Behaviorist- focus on observable and measurable aspects of language. It emphasizes performance over competence.

Linguistic- assume that a language is composed of a finite number of "rules," shared by members of the language community, that account for the generation of an infinite number of comprehendible utterances. We learn most of our language through innate programming and our ability to detect patterns in what we hear

Interactionist- accepts the best arguments from each approach

1.) Where does the sound exit? (Oral or Nasal)

2.) How is air obstructed? (Ex: Stop, Fricative, and Affricate)

3.) What are the VF's doing? (Voiced, Voiceless) 

4.) What forms the obstruction? (Bilabial, Labiodental, Inter-dental, Alveolar, Palatal, Velar, or Glottal)

- Vocabulary gets more complex and variable

- Pronunciation based on context

-Atypical speech development -- due to developmental delays, morphological effects, regional variations, dialects, formal speech vs. informal speech, etc.

Do not have the same modern meaning

For Example: dish (English) and tisch (German, meaning table)

Principle of the Whole Object: the word refers to the whole item, not parts of it and items like it ("doggie" refers to live dogs, stuffed dogs, cat)

Principle of Mutual Exclusivity: one thing with a name cannot be the same as another thing with a name (Cats vs. Dogs)

Principle of Contrast: the two things are related somehow, but they are different enough that the child can be comfortable with the two names

Words that have a common linguistic origin

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Demonstrative- pointing something out (this ball)

Location- place (on table)

Attribute- characteristics (little boy)

Possession- ownership (my hat)

Agent-Object- who is doing what (he gives)

- Overextension: child generalizes too much - a little boy calls every male in the grocery store "daddy!"

- Under-extension: a bird is only a bird when it flies - duck in the water therefore would not seem to be a bird 

- Invented words: children come up with new words when presented with meanings- Dr. Berko asked, what do you call someone that "zibs?" - Children said it was a "zibber"

- Comprehension Vocabulary

-Because adults use simpler, basic level categories - their vocabulary is not always congruent to adult categories - it's called a "car," but it might really be a truck, bus, etc. 

Is the number of words that one knows

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Morphology--> smallest elements

Semantics--> the larger picture

- Using Context Clues

- Word Prediction

- Multiple meaning Words

- Synonyms, Antonyms, Homonyms

- Idioms and Proverbs

-Humor

- Sarcasm

- Narrative: telling a story (sequence)

- Expository: telling how to do something (Steps)

- Persuasive: Convincing someone to change their behavior

-Sequential

-Categorization

- Cause/Effect

Compare/Contrast

- Sentence Meanings

- They demonstrate key concepts in a text and their connections with each other

- A key question that states the purpose of passage, web strands that answer the key question, supporting strands that provide details, facts, or other info., strand ties that show the relationship between strands

- Phonemes: smallest unit of sound that changes the meaning of a word

- Syllable: word segments

- Onset: the sound(s) that come before the vowel in a syllable

- Rime: the vowel and all that follows in a syllable

- Blending 

- Segmenting

- Begin to put words together to form elementary sentences

-They begin to show first signs of syntax

-Syntax allows the child to code and communicate more effectively about events in the environment 

-Declarative

- Declarative Statement

- Active 

- Passive

- Interrogative 

-Imperative

- Descriptive Grammar (oral): we "describe" what people do when we hear them talk

- Prescriptive Grammar (Written): we apply very specific rules when we teach people how to improve their written expression

- Generative Grammar (Unique): there are many, many variations of each grammar rule in languages such as English- Now largely out of date

-Transformational Grammar: Words are moved or manipulated within sentences for specific reasons

- Functional Grammar: focused on form but driven by the communication function of a sentence - much more cognitive, interactive approach 

-Mean Length of Utterance 

- Based on the average length of a child's sentences scored from transcripts of spontaneous speech

-Length is considered to be the number of morphemes, not just number of words  

- To make sure that the child's language is producing normally.

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- Is when the early utterances are made up of content words and the function words are left out.

- You can still understand the main idea of the utterance.

- Teachers are being asked to teach it again

- It gave us some rules to talk about, helped us understand the structure of our language, and it gave us a means to reflect consciously about our writing

-(subject + verb + object sequence)

- "I eat dinner."

- "The dog gave me the ball that was blue."

Prefix: Re- as in Replay

Suffix: -s as in dogs

- Child uses his/her basic knowledge of syntax rules to produce new utterances, but errors are made that do not reflect adult speech

(Ex. "I readed the story of the little mouses)