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ComDis 240
Exam 2
| Question | Answer |
|---|---|
| Protoconversations | type of ritual/game play between mother & infant, contains initial elements of emerging conversation, several phases |
| Characteristics of first words | animals, foods and toys Ex: child would say "doggie" not "beagle" |
| Major accomplishments of the Emerging Language Stage | Pragmatics: expansion of communicative functions Semantics: core lexicon (most important) Phonology: "first 50 words" Morphology: beginning use of word endings such as bound morphemes (-s, -ing) Syntax: really none, start to develop noun and verb phra |
| 2 types of consonants | Front Consonants: p,b,t,d,m,w,n Back Consonants: k,g,h |
| Phonological Structure/word structure of first words | -1 to 2 syllables -phonological shapes VC, CV, CVCV reduplicated -very few CVC words, modified in production and children use "final consonant deletion" and "epenthesis |
| Piaget (who is he, and what did he do?) | -he studied behavior, and came up with the 4 periods of Cognitive Development 1. Sensorimotor Period (0-24mos) 2. Pre-operational Period (2yrs-7yrs) 3. Concrete Operations Period (7-12yrs) 4. Formal Operations Period (12 yrs & older) |
| Associative Hypothesis and who came up with it | Vygotsky, 1962 -each example of a meaning category shares a commonality with a core concept Ex: common elements in meanings of pants, shirt, shoes and hat are classified in the "clothing" category |
| Relational Words | -relationship an entity shares with itself or with other entities Ex: "all gone" can refer to an empty drink or a vacant dog house |
| Overextensions | -meanings too broad when compared to the adult meaning Ex: little girl refers to all men as "daddy" -common expressively, makes up 1/3 of first 75 words Why? perceptual similarities |
| Perlocutionary Stage | Age: 0-8mos -Little intentionality -intention assigned by adults |
| Illocutionary Stage | Age: 8-12mos -baby begins to use gestures, vocalizations, or both to communicate -gestures are used for a goal -gestures = cognitive ability to develop a plan to achieve a goal |
| Underextensions | -overly restricted meanings Ex: only kind of cup is my "sippy" cup -common receptively and expressively |
| Vocab Spurt (Changes/Characteristics) (Age/How many words) | 6 mos- 50 to 300 words Plateaus- new words in 1 week Vocab Spurt- happens age 18-24 mos |
| Core Lexicon | first 50 words are critical by 18 months |
| Lexicon | personal dictionary/ vocabulary |
| 2 types of lexicon | expressive: what you use receptive: what you understand, always larger understanding than actual use of words |
| Baby Behaviors that Affect Bonding | 1. Responsiveness- mom's face & voice 2. Sleep Wakefulness 3. General Mood 4. Adaptability to Change 5. Approach-withdraw |
| Functional-core Hypothesis | Nelson, 1977 -child derives word and concept meaning from "motion features" of the referent -meaning of a word is based upon use, how it acts, and how it can be acted upon |
| Vocab Spurt | Age: 18-24mos Happens: after first 100 words are acquired -girls are faster to produce first words and understand more words Age 2: expressive lexicon is 200-300 words |
| Maternal Behaviors that Affect Bonding (5) | 1. Responsiveness- over or under response undermines the attachment 2. Playfulness 3. Sensitivity 4. Encouragement 5. Pacing |
| PSA (What is it and who discovered it) | Primitive Speech Act: a single gesture or a single vocal/verbal pattern that conveys intention -universal, each utterance = 1 intention Discovered by Dore 1974 |
| Infant-caregiver Bonding | -determined by the quality of I-C interactions -several factors -mother and baby play a role |
| Locutionary Stage | Age: 12 mos and up -begins with first meaningful word -intentionality is coded in words with or without gestures |
| Baby Talk | speech/language addressed to infants |
| 3 common ways used to classify first words | 1. Pragmatic function of the single word utterances 2. grammatical function 3. meaning |
| Substantive Words | -mainly make up single-word vocabularies -refer to specific entities that have shared features usually nouns -Agents & Objects |
| Agents | the source of action |
| Object | the recipient of an action |
| What can make a child difficult to understand? | use of phonological processes |
| General Nominals | -label individual objects that move or can be acted upon -can also label individual people or animals in the environment *51% of core lexicon |
| Gaze-Coupling | turn-taking interaction using eye contact |
| Prototypic Complex Hypothesis | Bowerman 1978 -child identifies features that distinguish the prototypic referent of a word from other words Ex: a child's prototype for word/concept "flower" may be dandelion -can lead to underextensions |
| Lexically Precocious | -much more words, smart, very perceptive, surrounded by sophisticated adults -use grammar quickly -grammar development tied to lexicon size than chronological age Ex: people who read more are better writers |
| 3 Major Semantic Milestones | 1. 1-3 words by 12mos 2. 10 words by 15mos 3. Core Lexicon 50 words by 18mos |
| Stages of Communication Intentionality (3) | 1. Perlocutionary Stage 2. Illocutionary Stage 3. Locutionary Stage |
| Motherese/Parentese | -speech/language addressed to toddlers |
| Semantic-feature hypothesis | Clark 1975 -referents are defined by their features such as animate/inanimate, human/nonhuman -children use perceptual attributes to establish meaning |
| Nelson, what did he discover? | -he did the diary study of a child's first 50 words -found that nominal nouns predominate 65% -2 types general and specific |
| Specific Nominals | -specifically name individual people, animals or locations -less frequency than general nominals -still compromise a large percentage of core lexicon |
| Object Permanence | -knowledge that objects continue to exist when one is not perceiving them -linked with language acquisition |
| Semantic Categories (Who discovered it and 2 types) | -discovered Bloom and Lahey 1978 2 types 1. Substantive Words 2. Relational Words |
| Mutual Gaze | -looking at each other -signals are greater than attention compared with joint attention -important for formation of attachment/bonding |
| Emerging Language Stage | -children begin to produce first true words Age: 12/18-24mos |
| Semantic Learning Theories of how words and concepts are acquired | Semantic feature hypothesis, functional core hypothesis, associative hypothesis, prototypic complex hypothesis |
| Communication Routines | -provide consistent set of behaviors that teach children to predict and signal intent to participate |
| JR | Joint Reference: talking about the same thing |
| JA | Joint Action: both engaging in a task |
| TT | Turn Taking: teaches how to anticipate and predict |
Created by:
msrachel
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