Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
CH 10 Sigelman &Ridr
Life-Span Human Development, 9th edition: Language & Edu
| Term | Definition |
|---|---|
| language | A symbolic system in which a limited number of signals can be combined according to rules to produce an infinite number of messages. |
| phoneme | One of the basic units of sound used in a particular spoken language. |
| morphemes | The basic units of meaning that exist in a word. |
| syntax | Rules specifying how words can be combined to form meaningful sentences in a language. |
| semantics | The aspect of language centering on meanings. |
| pragmatics | Rules specifying how language is to be used appropriately in different social contexts to achieve goals. |
| prosody | The melody or sound pattern of speech, including intonation, stress, and timing with which something is said. |
| aphasia | A language disorder. |
| universal grammar | A system of common rules and properties of language that may allow infants to grow up learning any of the world’s languages. |
| language acquisition device (LAD) | A set of linguistic processing skills that nativists believe to be innate; presumably the LAD enables a child to infer the rules governing others’ speech and then use these rules to produce language. |
| poverty of the stimulus (POTS) | Term for the notion that the language input to young children is so impoverished or limited that they could not possibly acquire language (without a powerful, innate language acquisition device). |
| expansion | A conversational tactic used by adults in speaking to young children in which they respond to a child’s utterance with a more grammatically complete expression of the same thought. |
| child-directed speech | Speech used by adults speaking with young children; it involves short, simple sentences spoken slowly and in a high-pitched voice, often with much repetition and with exaggerated emphasis on key words. |
| word segmentation | In language development, the ability to break the stream of speech sounds into distinct words. |
| cooing | An early form of vocalization that involves repeating vowel-like sounds. |
| babbling | An early form of vocalization that appears between 4 and 6 months of age and involves repeating consonant–vowel combinations such as “baba” or “dadada.” |
| joint attention | The act of looking at the same object at the same time with someone else; a way in which infants share perceptual experiences with their caregivers. |
| syntactic bootstrapping | Using the syntax of a sentence—that is, where a word is placed in a sentence—to determine the meaning of the word. |
| holophrase | A single-word utterance used by an infant that represents an entire sentence’s worth of meaning. |
| vocabulary spurt | A phenomenon occurring around 18 months of age when the pace of word learning quickens dramatically. |
| fast mapping | The capacity of young language learners to readily determine the object or other referent of a word and then remember this for future encounters with the word. |
| overextension | The young child’s tendency to use a word to refer to a wider set of objects, actions, or events than adults do (for example, using the word car to refer to all motor vehicles). Contrast with underextension. |
| underextension | The young child’s tendency to use general words to refer to a smaller set of objects, actions, or events than adults do (for example, using candy to refer only to mints). Contrast with overextension. |
| telegraphic speech | Early sentences that consist primarily of content words and omit the less meaningful parts of speech such as articles, prepositions, pronouns, and auxiliary verbs. |
| functional grammar | An analysis of the semantic relations (meanings such as naming and locating) that children express in their earliest sentences. |
| overregularization | The overgeneralization of observed grammatical rules to irregular cases to which the rules do not apply (for example, saying mouses rather than mice). |
| transformational grammar | Rules of syntax that allow a person to transform statements into questions, negatives, imperatives, and other kinds of sentences. |
| mastery motivation | An intrinsic motive to master and control the environment evident early in infancy. |
| metalinguistic awareness | Knowledge of language as a system. |
| bilingual | Knowing two or more languages. |
| fixed mindset | The belief that intelligence and other traits are fixed or static; associated with the tendency to want to prove rather than improve one’s ability. Contrast with growth mindset. |
| growth mindset | The belief that intelligence is not fixed but malleable and can therefore be improved through hard work and effort. Contrast with fixed mindset. |
| mastery (learning) goal | In achievement situations, aiming to learn new things in order to learn or improve ability; contrast with performance goal. |
| performance goal | A goal adopted by learners in which they attempt to prove their ability rather than to improve it. Contrast with learning (or mastery) goal. |
| alphabetic principle | The idea that the letters in printed words represent the sounds in spoken words. |
| phonological awareness | The understanding that spoken words can be decomposed into some number of basic sound units, or phonemes; an important skill in learning to read. |
| emergent literacy | The developmental precursors of reading skills in young children, including knowledge, skills, and attributes that will facilitate the acquisition of reading competence. |
| dyslexia | Serious difficulties learning to read in children who have normal intellectual ability and no sensory impairments or emotional difficulties that could account for their learning problems. |
| literacy | The ability to use printed information to function in society, achieve goals, and develop potential. |
Created by:
PRO Teacher
eduktd
Popular Psychology sets