phrases. |
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Term
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Definition
| the process of children connecting a new word with an underlying concept after only a brief encounter. |
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Term
| What influences the development of language (speaking)? |
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Definition
1. Genetic and environmental influences.
2. Temperament
3. Quantity of caregiver-child conversation and richness of vocabulary.
4. Proporties of a child's native language. |
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Term
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Definition
| a child's vocabulary consisting mainly of words that refer to objects. |
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Term
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Definition
| children initially produce many more social formulas and pronouns. |
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Term
| What are the three types of words that are common in children's vocabularies? |
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Definition
1. Object
2. Action
3. State |
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Term
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Definition
| children may apply words too narrowly. |
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Term
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Definition
| applying a word to a wider collection of objects and events than is appropriate. |
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Term
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Definition
| young children's fast mapping is supported by a special part of short term memory, which permits us to retain speech-based information. |
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Term
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Definition
| preschoolers discover many word meanings by observing how words are used in syntax. |
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Term
| Emergentist coalition model |
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Definition
| proposes that word-learning strategies emerge out of children's efforts to decipher language. Children draw on a coalition of cues - perceptual, social, and linguistic - that shift in importance with age. |
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Term
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Definition
two-word utterances, which focus on high-content words and omit smaller, less important one.
i.e. More cookie. |
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Term
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Definition
small markers that change the meaning of sentences.
i.e. John's dog |
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Term
| What explains the sequence of grammatical development? |
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Definition
1. Structural complexity.
2. Semantic complexity. |
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Term
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Definition
children applying a regular morphological rule, they extend it to words that are exceptions.
i.e. My toy car breaked. |
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Term
| What are the three types of negation that appear in early childhood children? |
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Definition
1. Nonexistence: remark on an absent thing.
2. Rejection: child expresses opposition.
3. Denial: child denies the truthfulness of something. |
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Term
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Definition
| children use word meanings to figure out sentence structure. Children might begin by grouping together words with "agent (S.H.I.E.L.D) qualities" (things that cause actions) as subjects and words with "action qualities" as verbs. Then they merge these categories with observations of how words are used in sentences. |
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Term
| What are the ways adult reformulate children about grammar? |
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Definition
1. Recasts: restructuring inaccurate speech into correct form.
2. Expansions: elaborating on children's speech, increasing its complexity. |
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Term
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Definition
| the speaker not only comments on what has just been said but also adds a request to get the partner to respond again. |
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Term
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Definition
| in which a speaker initiates a change of topic gradually by modifying the focus of discussion. |
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Term
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Definition
| what a speaker means to say, even if the form of the utterance is not perfectly consistent with int. |
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Term
| Referential communication skills |
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Definition
| to communicate effectively, we must produce clear verbal messages and recognize when messages we receive are unclear so we can ask for more information. |
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Term
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Definition
| language adaptations to social expectations. |
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Term
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Definition
| the ability to think about language as a system. |
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Term
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Definition
| producing an utterance in one language that contains one or more "guest" words from another language. |
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