Exam #1 Review Terms
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| Action relational words | Semantic category; stands for words that define the manner in which actions are related through movement
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| Adult based vocabulary | Required in defining TFW; Vocabulary typically used/produced by an adult
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| Analogical overextension | A word for one object that is extended to another object which is not in same clear category but still has similar characteristic (physical or functional) Class example: Calling soft scarf kitty (feels like a cat)
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| Answering | Speech act where a child typically answers prompted question (yes, no, that)
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| Babbling | Long strings of sounds that children begin to produce around 4 months of age
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| Basic level vocabulary | Often times monosyllabic words that adults use to model language to their child; most functional and common; Class example: dog
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| Birth order | Parent report data: does not have an effect (significant one) on the language acquisition/development
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| Bound morpheme | Unit of meaning that can not stand alone; must be attached to a free morpheme; typically modifies that free morpheme; generally includes grammatical tags that are derivational (-ly, -er, -ment) or inflectional (-ed, -s)
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| Calling | Speech act where a child calls for someone/something (Mommy, hey)
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| Categorical extension | A word for one member of a clear category is extended to other members of that category; Class example: child uses apple in order to name fruit (any type)
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| Classical conditioning | (Association Theory) A learning process that consists of child being exposed to a stimulus (sees object), hears the word and associates the two together (Pavlov); the early acquisition of non-nominals indicates that this process is not adequate
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| Closed class words | Functor words; grammatical words that can not be made up and are often times relational (auxiliary verbs, conjunctions, prepositions, articles, pronouns)
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| Cognition | Higher level thinking; learning; processes associated with memory, attention etc
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| Combinatorial speech | Combination of both rote and generative processes; class example: "Me sees tubbiesontv"
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| Comunicative Intention | Purpose of utterance; i.e. to gain information, to give information, to ask for permission; humans have the intentionality to communicate with one another
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| Compound noun | Noun containing two nouns
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| Comprehension | Comprehension precedes production of language
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| Decontextualization | The meaning of a word generalizes; At first child only uses certain word within a particular context; eventually the word becomes more generalized
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| Disappearance words | Apparent upon realization of object permanence….when an object “disappears” children acquire “disappearance” words (all gone)
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| Disconnection (mismatch) | May be TFW, but the child refers to the object as something different than the adult; occurs infrequently
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| Faculty of mind | Not related to the development in other domains (cognition, memory, attention); Indicates that humans are born to talk
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| Functor word | Closed class words; grammatical
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| Gender | On average, girls have a better pronunciation of first words. However, in the distribution, boys are at more extreme ends of the spectrum (very high, very low)
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| General nominal | General noun: objects, substances, animals & people, letters & numbers, abstractions, pronouns (ball, milk, girl, birthday, he, that)
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| Generative | Children learn “formula” or “rule” of grammar & apply it to their situation Example: Subject-verb-object, noun + plural
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| Grammar | System of rules or underlying principles that describe the five aspects of language (syntax, morphology, semantics, phonology, pragmatics
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| Greetings | Words used in greetings; (hi, bye-bye, thank you)
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| Holophrastic speech | Child uses single word utterances to express larger meanings; adults are able to gloss meaning to understand the whole phrase (“cookie”→ “I’d like a cookie.)
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| Idiosyncratic speech | Words that are not adult based; words that are often times invented by the child; has meaning to the child
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| Inference (type of learning) | Child infers word meaning from experiences; children map meanings from exposures to relevant evidence; able to draw conclusions from small amount of information & apply to life
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| Inflection | Modification of a word to express different grammatical categories such as tense, grammatical mood, grammatical voice, aspect, person, gender, number etc
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| Intonation | Varies depending on the speech act
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| Joint reference | Process of differentiating or noting a particular object, action, or event for the purpose of communication; serves as infant’s “Rosetta Stone” for decoding language
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| Labeling | Speech Act that involves naming things; emerges early; vocabulary knowledge
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| Means-end ability | Tool use; two actions in sequence, the first leads to the enabling of the second
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| Modifier | Modifies verb, noun; often times adjectives, attributes, states, locatives, possessives (big, red, pretty, hot, allgone, outside, there, mine)
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| Morpheme | Smallest unit of meaning; indivisible (dog) without violating the meaning or producing meaningless units (do, g). There are two types of morphemes, free and bound.
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| Morphology | Aspect of language concerned with rules governing change in meaning at the intraword level; word structure
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| Motherese | Style of talking used most often by white middle-class American mothers when addressing their 18- 24 month-old toddlers
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| Mutual gaze | Eye contact with a communication partner; used to signal intensified attention
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| New/old information | Principle that describes children's use of words to add meaning to a situation...in other words, they will use words to comment on what has changed (what is new) in the environment rather than describing/labelling others or conditions that are static
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| Nominal | Noun; specific and general nominal
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| Noun | object
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| Object permanence | Representation of unseen objects; children learn that objects are permanent
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| 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 (categorical, analogical, statements)
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| Overgeneralization | Children apply rules to every case; do not pick up the grammatical exceptions (goodest, runned); indicates intelligent thinking, but wrong
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| Overlap | Combines overextenstions with under extensions (Collies-->underextenstion + long-haired cats --> overextension)
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| Past tense | Verb is conjugated to display an event that occurred in the past
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| Personal-social word | Words that are expressed within a person/social interaction; assertions and social expressive (no, yes, want; please, ouch)
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| Phonetic stability | Determining factor of TFW; child replicates same phonetic form; captures adult's attention
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| Phonetically Consistent Form | Consistent vocal patterns that accompany gestures prior to the appearance of words; although phonetically stable, may not be referentially stable
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| Phonology | Sound system; aspect of language concerned with the rules governing the structure, distribution and sequencing of speech-sound patterns
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| Plural | more than one thing/object
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| Pragmatics | Situational use; aspect of language concerned with language use within communication context
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| Precursor behavior | Social precursors: turn taking; joint reference, game playing
Cognitive precursors: object permanence; deferred imitation; symbolic and combinatorial play; means-end abilities (tool use)
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| Predicate | One of the tow main parts of a sentence; must contain verb + objects;predicates, adverbs
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| Prefix | beginning root of a word
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| Presupposition | Process of assuming which information a listener possesses or may need
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| Pre-word | Idiosyncratic word; not adult baed; may be phonetically and referentially stable
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| Production | For a word to be a TFW, the utterance must be adult based, referentially stable and phonetically stable
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| Pronoun | Examples: me, you, her, she, that etc
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| Proper noun | Specific nominal; names of specific people, things, or places
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| Prosody (suprasegmental devices) | Paralinguistic mechanisms superimposed on the verbal signal to change the form and meaning of the sentence by acting across the elements or segments of that sentence (examples: intonation, stress, and inflection)
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| Protesting | Speech act; usually negative word (no)
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| Protoword | Prior to first words
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| Protoconversation | Vocal interactions between mothers and infants the resemble verbal exchanges of more mature conversations
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| Prototype | Best exemplar or a composite of the concept; fruit (apple)
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| Reciprocal action | Game playing-social precursor to language (patty cake)
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| Reduplication | Phonological process in which child repeats one syllable in a multisyllabic word, as in wawa for water; baba for bottle etc
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| Referential stability | Child matches up word with classes of references consistently
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| Referential use | With vocabulary growth, child begins to label more things and calling for specific nominals; vocal matches with referents
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| Regression | When children shift from isolated words to regular patterns, may appear to regress in production of words; reorganization of sound system to move forward may appear as regression
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| Rehearsal (in learning) | process of maintaining info within long-term memory; repetition, drill or practice
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| Relational word | Words that refer across entities including action, location, appearance, disappearance and possession; close class words; verbs etc
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| Repeating/practicing | Children practice word production in independent/representational play
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| Representational play | Children use objects to represent another object in play; words represent other objects; playing house outside etc
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| Requesting action | Speech act; (verb or possessive pronoun me)
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| Requesting answer | speech act (what? that?)
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| Rote | High frequency of input; proves effective in learning words
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| Semantics | Aspect of language concerned with rules governing the meaning or content of words or grammatical units; word meaning
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| Social smile | Infant's smile in response to an external social stimulus
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| Socioeconomic status | Little effect on word learning; more affluent families will be able to provide children with more semantic input-own more things, children are exposed to more objects which allow for increase in vocabulary producation
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| Sound avoidance | Some children avoid certain sounds; Class example: /u/
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| Sound preference | Some children prefer certain sounds; class example: bilabials (bottle, bubble)
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| Specific nominal | Proper noun; specific people, place or thing
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| Specificity Hypothesis | Word choice is correlated with the cognitive development: object permanence: disappearance (all gone); means-ends: success (yes/no) and failure words (no/can't)
Means- ends behavior show overall better correlation with language development
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| Speech Act | Basic unit of communication; an intentional, verbally encoded message that includes the speaker's intentions, the speaker's meaning, the listener's interpretation: requesting action, protesting, requesting answer, labeling, answering, greetings, rep, call
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| Statement extension | Children do not label an object, but make a statement about it in relation to another object; ex: saying Dolly upon seeing the empty doll's bed
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| Stereotyped gesture | a child reaches "for show"adults are able to interpret the behavior as the child expressing a want.the term would apply equally to any other gestural behavior used consistently to communicate meaning
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| Subject | person/thing doing the action (verb)
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| Subordinate | Specific lexical level (dachshund in dog example in notes); often times too complicated for children to grasp
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| Substantive word | Words that refer to specific entities or class of entities that have certain shared features
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| Suffix | Ending root of a word
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| Superordinate | Broad lexical level often times too abstract (not concrete enough) for children to understand; (animal in dog example)
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| Symbolic play | Representational play
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| Syntax | Organizational rules specifying word order, sentence organization and word relationships
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| Tool use | Means-ends ability
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| True First Word | Must be adult based, referentially and phonetically stable
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| Turn taking | Social precursor for language
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| Underextension | Process in which a child applies a word meaning to fewer exemplars than an adult would. The child's definition is too restrictive and more limited than in adult usage
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| Visual regard | direction in which someone is looking; when two people have shared visual regard, they are looking in the same direction, establishing shared visual regard between an adult and a baby is an important achievement
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