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Child Language Dev.
Exam #1 Review Terms
| Question | Answer |
|---|---|
| Action relational words | Semantic category; stands for words that define the manner in which actions are related through movement |
| Adult based vocabulary | Required in defining TFW; Vocabulary typically used/produced by an adult |
| Analogical overextension | A word for one object that is extended to another object which is not in same clear category but still has similar characteristic (physical or functional) Class example: Calling soft scarf kitty (feels like a cat) |
| Answering | Speech act where a child typically answers prompted question (yes, no, that) |
| Babbling | Long strings of sounds that children begin to produce around 4 months of age |
| Basic level vocabulary | Often times monosyllabic words that adults use to model language to their child; most functional and common; Class example: dog |
| Birth order | Parent report data: does not have an effect (significant one) on the language acquisition/development |
| Bound morpheme | Unit of meaning that can not stand alone; must be attached to a free morpheme; typically modifies that free morpheme; generally includes grammatical tags that are derivational (-ly, -er, -ment) or inflectional (-ed, -s) |
| Calling | Speech act where a child calls for someone/something (Mommy, hey) |
| Categorical extension | A word for one member of a clear category is extended to other members of that category; Class example: child uses apple in order to name fruit (any type) |
| Classical conditioning | (Association Theory) A learning process that consists of child being exposed to a stimulus (sees object), hears the word and associates the two together (Pavlov); the early acquisition of non-nominals indicates that this process is not adequate |
| Closed class words | Functor words; grammatical words that can not be made up and are often times relational (auxiliary verbs, conjunctions, prepositions, articles, pronouns) |
| Cognition | Higher level thinking; learning; processes associated with memory, attention etc |
| Combinatorial speech | Combination of both rote and generative processes; class example: "Me sees tubbiesontv" |
| Comunicative Intention | Purpose of utterance; i.e. to gain information, to give information, to ask for permission; humans have the intentionality to communicate with one another |
| Compound noun | Noun containing two nouns |
| Comprehension | Comprehension precedes production of language |
| Decontextualization | The meaning of a word generalizes; At first child only uses certain word within a particular context; eventually the word becomes more generalized |
| Disappearance words | Apparent upon realization of object permanence….when an object “disappears” children acquire “disappearance” words (all gone) |
| Disconnection (mismatch) | May be TFW, but the child refers to the object as something different than the adult; occurs infrequently |
| Faculty of mind | Not related to the development in other domains (cognition, memory, attention); Indicates that humans are born to talk |
| Functor word | Closed class words; grammatical |
| Gender | On average, girls have a better pronunciation of first words. However, in the distribution, boys are at more extreme ends of the spectrum (very high, very low) |
| General nominal | General noun: objects, substances, animals & people, letters & numbers, abstractions, pronouns (ball, milk, girl, birthday, he, that) |
| Generative | Children learn “formula” or “rule” of grammar & apply it to their situation Example: Subject-verb-object, noun + plural |
| Grammar | System of rules or underlying principles that describe the five aspects of language (syntax, morphology, semantics, phonology, pragmatics |
| Greetings | Words used in greetings; (hi, bye-bye, thank you) |
| Holophrastic speech | Child uses single word utterances to express larger meanings; adults are able to gloss meaning to understand the whole phrase (“cookie”→ “I’d like a cookie.) |
| Idiosyncratic speech | Words that are not adult based; words that are often times invented by the child; has meaning to the child |
| Inference (type of learning) | Child infers word meaning from experiences; children map meanings from exposures to relevant evidence; able to draw conclusions from small amount of information & apply to life |
| Inflection | Modification of a word to express different grammatical categories such as tense, grammatical mood, grammatical voice, aspect, person, gender, number etc |
| Intonation | Varies depending on the speech act |
| Joint reference | Process of differentiating or noting a particular object, action, or event for the purpose of communication; serves as infant’s “Rosetta Stone” for decoding language |
| Labeling | Speech Act that involves naming things; emerges early; vocabulary knowledge |
| Means-end ability | Tool use; two actions in sequence, the first leads to the enabling of the second |
| Modifier | Modifies verb, noun; often times adjectives, attributes, states, locatives, possessives (big, red, pretty, hot, allgone, outside, there, mine) |
| Morpheme | Smallest unit of meaning; indivisible (dog) without violating the meaning or producing meaningless units (do, g). There are two types of morphemes, free and bound. |
| Morphology | Aspect of language concerned with rules governing change in meaning at the intraword level; word structure |
| Motherese | Style of talking used most often by white middle-class American mothers when addressing their 18- 24 month-old toddlers |
| Mutual gaze | Eye contact with a communication partner; used to signal intensified attention |
| New/old information | Principle that describes children's use of words to add meaning to a situation...in other words, they will use words to comment on what has changed (what is new) in the environment rather than describing/labelling others or conditions that are static |
| Nominal | Noun; specific and general nominal |
| Noun | object |
| Object permanence | Representation of unseen objects; children learn that objects are permanent |
| Overextension | Process in which a child applies a word’s meaning to more exemplars than an adult would. The child’s definition is too broad and is thus beyond acceptable adult usage (categorical, analogical, statements) |
| Overgeneralization | Children apply rules to every case; do not pick up the grammatical exceptions (goodest, runned); indicates intelligent thinking, but wrong |
| Overlap | Combines overextenstions with under extensions (Collies-->underextenstion + long-haired cats --> overextension) |
| Past tense | Verb is conjugated to display an event that occurred in the past |
| Personal-social word | Words that are expressed within a person/social interaction; assertions and social expressive (no, yes, want; please, ouch) |
| Phonetic stability | Determining factor of TFW; child replicates same phonetic form; captures adult's attention |
| Phonetically Consistent Form | Consistent vocal patterns that accompany gestures prior to the appearance of words; although phonetically stable, may not be referentially stable |
| Phonology | Sound system; aspect of language concerned with the rules governing the structure, distribution and sequencing of speech-sound patterns |
| Plural | more than one thing/object |
| Pragmatics | Situational use; aspect of language concerned with language use within communication context |
| Precursor behavior | Social precursors: turn taking; joint reference, game playing Cognitive precursors: object permanence; deferred imitation; symbolic and combinatorial play; means-end abilities (tool use) |
| Predicate | One of the tow main parts of a sentence; must contain verb + objects;predicates, adverbs |
| Prefix | beginning root of a word |
| Presupposition | Process of assuming which information a listener possesses or may need |
| Pre-word | Idiosyncratic word; not adult baed; may be phonetically and referentially stable |
| Production | For a word to be a TFW, the utterance must be adult based, referentially stable and phonetically stable |
| Pronoun | Examples: me, you, her, she, that etc |
| Proper noun | Specific nominal; names of specific people, things, or places |
| Prosody (suprasegmental devices) | Paralinguistic mechanisms superimposed on the verbal signal to change the form and meaning of the sentence by acting across the elements or segments of that sentence (examples: intonation, stress, and inflection) |
| Protesting | Speech act; usually negative word (no) |
| Protoword | Prior to first words |
| Protoconversation | Vocal interactions between mothers and infants the resemble verbal exchanges of more mature conversations |
| Prototype | Best exemplar or a composite of the concept; fruit (apple) |
| Reciprocal action | Game playing-social precursor to language (patty cake) |
| Reduplication | Phonological process in which child repeats one syllable in a multisyllabic word, as in wawa for water; baba for bottle etc |
| Referential stability | Child matches up word with classes of references consistently |
| Referential use | With vocabulary growth, child begins to label more things and calling for specific nominals; vocal matches with referents |
| Regression | When children shift from isolated words to regular patterns, may appear to regress in production of words; reorganization of sound system to move forward may appear as regression |
| Rehearsal (in learning) | process of maintaining info within long-term memory; repetition, drill or practice |
| Relational word | Words that refer across entities including action, location, appearance, disappearance and possession; close class words; verbs etc |
| Repeating/practicing | Children practice word production in independent/representational play |
| Representational play | Children use objects to represent another object in play; words represent other objects; playing house outside etc |
| Requesting action | Speech act; (verb or possessive pronoun me) |
| Requesting answer | speech act (what? that?) |
| Rote | High frequency of input; proves effective in learning words |
| Semantics | Aspect of language concerned with rules governing the meaning or content of words or grammatical units; word meaning |
| Social smile | Infant's smile in response to an external social stimulus |
| Socioeconomic status | Little effect on word learning; more affluent families will be able to provide children with more semantic input-own more things, children are exposed to more objects which allow for increase in vocabulary producation |
| Sound avoidance | Some children avoid certain sounds; Class example: /u/ |
| Sound preference | Some children prefer certain sounds; class example: bilabials (bottle, bubble) |
| Specific nominal | Proper noun; specific people, place or thing |
| Specificity Hypothesis | Word choice is correlated with the cognitive development: object permanence: disappearance (all gone); means-ends: success (yes/no) and failure words (no/can't) Means- ends behavior show overall better correlation with language development |
| Speech Act | Basic unit of communication; an intentional, verbally encoded message that includes the speaker's intentions, the speaker's meaning, the listener's interpretation: requesting action, protesting, requesting answer, labeling, answering, greetings, rep, call |
| Statement extension | Children do not label an object, but make a statement about it in relation to another object; ex: saying Dolly upon seeing the empty doll's bed |
| Stereotyped gesture | a child reaches "for show"adults are able to interpret the behavior as the child expressing a want.the term would apply equally to any other gestural behavior used consistently to communicate meaning |
| Subject | person/thing doing the action (verb) |
| Subordinate | Specific lexical level (dachshund in dog example in notes); often times too complicated for children to grasp |
| Substantive word | Words that refer to specific entities or class of entities that have certain shared features |
| Suffix | Ending root of a word |
| Superordinate | Broad lexical level often times too abstract (not concrete enough) for children to understand; (animal in dog example) |
| Symbolic play | Representational play |
| Syntax | Organizational rules specifying word order, sentence organization and word relationships |
| Tool use | Means-ends ability |
| True First Word | Must be adult based, referentially and phonetically stable |
| Turn taking | Social precursor for language |
| Underextension | Process in which a child applies a word meaning to fewer exemplars than an adult would. The child's definition is too restrictive and more limited than in adult usage |
| Visual regard | direction in which someone is looking; when two people have shared visual regard, they are looking in the same direction, establishing shared visual regard between an adult and a baby is an important achievement |
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9902riordam
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