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CONTENT: Exam 2
Language Development in Children
| Question | Answer |
|---|---|
| vocabulary explosion | 18-24 months: -rapid expansion of vocabulary 20 words/month (17-20 months) 46 words/month (21-24 months) - |
| Proto-imperatives | 8-9 months: -representational gesture (pointing) accompanied by vocalizations to indicate a REQUEST |
| Proto-declaratives | 8-9 months: -gesturing to indicate INTEREST |
| Protowords | indicating meaning NOT using full words, 1-2 syllables (baba) -supported by infant-directed speech/motherese, consistent and ritual use of words -precursor to vocabulary growth |
| Word Learning: STEPS | 1. child receives auditory cue (hears word) 2. memory is activated to RECALL previously learned/stored sounds+syllables (phonological representation) 3. phonological info is APPLIED to semantic understanding (word comprehension) |
| Why is there a NOUN-preference? | 80% of vocab = nouns -objects are concrete/static -shared (agreed upon) FEATURES+ QUALITIES make them easier to learn -seen with nouns more |
| Fast-Mapping | rapidly inferring meaning of new words -ability to learn new vocab without overt explanation of meaning -explains rapid vocab acquisition |
| Type-Token Ratio - purpose | non standardized test, measures the POOL of vocabulary words. -measures frequency of use of NOVEL words within a sample |
| syntax for lexicon | Vocabulary increases with onset of 2-word combinations, because sentence structure (syntax) influences vocabulary |
| confrontational naming | promotes retrieval of memory (when answers directed questions rather than free speaking) -doesnt occur in most observational screenings |
| rules for counting TTR | 1st utterance is always novel 2nd utterance, any new words are novel • Used words don’t count as novel • 2 words used in same utterance aren’t counted twice |
| higher TTR means what | more over-extension |
| lower TTR means what | less over-extension |
| slow mapping | children gradually learn details of a meaning of a word, to be updated and refined over time rather than immediately |
| novel mapping | chromium, chartreuse, fake word, novel object studies -DEDUCTIVE REASONING |
| generalities | "juice" for all types of juice -earlier learned words, used in over-extension -become more specific "orange juice" |
| creating labels and categories for vocabulary | made through experiential comparison of objects |
| what kind of words are learned easily/earlier | -high, immediate interest -high frequency, familiar words -generalities -gestures then protowords -concrete (UNIFORM) vocab before abstract |
| abstract vocabulary | words that can't be perceived with the 5 senses (think, miss, excited, remember) |
| uniformity | concrete vocabulary (dog, mom, milk) -precedes abstract vocab (remember) |
| reference point | previously learned words which are relied on to serve as "context clues" to new words |
| prototype hypothesis | early word learning is EXPERIMENTAL -the experience = the prototype -*** children use prototype to compare other words, objects, or actions |
| semanticity | Using human speech to convey specific messages, words have certain meanings -ambiguity exists, context is important -“Sending messages loud and clear” |
| indexicality | Related to semanticity Ability to use situational context to produce, receive, or interpret a message Using context to establish meaning beyond dictionary definition of words |
Created by:
liz gelles
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