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HGD Exam 2: Language
Unit 3-1 Language Acquisition Reading pp 89-97 133-135 174-175
| Question | Answer |
|---|---|
| language | a system of communication that uses symbols in a regular way to create meaning. |
| Phoneme | the smallest unit of sound that makes a meaningful difference in a language. |
| Morpheme | morpheme is a string of one or more phonemes that makes up the smallest units of meaning in a language. |
| Semantics | the set of rules we use to obtain meaning from morphemes |
| Syntax | the set of rules of a language by which we construct sentences. |
| Pragmatics | how we communicate effectively and appropriately with others. |
| contextual information | the information surrounding language |
| Do newborns communicate? | Yes, but not by oral language, instead they communicate with body posture, cries, gestures, and facial expressions |
| Communication for children four-six months features | Guttural sounds, clicks, consonants, and vowel sounds stand ready to equip the child with the ability to repeat whatever sounds are characteristic of the language heard |
| At 7 months, babies communicate through | babbling, engaging in intentional vocalizations that lack specific meaning and comprise a consonant-vowel repeated sequence, such as ma-ma-ma, da-da- da. |
| receptive language | at around ten months of age, the infant can understand more than he or she can say |
| Holophrastic Speech | partial words used to convey thoughts at younger ages. "ju" instead of juice. Occurs around 12 or 13 months |
| underextension | when a word can be used for only that particular object, such as doggie only being used for the family dog |
| overextensions | word now applies to all objects similar to the original object. Every furry animal is a doggy |
| telegraphic speech | occurs when unnecessary words are not used or when grammatical correctness is not used. "get in car" |
| infant-directed speech. | involves exaggerating the vowel and consonant sounds, using a high-pitched voice, and delivering the phrase with great facial expression. Adults copy infant. "Horsie" "binky" |
| Why does infant directed speech happen? | when this type of speech is used, the infant pays more attention to the speaker and this sets up a pattern of interaction in which the speaker and listener are in tune with one another |
| Nativism belief surrounding language development | children are born with a knowledge of general rules of syntax that determine how sentences are constructed. Language develops as long as the infant is exposed to it. No teaching, training, or reinforcement is required for language to develop. |
| language acquisition device | used by nativist to justify their views. It's a universal grammar that underlies all human language |
| deep structure of an idea | how the idea is represented in the fundamental universal grammar that is common to all languages |
| surface structure of the idea | how it is expressed in any one language |
| debate surrounding the idea of universal grammar | found languages that did not have noun or verb phrases, that did not have tenses, and even some that did not have nouns or verbs at all, even though a basic assumption of a universal grammar is that all languages should share these features |
| broca's area | an area in front of the left hemisphere near the motor cortex, is responsible for language production |
| Wernicke's area | an area of the brain next to the auditory cortex, is responsible for language comprehension. |
| Is there a critical period for learning language? | Yes, between infancy and puberty. |
| Learning Theory | children modify their language through imitation and reinforcement, such as parental praise and being understood. |
| Social pragmatics | Language from this view is not only a cognitive skill, but also a social one. Language is a tool humans use to communicate, connect to, influence, and inform others. Most of all, language comes out of a need to cooperate |
| sound stream vs word stream | ice cream vs i scream have the same sound stream but different word stream |
| overregularization | a phenomenon where children, as they learn language, apply grammatical rules too broadly, leading to incorrect forms like "goed" instead of "went" or "tooths" instead of "teeth" |
| articulation disorder | refers to the inability to correctly produce speech sounds (phonemes) because of imprecise placement, timing, pressure, speed, or flow of movement of the lips, tongue, or throat |
| disorders of speech | involve problems with pitch, loudness, and quality of the voice |
| Fluency disorders | affect the rate of speech, such as stuttering. |
| mutual-exclusivity bias | the assumption that an object has only a single name. For example, a bilingual child who has previously learned the word car, may be confused when this object is referred to as an automobile or sedan |
| Language at birth | Reflexive communication: Crying, expressions, gestures, phoneme perception |
| language at 2 months | Meaningful sounds: Cooing, fussing, crying, laughing |
| language at 3-6 months | New sounds: Squeals, growls, croons, trills, vowel sounds |
| language at 6-9 months | Syllable babbling, understanding highly familiar words |
| language at 10-12 months | Understanding simple words, gibberish babbling, first words and word approximations |
| language at 12 months | One-word utterances, slow growth of vocabulary |
| 18 months | Naming/Vocabulary spurt |
| 21 months | First two-word sentence |
| 24 months | multiword sentences |
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