words that have meaning, cannot be broken down in to smaller parts, and can have other morphemes added to them.

Examples: ocean, establish, book, color, connect, and hinge

Words that can have other morphemes added to them, but alone they cannot convey meaning by themselves, must be joined with a free morpheme.

Can be suffixes or prefixxes

Examples: s, ment, dis, ful, un, ing, ed

In which the subject receives the action of the verb

"The puppy was petted by Mike."

In which the subject performs the actions of the verb.

"Mike petted the puppy."

Questions

"Did you see that gorgeous sunset?"

Make a statement

"The sunset was gorgeous."

Express strong feeling.

"I never said that!"

Compound Sentence

contains two or more independent clauses joined by a comma and a conjuction or by a semicolon.

Example

The officer waved his hands,     and      the car stopped.

(independent clause)  (conjunction)      (independent clause)                        

Has a subject and predicate and can stand alone.

The officer waved his hands.

 contains one independent clause and one or more dependent or subordinate clauses.

Exaple

I will be at the station          if it doesn't ran.

(indepent clause)                          (dependent clause)

Study of the meaning of language

Involves a person's vocabulary or lexicon.

Opposites

big-little

 words that have similar meanings

attractive-pretty

 Rock-movement or something you find on the groud

Pound-a weight measurement or a place for unwanted dogs,etc.

Riddles

Puns

Jokes

Metaphors

Idioms

Proverbs

"He is drowning in money"

Meaning he has a lot of money.

It's raining cats and dogs

Meaning its not really rainging cats and dogs, but it does mean it is raining a lot.

She kicked the bucket.

Meaning she didn't literally kick the bucket, but it does mean she died.

Dont' put all your eggs in one basket

Meaning don't weigh everything on one thing.

recurrence

rejection

causality

Being able to place words into categories because of experience.

Example: A child might be able to name the planets because he learned about them at school but he might not be able to name animals at a zoo because he has never learned about them.

Fast Mapping

Quick Incidental Learning

Children's ability to learn a new word on the basis of just a few exposures to it.

Normal developing children use fast mapping to rapidly expand their vocabularies.

The study of rules that govern the use of language in social situations.

The dimension of language that condsiders the context of the utterance (i.e., the situation) and the function of the utterance (i.e., the purpose)

Lists some

Functions of Language

labeling

protesting

commenting

maintaining a topic

repairing communication breakdown

turn taking

coherenat and logical sequence of statements

providing adequate information without redundancy

where the utterance takes place

to whom the utterance is directed

what and who are present at the time

How utterances are related to one another.

Pragmatics

Simple Utterances

High Pitch and Pitch Fluctuations

Slow Rate

Clear and Fluent

Longer pauses b/t utterances

Words often refer to objects and events in the here and now.

Describe the developmental milestones of an Infant

Birth to 3 months

Startles to loud sound

Visually tracks to source of sound

Attends to and turns head towards a voice

Smiles reflexively

Quiets when picked up

Ceases activity or coos back when person talks (2 months)

Describe the developmental milestones of a

4-6 month old.

Responds by raising arms when the mother says come here and reaches towards a child.

Moves or looks to a family member when they are named (i.e, Where is Daddy?)

Explores vocal mechinism through vocal play (bilabial trills) (i.e., rasberries)

Begins to produce vowels

Begins marginal babbling (i.e., baba)

When does a child begin to produce marginal babbling

(i.e, baba)

Describe the developmental milestons of a

7-9 month old.

looks at common objects when their names are called.

Comprehends "no"

Begins to use gestures

Uses inflected vocal play, intonation patterns

Begins variegated babbling (i.e., "mabamba" 9 months)

Ucovers hidden toys (beginning of object permanence)

Describe the developmental milestones of a

10-12 month old.

Understands up to 10 words

Understands simple directions (i.e, sit down)

Uses first true word

Gives item upon request

attends to his/her name

gestures/vocalizes to indicate wants/needs

jabbers loudly

uses all consonant and vowels sounds in vocal play

Understands up to 10 words

Attends to his/her name

Jabbers loudly

Uses all vowels and consonants in vocal play

gestures/vocalizes to express wants/needs
gives items upon request

Uses first true word

Understand simple directions (i.e, sit down)

perlocutionary behavior

illocutionary behavior

locutionary behavior

Signals have an effect on the listener or observer but lack intent.

I.E., If a child smiles reflexively, an adult may smile back or laugh, eventhough the child didn't intend to express joy or plessure.

Illocutionary Behavior

(9-10 months)

Locutionary Behavior

12 months

Joint Reference

The ability to focus attention to an even or object as directed by another person.

Caretakers begin to establish eye contact in the early months.

Later they point to or name objects that both they and the child can focus on.

At what age does a child refer to himself with a pronoun and a noun?

Me Gunner

An adjetive; a property or characteristic of an event, person, or object

I.E., BIG doggy or CLEAN dolly

Child requests or labels an action; indicated movement relationships between objects and people

I.E., OPEN box or CLOSE door

Child refers to a change in a object' s location

I.E., Ball UP or THERE doggy

Child is attending to item or object present in the immediate environment, especially a novel one.

I.E., What's THAT or THIS kitty

An ction or object is expected to be present but is not; something was present by disappeared

I.E., BYE BYE mommy or all GONE

Child denies a statement or previous utterance

(i.e., in response to a parent saying "Is this a kitty?" the child says "NO kitty."

Child does not want something to happen

I.E., NO bath or NO milk

An event happens again; an object reappears or replaces another

I.E., MORE cookie or ANOTHER doggy

Child identifies something as belonging to him or her, or to another person.

I.E., HIS block or MY doll

Hi+noun

HI DOGGY

Demonstrative+noun

THAT CHAIR

Verb+Noun

CUT (WITH SCISSORS)

Noun+Noun

KNIFE SPOON

More+noun

MORE JUICE

Verb+Noun

PET KITTY

verb+noun

Give (to) Mommy

noun(agent)+verb

DOGGY BARK

Noun(agent)+noun

BABY(DRINK) JUICE

Noun (possessor)+noun

MOMMY SOCK

Adjective/attribute+noun

RED BALL

Noun+locative

JUICE (IN) GLASS

Verb+Noun

JUMP (ON) BED