Language Development Exam 1
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| Linguistic modes | Speaking and listening-Expressive and receptive.. Writing and reading- expressive and receptive.. Signing
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| Language | Part Of Communication
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| Term we use to describe how a group exchanges information, ideas, needs and wants.... and Linguistic and Extra linguistic components (BIG PICTURE) | Communication
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| Speaking and Listening | Expressive and receptive
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| Writing and Reading | Expressive and Receptive
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| Signing | Linguistic mode
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| Extralinguistic | Paralinguistic, Metalinguistic, Nonlinguistic
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| Paralinguistic | Intonation, stress, rate, emotion
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| Metalinguistic | ability to think and talk about language
ability to judge language correctness and appropriateness
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| Nonlinguistic | gestures, facial expression, proximity
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| multifaceted and highly complex phenomenon utilizing several systems and modalities | Language
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| Basic systems that underlie language | biological, cognitive, social
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| Three components of language with five parameters | form, content, use
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| Form | Phonology, morphology, syntax
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| Content | semantic
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| Use | pragmatic
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| Phonology | Study of speech sounds of languages
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| Phoneme | smallest linguistic unit of sound that signals a difference in meaning
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| English has how many phonemes | 43
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| Allophones | Same phoneme that differs slightly
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| Phonological Rules | Determine what sounds are used and in what sequence
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| Morphology | Internal organization of words.. Words consist of one ore more morphemes
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| Morpheme | smallest grammatical unit which cannot be separated from the word without changing the meaning of the word
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| Free Morpheme | can stand alone with meaning
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| Bound Morpheme | Must be attached to a free morpheme or other bound morphemes
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| Derivational | Prefixes and suffixes
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| Inflectional | Plural s, possessive 's, ing, ed
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| Syntax | Organizational rules that determine word order, sentence organization and word relationships... how we sequence words in sentences
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| Semantics | System of language with rules governing the meaning or content of words or grammatical units.. Vocabulary
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| World Knowledge | Individual's autobiographical and experiential understanding and memory of particular events which includes the cultural interpretation of this knowledge
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| Word Knowledge | Word and symbol definitions based on an individual's world knowledge
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| Pragmatics | How we use language, register, social interaction rules
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| Code used in communication | Language
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| Nature | Biological
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| Nurture | Enviorment
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| Behavior Theory | Mowrer, Skinner, Osgood... Behaviorist Theory-nuture.... Language is a subset of learned behaviors... operant conditioning
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| Language is based on | Modeling, imitation, practice, reinforcement
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| Emphasis on the form of language | Grammatical structures
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| Psycholinguistic Theory | Generative or Nativist-nature. Emphasis on language form. Innate capacity for language. Biological basis for language.
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| Linguistic Universalas (features) | Linguistic processing occurs on 2 levels
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| Phrase Structure Rules | Universal
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| Transformational Rules | Not Universal
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| Constituents | Noun and verb phrases
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| Languages have a finites set of | rules
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| Two-Tier mental model: | Deep and surface structure
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| Language acquisition device | LAD... Contains universal underlying linguistic principles or phrase structure rules.... Enables each child to process incoming language
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| Child language is not a... | mirror of adult language
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| Deep structure | The idea/meaning
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| Surface Structure | Syntactic structure that represents that meaning
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| Semantic approach assumes that | content or meaning precedes language form
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| Semanticists | assume that the common rules represent a general pattern of cognitive development, not innate structure.. that thought precedes language.
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| Referential context | Underlying semantics and relationships, influences if not determines the word which can be used in any given position in an utterance/sentence
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| Case Grammar | a generative system that can explain the influence of semantics on the syntactic structure and specifies the semantic relationships that determine that structure
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| CASE | specific semantic function for certain noun phrases. only a limited number of nouns would be appropriate in a given structure
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| Case Function | Marked by word order. form structure that provides a basis for syntax.
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| 7 Major universal cases | Agentive,Dative, Experiencer, Factitive, Instrumental, Locative, Objective
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| Sociolinguistic concentrate on | Underlying reasons or social communicative functions of language
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| Psycholinguistic Theory: A semantic/cognitive model | Modularity theory-nature. Only theory of language processing and semantics holds a strong impact in the structure of syntax and LD development
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| Sociolinguistic Theory | Vygotsky-nurture. Does not focus on the structural aspects of language. centers on the communication unit required to convey meaning.
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| Language USE | (Pragmatics) in communication is central to the linguistic process and to development of language
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| Effective Communication | Motivation for language acquisition
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| Speech-act theory | The speech act is a unit of communication that conveys the speakers conceptual representations and intentions.
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| Intrapersonal function | Internal language is used for memory, problem solving and concept development.
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| Interpersonal | function of langue is communication
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| Speech Act | Linguistic unit that can be divided into two elements.
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| Propositional Force | Conceptual content, meaning
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| Illocutionary force | attitude or intention
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| Dore (1974) | Primitive speech act. An utterance consisting formally of a single act or single prosodic sound.
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| Nine Categories primitive speech act | labeling, repeating, answering, requesting, repeating, answering, requesting action, requesting answer, calling, greeting, pretesting and practicing
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| Language acquisition is | Process of socialization
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| Role of the child's communication partners is | Crucial
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| adult operates as a provider | an expander and idealizer of utterances while interacting with the child
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| Joint or shared reference is the achievement | Common referent
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| Attention on a common object or event , with a sequence of behaviors such as eye contact, calling child's name, pointing, naming | social interaction
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| the speech act or lack of greatly promotes or hinders language development | Attention
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| Three Developmental stages of early communication | Perlocutionary, Illocutionary, Locutionary
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| Perlocutionary | behaviors are undifferentiated
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| Illocutionary | use of conventional gestures and vocalization
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| locutionary | words convey intentions
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| Two toddler generative systems | Segmentation and Topic-comment. Can occur at the same time
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| Segmentation | utterances are generated regarding the situation activity
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| Topic-Comment structure | the child establishes the topic, object or event and then provides information
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| Emergentist Theory | Asserts that language is a function of the brains solution to exchanging a complicated set of meaning between people . Grammar is brains solution.
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| Linguistic representations(cognitive processes) | Physical components of the brain, active in language processing. The manner in which its process information. and partners engage.
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| EO: | overgeneralization errors He falled|fall[EO:fell] down.
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| EW | Other word-level errors.That boy were[EW:was] jump/ing.
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| EU | Utterance-level errors. Why this thing not work [EU]
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| EV | verb error That boy were[EV:was] scared
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| EP | Him[EP:he] is my friend Pronoun error
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| EX | After that the dog that[EX] jump/ed out Extraneous word
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| NSW | That thingie[NSW] is funny. Nonspecific word.
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