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Psych Ch. 10
Psychology Lifespan Growth and Development (Language)
| Term | Definition |
|---|---|
| language | communication system in which a limited number of signals- sounds, letters, or gestures) -can be combined according to agreed-upon rules to produce an infinite number of messages |
| phonemes | the basic units of sound that can change the meaning of a word |
| phonemes example | changing the letter b it the word bat to the letter t changes the word and meaning to hat |
| morphemes | the basic units of meaning that exist in a word |
| morphemes example | the basic word view has a meaning of its own, but when adding pre- it changes to preview and when adding re- it changes to review, therefore changing the meaning as well |
| syntax | the systematic rules for forming sentences |
| syntax example | Fang bit Fred & Fred bit Fang have different meanings due to the different word orders |
| semantics | the aspect of language centering on meanings |
| semantics example | understanding that some sentences such as “Sherry was green with jealousy” has meaning beyond the literal meaning |
| pragmatics | rules for specifying how language is used appropriately in different social contexts |
| pragmatics example | “Give me that cookie!” is grammatically correct, but may be seen as impolite |
| prosody | how the sounds are produced, including pitch, stress on certain syllables, and the timing of speech |
| prosody example | the word “dog” said in a high pitched voice may sound like “dog?” |
| When does language develop? | For the first 10-13 months of life, infants are not yet capable of speaking meaningful words, but are listening to the speech around them and babble |
| word segmentation | an ability by 7 ½ months when they detect a target word in a stream of speech |
| word segmentation example | when hearing the sentence “The cat scratched the dog’s nose,” they understand that it is not one long word, but a string of 6 words |
| cooing | repeating vowel-like sounds such as “ooooh” and “aaaah”; around 6-8 weeks of age |
| babbling | repeating consonant-vowel combinations such as “baba” or “dadadada”; around 3-4 months of age |
| primary circular reaction | the repeating of an interesting noise for the pleasure of making it (how Piaget would explain babbling) |
| Is comprehension or production fist in language development? | comprehension |
| joint attention | a social cue to learn words that is a social gaze, or two people looking at the same thing |
| joint attention example | a parent repeatedly labeling and pointing at an object and directing their gaze |
| syntactic bootstrapping | a social and linguistic cue to learning words using syntax of a sentence (where a word is placed in a sentence) to determine the meaning of the word |
| syntactic bootstrapping example | “There’s furrball” refers to the family cat, whereas “The cat is hacking up a furrball” refers to what the infant sees on the floor in front of the cat. The placement of furrball changed how it was used in the sentence, and therefore the meaning of the wo |
| holophrases | the first words spoken around 1 year old; these single words can often convey an entire sentence’s worth of meaning |
| holophrases example | an infant uses the word ghetto (spaghetti) when pointing to the pan as if asking “Is that spaghetti?”, when pointing to her plate as if stating “It’s spaghetti” and when tugging on her dad’s shirt as if requesting spaghetti |
| vocabulary spurt | around 18 months of age, when the child has mastered about 30-50 words, the pace of word leaning quickens dramatically |
| overextension | using a word to refer to too wide a range of objects or events |
| overextension example | calling a furry 4-legged animal “doggie” |
| underextension | when a child initially uses the word doggie to refer only to basset hounds like the family pet |
| telegraphic speech | early combinations of two, three, or more words that contain critical content words and omit frills such as articles, prepositions, and auxiliary verbs |
| telegraphic speech example | “where ball” or “no want” |
| functional grammar | one that emphasizes the semantic relationships among words, the meanings being expressed, and the functions served by sentences (such as naming, questioning, or commanding) |
| functional grammar example | “Mommy nose” usually means “It’s mommy’s nose” until one day the infant wipes her nose all over the couch. This could also refer to word order, boy language, and tone of voice |
| overregularization | overapplying the rules to cases in which the proper form is irregular |
| orverregularization example | “foots” instead of feet & “goed” instead of went |
| transformational grammar | rules of syntax for transforming basic underlying thoughts into a variety of sentence forms |
| transformational grammar example | “I am eating pizza” into a question form “Am I eating pizza?”, a negative sentence “I am not eating pizza” and imperatives “Eat the pizza!) |
| metalinguistic awareness | knowledge of language as a system; distinguishing between grammatically correct and grammatically incorrect sentences, define abstract words |
| aphasia | language disorder caused by damage to the band of fibers between the Boca’s and Wernicke’s area in the brain in which the person might hear and understand linguistic input but be unable to vocally repeat the information |
| universal grammar | a system of common rules and properties of learning any of the world’s languages |
| universal grammar example | most languages are based on a grammatical system that starts with a subject, followed by a verb and then an object or by an object and then a verb |
| LAD | language acquisition device which shifts through language, applies the universal rules, and begins tailoring the system to the specifics of the language spoken in the young child’s environment |
| LAD example | an infant learning English will learn the grammatical sequence of SVO, while an infant learning Japanese will learn SOV |
| child-directed speech | the speech adults use with young children: short, simple sentences spoken slowly, in a high-pitched voice, often with much repetition, and with exaggerated emphasis on key words |
| child-directed speech example | a mother trying to get her son to eat his peas might say, “Eat your peas now. Not the cracker. See those peas? Yes, eat the peas. Oh, such a good boy for eating your peas.” While also conveying more exaggerated emotions while speaking to an infant than an |
| expansion | a more grammatically complete expression of the same thought |
| expansion example | “yes, the cat went in the car” |
| mastery motivation | an infant’s intrinsically motivation to master their environment |
| mastery motivation example | infants struggle to open kitchen cabinets, take their first steps, or figure out how new toys work- and derive great pleasure from their efforts |
| mastery orientation | students with healthy attributional style that thrive on challenges and persist in the face of failure, believing that their increased effort will pay off |
| mastery orientation example | “That test was impossibly hard” or “I’m terrible at this and will never do any better” |
| helpless orientation | a tendency to avoid challenges and to cease trying, to give up, when they experience failure, based on the belief that they can do little improve |
| performance goals | adopted by late elementary or middle school, students aim to prove their ability rather than to improve it and seek to be judged smart rather than dumb |
Created by:
kendell.bumpas78
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