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Lang. Devel. Q2
| Term | Definition |
|---|---|
| social smile | smile of recognition when an infant sees their mom |
| perlocutionary | first stage of the stages of intentionality; 0-8 months; behavior is not intentional or symbolic; caregiver interprets the actions as meaningful |
| illocutionary | second stage of the stages of intentionality; 8-12 months; emergence of intentional communication with purposeful gestures, eye contact, and vocalizations but no speaking |
| locutionary | final stage of the stages of intentionality; 12+ months; words accompany or replace gestures to express communication |
| hypothesis testing | language learning strategy; child seeks confirmation of the name of an entity by naming it with rising intonation posing a yes or no |
| bootstrapping | child uses what he knows to decode more mature language |
| interrogative utterances | child attempts to learn name of an entity by asking "what?" "that?" or "what's that?" |
| evocative utterances | child names an entity and then waits for adult feedback as to correctness of the name or label |
| protoconversation | resembles a conversation but the sounds the baby is using at not real words |
| clustering | use of predictable phonotactic units within words |
| bracketing | use of prosodic or rhythmic cues to detect divisions between clauses and phrases; stress to make imaginary brackets |
| event-based knowledge | sequence of events or routines that are temporal (time) or causal in nature an organized toward a goal |
| taxonomic knowledge | consists of categories and classes of words; new words are are compared categorically and organized for retrieval |
| turnabouts | goal in adult-child conversation is to get the child to take their turn; an utterance that responds to the previous utterance and requires a response |
| fast mapping | link between a new name and it's reference that a child will make |
| holophrases | early 1 word utterances that convey a holistic communicative intention |
| chaining | narrative form characterized by a series of events that lead directly from one to the other |
| centering | linking of entries in a narrative form |
| lexicon | mental dictionary |
| theory of mind | ability to attribute and infer mental states in others; consider that this impacts communication with others |
| presupposition | the assumption that the listener knows or does not know certain information that a child, as a speaker, must include or delete from the conversation. |
| underextension | overly restricted meanings; using "cup" for "my child cup" |
| overextension | meanings that are too broad when compared to adult meaning; calling all men "dad" |
| intentionality | goal-directed behavior |
| phonological processes | systematic procedures used by children to make adult words pronouncable |
| register | situationally influenced language differences; such as motherese |
| scaffolding | adult serves to bridge conversation so that the child learns to talk about events/topics that are not immediately present |
| ellipsis | conversational device where redundant information is omitted |
| characteristics of newborns | track with eyes at a close range; show preference for human faces; discriminate some factors of speech; will stop crying to attend to mom's voice; actively search for human voice; states regulated by bodily processes |
| daily routines | includes bath time, feeding time, and and play time; provide the child with predictable patterns of behavior and speech |
| importance of play | ideal vehicle for language practice and language acquisition; learn problem solving, creativity, willingness to take risks, and social engagement and communication |
| characteristics of first word | frequency of use, neighborhood density, phonotactic probability |
| reasons for vocabulary spurt | emerging control of articulation, increase in variety of syntactic forms, reflects cognitive growth, child's ability to learn and use words |
| characteristics of early words | they are generally words for animals, toys, and food. Most likely first words are nouns, midlevel generality |
| importance of gestures | young children rely greatly on gestures to get what they want/need; many early words can only be interpreted in the context of gestures; can be used with oral language is limited |
| development of gestures | 12-18 months - a child will increasingly verbalize and gesture while looking at communication partner; 18-28 months - vocab production is related to child's ability to make functional gestures 2+ years - gestures and words become more coordinated |
| similarities of narratives and conversation | sense of purpose, relevant information, clear and orderly exchange of information, repair when needed, ability to assume perspective of a listener, presupposition |
| differences of narratives and conversations | narratives contain decontextualized monologues aka does not center on immediate experience in the environment, and concern people, animals, and imaginary events. Conversations are dialogues that involve activities within the immediate environment. |
| comprehension development | toddlers rely on semantic relations, objects, and routines for comprehension. They do this via two strategies, do what you usually do and act on the object in the way mentioned. Within the first 50 words of the child, comprehension will precede production |
| caregiver modifications | the adult will alter their behaviors to the information processing abilities of the infant; preparatory activities, state-setting activities, maintenance of communicative framework, infant like modifications of adult actions |
| perparatory activities | free infant from physiological state dominance; reduce hunger pains |
| state-setting activities | manipulate physical environment to optimize interaction; move into infant's visual field |
| maintenance of communication framework | use of continuates by caregiver; modulate speech |
| infant-like modifications of adult actions | variation of caregiver activities; motherese or baby talk |
| TOM characteristics | older children with developed theory of mind will engage in pretend play more frequently, use more mental state terms in conversation, and have more developed social and interactive abilities |
| specific cognitive skills | selective attention to what an adult says, discrimination of different stimuli, working & LT memory, and categorization |
| 3 language behaviors of toddlers | two-to-three word phrases, asking questions to learn, and engaging in simple conversation |
Created by:
zoedinius