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Language Development
| Question | Answer |
|---|---|
| infinite generativity | ability to produce an endless number of meaningful sentences using a finite set of words and rules |
| phonology | how sounds are used and combined |
| phoneme | the smallest unit of sound |
| morphology | the rules for combining morphemes |
| morphemes | the smallest units of meanings |
| syntax | the ways words are arranged to form acceptable phrases and sentences |
| semantics | the meanings of words and sentences |
| pragmatics | the appropriate use of language in context |
| telegraphic speech | the use of short and precise words without grammatical markers |
| whole language approach | reading should be whole and meaningful |
| basic skills and phonics approach | reading should involve simplified materials |
| dialect | variety of language distinguished by vocabulary, grammar, or pronunciation |
| receptive vocabulary | words the child understands |
| spoken vocabulary | words the child uses |
| fast mapping | a process that helps to explain how young children learn the connection between a word and its referent so quickly |
| subtractive bilingualism | when immigrant children go from being monolingual in their home language to bilingual in that language and in English, only to end up monolingual speakers of English |
| bilingual education | teaching an academic subject to immigrant children in their native language while slowly teaching English |
| Broca's area | an area of the brain's left frontal lobe that is involved in producing words |
| Wernicke's area | an area of the brain's left hemisphere that is involved in language comprehension |
| aphasia | a loss or impairment of language processing resulting from damage to Broca's area or Wernicke's area |
| damage to Broca's area | difficulty producing words correctly |
| damage to Wernicke's area | poor comprehension and fluent yet incomprehensible speech |
| language acquisition device (LAD) | Chomsky's term that describes a biological endowment that enables the child to detect certain features and rules of language, including phonology, syntax, and semantics |
| child-directed speech | language spoken in a higher pitch than normal, with simple words and sentences |
| recasting | rephrasing a statement that a child has said, perhaps turning it into a question, or restating a child's immature utterance in the form of a fully grammatical sentence |
| expanding | restating, in a linguistically sophisticated form, what a child has said |
| labeling | identifying the names of objects |
| what do all human languages have? | infinite generativity and organizational rules |
| what sound sequence do babies go through in the first year? | crying, cooing, and babbling |
| overextension | when children apply a word to objects that are inappropriate for the word's meaning |
| underextension | when children apply a word too narrowly |
| what is an example of telegraphic speech? | two-word utterances |
| what is Berko's card experiment? | kids were shown words that don't exist but they were able to apply morphological rules |
| the alphabetic principle | that the letters of the alphabet represent sounds of the language |
| what is the behavioral view of language? | that language is a learned skill, but this is not a good explanation |
| how can you enhance a child's acquisition of language? | use child directed speech, recasting, expanding, and labeling |
Created by:
katieliptrap
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