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Language Development
Chapters 5-7
| Question | Answer |
|---|---|
| Bracketing | – using prosodic features to highlight importance |
| Clustering | – Use of phonemes to distinguish what sounds go together |
| Communication Intention | – purpose of an utterance (gain information, request permission, or provide information) |
| Joint action | – both looking at the same thing (something else); Shared action sequences between a mother and a child, often routines. Provide basis for many scripts |
| Mutual gaze | – looking at each other |
| Protoconversation | – vocal interactions between mothers and infants that resemble the verbal exchanges of more mature conversations |
| Referencing | – differenciation of one entity from many; noting presence of a single object, action or event for one’s communication partner |
| Script | – predictable structure of an event that provides “slots” for participation and aids comprehension |
| Social smile | – Infant’s smile in response to external social stimulus |
| What are some garegiver roles | • Superior flexibility of timing and anticipates infant’s behavior • Has an intuitive curriculum and leads the infant’s behavior slightly • Is able to monitor and code her changes of expression more rapidly than the infant • Can alternate among differe |
| what are 2 strategies infants use to segregate speech directed at them | 1. Bracketing – use of prosodic or rhythmic cues to highlight importance 2. Clustering - use of phonemes to distinguish what sounds go together |
| Analogy | – a pattern-finding technique that accounts for how children create abstract syntactic constructions from concrete pieces of language by understanding the schemes |
| Bootstrapping | – Process of learning language in which the child uses what he or she knows to decode more mature language. (child may use semantic knowledge to aid in decoding and learning syntax |
| Contingent Query | – Request for clarification (what, huh?) |
| Entrenchment | – A pattern finding technique that accounts for how children confine abstractions about language by doing something in the same way successfully several times, thus making it habitual |
| Evocative Utterances | – Toddler language-learning strategy in which the child names an entity and awaits adult evaluative feedback as to the correctness of the name or label |
| Expansion | – Adult’s more mature version of a child utterance. (doggie eat….the doggie is eating) |
| Extension | – Adult’s semantically related comment on a topic established by a child (doggie eat…..yes doggie hungry) |
| Formula | – Memorized verbal routine or unanalyzed chunk of language often used in everyday conversation |
| Functionally based distributional analysis | – A pattern finding technique that accounts for how children form linguistic categories such as nouns and verbs based on communicative function. linguistic items that serve the same communicative function are grouped together into a category based they do |
| Hypothesis-testing Utterance | – Toddler language-learning strategy in which the child seeks confirmation of the name of an entity by naming it with rising intonation, thus posing a yes/no question |
| Intention-reading | – A uniquely human social cognitive skill used in understanding language behavior of others |
| Interrogative utterances | – Toddler language-learning strategy in which the child attempts to learn the name of an entity by asking What? That? Or Wassat? Not to be confused with the adult interrogative sentences that are more varied (What, Where, Who, Why, How, When) |
| Motherese | – Style of taking used most often by white middle class American mothers when addressing their 18-24 month old toddlers |
| Pattern-finding | – A cognitive skill humans share with other primates that enables us to find common threads in disparate information (seeking underlying rules for language) |
| Reformulation | – Adult recasting of a child’s utterance that makes it more grammatically correct, adds new information, or changes the form |
| Request for Clarification | – Request from the listener for restatement of or additional information on some unclear utterance of the speaker |
| Schematization | – A pattern-finding technique that accounts for how children create abstract syntactic constructions from concrete pieces of language they have heard by forming schemes or concepts for specific functions and individual words to fill the slots in each |
| Selective imitation | – Toddler language-learning strategy in which the child imitates those language features that he/she is in the process of learning. Toddlers do not imitate randomly. |
| Turnabout | – Conversational device used by a mother with a preschooler to maintain the conversation and aid the child in making on-topic comments. In its usual form it consists of a comment on or reply to the child’s utterance followed by a cue (leading) |
| associatine complex hypothesis | theory that each example of a meaning category shares something with a core concept. Common elements in hat, shoes, coat (things you wear) -Vygotsky |
| Consonant/cluster reduction | Phonological process seen in preschool children in which one or more consonants is deleted from a cluster of two or more in order to simplify production |
| Fast Mapping | quicky, sketchy and tentative information of a link between a particular referent and a new name that neables a child to have access to and use that word if in a limited way |
| Functional Core Hypothesis | Theory that word meanings represent dynamic relationships such as actions or functional uses rather than static perceptual traits |
| holophrase | Early one-word utterances that convey a holistic communicative intention |
| item-based construction | Two word utterances seemingly based on word order rules with specific words influenced by how a child has heard a particular word being used |
| Language socialization | Process of learning language and culture through interactions with caregivers and others. Language is central to process of learning culture and cultural patterns teach children the appropriate way to communicate |
| Lexicon | Individual dictionary of each person containing words and the underlying concepts of each. - dynamic, changing with experience |
| neighborhood density | The number of possible words that differ by one phoneme and a factor characteristic in shaping a child's emerging lexical system |
| open syllable | Syllable, usually CV, ending in a vowel |
| otitis media | middle ear infection |
| overextension | Process in which a child applies a word's meaning to more exemplars than an adult would. The child's definition is too broad and is thus beyond acceptable adult usage |
| phonotactic probability | The likelihood of phonemes appearing together and/or in certain locations in words |
| pivot schema | 2 word utterances where one word/phrase (want, more) seems to structure the utterance by determining the intent of the utterance as a whole (demands) (more...juice, cookie, apple) |
| presupposition | Process of assuming which information a listener possesses or may need |
| Prototypic complex hypothesis | Theory that word meanings represent an underlying concept exemplified by a central referent, or prototype, that is a best exemplar or composite of the concept |
| reduplication | Phonological process in which child repeats one syllable in a multi-syllabic word (wawa for water) |
| semantic feature hypothesis | Theory that word meanings represent universal semantic features or attributes (animate/inanimate ; male/female) for younger children meanings represent perceptual attributes |
| underextension | Process in which a child applies a word meaning to fewer exemplars than an adult would - child's definition is too restrictive and more limited than in adult use |
| word combination | 2-word utterance consisting of roughly equivalent words that divide an experience into multiple units |
| Phonology | Aspect of language concerned with the rules governing the structure, distribution and sequencing of speech-sound patterns |
| Morphology | Aspect of language concerned with rules governing change in meaning at the intra-word level |
| Syntax | Organizational rules specifying word order, sentence organization, and word relationships |
| Semantics | Aspect of language concerned with rules governing the meaning or content of words or grammatical units |
| Pragmatics | Aspect of language concerned with language use within a communication context |
| What language aspects are concerned with form? | Phonology, morphology, syntax |
| What language aspect is concerned with content | Semantics |
| What language aspect is concerned with function? | Pragmatics |
Created by:
ersa0501
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